Reza Andam; Morteza Asgari; Mitra Salimi
Volume 4, Issue 2 , December 2016, , Pages 49-61
Abstract
The purpose of present research was to investigate Barriers to promote traditional games from the perspective of the students. The research method was descriptive - correlational. The research Statistical population was students of physical education. Finally, 151 people (boy and girl students) from ...
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The purpose of present research was to investigate Barriers to promote traditional games from the perspective of the students. The research method was descriptive - correlational. The research Statistical population was students of physical education. Finally, 151 people (boy and girl students) from five universities were randomly selected as the statistical sample. Researcher made questionnaire was used to collect data which its content and face validity was checked and confirmed by 12 of experts. Cronbach's Alpha coefficient was used to test the reliability of the questionnaire (α=0.86). The respondents were asked to indicate their level of agreement on a Likert scale ranging from 1 (strongly disagreed) to 5 (strongly agreed). Factor analysis with varimax rotation was used to analyze the data. According to factor analysis, 31 variables were selected and classified into six categories “managerial, psychological, organizational, environmental, cultural and interpersonal”. The results showed that the most important barriers were "expansion of computer games (4.39± 0.94)". The least important barriers was "physical problems and medical prohibits (2.42 ± 1.19)". The findings demonstrated that ranking the factors that hinder the development of traditional games, was respectively equal to managerial, organizational, cultural, interpersonal, environmental, and psychological factors. Also analysis and comparison of the perspectives of students who were aware of traditional games and students who were not aware, indicated that the management, psychological, organizational and environmental factors showed no significant difference between students (p>0/05), But there are significant differences between cultural factors and the Interpersonal factors (p
