The Pattern of Participation in Leisure Sports Activities and The Status of Addiction to Virtual Spaces among Physical Education Teachers

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.