Physical Education Teachers' Experiences in Implementing the Independent Curriculum: A Phenomenological Qualitative Study

Abstract

The implementation of the Independent Curriculum has brought significant changes to learning practices across various subjects, including Physical Education, which is characterized by learning based on physical activity and direct experience. This curriculum paradigm shift positions teachers as key actors in translating policies into contextual and meaningful pedagogical practices. This study aims to deeply understand the experiences of Physical Education teachers in implementing the Independent Curriculum and the meaning they construct from the process. A qualitative approach with a phenomenological design was used to explore the lived experiences of teachers as key actors in curriculum implementation. The research subjects consisted of Physical Education teachers who had implemented the Independent Curriculum, with data collected through in-depth interviews, learning observations, and documentation studies. Data analysis was conducted thematically to uncover the essence of teachers' experiences. The results show that teachers interpret the Independent Curriculum as a space for pedagogical freedom that demands high professional responsibility. The learning strategies developed are adaptive, contextual, and oriented towards meaningful learning. Challenges such as limited resources, curriculum understanding, and student readiness are addressed through reflection and institutional support. This study emphasizes the importance of teacher experience as the basis for developing sustainable Physical Education learning policies and practices.