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The purpose of this study was ranking the psycho-motor, cognitive, and affective needs of elementary, junior-high, and high school student. For this purpose, 385 P.E. specialists, 1370 Femalephysical educators, 1509 Femalestudents, and 1385 student mothers from capital cities of 25 provinces in the country, participated in this study. Twelve physical-motor needs, 15 sport-skill needs, 13 cognitive needs, and 12 psychosocial needs were selected. Only five important needs were ranked between all the needs related to them by samples (from 1, highest priority, to 5, lowest priority). The questionnaire was made of three stages of designing instrumentation and pilot study, and with internal consistency of 0.71-0.97. The entire hypothesis was compared with Cruskall-Wallis test in level of P< 0.05. The results of this study indicated that, many of the educational needs among male and female students in elementary, junior- high and high schools were significantly different. The priority of these needs was similar between P.E. specialists and physical educators, and also between students and their parents. On the other hand there was a significant difference between the priority of psychomotor needs, in comparison to cognitive and affective needs. However, there was no significant difference between the priority of cognitive and affective needs of students in schools. Needs for teaching simple and basic skills health and good appearance also had high priority among elementary students. Needs for teaching fitness exercises sports health and good appearance also had priority among junior-high and high school students. Considering curriculum models, a combined point of views of all groups concord coefficient and the most important and priority of every group of students can be used for P.E. curriculum. These models could also be refined with other models, such as Delphi technique.

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The purpose of this research was to determine the relation between principals' transactional and transformational leadership styles and the motivational needs of physical education teachers based on Douglas McGregor's X & Y theory. According to X theorical supposing human is interest to work and responsible and this is in her essence. This person is self control and self motivation. Whereas in according to Y theorical, human is comfort-seeking person and he can work only with duress(compulsion), directly control and fear of punishment. All of the physical education teachers in the West Azarbaijan province were the statistical society for this research (N=640) and 241 teachers were selected randomly as sample. After verifying the validity of the Bass & Avolio's Multifactor Leadership Questionnaire (MLQ) as well as Alan Chapman's motivational needs Questionnaire by the experts, their reliability were calculated in a pilot study (&alpha=0.940 and &alpha=0.906 respectively for leadership and motivation questionnaires). Data were analyzed by the Pearson correlation coefficient, independent t-test, ANOVA and repeated measure tests. The results showed positive significant correlation between transformational (r=0.538, sig=0.001) and transactional (r=0.445, sig=0.001) leadership styles with McGregor's theory Y assumptions (p> 0.01). There was no significant negative correlation between laissez- faire leadership style and theory Y assumptions (r=-0.080, sig=0.216). There was a significant difference between preferences of principals' leadership styles (p> 0.01). Thus, transformational style (2.345±0.852) was in first and the transactional (1.928±0.713) and laissez- faire (1.251±0.972) styles were in next preferences. From physical education teachers' perspective, the existing status in this province's schools was equivalent with theory X assumptions. It can be concluded that, transformational principals have more desire and belief to theory Y assumptions and these principals having Y-type attitude to employees, will have more ability to motivating them.