This study aims to deeply investigate the priority objectives of Physical Education (PE) courses implemented in secondary education institutions. By analyzing current curricula and educational policies, the research sought to identify PE classes' contributions not only to physical fitness development but also to students' psychosocial and emotional growth. The research was conducted using a mixed-methods approach, including both qualitative and quantitative data collection methods.

The qualitative component of the study consisted of semi-structured interviews conducted with PE teachers, school administrators, and students working at various levels of secondary education. The quantitative component involved a large-scale survey administered to measure students' perceptions regarding the objectives of PE classes. The findings indicate that PE courses play a central role in fostering critical life skills such as cooperation, leadership, problem-solving, and stress management, going beyond fundamental physical goals like developing motor skills and promoting healthy lifestyle awareness. Furthermore, it was determined that the courses positively impact students' levels of self-confidence and self-esteem.

In conclusion, it is suggested that the purpose of Physical Education courses in secondary schools should focus on the holistic development of students, preparing them not just as physically active individuals but also as responsible and well-adjusted citizens capable of succeeding in society. The study offers significant implications for the restructuring of PE curricula to meet these multi-dimensional objectives.