Sport Sciences Research Institute Research on Educational Sport 2538-2721 13 38 2025 03 21 Identification of the Cultural Competencies of Physical Education Teachers Identification of the Cultural Competencies of Physical Education Teachers 43 64 4759 10.22089/res.2025.17396.2575 FA Nahid Ghavipanjeh PhD in Sports Management, Faculty of Physical Education, Mazandaran University, Babolsar, Iran 0009-0001-5377-7951 Morad Roumiani PhD student in Sports Management, Faculty of Sports Sciences, University of Mazandaran, Babolsar, Iran. 0009-0000-8098-8896 Morteza Rezaei PhD in Sports Management, Faculty of Physical Education, Mazandaran University, Babolsar, Iran 0000-0002-6586-8666 Halime Piri PhD student in Sports Management, Department of Sports Sciences, Golbahar Azad University, Mashhad. Rohollah Mokhtari Assistant Professor, Department of Sports Management, Islamic Azad University, Isfahan Khorasgan Branch, Isfahan, Iran 0000-0003-4166-6709 Journal Article 2024 11 06 Extended Abstract Background and Purpose This study aimed to explore the cultural competence of physical education teachers, recognizing their critical role in shaping societal health. Physical education programs in schools significantly contribute to the health and development of younger generations, demanding focused attention on the training of specialized personnel. Such personnel are essential to effectively implement these programs, enabling students to fully develop their talents. Cultural competence among physical education teachers is particularly vital for managing cultural diversity in schools. Teachers equipped with intercultural skills facilitate cooperation and respect among students from varied backgrounds, fostering an inclusive educational climate. Research indicates that children from culturally diverse backgrounds are generally less physically active, thereby emphasizing the need for educators to design sports activities sensitive to students' cultural values and beliefs. Such culturally appropriate interventions help increase participation rates and create positive physical activity experiences for all students. Furthermore, integrating cultural competence in sports fosters an inclusive environment, promoting understanding, mutual respect, and effective interactions among athletes from diverse cultures. Materials and Methods This qualitative study employed thematic analysis following Brown and Clarke’s approach (2006). The research is applied in purpose and involved participants from Farhangian University professors and physical education teachers. Inclusion criteria required participants to have postgraduate education, relevant teaching experience, expertise in physical education, and familiarity with cultural competence concepts. Purposive sampling was used, and data collection continued until theoretical saturation, resulting in 12 in-depth semi-structured interviews. Data analysis adhered to the six phases outlined by Brown and Clarke: familiarization with data, generation of initial codes, clustering codes into themes, reviewing and refining themes, defining and naming each theme, and producing a structured report. Interviews were conducted both in person and virtually, ranging from 35 to 50 minutes. To enhance internal validity, participant feedback was continuously integrated without influencing responses. After each interview, the emerging themes were shared with interviewees for confirmation and discussion, helping to avoid assumptions or bias. Additional strategies to strengthen validity included triangulation of data sources, independent data review by a research assistant, consultation with experts skilled in thematic analysis and cultural competence, and iterative questioning during analysis. Expert evaluation was also utilized to confirm the validity of interview transcripts and instruments, with coding reliability verified through inter-rater agreement. Results The findings revealed cultural awareness as a central concept, entailing recognition of cultural diversity and respect for different cultures. This foundation enables effective communication and relationships between teachers and culturally diverse students. Communication skills emerged as essential for resolving cultural conflicts and creating constructive educational environments. Continuous professional development and reflexive learning were identified as crucial for acquiring and maintaining cultural competence. Additionally, educational and organizational policies substantially influence the educational culture by supporting inclusive practices and encouraging community participation. The use of diverse teaching techniques and cultural assessments provides varied methods to approach student learning. The development of social capabilities—including teamwork, cooperation, leadership, and responsibility—was noted to enhance social cohesion within physical education settings. Moreover, respecting cultural rights and engaging in parent and community education promote social justice and raise awareness, contributing to the gradual improvement of cultural competence across stakeholders. Integrating these themes illustrates the connections and interactions necessary to foster an inclusive educational environment that responds to the cultural and social needs of society. Such an environment ultimately augments the quality of physical education. Conclusion The study highlights continuous cultural competence development as a critical factor influencing the cultural effectiveness of physical education teachers. Sustained improvement is achievable through systematic assessment, review, and updating of knowledge. Regular evaluation of teachers’ cultural competence allows identification of strengths and weaknesses and informs necessary curricular revisions aligned with evolving cultural dynamics. Developing ongoing cultural competence enhancement programs ensures continual growth and learning within this domain. Staying informed of emerging research and updating educational materials to reflect cultural shifts enable teachers to respond effectively to diverse classroom environments. Participation in relevant training workshops and creation of experience-sharing platforms were recommended to facilitate knowledge exchange and foster intercultural communication skills. Collectively, these deliberate and structured approaches support a dynamic learning space where educators and students engage actively and meaningfully within multicultural contexts. To reinforce these efforts, it is advised that teacher education and professional development programs emphasize cultural diversity—emphasizing awareness, respect, and communication—to better prepare physical educators for their increasingly diverse student populations. Article Message This study underscores the importance of continued enhancement of cultural competence among physical education teachers as a determinant of their effectiveness in managing cultural diversity. Systematic evaluation and knowledge updating processes are essential for sustaining cultural competence growth. Periodic assessments provide critical insight into educators’ areas of strength and those needing development, guiding necessary curricular adaptations aligned with shifting cultural landscapes. Establishing continuous professional development initiatives completes this cycle, ensuring cultural learning remains a priority. These measures not only improve teaching quality but also foster inclusive and supportive environments for diverse student bodies. Ethical Considerations All ethical principles concerning research involving human participants were strictly observed throughout the study. Informed written consent was obtained from all participants after full disclosure of the study’s objectives and procedures. Participation was voluntary, with assurances regarding the confidentiality and anonymity of all data. This study was conducted in accordance with the ethical standards stipulated by the National System for Registration and Announcement of Ethical Committees in Biomedical Research in the country and was duly reviewed for ethical compliance. Authors’ Contributions Conceptualization: Nahid Ghavipanjeh, Morteza Rezaei, Halime Piri, Rohollah Mokhtari Data Collection: Nahid Ghavipanjeh, Morad Roumiani, Morteza Rezaei, Halime Piri Data Analysis: Nahid Ghavipanjeh, Morteza Rezaei Manuscript Writing: Morad Roumiani, Halime Piri, Rohollah Mokhtari Review and Editing: Morteza Rezaei, Rohollah Mokhtari Funding Responsibility: Rohollah Mokhtari Literature Review: Nahid Ghavipanjeh, Morad Roumiani Project Management: Rohollah Mokhtari Conflict of Interest The authors declare no conflicts of interest in connection with the publication of this manuscript. Acknowledgments The authors express their gratitude to all individuals who contributed to this study and supported its completion. Extended Abstract Background and Purpose This study aimed to explore the cultural competence of physical education teachers, recognizing their critical role in shaping societal health. Physical education programs in schools significantly contribute to the health and development of younger generations, demanding focused attention on the training of specialized personnel. Such personnel are essential to effectively implement these programs, enabling students to fully develop their talents. Cultural competence among physical education teachers is particularly vital for managing cultural diversity in schools. Teachers equipped with intercultural skills facilitate cooperation and respect among students from varied backgrounds, fostering an inclusive educational climate. Research indicates that children from culturally diverse backgrounds are generally less physically active, thereby emphasizing the need for educators to design sports activities sensitive to students' cultural values and beliefs. Such culturally appropriate interventions help increase participation rates and create positive physical activity experiences for all students. Furthermore, integrating cultural competence in sports fosters an inclusive environment, promoting understanding, mutual respect, and effective interactions among athletes from diverse cultures. Materials and Methods This qualitative study employed thematic analysis following Brown and Clarke’s approach (2006). The research is applied in purpose and involved participants from Farhangian University professors and physical education teachers. Inclusion criteria required participants to have postgraduate education, relevant teaching experience, expertise in physical education, and familiarity with cultural competence concepts. Purposive sampling was used, and data collection continued until theoretical saturation, resulting in 12 in-depth semi-structured interviews. Data analysis adhered to the six phases outlined by Brown and Clarke: familiarization with data, generation of initial codes, clustering codes into themes, reviewing and refining themes, defining and naming each theme, and producing a structured report. Interviews were conducted both in person and virtually, ranging from 35 to 50 minutes. To enhance internal validity, participant feedback was continuously integrated without influencing responses. After each interview, the emerging themes were shared with interviewees for confirmation and discussion, helping to avoid assumptions or bias. Additional strategies to strengthen validity included triangulation of data sources, independent data review by a research assistant, consultation with experts skilled in thematic analysis and cultural competence, and iterative questioning during analysis. Expert evaluation was also utilized to confirm the validity of interview transcripts and instruments, with coding reliability verified through inter-rater agreement. Results The findings revealed cultural awareness as a central concept, entailing recognition of cultural diversity and respect for different cultures. This foundation enables effective communication and relationships between teachers and culturally diverse students. Communication skills emerged as essential for resolving cultural conflicts and creating constructive educational environments. Continuous professional development and reflexive learning were identified as crucial for acquiring and maintaining cultural competence. Additionally, educational and organizational policies substantially influence the educational culture by supporting inclusive practices and encouraging community participation. The use of diverse teaching techniques and cultural assessments provides varied methods to approach student learning. The development of social capabilities—including teamwork, cooperation, leadership, and responsibility—was noted to enhance social cohesion within physical education settings. Moreover, respecting cultural rights and engaging in parent and community education promote social justice and raise awareness, contributing to the gradual improvement of cultural competence across stakeholders. Integrating these themes illustrates the connections and interactions necessary to foster an inclusive educational environment that responds to the cultural and social needs of society. Such an environment ultimately augments the quality of physical education. Conclusion The study highlights continuous cultural competence development as a critical factor influencing the cultural effectiveness of physical education teachers. Sustained improvement is achievable through systematic assessment, review, and updating of knowledge. Regular evaluation of teachers’ cultural competence allows identification of strengths and weaknesses and informs necessary curricular revisions aligned with evolving cultural dynamics. Developing ongoing cultural competence enhancement programs ensures continual growth and learning within this domain. Staying informed of emerging research and updating educational materials to reflect cultural shifts enable teachers to respond effectively to diverse classroom environments. Participation in relevant training workshops and creation of experience-sharing platforms were recommended to facilitate knowledge exchange and foster intercultural communication skills. Collectively, these deliberate and structured approaches support a dynamic learning space where educators and students engage actively and meaningfully within multicultural contexts. To reinforce these efforts, it is advised that teacher education and professional development programs emphasize cultural diversity—emphasizing awareness, respect, and communication—to better prepare physical educators for their increasingly diverse student populations. Article Message This study underscores the importance of continued enhancement of cultural competence among physical education teachers as a determinant of their effectiveness in managing cultural diversity. Systematic evaluation and knowledge updating processes are essential for sustaining cultural competence growth. Periodic assessments provide critical insight into educators’ areas of strength and those needing development, guiding necessary curricular adaptations aligned with shifting cultural landscapes. Establishing continuous professional development initiatives completes this cycle, ensuring cultural learning remains a priority. These measures not only improve teaching quality but also foster inclusive and supportive environments for diverse student bodies. Ethical Considerations All ethical principles concerning research involving human participants were strictly observed throughout the study. Informed written consent was obtained from all participants after full disclosure of the study’s objectives and procedures. Participation was voluntary, with assurances regarding the confidentiality and anonymity of all data. This study was conducted in accordance with the ethical standards stipulated by the National System for Registration and Announcement of Ethical Committees in Biomedical Research in the country and was duly reviewed for ethical compliance. Authors’ Contributions Conceptualization: Nahid Ghavipanjeh, Morteza Rezaei, Halime Piri, Rohollah Mokhtari Data Collection: Nahid Ghavipanjeh, Morad Roumiani, Morteza Rezaei, Halime Piri Data Analysis: Nahid Ghavipanjeh, Morteza Rezaei Manuscript Writing: Morad Roumiani, Halime Piri, Rohollah Mokhtari Review and Editing: Morteza Rezaei, Rohollah Mokhtari Funding Responsibility: Rohollah Mokhtari Literature Review: Nahid Ghavipanjeh, Morad Roumiani Project Management: Rohollah Mokhtari Conflict of Interest The authors declare no conflicts of interest in connection with the publication of this manuscript. Acknowledgments The authors express their gratitude to all individuals who contributed to this study and supported its completion.

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