Sport Sciences Research Institute Research on Educational Sport 2538-2721 12 37 2025 01 20 The Pattern of Integrated Marketing Communications in Physical Education and Sports of the Ministry of Education The Pattern of Integrated Marketing Communications in Physical Education and Sports of the Ministry of Education 17 38 4095 10.22089/res.2024.14491.2403 FA Mohsen Maadi PhD Student in Sports Marketing and Media Management, Islamic Azad University, North Tehran Branch, Tehran, Iran 0000-0003-2093-2641 Ali Mohammad Safania Professor, Department of Physical Education and Sport Science, Science and Research Branch, Islamic Azad University, Tehran, Iran. Abolfazl Farahani Professor, Department of sports management, Payame Noor University, Tehran, Iran, 0000-0002-0417-5858 Hamid Ghasemi Associate Professor, Department of Sport Management, Payame Noor University, Tehran, Iran, Ali Asghar Doroudian Assistant Professor, Department of Sports Management, Islamic Azad University, North Tehran Branch, Tehran, Iran 0000-0002-1605-421X Journal Article 2023 07 05 Background and Purpose Sports in education, as an integral component of the educational process, seeks to establish the necessary foundations for holistic student development by creating environments and opportunities that immerse all students in both healthy recreational and competitive contexts (2). The application of contemporary scientific concepts across various domains, particularly sports management, can significantly streamline the path toward achieving institutional objectives. Among these concepts, integrated marketing communications (IMC) stands out due to its conceptual alignment with the missions and vision of educational organizations and its potential to serve as an effective tool for operationalizing the programs of the Ministry of Education’s Office of Physical Education and Sports Activities (3). The principal aim of IMC is to directly influence audience behavior (4). Accordingly, the purpose of this research was to identify the effective factors and components of integrated marketing communication within the context of physical education and student sports, with the ultimate goal of facilitating product development, stakeholder engagement, and value creation through the design of an appropriate model that integrates communication processes. Materials and Methods This study adopted a grounded theory strategy, specifically utilizing the systematic approach developed by Strauss and Corbin (1998) (1). The statistical population comprised specialists and experts possessing substantial knowledge of student sports within the Ministry of Education and academic institutions. The criteria for selecting the initial pool of experts included relevant academic backgrounds, a record of scientific publications related to marketing and communication, managerial positions, and executive experience in sports management and education. Non-probability, purposive sampling was employed, with maximum diversity and heterogeneity as guiding principles. Sampling continued until theoretical adequacy and saturation were achieved, resulting in a final sample of twenty-two participants. Data collection was conducted through semi-structured interviews, each lasting between thirty and ninety minutes. The research was grounded in an interpretive paradigm, and qualitative methods—including coding, conceptualization, and categorization—were employed to construct the emergent theory. The concepts and categories derived from the interviews were systematically incorporated into the coding model, culminating in the presentation of the final research model. To ensure methodological rigor, triangulation was utilized, drawing upon multiple sources including library research, expert focus groups, and individual interviews. Reliability was assessed using the intra-subject agreement method, wherein a sports management expert—actively involved throughout the research process—collaborated in coding the data. Statistical analysis was performed using MaxQDA software, version 2020. Findings Analysis of the expert interviews, beginning with initial (open) coding, led to the identification of 130 open codes. All interview data were coded, resulting in the emergence of numerous initial concepts. Subsequent axial coding refined these concepts into a coherent structure. The final model developed in this research encompasses a set of central categories, causal conditions, necessary contexts, intervening variables, strategies, and consequences pertaining to integrated marketing communications in physical education and sports education. The causal conditions of the model are represented by two components and nineteen extracted codes. The effective contextual factors comprise three components and thirty-six extracted codes. The strategies identified as effective consist of four components and thirty-two extracted codes, while the consequences of the IMC model in physical education and sports education are represented by three components and twenty-three extracted codes. Additionally, intervening variables influencing the model include four components and twenty extracted codes. This comprehensive framework provides a nuanced understanding of the multifaceted elements that shape integrated marketing communications in this domain. Conclusion The findings reveal that, in certain instances, the absence of stakeholder awareness and persuasion, insufficient attention to stakeholder needs, incompatibility between programs and the resources or conditions of teachers and school staff, and a lack of understanding regarding appropriate communication components can undermine the effectiveness of IMC initiatives. Furthermore, inconsistencies and fragmented messaging from administrative bodies may result in confusion, lack of coherence, and diminished efficacy and efficiency. To address these challenges, the Vice-Chancellor for Physical Education and Health should strive to disseminate information and programmatic content in a transparent, accurate, realistic, and beneficial manner, ensuring that stakeholders receive a unified and harmonious message—akin to an orchestra performing in concert. When decision-makers in the field of physical education and student sports employ a comprehensive and integrated model for managing communications with stakeholders, they can foster sustainable interactions with students, effectively cultivate loyalty, and systematically address the informational and developmental needs of their audiences. The creation of an IMC model tailored to physical education and sports education—taking into account the school environment, market ecosystem, educational structures, and marketing strategies such as advertising campaigns, public relations, financing, and direct marketing, as well as emphasizing human capital, cultural development, and infrastructural support—will facilitate the delivery of enhanced sports services, empower human resources, and promote physical activities. Ultimately, these efforts contribute to the establishment of a strong brand for physical education and sports, the creation of added value, and the sustainable development of physical literacy. Article Message Integrated marketing communications represent an ongoing strategic advantage for organizations, particularly within educational contexts. Awareness of the components of IMC and the implementation of a well-structured plan can enhance organizational performance by enabling the selection of effective communication methods with stakeholders in physical education and student sports. This, in turn, facilitates the development and promotion of sports and physical activity among students, contributing to the broader goals of health, engagement, and institutional value creation. Background and Purpose Sports in education, as an integral component of the educational process, seeks to establish the necessary foundations for holistic student development by creating environments and opportunities that immerse all students in both healthy recreational and competitive contexts (2). The application of contemporary scientific concepts across various domains, particularly sports management, can significantly streamline the path toward achieving institutional objectives. Among these concepts, integrated marketing communications (IMC) stands out due to its conceptual alignment with the missions and vision of educational organizations and its potential to serve as an effective tool for operationalizing the programs of the Ministry of Education’s Office of Physical Education and Sports Activities (3). The principal aim of IMC is to directly influence audience behavior (4). Accordingly, the purpose of this research was to identify the effective factors and components of integrated marketing communication within the context of physical education and student sports, with the ultimate goal of facilitating product development, stakeholder engagement, and value creation through the design of an appropriate model that integrates communication processes. Materials and Methods This study adopted a grounded theory strategy, specifically utilizing the systematic approach developed by Strauss and Corbin (1998) (1). The statistical population comprised specialists and experts possessing substantial knowledge of student sports within the Ministry of Education and academic institutions. The criteria for selecting the initial pool of experts included relevant academic backgrounds, a record of scientific publications related to marketing and communication, managerial positions, and executive experience in sports management and education. Non-probability, purposive sampling was employed, with maximum diversity and heterogeneity as guiding principles. Sampling continued until theoretical adequacy and saturation were achieved, resulting in a final sample of twenty-two participants. Data collection was conducted through semi-structured interviews, each lasting between thirty and ninety minutes. The research was grounded in an interpretive paradigm, and qualitative methods—including coding, conceptualization, and categorization—were employed to construct the emergent theory. The concepts and categories derived from the interviews were systematically incorporated into the coding model, culminating in the presentation of the final research model. To ensure methodological rigor, triangulation was utilized, drawing upon multiple sources including library research, expert focus groups, and individual interviews. Reliability was assessed using the intra-subject agreement method, wherein a sports management expert—actively involved throughout the research process—collaborated in coding the data. Statistical analysis was performed using MaxQDA software, version 2020. Findings Analysis of the expert interviews, beginning with initial (open) coding, led to the identification of 130 open codes. All interview data were coded, resulting in the emergence of numerous initial concepts. Subsequent axial coding refined these concepts into a coherent structure. The final model developed in this research encompasses a set of central categories, causal conditions, necessary contexts, intervening variables, strategies, and consequences pertaining to integrated marketing communications in physical education and sports education. The causal conditions of the model are represented by two components and nineteen extracted codes. The effective contextual factors comprise three components and thirty-six extracted codes. The strategies identified as effective consist of four components and thirty-two extracted codes, while the consequences of the IMC model in physical education and sports education are represented by three components and twenty-three extracted codes. Additionally, intervening variables influencing the model include four components and twenty extracted codes. This comprehensive framework provides a nuanced understanding of the multifaceted elements that shape integrated marketing communications in this domain. Conclusion The findings reveal that, in certain instances, the absence of stakeholder awareness and persuasion, insufficient attention to stakeholder needs, incompatibility between programs and the resources or conditions of teachers and school staff, and a lack of understanding regarding appropriate communication components can undermine the effectiveness of IMC initiatives. Furthermore, inconsistencies and fragmented messaging from administrative bodies may result in confusion, lack of coherence, and diminished efficacy and efficiency. To address these challenges, the Vice-Chancellor for Physical Education and Health should strive to disseminate information and programmatic content in a transparent, accurate, realistic, and beneficial manner, ensuring that stakeholders receive a unified and harmonious message—akin to an orchestra performing in concert. When decision-makers in the field of physical education and student sports employ a comprehensive and integrated model for managing communications with stakeholders, they can foster sustainable interactions with students, effectively cultivate loyalty, and systematically address the informational and developmental needs of their audiences. The creation of an IMC model tailored to physical education and sports education—taking into account the school environment, market ecosystem, educational structures, and marketing strategies such as advertising campaigns, public relations, financing, and direct marketing, as well as emphasizing human capital, cultural development, and infrastructural support—will facilitate the delivery of enhanced sports services, empower human resources, and promote physical activities. Ultimately, these efforts contribute to the establishment of a strong brand for physical education and sports, the creation of added value, and the sustainable development of physical literacy. Article Message Integrated marketing communications represent an ongoing strategic advantage for organizations, particularly within educational contexts. Awareness of the components of IMC and the implementation of a well-structured plan can enhance organizational performance by enabling the selection of effective communication methods with stakeholders in physical education and student sports. This, in turn, facilitates the development and promotion of sports and physical activity among students, contributing to the broader goals of health, engagement, and institutional value creation.

https://res.ssrc.ac.ir/article_4095_3983e1512aa570c564fab522bdb3efa5.pdf

Sport Sciences Research Institute Research on Educational Sport 2538-2721 12 37 2025 01 20 Developing a Conceptual Framework of Effective Factors in the Professional Development of Physical Education Teachers with an Emphasis on Psychological Empowerment Developing a Conceptual Framework of Effective Factors in the Professional Development of Physical Education Teachers with an Emphasis on Psychological Empowerment 39 64 4528 10.22089/res.2025.16961.2532 FA Maliheh Haghdar Saheli Ph.D. Student in Sports Management ,University of Ivanki , Ivanki, Semnan, Iran 0009-0008-9548-9692 Shahram Nazari Assistant Professor in Physical Education Instruction, Farhangian University, Shahid Chamran Campus, Tehran, Iran. 0000-0003-3483-1630 Rasool Norouzi Seyed Hossini Associate Professor in Sport Management, Department of Sport Sciences, Faculty of Humanities, Tarbiat Modares University, Tehran, Iran 0000-0003-0575-6811 Journal Article 2024 07 03 Background and Purpose Physical education (PE) has long been recognized as a foundational pillar of formal education systems across the globe, playing a critical role in nurturing the physical, mental, and emotional well-being of students. The significance of PE extends far beyond the mere acquisition of physical skills; it is instrumental in achieving broader educational objectives and equipping students with competencies essential for lifelong health and success (Salsbili, 2014). However, the effectiveness of physical education programs is inextricably linked to the empowerment and professional development of PE teachers. Experts in the field consistently highlight that effective PE instruction requires educators who are not only skilled and knowledgeable but also psychologically empowered to navigate the complex and dynamic educational landscape (Chen, Xu, Mason et al., 2016). Central to this discourse is the concept of psychological empowerment, which Zimmerman (1995) defines as a process that involves unlocking individuals’ internal potential by providing opportunities for growth, autonomy, and meaningful engagement. Psychological empowerment has profound implications for teachers, influencing their job satisfaction, organizational commitment, teaching effectiveness, and personal development (Menon, 1999; Spritz, 1995). When teachers experience empowerment, they are more likely to feel confident in their professional competencies, exercise autonomy in decision-making aligned with organizational goals, and pursue meaningful objectives that resonate with their personal and professional aspirations (Matthew & Nair, 2022). These qualities collectively enhance their capacity to create inclusive, engaging, and impactful learning environments that foster student growth and achievement (Safri et al., 2016). For physical education teachers, empowerment is not merely a desirable attribute but an essential prerequisite for fulfilling their unique role in promoting physical activity, healthy lifestyles, and holistic student well-being (Bassa, Hasti, Rosado et al., 2021). Despite the growing recognition of its importance, there remains a significant gap in the literature regarding systematic approaches to enhancing psychological empowerment among PE teachers. The present study seeks to address this theoretical and practical gap by developing a comprehensive conceptual framework and mechanism model aimed at promoting psychological empowerment in PE teachers. The ultimate goal is to contribute to their professional development and, by extension, to the overall success and sustainability of physical education programs. Materials and Methods This research adopted an exploratory, applied, and qualitative methodology to construct a robust mechanism model for the psychological empowerment of PE teachers. The study employed semi-structured, in-depth interviews with a targeted sample comprising university-educated specialists, experienced PE teachers, educational experts, and executive directors. The sampling strategy was both purposeful and criteria-based, ensuring a diverse and representative range of perspectives from individuals with substantial expertise in physical education and sports sciences. Data analysis was conducted using thematic analysis, a rigorous qualitative technique involving multiple stages of coding, sorting, and categorization. The analytical process began with the identification of open codes derived from the interview transcripts. These codes were then systematically grouped into sub-themes, which were subsequently organized into broader main themes. This iterative and reflective approach ensured a nuanced and comprehensive understanding of the multifaceted factors contributing to PE teacher empowerment. Through this process, a total of eleven sub-themes were identified and organized into four overarching main themes: the nature of psychological empowerment, fundamental factors of empowerment, facilitating factors of empowerment, and the consequences of psychological empowerment. Findings The study revealed a comprehensive framework for understanding and promoting psychological empowerment among physical education teachers. Psychological empowerment emerged as a multidimensional construct, encompassing several interrelated dimensions that collectively shape teachers’ professional experiences and outcomes. First, the dimension of self-efficacy was highlighted as a core component, reflecting teachers’ confidence in their ability to perform their professional responsibilities successfully. Closely related to this is the sense of competence, which pertains to teachers’ perceptions of possessing the requisite skills and knowledge necessary for their roles. The dimension of influence was also deemed critical, as it captures teachers’ capacity to impact decision-making processes and outcomes within their schools and educational communities. Finally, the sense of meaningfulness was identified as a vital element, representing teachers’ belief that their work is valuable and aligned with both their personal values and broader professional goals. The study further identified two fundamental factors that serve as prerequisites for psychological empowerment. The first is teacher characteristics, which include attributes such as professional competence, self-confidence, adaptability, and resilience. These personal qualities enable teachers to navigate challenges and capitalize on opportunities for growth. The second fundamental factor is organizational characteristics, encompassing supportive school cultures, leadership styles that foster collaboration, and institutional policies designed to promote teacher autonomy and professional development. Facilitating factors were also recognized as crucial enablers of psychological empowerment. Among these, opportunities for professional development were emphasized as essential for continuous skill enhancement and staying abreast of best practices in physical education. The provision of adequate resources and facilities—including teaching materials, infrastructure, and financial support—was identified as another key facilitator. Additionally, executive affairs and school management practices, such as participatory decision-making processes, equitable workload distribution, and administrative policies that prioritize empowerment, were found to significantly influence teachers’ psychological empowerment. The consequences of psychological empowerment were observed at both the personal and professional levels. On a personal level, empowered teachers reported improved well-being, characterized by better mental health, higher job satisfaction, and a more balanced work-life dynamic. Professionally, psychological empowerment was associated with enhanced teaching effectiveness, enabling teachers to engage students more effectively, foster inclusive learning environments, and adapt instructional methods to meet the diverse needs of students. Importantly, the findings underscore the interconnected and holistic nature of psychological empowerment. Rather than being a static or one-dimensional process, psychological empowerment arises from the dynamic interplay of individual, organizational, and contextual factors. A comprehensive approach that integrates these dimensions is essential for fostering an environment in which PE teachers can thrive and deliver high-quality instruction. Conclusion The research concludes that promoting psychological empowerment among physical education teachers requires a systematic and multifaceted approach. Both fundamental and facilitating factors must be addressed in tandem to create a supportive environment where teachers feel empowered to excel in their professional roles. Key recommendations emerging from this study include the design and implementation of targeted professional development programs that focus on enhancing self-efficacy, competence, and autonomy. Establishing supportive organizational cultures that prioritize teacher well-being and engagement is equally important. Providing adequate resources—such as teaching materials, infrastructure, and financial support—ensures that teachers have the tools they need to succeed. Furthermore, fostering collaborative and participatory decision-making processes within schools can strengthen teachers’ sense of influence and ownership over their work. Psychological empowerment should not be viewed solely as a theoretical construct but as a practical and actionable strategy for improving the quality and sustainability of physical education programs. Empowered teachers are better equipped to inspire and engage students, promote health and wellness, and contribute meaningfully to the broader educational goals of society. This study fills a critical gap in the literature by proposing a conceptual framework and mechanism model for PE teacher empowerment, offering actionable insights for policymakers, educators, and school administrators. By investing in the psychological empowerment of PE teachers, educational systems can unlock their full potential, improve educational outcomes, and pave the way for healthier, more active generations. Future research should explore the implementation and impact of this framework across diverse educational contexts and refine strategies for teacher empowerment through longitudinal and comparative studies. Article Message This article underscores the pivotal role of psychological empowerment in the professional development of physical education teachers. Through a qualitative research approach, the authors present a comprehensive conceptual framework that identifies the key factors influencing psychological empowerment, including individual attributes, supportive organizational cultures, opportunities for professional development, and the provision of adequate resources. The positive outcomes of empowerment—such as increased job satisfaction, teaching effectiveness, and psychological well-being—are highlighted as essential for achieving high-quality physical education instruction and broader educational goals. The article concludes by recommending that policymakers and educational leaders systematically invest in the psychological empowerment of PE teachers, thereby creating an environment in which they can thrive both professionally and personally. Background and Purpose Physical education (PE) has long been recognized as a foundational pillar of formal education systems across the globe, playing a critical role in nurturing the physical, mental, and emotional well-being of students. The significance of PE extends far beyond the mere acquisition of physical skills; it is instrumental in achieving broader educational objectives and equipping students with competencies essential for lifelong health and success (Salsbili, 2014). However, the effectiveness of physical education programs is inextricably linked to the empowerment and professional development of PE teachers. Experts in the field consistently highlight that effective PE instruction requires educators who are not only skilled and knowledgeable but also psychologically empowered to navigate the complex and dynamic educational landscape (Chen, Xu, Mason et al., 2016). Central to this discourse is the concept of psychological empowerment, which Zimmerman (1995) defines as a process that involves unlocking individuals’ internal potential by providing opportunities for growth, autonomy, and meaningful engagement. Psychological empowerment has profound implications for teachers, influencing their job satisfaction, organizational commitment, teaching effectiveness, and personal development (Menon, 1999; Spritz, 1995). When teachers experience empowerment, they are more likely to feel confident in their professional competencies, exercise autonomy in decision-making aligned with organizational goals, and pursue meaningful objectives that resonate with their personal and professional aspirations (Matthew & Nair, 2022). These qualities collectively enhance their capacity to create inclusive, engaging, and impactful learning environments that foster student growth and achievement (Safri et al., 2016). For physical education teachers, empowerment is not merely a desirable attribute but an essential prerequisite for fulfilling their unique role in promoting physical activity, healthy lifestyles, and holistic student well-being (Bassa, Hasti, Rosado et al., 2021). Despite the growing recognition of its importance, there remains a significant gap in the literature regarding systematic approaches to enhancing psychological empowerment among PE teachers. The present study seeks to address this theoretical and practical gap by developing a comprehensive conceptual framework and mechanism model aimed at promoting psychological empowerment in PE teachers. The ultimate goal is to contribute to their professional development and, by extension, to the overall success and sustainability of physical education programs. Materials and Methods This research adopted an exploratory, applied, and qualitative methodology to construct a robust mechanism model for the psychological empowerment of PE teachers. The study employed semi-structured, in-depth interviews with a targeted sample comprising university-educated specialists, experienced PE teachers, educational experts, and executive directors. The sampling strategy was both purposeful and criteria-based, ensuring a diverse and representative range of perspectives from individuals with substantial expertise in physical education and sports sciences. Data analysis was conducted using thematic analysis, a rigorous qualitative technique involving multiple stages of coding, sorting, and categorization. The analytical process began with the identification of open codes derived from the interview transcripts. These codes were then systematically grouped into sub-themes, which were subsequently organized into broader main themes. This iterative and reflective approach ensured a nuanced and comprehensive understanding of the multifaceted factors contributing to PE teacher empowerment. Through this process, a total of eleven sub-themes were identified and organized into four overarching main themes: the nature of psychological empowerment, fundamental factors of empowerment, facilitating factors of empowerment, and the consequences of psychological empowerment. Findings The study revealed a comprehensive framework for understanding and promoting psychological empowerment among physical education teachers. Psychological empowerment emerged as a multidimensional construct, encompassing several interrelated dimensions that collectively shape teachers’ professional experiences and outcomes. First, the dimension of self-efficacy was highlighted as a core component, reflecting teachers’ confidence in their ability to perform their professional responsibilities successfully. Closely related to this is the sense of competence, which pertains to teachers’ perceptions of possessing the requisite skills and knowledge necessary for their roles. The dimension of influence was also deemed critical, as it captures teachers’ capacity to impact decision-making processes and outcomes within their schools and educational communities. Finally, the sense of meaningfulness was identified as a vital element, representing teachers’ belief that their work is valuable and aligned with both their personal values and broader professional goals. The study further identified two fundamental factors that serve as prerequisites for psychological empowerment. The first is teacher characteristics, which include attributes such as professional competence, self-confidence, adaptability, and resilience. These personal qualities enable teachers to navigate challenges and capitalize on opportunities for growth. The second fundamental factor is organizational characteristics, encompassing supportive school cultures, leadership styles that foster collaboration, and institutional policies designed to promote teacher autonomy and professional development. Facilitating factors were also recognized as crucial enablers of psychological empowerment. Among these, opportunities for professional development were emphasized as essential for continuous skill enhancement and staying abreast of best practices in physical education. The provision of adequate resources and facilities—including teaching materials, infrastructure, and financial support—was identified as another key facilitator. Additionally, executive affairs and school management practices, such as participatory decision-making processes, equitable workload distribution, and administrative policies that prioritize empowerment, were found to significantly influence teachers’ psychological empowerment. The consequences of psychological empowerment were observed at both the personal and professional levels. On a personal level, empowered teachers reported improved well-being, characterized by better mental health, higher job satisfaction, and a more balanced work-life dynamic. Professionally, psychological empowerment was associated with enhanced teaching effectiveness, enabling teachers to engage students more effectively, foster inclusive learning environments, and adapt instructional methods to meet the diverse needs of students. Importantly, the findings underscore the interconnected and holistic nature of psychological empowerment. Rather than being a static or one-dimensional process, psychological empowerment arises from the dynamic interplay of individual, organizational, and contextual factors. A comprehensive approach that integrates these dimensions is essential for fostering an environment in which PE teachers can thrive and deliver high-quality instruction. Conclusion The research concludes that promoting psychological empowerment among physical education teachers requires a systematic and multifaceted approach. Both fundamental and facilitating factors must be addressed in tandem to create a supportive environment where teachers feel empowered to excel in their professional roles. Key recommendations emerging from this study include the design and implementation of targeted professional development programs that focus on enhancing self-efficacy, competence, and autonomy. Establishing supportive organizational cultures that prioritize teacher well-being and engagement is equally important. Providing adequate resources—such as teaching materials, infrastructure, and financial support—ensures that teachers have the tools they need to succeed. Furthermore, fostering collaborative and participatory decision-making processes within schools can strengthen teachers’ sense of influence and ownership over their work. Psychological empowerment should not be viewed solely as a theoretical construct but as a practical and actionable strategy for improving the quality and sustainability of physical education programs. Empowered teachers are better equipped to inspire and engage students, promote health and wellness, and contribute meaningfully to the broader educational goals of society. This study fills a critical gap in the literature by proposing a conceptual framework and mechanism model for PE teacher empowerment, offering actionable insights for policymakers, educators, and school administrators. By investing in the psychological empowerment of PE teachers, educational systems can unlock their full potential, improve educational outcomes, and pave the way for healthier, more active generations. Future research should explore the implementation and impact of this framework across diverse educational contexts and refine strategies for teacher empowerment through longitudinal and comparative studies. Article Message This article underscores the pivotal role of psychological empowerment in the professional development of physical education teachers. Through a qualitative research approach, the authors present a comprehensive conceptual framework that identifies the key factors influencing psychological empowerment, including individual attributes, supportive organizational cultures, opportunities for professional development, and the provision of adequate resources. The positive outcomes of empowerment—such as increased job satisfaction, teaching effectiveness, and psychological well-being—are highlighted as essential for achieving high-quality physical education instruction and broader educational goals. The article concludes by recommending that policymakers and educational leaders systematically invest in the psychological empowerment of PE teachers, thereby creating an environment in which they can thrive both professionally and personally.

https://res.ssrc.ac.ir/article_4528_59112692262234e3fad47fa8eabf03a4.pdf

Sport Sciences Research Institute Research on Educational Sport 2538-2721 12 37 2025 01 20 The Effect of Ethical Leadership and Teamwork on the Empowerment of Physical Education Teachers The Effect of Ethical Leadership and Teamwork on the Empowerment of Physical Education Teachers 65 86 4477 10.22089/res.2024.17195.2547 FA Manouchehr Tatari Associate Professor in Sport Management, Payame Noor University, Tehran, Iran 0000-0003-4075-3851 Mohammad Hassan Ferdowsi Assistant Professor in Sport Management, Payame Noor University, Tehran, Iran. 0000-0001-8448-0408 Homa Amraee M.A. in Sport Management, Payame Noor University, Tehran, Iran 0009-0007-6108-7073 Journal Article 2024 08 30 Background and Purpose Educational organizations that possess capable, committed, skilled, and motivated teachers are better equipped to adapt to changing conditions and remain competitive in their respective fields. Empowerment is widely regarded as the most effective approach to distributing power among subordinates, as it fosters trustworthiness, high energy, pride, commitment, and self-confidence among teachers. This sense of empowerment increases teachers’ feelings of participation in organizational work, ultimately leading to improved performance and organizational outcomes (Ahadpour & Behrangi, 2019). Empowerment, conceptualized as a novel approach to cultivating internal motivation, involves unlocking the intrinsic potential of teachers while simultaneously providing the platforms and opportunities necessary for the development of their talents, abilities, and competencies. The process of empowerment begins with a fundamental shift in teachers’ beliefs, thoughts, and attitudes, whereby they come to believe in their own ability and competence to perform tasks successfully and feel that they have the power to influence and control job outcomes (Sadri Nobakht, 2013). In the context of our society, it has been observed over several decades that teachers, particularly physical education teachers, strive to enhance their social status and maintain their dignity and respect by pursuing higher education at universities and specialized institutions. These teachers often work part-time as coaches in sports clubs and dedicate considerable effort during their free time and holidays to earn additional income and fulfill their academic and professional aspirations (Khalili et al., 1400). Materials and Methods The present research is applied in nature with descriptive and correlational objectives, employing a structural equation modeling approach to analyze the relationships among variables. The statistical population consisted of all physical education teachers in Lorestan province, totaling 1,170 individuals who were actively employed during the second half of the academic year 1402-1403. Based on the Karjesi-Morgan table (1970) and established inclusion and exclusion criteria, a random sample of 120 teachers was selected to participate in the study and complete the research questionnaires. Three standardized questionnaires were utilized as data collection instruments: the Brown, Torino, and Harrison (2005) questionnaire, the Teamwork Questionnaire (2000), and the Psychological Empowerment Questionnaire developed by Wetten and Cameron (1998). To ensure the validity of these instruments, the opinions of twelve experts in sports management were solicited, leading to confirmation of face and content validity. A pilot study was conducted by distributing 30 questionnaires randomly among physical education teachers in Lorestan province to assess reliability. The Cronbach’s alpha coefficients for the research variables were 0.92 for moral leadership, 0.86 for teamwork, and 0.89 for empowerment, all exceeding the acceptable threshold of 0.7 and indicating strong reliability. Data analysis was performed using factor analysis and structural equation modeling techniques to test the research hypotheses and examine the relationships among moral leadership, teamwork, and empowerment. Findings The demographic distribution of the respondents revealed that the majority were male (57%). The most frequent age group was between 36 and 40 years old, comprising 34% of the sample, while the most common range of work experience was between 11 and 20 years, accounting for 41% of participants. Descriptive statistics for the main research variables indicated that the mean and standard deviation for moral leadership were 13.11 and 4.52, respectively. For teamwork, the mean was 9.77 with a standard deviation of 2.32. Empowerment had a mean score of 24.29 and a standard deviation of 3.84. Structural equation modeling analysis demonstrated that both moral leadership and teamwork have significant positive effects on the empowerment of physical education teachers. The path coefficients derived from the analysis confirmed that moral leadership exerts a substantial influence on the collective dynamics of physical education teachers, enhancing their sense of empowerment and engagement. Discussion and Conclusion The ability and capacity of human resources constitute the most critical factors for the survival and vitality of any organization. Capable and empowered human resources create a powerful and resilient organization. Furthermore, individuals working collaboratively in groups can achieve outcomes that surpass the capabilities of independent efforts. In educational settings such as schools and colleges, the ability to work effectively in group environments is often regarded as a fundamental skill to be learned and developed. Group communication facilitates the sharing of extensive experiences and skills among teachers, akin to professional counseling, which enhances their collective abilities. The synergy derived from effective teamwork removes barriers to growth, fosters commitment to organizational goals, encourages risk-taking, creativity, and innovation, and empowers individuals to solve problems, increase responsibility, and eliminate fear. Physical education and sports teachers, due to their physical and mental abilities as well as their sportsmanship spirit, are particularly well-positioned to perform these roles and tasks effectively, provided that supportive conditions are in place alongside cooperation from managers and students. Among various leadership and management styles, ethical leadership stands out as having significant capacity and potential to increase productivity and effectiveness within schools. Ethical leaders provide encouraging feedback for positive and ethical behaviors while discouraging negative behaviors, thereby directing available capacities toward higher organizational effectiveness. Leaders who base their actions on moral values and principles have a profound impact on the energy and motivation of their followers, leaving a lasting legacy of empowered teachers. Ethical leaders, through their fair and humane attitudes, create the foundation for empowering individuals using diverse approaches, playing a fundamental role in guiding employees toward the achievement of organizational goals. Based on these insights, it is recommended that educational managers create the necessary conditions for empowering teachers by granting them greater independence and freedom in their professional actions. Allowing teachers to participate actively in decision-making processes helps them feel competent and meaningful in their roles, providing fertile ground for the emergence of their talents and creativity. Moreover, creating opportunities for teachers to engage in group work further strengthens their empowerment and professional development. Article Message Officials within the Ministry of Education should prioritize the promotion of ethical leadership at all levels of management and work diligently to establish the necessary conditions for teacher empowerment. This can be achieved through the delegation of authority, active involvement of teachers in decision-making processes, and the strengthening of teamwork within educational institutions. Such efforts are essential to enhancing teachers’ motivation, job satisfaction, creativity, and overall effectiveness. However, these objectives will only be fully realized if serious attention is also given to the economic welfare and livelihood of teachers. Respecting teachers’ dignity, ensuring job security, and improving their financial conditions are indispensable complements to empowerment policies. These factors are key to sustaining and successfully implementing quality improvement programs in schools. Background and Purpose Educational organizations that possess capable, committed, skilled, and motivated teachers are better equipped to adapt to changing conditions and remain competitive in their respective fields. Empowerment is widely regarded as the most effective approach to distributing power among subordinates, as it fosters trustworthiness, high energy, pride, commitment, and self-confidence among teachers. This sense of empowerment increases teachers’ feelings of participation in organizational work, ultimately leading to improved performance and organizational outcomes (Ahadpour & Behrangi, 2019). Empowerment, conceptualized as a novel approach to cultivating internal motivation, involves unlocking the intrinsic potential of teachers while simultaneously providing the platforms and opportunities necessary for the development of their talents, abilities, and competencies. The process of empowerment begins with a fundamental shift in teachers’ beliefs, thoughts, and attitudes, whereby they come to believe in their own ability and competence to perform tasks successfully and feel that they have the power to influence and control job outcomes (Sadri Nobakht, 2013). In the context of our society, it has been observed over several decades that teachers, particularly physical education teachers, strive to enhance their social status and maintain their dignity and respect by pursuing higher education at universities and specialized institutions. These teachers often work part-time as coaches in sports clubs and dedicate considerable effort during their free time and holidays to earn additional income and fulfill their academic and professional aspirations (Khalili et al., 1400). Materials and Methods The present research is applied in nature with descriptive and correlational objectives, employing a structural equation modeling approach to analyze the relationships among variables. The statistical population consisted of all physical education teachers in Lorestan province, totaling 1,170 individuals who were actively employed during the second half of the academic year 1402-1403. Based on the Karjesi-Morgan table (1970) and established inclusion and exclusion criteria, a random sample of 120 teachers was selected to participate in the study and complete the research questionnaires. Three standardized questionnaires were utilized as data collection instruments: the Brown, Torino, and Harrison (2005) questionnaire, the Teamwork Questionnaire (2000), and the Psychological Empowerment Questionnaire developed by Wetten and Cameron (1998). To ensure the validity of these instruments, the opinions of twelve experts in sports management were solicited, leading to confirmation of face and content validity. A pilot study was conducted by distributing 30 questionnaires randomly among physical education teachers in Lorestan province to assess reliability. The Cronbach’s alpha coefficients for the research variables were 0.92 for moral leadership, 0.86 for teamwork, and 0.89 for empowerment, all exceeding the acceptable threshold of 0.7 and indicating strong reliability. Data analysis was performed using factor analysis and structural equation modeling techniques to test the research hypotheses and examine the relationships among moral leadership, teamwork, and empowerment. Findings The demographic distribution of the respondents revealed that the majority were male (57%). The most frequent age group was between 36 and 40 years old, comprising 34% of the sample, while the most common range of work experience was between 11 and 20 years, accounting for 41% of participants. Descriptive statistics for the main research variables indicated that the mean and standard deviation for moral leadership were 13.11 and 4.52, respectively. For teamwork, the mean was 9.77 with a standard deviation of 2.32. Empowerment had a mean score of 24.29 and a standard deviation of 3.84. Structural equation modeling analysis demonstrated that both moral leadership and teamwork have significant positive effects on the empowerment of physical education teachers. The path coefficients derived from the analysis confirmed that moral leadership exerts a substantial influence on the collective dynamics of physical education teachers, enhancing their sense of empowerment and engagement. Discussion and Conclusion The ability and capacity of human resources constitute the most critical factors for the survival and vitality of any organization. Capable and empowered human resources create a powerful and resilient organization. Furthermore, individuals working collaboratively in groups can achieve outcomes that surpass the capabilities of independent efforts. In educational settings such as schools and colleges, the ability to work effectively in group environments is often regarded as a fundamental skill to be learned and developed. Group communication facilitates the sharing of extensive experiences and skills among teachers, akin to professional counseling, which enhances their collective abilities. The synergy derived from effective teamwork removes barriers to growth, fosters commitment to organizational goals, encourages risk-taking, creativity, and innovation, and empowers individuals to solve problems, increase responsibility, and eliminate fear. Physical education and sports teachers, due to their physical and mental abilities as well as their sportsmanship spirit, are particularly well-positioned to perform these roles and tasks effectively, provided that supportive conditions are in place alongside cooperation from managers and students. Among various leadership and management styles, ethical leadership stands out as having significant capacity and potential to increase productivity and effectiveness within schools. Ethical leaders provide encouraging feedback for positive and ethical behaviors while discouraging negative behaviors, thereby directing available capacities toward higher organizational effectiveness. Leaders who base their actions on moral values and principles have a profound impact on the energy and motivation of their followers, leaving a lasting legacy of empowered teachers. Ethical leaders, through their fair and humane attitudes, create the foundation for empowering individuals using diverse approaches, playing a fundamental role in guiding employees toward the achievement of organizational goals. Based on these insights, it is recommended that educational managers create the necessary conditions for empowering teachers by granting them greater independence and freedom in their professional actions. Allowing teachers to participate actively in decision-making processes helps them feel competent and meaningful in their roles, providing fertile ground for the emergence of their talents and creativity. Moreover, creating opportunities for teachers to engage in group work further strengthens their empowerment and professional development. Article Message Officials within the Ministry of Education should prioritize the promotion of ethical leadership at all levels of management and work diligently to establish the necessary conditions for teacher empowerment. This can be achieved through the delegation of authority, active involvement of teachers in decision-making processes, and the strengthening of teamwork within educational institutions. Such efforts are essential to enhancing teachers’ motivation, job satisfaction, creativity, and overall effectiveness. However, these objectives will only be fully realized if serious attention is also given to the economic welfare and livelihood of teachers. Respecting teachers’ dignity, ensuring job security, and improving their financial conditions are indispensable complements to empowerment policies. These factors are key to sustaining and successfully implementing quality improvement programs in schools.

https://res.ssrc.ac.ir/article_4477_d03a857a23b5285736c4d55e0bb067c8.pdf

Sport Sciences Research Institute Research on Educational Sport 2538-2721 12 37 2025 01 20 Teachers' Attitudes Toward Modern Physical Education Utilizing the Transformative Potentials of Artificial Intelligence Teachers' Attitudes Toward Modern Physical Education Utilizing the Transformative Potentials of Artificial Intelligence 87 110 4530 10.22089/res.2025.17265.2552 FA Javad Karimi . Assistant Professor, Sport Sciences Department Faculty of Literature and Human Science, Lorestan University, khorramabad, Iran 0000-0001-9809-2502 Masoud Karimi PhD student in Sports Management, Faculty of Sports Sciences, Razi University, Kermanshah, Iran 0009-0009-9847-053X Sahar Mahmoudi PhD student in motor behavior, Faculty of Sport Sciences, University of Tehran, Tehran, Iran 0009-0007-7468-5398 Journal Article 2024 09 21 Background and Purpose Artificial intelligence (AI) has emerged as a transformative and powerful tool within the field of education, particularly in physical education (PE), where it has the potential to significantly enhance the educational experience by streamlining administrative and instructional processes while simultaneously boosting student motivation. Recent research highlights that AI can effectively bridge the gap between school and home environments, thereby extending learning opportunities beyond the traditional classroom setting. Through sophisticated data analysis and AI-driven algorithms, personalized educational programs can be designed and implemented, which serve to strengthen students’ physical capabilities and engagement in PE. Despite the promising potential of AI integration in physical education, several challenges hinder its widespread adoption. These challenges include a general lack of teacher readiness and familiarity with AI technologies, ethical concerns related to data privacy and security, and infrastructural limitations such as inadequate access to necessary hardware and software. This study aims to assess the readiness of physical education teachers to integrate AI into their teaching practices and to explore strategies that can enhance the quality of education through AI. The primary research question guiding this study is: What are the perspectives of teachers regarding modern physical education that harnesses the transformative potential of artificial intelligence? Methods This qualitative study employs a thematic analysis methodology combined with an inductive-exploratory approach to thoroughly examine the strengths, weaknesses, and strategic opportunities associated with the integration of AI in physical education and school sports programs. Data were collected through semi-structured interviews conducted with physical education teachers and coaches who were purposively selected based on their work experience, relevant educational background, and familiarity with modern technological tools. The number of interviewees was determined based on the principle of theoretical saturation, ensuring that data collection continued until no new themes or insights emerged. Interviews were conducted both in-person and remotely to accommodate participant availability and preferences. The interview protocol addressed several key areas, including the perceived benefits of AI, the challenges encountered in its application, strategies for effective utilization, and the need for specialized training in AI-related competencies. To enhance the validity of the findings, feedback from interviewees was incorporated during the analysis phase. The data were analyzed collaboratively by the principal researcher, an assistant, and an expert in qualitative research methods. The reliability of the coding process was confirmed with an inter-coder agreement rate of 82%, indicating a high level of consistency in theme identification. The thematic analysis was conducted in three distinct stages. The first stage involved initial coding, where key concepts were identified from the interview transcripts. The second stage consisted of categorization, in which related codes were grouped into coherent sub-themes. The final stage involved theme refinement, organizing the sub-themes into broader main themes that encapsulate the core findings of the study. This structured approach allowed for the extraction of both primary and secondary themes, providing a detailed and comprehensive understanding of the subject matter. Findings The findings of the study reveal a nuanced picture of the strengths, weaknesses, and strategic approaches related to the integration of AI in physical education and sports. The strengths identified include several significant opportunities that AI technologies offer for enhancing PE programs. Notably, AI-driven analytics and simulations enable the optimization of training routines and provide real-time feedback to students, thereby improving sports performance. Personalized education is another key strength, as AI allows for the tailoring of programs to meet the individual needs of students, which enhances learning outcomes and engagement. Furthermore, AI tools contribute to injury reduction by monitoring physical activity and predicting potential injury risks, enabling timely preventive interventions. The use of gamification and interactive AI-based tools has been shown to increase student motivation and participation in physical activities. Additionally, AI facilitates resource management by streamlining administrative tasks, saving time and reducing the burden on educators and institutions. Despite these promising strengths, the study also highlights several critical weaknesses and challenges that impede the effective integration of AI in physical education. One major concern is the potential over-reliance on technology, which may reduce human interaction and limit creativity in teaching and learning processes. Financial and infrastructural limitations pose significant barriers, as the high costs associated with acquiring and maintaining advanced AI technologies restrict access, particularly in under-resourced schools. Another challenge is the lack of teacher expertise and technical knowledge required to effectively utilize AI tools in educational settings. Ethical and privacy concerns related to data security are also prominent, as the collection and analysis of student data raise questions about confidentiality and responsible use. Moreover, educational inequalities are exacerbated by unequal access to AI technologies, which risks widening the gap between privileged and disadvantaged students. To address these challenges, the study identifies several strategic recommendations. Educational strategies emphasize the development of specialized training programs aimed at enhancing teachers’ technical competencies and incorporating AI literacy into teacher education curricula. Infrastructure and technology strategies call for investments in digital infrastructure and the provision of smart equipment, especially in underprivileged areas, alongside the development of cost-effective AI tools and software. Managerial and supervisory strategies include the establishment of ethical frameworks and regulatory laws to safeguard data privacy and security, as well as fostering collaboration among schools, governmental bodies, and the private sector to support AI integration. Data-driven educational strategies advocate for the creation of online educational platforms to expand learning opportunities and the use of AI to analyze student performance data to tailor educational interventions effectively. Conclusion This study demonstrates that artificial intelligence technologies hold substantial potential to revolutionize physical education by improving sports performance, enhancing personalized learning experiences, and reducing injury risks. However, realizing the full benefits of AI integration requires addressing significant challenges, including the risk of over-dependence on technology, financial constraints, and ethical considerations. The findings underscore the necessity of adopting a comprehensive and coordinated approach to AI integration in physical education. Key recommendations include equipping teachers with the necessary skills and knowledge through targeted training programs, investing in the technological infrastructure required for AI implementation, developing robust ethical frameworks to protect student data, and fostering collaborative partnerships among educational institutions, governments, and private sector stakeholders. By systematically addressing these challenges and implementing the proposed strategies, artificial intelligence can be effectively integrated into physical education programs, thereby enhancing educational quality and fostering the holistic development of students. Article Message The central message of this article emphasizes the transformative role of artificial intelligence in improving the quality of physical education through the perspectives of teachers and coaches regarding the application of this emerging technology. The study reveals that although artificial intelligence offers significant opportunities to enhance sports performance, provide personalized education, reduce injuries, increase student engagement, optimize resource management, and expand learning opportunities, various substantial barriers hinder the full exploitation of these benefits. These barriers include insufficient technical knowledge among teachers, infrastructural weaknesses, ethical concerns, and educational inequalities. The thematic analysis of qualitative data indicates that effective utilization of artificial intelligence in physical education necessitates the development and implementation of comprehensive strategies across multiple domains, including educational, technological-infrastructural, managerial, and data-driven approaches. These strategies should be designed to empower teachers through technical skill development, ensure adequate financial and infrastructural resources, and establish smart, ethical frameworks. Consequently, the key takeaway from this study is that integrating artificial intelligence into physical education is not only feasible but essential. Achieving this integration demands a holistic approach grounded in education, investment, and supportive policymaking, which together ensure quality, equity, and innovation in physical education, ultimately fostering improved educational outcomes and student development. Background and Purpose Artificial intelligence (AI) has emerged as a transformative and powerful tool within the field of education, particularly in physical education (PE), where it has the potential to significantly enhance the educational experience by streamlining administrative and instructional processes while simultaneously boosting student motivation. Recent research highlights that AI can effectively bridge the gap between school and home environments, thereby extending learning opportunities beyond the traditional classroom setting. Through sophisticated data analysis and AI-driven algorithms, personalized educational programs can be designed and implemented, which serve to strengthen students’ physical capabilities and engagement in PE. Despite the promising potential of AI integration in physical education, several challenges hinder its widespread adoption. These challenges include a general lack of teacher readiness and familiarity with AI technologies, ethical concerns related to data privacy and security, and infrastructural limitations such as inadequate access to necessary hardware and software. This study aims to assess the readiness of physical education teachers to integrate AI into their teaching practices and to explore strategies that can enhance the quality of education through AI. The primary research question guiding this study is: What are the perspectives of teachers regarding modern physical education that harnesses the transformative potential of artificial intelligence? Methods This qualitative study employs a thematic analysis methodology combined with an inductive-exploratory approach to thoroughly examine the strengths, weaknesses, and strategic opportunities associated with the integration of AI in physical education and school sports programs. Data were collected through semi-structured interviews conducted with physical education teachers and coaches who were purposively selected based on their work experience, relevant educational background, and familiarity with modern technological tools. The number of interviewees was determined based on the principle of theoretical saturation, ensuring that data collection continued until no new themes or insights emerged. Interviews were conducted both in-person and remotely to accommodate participant availability and preferences. The interview protocol addressed several key areas, including the perceived benefits of AI, the challenges encountered in its application, strategies for effective utilization, and the need for specialized training in AI-related competencies. To enhance the validity of the findings, feedback from interviewees was incorporated during the analysis phase. The data were analyzed collaboratively by the principal researcher, an assistant, and an expert in qualitative research methods. The reliability of the coding process was confirmed with an inter-coder agreement rate of 82%, indicating a high level of consistency in theme identification. The thematic analysis was conducted in three distinct stages. The first stage involved initial coding, where key concepts were identified from the interview transcripts. The second stage consisted of categorization, in which related codes were grouped into coherent sub-themes. The final stage involved theme refinement, organizing the sub-themes into broader main themes that encapsulate the core findings of the study. This structured approach allowed for the extraction of both primary and secondary themes, providing a detailed and comprehensive understanding of the subject matter. Findings The findings of the study reveal a nuanced picture of the strengths, weaknesses, and strategic approaches related to the integration of AI in physical education and sports. The strengths identified include several significant opportunities that AI technologies offer for enhancing PE programs. Notably, AI-driven analytics and simulations enable the optimization of training routines and provide real-time feedback to students, thereby improving sports performance. Personalized education is another key strength, as AI allows for the tailoring of programs to meet the individual needs of students, which enhances learning outcomes and engagement. Furthermore, AI tools contribute to injury reduction by monitoring physical activity and predicting potential injury risks, enabling timely preventive interventions. The use of gamification and interactive AI-based tools has been shown to increase student motivation and participation in physical activities. Additionally, AI facilitates resource management by streamlining administrative tasks, saving time and reducing the burden on educators and institutions. Despite these promising strengths, the study also highlights several critical weaknesses and challenges that impede the effective integration of AI in physical education. One major concern is the potential over-reliance on technology, which may reduce human interaction and limit creativity in teaching and learning processes. Financial and infrastructural limitations pose significant barriers, as the high costs associated with acquiring and maintaining advanced AI technologies restrict access, particularly in under-resourced schools. Another challenge is the lack of teacher expertise and technical knowledge required to effectively utilize AI tools in educational settings. Ethical and privacy concerns related to data security are also prominent, as the collection and analysis of student data raise questions about confidentiality and responsible use. Moreover, educational inequalities are exacerbated by unequal access to AI technologies, which risks widening the gap between privileged and disadvantaged students. To address these challenges, the study identifies several strategic recommendations. Educational strategies emphasize the development of specialized training programs aimed at enhancing teachers’ technical competencies and incorporating AI literacy into teacher education curricula. Infrastructure and technology strategies call for investments in digital infrastructure and the provision of smart equipment, especially in underprivileged areas, alongside the development of cost-effective AI tools and software. Managerial and supervisory strategies include the establishment of ethical frameworks and regulatory laws to safeguard data privacy and security, as well as fostering collaboration among schools, governmental bodies, and the private sector to support AI integration. Data-driven educational strategies advocate for the creation of online educational platforms to expand learning opportunities and the use of AI to analyze student performance data to tailor educational interventions effectively. Conclusion This study demonstrates that artificial intelligence technologies hold substantial potential to revolutionize physical education by improving sports performance, enhancing personalized learning experiences, and reducing injury risks. However, realizing the full benefits of AI integration requires addressing significant challenges, including the risk of over-dependence on technology, financial constraints, and ethical considerations. The findings underscore the necessity of adopting a comprehensive and coordinated approach to AI integration in physical education. Key recommendations include equipping teachers with the necessary skills and knowledge through targeted training programs, investing in the technological infrastructure required for AI implementation, developing robust ethical frameworks to protect student data, and fostering collaborative partnerships among educational institutions, governments, and private sector stakeholders. By systematically addressing these challenges and implementing the proposed strategies, artificial intelligence can be effectively integrated into physical education programs, thereby enhancing educational quality and fostering the holistic development of students. Article Message The central message of this article emphasizes the transformative role of artificial intelligence in improving the quality of physical education through the perspectives of teachers and coaches regarding the application of this emerging technology. The study reveals that although artificial intelligence offers significant opportunities to enhance sports performance, provide personalized education, reduce injuries, increase student engagement, optimize resource management, and expand learning opportunities, various substantial barriers hinder the full exploitation of these benefits. These barriers include insufficient technical knowledge among teachers, infrastructural weaknesses, ethical concerns, and educational inequalities. The thematic analysis of qualitative data indicates that effective utilization of artificial intelligence in physical education necessitates the development and implementation of comprehensive strategies across multiple domains, including educational, technological-infrastructural, managerial, and data-driven approaches. These strategies should be designed to empower teachers through technical skill development, ensure adequate financial and infrastructural resources, and establish smart, ethical frameworks. Consequently, the key takeaway from this study is that integrating artificial intelligence into physical education is not only feasible but essential. Achieving this integration demands a holistic approach grounded in education, investment, and supportive policymaking, which together ensure quality, equity, and innovation in physical education, ultimately fostering improved educational outcomes and student development.

https://res.ssrc.ac.ir/article_4530_983a33a9a86796df362c1108e00f54a6.pdf

Sport Sciences Research Institute Research on Educational Sport 2538-2721 12 37 2025 01 20 Relationship Model of Job Resources and Job Demands with the Motivation of Physical Education Teachers in Khorasan Razavi Relationship Model of Job Resources and Job Demands with the Motivation of Physical Education Teachers in Khorasan Razavi 111 132 4379 10.22089/res.2024.16565.2503 FA Faezeh Javan M.A. Student, Sport Management Department, Hakim Sabzevari University, Sabzevar, Iran Ali Benesbordi Assistant Professor, Sport Management Department, Sport Science Faculty, Hakim Sabzevari University, Sabzevar, Iran 0000-0003-3144-5400 Mohamadreza Moeinfard Associate Professor, Sport Management Department, Sport Science Faculty, Hakim Sabzevari University, Sabzevar, Iran Journal Article 2024 03 25 Background and Purpose Physical education within schools constitutes a fundamental component of primary education, playing a pivotal role in fostering comprehensive development and physical literacy among youth. The quality of classroom instruction in physical education is crucial for achieving these educational objectives. In recent years, there has been a growing concern about the increasing prevalence of mental health issues and declining physical fitness levels among adolescents worldwide. These concerning trends emphasize the urgent need to prioritize the advancement of physical education programs in schools to effectively address these pressing challenges. Only through a focused and appropriate emphasis on physical education can educational environments be cultivated that reverse the negative trends in student physical health and promote lifelong healthy habits. Motivated physical education teachers are indispensable in this process, as they are responsible for imparting the knowledge, skills, and attitudes necessary for students to adopt and maintain active lifestyles throughout their lives. Previous research has underscored the significant influence of environmental factors on the motivation levels of physical education teachers, alongside the critical impact of job characteristics. These job characteristics are commonly classified into two broad categories: job demands and job resources. Job demands refer to the physical, emotional, and cognitive requirements placed upon teachers, which can potentially lead to stress and reduced motivation if excessive. Conversely, job resources encompass the physical, organizational, and social factors that facilitate teachers' ability to perform their duties effectively and maintain high motivation levels. The present study aims to investigate the complex relationship between job resources, job demands, and the motivation of physical education teachers in Khorasan Razavi province. By understanding how these factors interact, this research seeks to provide insights that can inform policies and practices to enhance teacher motivation and, consequently, improve the quality of physical education delivered in schools. Methods The study utilized a descriptive-correlational research design, employing structural equation modeling (SEM) to analyze the relationships among the variables of interest. The statistical population consisted of all physical education teachers working at various educational levels in Khorasan Razavi province during the 2020–2021 academic year, totaling 2,074 individuals, including 1,099 men and 975 women. The required sample size was calculated using G-Power software, resulting in a target of 200 participants to achieve adequate statistical power. To ensure representativeness across the province, cluster sampling was employed. The province was divided into five geographical regions, and two cities were selected from each region: Mashhad and Neyshabur, Torbat-e Jam and Sarakhs, Sabzevar and Bardaskan, Daragaz and Quchan, and Gonabad and Khaaf. A total of 250 questionnaires were distributed, with 105 administered in person and 145 electronically. Ultimately, 200 completed questionnaires were collected and included in the analysis, comprising 116 women and 84 men. Data collection was conducted using the Chang (2016) questionnaire, which assesses job resources, job demands, and work motivation. The instrument includes four main sections: demographic characteristics (such as gender, age, education level, teaching level, work experience, workplace, and marital status); physical job resources (three items) and organizational job resources (seven items); physical job demands (four items), emotional job demands (seven items), and cognitive job demands (four items); and work motivation (nineteen items). The questionnaire’s face and content validity were confirmed by ten experts in sports management, and its reliability was established through Cronbach’s alpha coefficients: 0.75 for job resources, 0.79 for job demands, and 0.84 for work motivation. Data analysis was performed using SEM with Partial Least Squares (PLS) software, enabling the examination of complex relationships among latent variables and the testing of the proposed hypotheses. Findings The demographic characteristics of the respondents revealed that 42% were male and 58% female. The age distribution indicated that 10% were under 26 years old, 40% were between 27 and 34 years old, 26% were between 35 and 42 years old, 20% were between 43 and 50 years old, and 4% were over 50 years old. Regarding educational attainment, 5% held an associate degree, 36% had a bachelor’s degree, 56% possessed a master’s degree, and 3% held a doctorate. In terms of marital status, 32% were single and 68% were married. The analysis of job demands revealed that the mean score for physical education teachers in Khorasan Razavi was 3.32 on a five-point Likert scale, indicating a moderate level of job demands. The mean motivation score was 3.04, reflecting an average level of willingness to perform their professional duties. The mean score for job resources was 2.69, which is below the average, suggesting that teachers in the region have inadequate access to necessary job and organizational resources. Structural equation modeling and path analysis confirmed the robustness of the proposed model, demonstrating acceptable reliability and validity measures, including an R-squared value of 0.36, a Q-squared value of 0.39, a Goodness of Fit (GOF) index of 0.44, and a Standardized Root Mean Square Residual (SRMR) of 0.07. These indices collectively indicate the quality and fit of the structural model. The findings revealed that both physical and organizational job resources exerted a significant positive effect on the motivation of physical education teachers. This suggests that when teachers perceive sufficient support in terms of physical tools, organizational policies, and social resources, their motivation to perform effectively increases. Conversely, physical and emotional job demands were found to have a significant negative effect on motivation, indicating that excessive workload, emotional strain, and physical pressures diminish teachers’ enthusiasm and commitment. Interestingly, cognitive job demands did not show a statistically significant impact on motivation, which may suggest that mental workload or intellectual challenges are less influential in this context. Conclusion The results of this study underscore the critical role of job resources in enhancing the motivation of physical education teachers in Khorasan Razavi province. Job resources, encompassing physical, organizational, and social aspects, serve as facilitators that enable teachers to achieve their work-related goals. These resources not only mitigate the adverse effects of job demands but also provide motivational support that leads to higher engagement, reduced burnout, and improved job performance. Job resources operate at multiple levels, including organizational factors such as salary and career advancement opportunities; interpersonal support from supervisors and colleagues; work design elements like role clarity, effective internal communication, and participation in decision-making; and specific task-related factors such as skill utilization and performance feedback. On the other hand, the study revealed a significant negative relationship between physical and emotional job demands and teacher motivation. Physical demands such as insufficient time for lesson preparation, the need to compensate for inadequate teaching equipment, managing disruptions caused by shared resources, and handling non-teaching responsibilities contribute to increased stress and reduced motivation. When physical education teachers are preoccupied with meeting these demands, their ability to focus on delivering quality instruction diminishes, leading to decreased motivation to implement effective educational programs. Based on these findings, it is imperative for educational administrators and policymakers to enhance job resources available to physical education teachers while simultaneously managing and reducing excessive job demands. This dual approach can foster a more supportive work environment that promotes teacher motivation, satisfaction, and ultimately, improved educational outcomes for students. Article Message The central message of this article is that adequate job resources, including physical, organizational, and social support, significantly enhance motivation among physical education teachers. Conversely, higher levels of physical and emotional job demands reduce their motivation. Therefore, improving job resources and effectively managing job demands are essential strategies to boost teachers’ engagement, performance, and job satisfaction, which in turn will positively impact the quality of physical education in schools. Background and Purpose Physical education within schools constitutes a fundamental component of primary education, playing a pivotal role in fostering comprehensive development and physical literacy among youth. The quality of classroom instruction in physical education is crucial for achieving these educational objectives. In recent years, there has been a growing concern about the increasing prevalence of mental health issues and declining physical fitness levels among adolescents worldwide. These concerning trends emphasize the urgent need to prioritize the advancement of physical education programs in schools to effectively address these pressing challenges. Only through a focused and appropriate emphasis on physical education can educational environments be cultivated that reverse the negative trends in student physical health and promote lifelong healthy habits. Motivated physical education teachers are indispensable in this process, as they are responsible for imparting the knowledge, skills, and attitudes necessary for students to adopt and maintain active lifestyles throughout their lives. Previous research has underscored the significant influence of environmental factors on the motivation levels of physical education teachers, alongside the critical impact of job characteristics. These job characteristics are commonly classified into two broad categories: job demands and job resources. Job demands refer to the physical, emotional, and cognitive requirements placed upon teachers, which can potentially lead to stress and reduced motivation if excessive. Conversely, job resources encompass the physical, organizational, and social factors that facilitate teachers' ability to perform their duties effectively and maintain high motivation levels. The present study aims to investigate the complex relationship between job resources, job demands, and the motivation of physical education teachers in Khorasan Razavi province. By understanding how these factors interact, this research seeks to provide insights that can inform policies and practices to enhance teacher motivation and, consequently, improve the quality of physical education delivered in schools. Methods The study utilized a descriptive-correlational research design, employing structural equation modeling (SEM) to analyze the relationships among the variables of interest. The statistical population consisted of all physical education teachers working at various educational levels in Khorasan Razavi province during the 2020–2021 academic year, totaling 2,074 individuals, including 1,099 men and 975 women. The required sample size was calculated using G-Power software, resulting in a target of 200 participants to achieve adequate statistical power. To ensure representativeness across the province, cluster sampling was employed. The province was divided into five geographical regions, and two cities were selected from each region: Mashhad and Neyshabur, Torbat-e Jam and Sarakhs, Sabzevar and Bardaskan, Daragaz and Quchan, and Gonabad and Khaaf. A total of 250 questionnaires were distributed, with 105 administered in person and 145 electronically. Ultimately, 200 completed questionnaires were collected and included in the analysis, comprising 116 women and 84 men. Data collection was conducted using the Chang (2016) questionnaire, which assesses job resources, job demands, and work motivation. The instrument includes four main sections: demographic characteristics (such as gender, age, education level, teaching level, work experience, workplace, and marital status); physical job resources (three items) and organizational job resources (seven items); physical job demands (four items), emotional job demands (seven items), and cognitive job demands (four items); and work motivation (nineteen items). The questionnaire’s face and content validity were confirmed by ten experts in sports management, and its reliability was established through Cronbach’s alpha coefficients: 0.75 for job resources, 0.79 for job demands, and 0.84 for work motivation. Data analysis was performed using SEM with Partial Least Squares (PLS) software, enabling the examination of complex relationships among latent variables and the testing of the proposed hypotheses. Findings The demographic characteristics of the respondents revealed that 42% were male and 58% female. The age distribution indicated that 10% were under 26 years old, 40% were between 27 and 34 years old, 26% were between 35 and 42 years old, 20% were between 43 and 50 years old, and 4% were over 50 years old. Regarding educational attainment, 5% held an associate degree, 36% had a bachelor’s degree, 56% possessed a master’s degree, and 3% held a doctorate. In terms of marital status, 32% were single and 68% were married. The analysis of job demands revealed that the mean score for physical education teachers in Khorasan Razavi was 3.32 on a five-point Likert scale, indicating a moderate level of job demands. The mean motivation score was 3.04, reflecting an average level of willingness to perform their professional duties. The mean score for job resources was 2.69, which is below the average, suggesting that teachers in the region have inadequate access to necessary job and organizational resources. Structural equation modeling and path analysis confirmed the robustness of the proposed model, demonstrating acceptable reliability and validity measures, including an R-squared value of 0.36, a Q-squared value of 0.39, a Goodness of Fit (GOF) index of 0.44, and a Standardized Root Mean Square Residual (SRMR) of 0.07. These indices collectively indicate the quality and fit of the structural model. The findings revealed that both physical and organizational job resources exerted a significant positive effect on the motivation of physical education teachers. This suggests that when teachers perceive sufficient support in terms of physical tools, organizational policies, and social resources, their motivation to perform effectively increases. Conversely, physical and emotional job demands were found to have a significant negative effect on motivation, indicating that excessive workload, emotional strain, and physical pressures diminish teachers’ enthusiasm and commitment. Interestingly, cognitive job demands did not show a statistically significant impact on motivation, which may suggest that mental workload or intellectual challenges are less influential in this context. Conclusion The results of this study underscore the critical role of job resources in enhancing the motivation of physical education teachers in Khorasan Razavi province. Job resources, encompassing physical, organizational, and social aspects, serve as facilitators that enable teachers to achieve their work-related goals. These resources not only mitigate the adverse effects of job demands but also provide motivational support that leads to higher engagement, reduced burnout, and improved job performance. Job resources operate at multiple levels, including organizational factors such as salary and career advancement opportunities; interpersonal support from supervisors and colleagues; work design elements like role clarity, effective internal communication, and participation in decision-making; and specific task-related factors such as skill utilization and performance feedback. On the other hand, the study revealed a significant negative relationship between physical and emotional job demands and teacher motivation. Physical demands such as insufficient time for lesson preparation, the need to compensate for inadequate teaching equipment, managing disruptions caused by shared resources, and handling non-teaching responsibilities contribute to increased stress and reduced motivation. When physical education teachers are preoccupied with meeting these demands, their ability to focus on delivering quality instruction diminishes, leading to decreased motivation to implement effective educational programs. Based on these findings, it is imperative for educational administrators and policymakers to enhance job resources available to physical education teachers while simultaneously managing and reducing excessive job demands. This dual approach can foster a more supportive work environment that promotes teacher motivation, satisfaction, and ultimately, improved educational outcomes for students. Article Message The central message of this article is that adequate job resources, including physical, organizational, and social support, significantly enhance motivation among physical education teachers. Conversely, higher levels of physical and emotional job demands reduce their motivation. Therefore, improving job resources and effectively managing job demands are essential strategies to boost teachers’ engagement, performance, and job satisfaction, which in turn will positively impact the quality of physical education in schools.

https://res.ssrc.ac.ir/article_4379_1f187c8bc462403c4646ab271007edf4.pdf

Sport Sciences Research Institute Research on Educational Sport 2538-2721 12 37 2025 01 20 The Pattern of Participation in Leisure Sports Activities and The Status of Addiction to Virtual Spaces among Physical Education Teachers The Pattern of Participation in Leisure Sports Activities and The Status of Addiction to Virtual Spaces among Physical Education Teachers 133 152 4330 10.22089/res.2024.16344.2487 FA Mohammad Hassan Ferdowsi Assistant professor in Sport Management department, Payame Noor University, Tehran, Iran 0000-0001-8448-0408 Heidar Hossini Assistant professor in Sport Management department, Payame Noor University, Tehran, Iran Mahboubeh Rouzbahani Assistant professor in Sport Management department, Payame Noor University, Tehran, Iran Mona Shahabinejad MA Student, Department of sport management, Payame Noor University, Tehran. Iran. Journal Article 2024 02 19 Background and Purpose The proliferation of internet access worldwide has given rise to a new form of behavioral addiction, commonly referred to as internet addiction, which has become a significant challenge in the contemporary information age. Like other forms of addiction, internet addiction is characterized by a range of symptoms, including anxiety, depression, irritability, restlessness, and obsessive thoughts or fantasies related to internet use. When internet use becomes excessive, it can result in serious physical and psychological problems, ultimately impairing an individual’s psychosocial functioning and overall quality of life. In this context, participation in sports activities has emerged as an effective strategy for reducing internet addiction and promoting a healthier, more active lifestyle. Engaging in sports increases daily physical activity and mobility, provides motivation to move, and helps prevent prolonged sedentary behaviors, such as sitting in front of screens for extended periods. This increase in physical activity not only improves sleep quality and enhances energy levels but also reduces fatigue and contributes to overall well-being. Physical education teachers, due to the inherently athletic nature of their profession and influenced by increased leisure time as well as the widespread media promotion of health and fitness, have shown a growing interest in participating in sports activities during their free time. The number of physical education teachers engaging in such activities has been on the rise. However, despite this trend, there are currently no effective policies in place to enhance the personal motivation of physical education teachers or to address the limitations that students face in participating in sports activities within virtual environments (Gholamiyan et al., 2021). Physical education teachers, regardless of their work environment or gender, often experience psychologically and physically stressful conditions. If they are unable to maintain a balance between the athletic, personal, and social aspects of their lives, they may be at increased risk for stress and psychological issues. It appears that enthusiasm for virtual spaces could be one of the most significant factors influencing the behaviors of physical education teachers. This influence may manifest in two distinct ways: on the one hand, adaptive, positive, and controlled engagement with virtual spaces can lead to beneficial outcomes; on the other hand, excessive enthusiasm for digital environments may negatively affect teachers’ leisure-time sports behaviors and activities. Nevertheless, based on available statistics and data from Iran—which indicate high rates of virtual space usage among Iranian users—the consequences of this digital enthusiasm remain ambiguous (Ermaki & Akbari, 2012). Recent international research has provided further insight into the relationship between digital addiction and physical activity. For example, Lee et al. (2023) conducted a study entitled "Sports Intervention for Reducing Smartphone Addiction in Adolescents" and found that sports interventions significantly reduce smartphone addiction among teenagers. Similarly, Tousil et al. (2023) carried out an experimental study examining the relationship between internet use, physical exercise, and sexual behavior among Italian adolescents. Their results indicated that promoting physical exercise can help combat unhealthy habits associated with sedentary lifestyles, and they emphasized the importance of encouraging sports participation during adolescence, particularly among females, who tend to avoid exercise more than males. Another study by Chen et al. (2022) investigated the relationship between social media addiction and the moderating effects of regular sports participation. Their findings demonstrated that engaging in regular physical activity enhances perceived health among individuals. Given Iran’s large population of office workers, with teachers constituting a significant portion, the lack of engagement in sports and leisure activities contributes to work-related fatigue and low motivation, which in turn drives many individuals toward digital addiction. Research indicates that many behavioral deviations and delinquent behaviors can be traced back to improper management of leisure time (Da Silva et al., 2016). In professions characterized by low mobility, such as teaching, physical activity and sports play a crucial role in maintaining behavioral health. Since health-promoting behaviors, like all behaviors, can be taught, it is essential that their instruction begins with teachers. However, there is a notable lack of studies examining the impact of teachers' sports leisure activities on addiction-related factors, particularly in sedentary jobs such as teaching. This research gap highlights the necessity of the present study. Given the psychological and academic consequences of internet addiction among physical education teachers, as well as the need to understand harmful patterns of internet use and the underlying psychological factors, it is essential to identify protective strategies, including educational interventions. Therefore, this study investigates the role of sports leisure activities in mitigating digital addiction among physical education teachers in Ahvaz, while also proposing recommendations for improved leisure time planning. The central research question is whether the model of sports leisure participation significantly influences the digital addiction status of physical education teachers in Ahvaz and whether this relationship demonstrates a good model fit. Materials and Methods This study employed an applied, descriptive-correlational research design, utilizing a structural equation modeling approach to investigate the relationship between leisure-time sports activities and internet addiction among physical education teachers in Ahvaz city. The research population comprised 1,201 active physical education teachers in Ahvaz. From this population, a sample of 292 teachers was selected using convenience sampling, with the sample size determined according to Cochran’s formula. Data collection was conducted using standardized questionnaires, specifically Ismaili’s (2011) leisure-time sports questionnaire and Yang’s (1998) Internet Addiction Scale. Descriptive statistics were used to summarize the data, while inferential analyses included the Kolmogorov-Smirnov test to assess data normality and structural equation modeling to explore the relationships between variables. All analyses were performed using SPSS 24 and PLS 2 software. Findings Preliminary statistical checks confirmed that there was no multicollinearity among the study variables, as indicated by an inflation factor of 0.68 for internet addiction. Confirmatory factor analysis was conducted to verify the construct validity of the questionnaires, with all factor loadings found to exceed the threshold of 0.50, indicating strong validity. The results of the structural equation modeling revealed a strong and significant negative relationship between participation in leisure-time sports activities and internet addiction among physical education teachers, with a path coefficient of 0.92. This finding indicates that greater engagement in sports activities during leisure time is associated with lower levels of internet addiction among the study participants. Conclusion The findings of this study are consistent with previous research, which has documented increasing challenges related to internet addiction and declining participation in leisure sports among physical education teachers. The results demonstrate a significant positive impact of leisure-time sports activities in reducing internet addiction, with a path coefficient of 0.937. Participation in leisure sports provides enjoyable and motivating opportunities for physical activity, which can effectively counteract the tendency toward excessive internet use. A lack of appealing recreational options and insufficient motivation have been identified as key factors contributing to internet addiction among teachers. Increasing physical activity introduces variety and engagement into daily routines, thereby reducing the inclination to spend excessive time online. Moreover, since internet use is often associated with sedentary behavior, regular physical activity serves as a natural counterbalance. Teachers who regularly engage in sports tend to use the internet less frequently and are more likely to go to bed earlier due to physical fatigue, which in turn limits late-night internet use. Conversely, teachers with lower levels of physical activity are more prone to sedentary lifestyles and higher levels of internet usage. Overall, promoting leisure-time sports activities among physical education teachers can play a vital role in mitigating internet addiction and fostering healthier, more active lifestyles. Article Message Given the pivotal role that physical education teachers play in promoting community health, it is essential to raise awareness about responsible digital media use and to integrate sports participation models into teacher training programs and workshops. Such initiatives can serve as effective strategies for managing schools and students, ultimately contributing to the overall well-being of both teachers and their students. Background and Purpose The proliferation of internet access worldwide has given rise to a new form of behavioral addiction, commonly referred to as internet addiction, which has become a significant challenge in the contemporary information age. Like other forms of addiction, internet addiction is characterized by a range of symptoms, including anxiety, depression, irritability, restlessness, and obsessive thoughts or fantasies related to internet use. When internet use becomes excessive, it can result in serious physical and psychological problems, ultimately impairing an individual’s psychosocial functioning and overall quality of life. In this context, participation in sports activities has emerged as an effective strategy for reducing internet addiction and promoting a healthier, more active lifestyle. Engaging in sports increases daily physical activity and mobility, provides motivation to move, and helps prevent prolonged sedentary behaviors, such as sitting in front of screens for extended periods. This increase in physical activity not only improves sleep quality and enhances energy levels but also reduces fatigue and contributes to overall well-being. Physical education teachers, due to the inherently athletic nature of their profession and influenced by increased leisure time as well as the widespread media promotion of health and fitness, have shown a growing interest in participating in sports activities during their free time. The number of physical education teachers engaging in such activities has been on the rise. However, despite this trend, there are currently no effective policies in place to enhance the personal motivation of physical education teachers or to address the limitations that students face in participating in sports activities within virtual environments (Gholamiyan et al., 2021). Physical education teachers, regardless of their work environment or gender, often experience psychologically and physically stressful conditions. If they are unable to maintain a balance between the athletic, personal, and social aspects of their lives, they may be at increased risk for stress and psychological issues. It appears that enthusiasm for virtual spaces could be one of the most significant factors influencing the behaviors of physical education teachers. This influence may manifest in two distinct ways: on the one hand, adaptive, positive, and controlled engagement with virtual spaces can lead to beneficial outcomes; on the other hand, excessive enthusiasm for digital environments may negatively affect teachers’ leisure-time sports behaviors and activities. Nevertheless, based on available statistics and data from Iran—which indicate high rates of virtual space usage among Iranian users—the consequences of this digital enthusiasm remain ambiguous (Ermaki & Akbari, 2012). Recent international research has provided further insight into the relationship between digital addiction and physical activity. For example, Lee et al. (2023) conducted a study entitled "Sports Intervention for Reducing Smartphone Addiction in Adolescents" and found that sports interventions significantly reduce smartphone addiction among teenagers. Similarly, Tousil et al. (2023) carried out an experimental study examining the relationship between internet use, physical exercise, and sexual behavior among Italian adolescents. Their results indicated that promoting physical exercise can help combat unhealthy habits associated with sedentary lifestyles, and they emphasized the importance of encouraging sports participation during adolescence, particularly among females, who tend to avoid exercise more than males. Another study by Chen et al. (2022) investigated the relationship between social media addiction and the moderating effects of regular sports participation. Their findings demonstrated that engaging in regular physical activity enhances perceived health among individuals. Given Iran’s large population of office workers, with teachers constituting a significant portion, the lack of engagement in sports and leisure activities contributes to work-related fatigue and low motivation, which in turn drives many individuals toward digital addiction. Research indicates that many behavioral deviations and delinquent behaviors can be traced back to improper management of leisure time (Da Silva et al., 2016). In professions characterized by low mobility, such as teaching, physical activity and sports play a crucial role in maintaining behavioral health. Since health-promoting behaviors, like all behaviors, can be taught, it is essential that their instruction begins with teachers. However, there is a notable lack of studies examining the impact of teachers' sports leisure activities on addiction-related factors, particularly in sedentary jobs such as teaching. This research gap highlights the necessity of the present study. Given the psychological and academic consequences of internet addiction among physical education teachers, as well as the need to understand harmful patterns of internet use and the underlying psychological factors, it is essential to identify protective strategies, including educational interventions. Therefore, this study investigates the role of sports leisure activities in mitigating digital addiction among physical education teachers in Ahvaz, while also proposing recommendations for improved leisure time planning. The central research question is whether the model of sports leisure participation significantly influences the digital addiction status of physical education teachers in Ahvaz and whether this relationship demonstrates a good model fit. Materials and Methods This study employed an applied, descriptive-correlational research design, utilizing a structural equation modeling approach to investigate the relationship between leisure-time sports activities and internet addiction among physical education teachers in Ahvaz city. The research population comprised 1,201 active physical education teachers in Ahvaz. From this population, a sample of 292 teachers was selected using convenience sampling, with the sample size determined according to Cochran’s formula. Data collection was conducted using standardized questionnaires, specifically Ismaili’s (2011) leisure-time sports questionnaire and Yang’s (1998) Internet Addiction Scale. Descriptive statistics were used to summarize the data, while inferential analyses included the Kolmogorov-Smirnov test to assess data normality and structural equation modeling to explore the relationships between variables. All analyses were performed using SPSS 24 and PLS 2 software. Findings Preliminary statistical checks confirmed that there was no multicollinearity among the study variables, as indicated by an inflation factor of 0.68 for internet addiction. Confirmatory factor analysis was conducted to verify the construct validity of the questionnaires, with all factor loadings found to exceed the threshold of 0.50, indicating strong validity. The results of the structural equation modeling revealed a strong and significant negative relationship between participation in leisure-time sports activities and internet addiction among physical education teachers, with a path coefficient of 0.92. This finding indicates that greater engagement in sports activities during leisure time is associated with lower levels of internet addiction among the study participants. Conclusion The findings of this study are consistent with previous research, which has documented increasing challenges related to internet addiction and declining participation in leisure sports among physical education teachers. The results demonstrate a significant positive impact of leisure-time sports activities in reducing internet addiction, with a path coefficient of 0.937. Participation in leisure sports provides enjoyable and motivating opportunities for physical activity, which can effectively counteract the tendency toward excessive internet use. A lack of appealing recreational options and insufficient motivation have been identified as key factors contributing to internet addiction among teachers. Increasing physical activity introduces variety and engagement into daily routines, thereby reducing the inclination to spend excessive time online. Moreover, since internet use is often associated with sedentary behavior, regular physical activity serves as a natural counterbalance. Teachers who regularly engage in sports tend to use the internet less frequently and are more likely to go to bed earlier due to physical fatigue, which in turn limits late-night internet use. Conversely, teachers with lower levels of physical activity are more prone to sedentary lifestyles and higher levels of internet usage. Overall, promoting leisure-time sports activities among physical education teachers can play a vital role in mitigating internet addiction and fostering healthier, more active lifestyles. Article Message Given the pivotal role that physical education teachers play in promoting community health, it is essential to raise awareness about responsible digital media use and to integrate sports participation models into teacher training programs and workshops. Such initiatives can serve as effective strategies for managing schools and students, ultimately contributing to the overall well-being of both teachers and their students.

https://res.ssrc.ac.ir/article_4330_0d5bd023a3ee11c7abca5b42a93c4866.pdf

Sport Sciences Research Institute Research on Educational Sport 2538-2721 12 37 2025 01 20 Lived Experiences of Afghan Refugee Athletes Regarding Barriers to Sports Participation Lived Experiences of Afghan Refugee Athletes Regarding Barriers to Sports Participation 153 172 2323 10.22089/res.2021.9631.1980 FA Ali Afrouzeh Department of Sport Management, Faculty of Sport Sciences and Health, Shahid Beheshti University, Tehran, Iran 0000-0002-9088-3526 Nasrollah Sajjadi Department of Sport Management, Faculty of Sport Sciences and Health, University of Tehran, Tehran, Iran 0000-0001-8529-7090 Mehrzad Hamidi Department of Sport Management, Faculty of Sport Sciences and Health, University of Tehran, Tehran, Iran 0000-0002-0425-8936 Rasoul Sadeghi Department of Demography, Faculty of Social Sciences, University of Tehran, Tehran, Iran 0000-0002-7024-2924 Journal Article 2020 10 31 Background and Purpose According to the United Nations High Commissioner for Refugees, approximately 25 million refugees were recorded worldwide in 2017. Of these, 68% originated from just five countries: Syria, Afghanistan, South Sudan, Myanmar, and Somalia. Key host countries include Turkey, Pakistan, Uganda, Lebanon, and the Islamic Republic of Iran. Among these, the migration of Afghans over the past three decades stands out as one of the largest in modern history. Afghanistan has endured prolonged war, political instability, and insecurity, resulting in the displacement of millions, many of whom have sought refuge in neighboring countries, particularly Iran and Pakistan. In Iran, the Afghan immigrant population surged to two million by 1986 and peaked at three million in 1991. Despite government efforts since the early 2000s to encourage repatriation, unofficial estimates suggest that nearly three million Afghan refugees currently reside in Iran. Refugees bring with them their customs, religions, and political beliefs, which often clash with those of the host society, creating challenges to integration. These challenges include racial, ethnic, religious, cultural, and political differences that can hinder refugees’ full participation in social life. One recent initiative aimed at empowering refugees and mitigating their challenges is the promotion of exercise and physical activity. However, in Iran, the participation of refugees in sports has not been systematically examined. In particular, the barriers faced by Afghan refugees in accessing and engaging in sports activities remain largely unexplored. Understanding these barriers is crucial, as sports can play a vital role in fostering community integration, improving mental health, and promoting physical well-being among refugees. This study aims to identify the barriers to sports participation for Afghan refugees in Iran, providing insights to inform policies and programs that encourage their active involvement in sports and physical activities. By addressing these barriers, a more inclusive environment can be fostered, enhancing the quality of life and social integration of Afghan refugees within Iranian society. Methods This qualitative study adopted a phenomenological approach to explore the lived experiences of Afghan refugee athletes regarding barriers to sports participation. Participants were selected through snowball sampling, using a homogeneous sampling approach combined with maximum diversity to capture a broad range of perspectives. Thirteen Afghan refugee athletes residing in Tehran province participated in the study. Data collection occurred in 2020 through in-depth interviews lasting 45 to 60 minutes each, designed to elicit detailed narratives about their experiences. Qualitative data were analyzed using latent content analysis. Interviews were recorded, transcribed verbatim, and systematically coded. To ensure rigor and reliability, Guba and Lincoln’s (1994) criteria were applied. Inter-subject agreement reliability was assessed, yielding an overall reliability of 85% across three selected interviews. Additionally, interpretive structural modeling (ISM) was employed to categorize and hierarchize the identified barriers. Seven experts familiar with the research topic were engaged to assist in applying this modeling technique. Results The study sample comprised thirteen Afghan refugee athletes, including seven men and six women. Analysis of the interviews revealed nine main categories of barriers to sports participation: economic, racism, personal, cultural, social, family, managerial, media and information, legal, and ethnic interaction. Using interpretive structural modeling, these barriers were organized into hierarchical levels, culminating in a comprehensive model. The analysis identified legal barriers as the most critical and influential impediments to Afghan refugees’ participation in sports in Iran. Conclusion The findings underscore the primacy of legal issues as a key barrier to sports participation among Afghan refugees. Castles (2003) posits that the experience of immigrants in host countries can be conceptualized along a spectrum: at one end, ease of residence, citizenship rights, acceptance of diversity, and formation of ethnic communities facilitate inclusion within a multicultural society; at the other, denial of residence permits, citizenship, and cultural acceptance results in marginalized ethnic minorities whose presence is often viewed as divisive. In Iran, restrictive legal frameworks have contributed to Afghan refugees being positioned as ethnic minorities, limiting their acceptance and integration into society. Overall, the development of refugee sports participation appears to be contingent upon legal reforms. Amending restrictive laws and reducing barriers would enhance access to sports facilities and communities, enable freedom in choosing sports types and participation modes, and promote partnership and community development. Such changes would foster a more inclusive sporting environment, empowering Afghan refugees and supporting their social integration. Article Message This article identifies the multifaceted barriers to sports participation faced by Afghan refugees in Iran, highlighting legal, economic, and cultural obstacles as the primary challenges. Addressing these barriers through supportive policies—such as allocating resources for refugee sports development and organizing joint sports events—can facilitate greater participation. Legal reforms are pivotal; by amending laws and easing restrictions, access to sports facilities and communities will improve, freedom of participation will expand, and overall engagement will be enhanced Background and Purpose According to the United Nations High Commissioner for Refugees, approximately 25 million refugees were recorded worldwide in 2017. Of these, 68% originated from just five countries: Syria, Afghanistan, South Sudan, Myanmar, and Somalia. Key host countries include Turkey, Pakistan, Uganda, Lebanon, and the Islamic Republic of Iran. Among these, the migration of Afghans over the past three decades stands out as one of the largest in modern history. Afghanistan has endured prolonged war, political instability, and insecurity, resulting in the displacement of millions, many of whom have sought refuge in neighboring countries, particularly Iran and Pakistan. In Iran, the Afghan immigrant population surged to two million by 1986 and peaked at three million in 1991. Despite government efforts since the early 2000s to encourage repatriation, unofficial estimates suggest that nearly three million Afghan refugees currently reside in Iran. Refugees bring with them their customs, religions, and political beliefs, which often clash with those of the host society, creating challenges to integration. These challenges include racial, ethnic, religious, cultural, and political differences that can hinder refugees’ full participation in social life. One recent initiative aimed at empowering refugees and mitigating their challenges is the promotion of exercise and physical activity. However, in Iran, the participation of refugees in sports has not been systematically examined. In particular, the barriers faced by Afghan refugees in accessing and engaging in sports activities remain largely unexplored. Understanding these barriers is crucial, as sports can play a vital role in fostering community integration, improving mental health, and promoting physical well-being among refugees. This study aims to identify the barriers to sports participation for Afghan refugees in Iran, providing insights to inform policies and programs that encourage their active involvement in sports and physical activities. By addressing these barriers, a more inclusive environment can be fostered, enhancing the quality of life and social integration of Afghan refugees within Iranian society. Methods This qualitative study adopted a phenomenological approach to explore the lived experiences of Afghan refugee athletes regarding barriers to sports participation. Participants were selected through snowball sampling, using a homogeneous sampling approach combined with maximum diversity to capture a broad range of perspectives. Thirteen Afghan refugee athletes residing in Tehran province participated in the study. Data collection occurred in 2020 through in-depth interviews lasting 45 to 60 minutes each, designed to elicit detailed narratives about their experiences. Qualitative data were analyzed using latent content analysis. Interviews were recorded, transcribed verbatim, and systematically coded. To ensure rigor and reliability, Guba and Lincoln’s (1994) criteria were applied. Inter-subject agreement reliability was assessed, yielding an overall reliability of 85% across three selected interviews. Additionally, interpretive structural modeling (ISM) was employed to categorize and hierarchize the identified barriers. Seven experts familiar with the research topic were engaged to assist in applying this modeling technique. Results The study sample comprised thirteen Afghan refugee athletes, including seven men and six women. Analysis of the interviews revealed nine main categories of barriers to sports participation: economic, racism, personal, cultural, social, family, managerial, media and information, legal, and ethnic interaction. Using interpretive structural modeling, these barriers were organized into hierarchical levels, culminating in a comprehensive model. The analysis identified legal barriers as the most critical and influential impediments to Afghan refugees’ participation in sports in Iran. Conclusion The findings underscore the primacy of legal issues as a key barrier to sports participation among Afghan refugees. Castles (2003) posits that the experience of immigrants in host countries can be conceptualized along a spectrum: at one end, ease of residence, citizenship rights, acceptance of diversity, and formation of ethnic communities facilitate inclusion within a multicultural society; at the other, denial of residence permits, citizenship, and cultural acceptance results in marginalized ethnic minorities whose presence is often viewed as divisive. In Iran, restrictive legal frameworks have contributed to Afghan refugees being positioned as ethnic minorities, limiting their acceptance and integration into society. Overall, the development of refugee sports participation appears to be contingent upon legal reforms. Amending restrictive laws and reducing barriers would enhance access to sports facilities and communities, enable freedom in choosing sports types and participation modes, and promote partnership and community development. Such changes would foster a more inclusive sporting environment, empowering Afghan refugees and supporting their social integration. Article Message This article identifies the multifaceted barriers to sports participation faced by Afghan refugees in Iran, highlighting legal, economic, and cultural obstacles as the primary challenges. Addressing these barriers through supportive policies—such as allocating resources for refugee sports development and organizing joint sports events—can facilitate greater participation. Legal reforms are pivotal; by amending laws and easing restrictions, access to sports facilities and communities will improve, freedom of participation will expand, and overall engagement will be enhanced

https://res.ssrc.ac.ir/article_2323_149815eb972b3c370dee3b89d645ae14.pdf