Document Type : Research Paper
Authors
1
Department of Physical Education and Sports Science, Faculty of Literature and Humanities, Lorestan University, Khoramabad, Iran
2
Department of Physical Education and Sports Science, Faculty of Physical Education and Sport Sciences Tehran University, Tehran, Iran
10.22089/res.2025.17854.2628
Abstract
Background and Purpose
Previous research reveals a lack of global consensus on theoretical models and key factors pertaining to physical literacy. Different countries have developed diverse models shaped by their unique cultural, political, social, and educational systems. The growing recognition of the benefits of physical literacy in Iran, mirroring global trends, has prompted investigations into its conceptual frameworks. Research suggests that the cultural environment and living conditions significantly shape physical literacy, necessitating educational programs tailored to regional contexts. Nevertheless, compared to leading nations such as Canada and England, investigations into physical literacy models, influencing factors, and frameworks remain limited in Iran. Institutional assessments indicate that organizations responsible for public education and community health have yet to systematically address physical literacy development in their agendas. Importantly, physical literacy embodies a multifaceted construct reflecting interactions between an individual’s physical capabilities and their sociocultural surroundings. Accordingly, this study aims to develop a contextually grounded model for enhancing physical literacy among youth in Khorramabad, drawing from existing challenges and opportunities.
Methods
Employing a qualitative grounded theory approach, this study followed Strauss and Corbin’s (1990) methodology to identify the central phenomenon and explore causal and contextual conditions. Subsequently, primary and secondary outcomes related to physical literacy development were elucidated. Data collection entailed in-depth, semi-structured interviews with a purposively sampled cohort of 25 participants comprising university professors specializing in motor behavior, sports management, and exercise physiology, in addition to experienced doctoral-level physical education teachers familiar with the concept of physical literacy in Khorramabad. Interview sampling continued until theoretical saturation was achieved, which occurred by the sixteenth interviewee.
Interview questions were constructed to foster open and productive discourse. Data analysis utilized descriptive and procedural coding via MAXQDA software (version 2020), systematically extracting initial codes and synthesizing them into concepts and categories. The development of the qualitative model was based on indicators related to factors influencing development, strategic approaches, and consequential effects of physical literacy. The theoretical saturation criterion was rigorously applied, continuing data collection until no new insights emerged. Interviews varied between face-to-face and virtual modalities, each lasting 35 to 50 minutes.
To enhance internal validity, iterative feedback was solicited from participants, carefully structured to avoid influencing responses. After each interview, the emerging model was presented to participants for validation and refinement. Other validity-enhancing measures included triangulating multiple data sources, secondary coding reviews by assistants, consultation with methodological experts versed in thematic analysis and the research topic, and repeated analysis inquiries.
The validity of interview guides and transcript accuracy was confirmed through expert evaluation and cross-verification via coding agreement metrics.
Results
Analysis revealed five major thematic categories influencing physical literacy development:
1. Causal factors: These included lack of motivation and awareness, economic constraints, and sedentary modern lifestyles.
2. Contextual factors: This category encompassed insufficient infrastructure and access, educational, social, and financial barriers, and systemic inefficiencies.
3. Intervening factors: Favorable elements such as supportive social and cultural environments, availability of expert human resources, participatory governance, and adequate budgeting emerged as facilitators.
4. Strategies: These ranged from awareness-raising and cultural promotion, capacity-building in expert personnel, technology integration, expanding infrastructure and accessibility, developing supportive policies, to fostering stakeholder participation.
5. Consequences: Outcomes were categorized into physical, psychological, social, and educational-occupational domains, reflecting improvements linked to enhanced physical literacy.
Conclusion
The study presents a comprehensive model tailored to advancing physical literacy among Khorramabad’s youth by integrating identified causal, intervening, and contextual factors. Based on participants’ insights, targeted solutions were proposed and their anticipated impacts assessed. The findings also underscore unique local opportunities and challenges relevant to Khorramabad’s socio-cultural and environmental landscape.
Optimizing the natural sporting capacities of Khorramabad, through coordinated actions by civic institutions and relevant agencies, holds significant potential to elevate physical activity levels and foster physical literacy growth. Emphasizing sport forms amenable to natural settings is critical for sustainable development in this region.
This research offers a foundational framework that serves as a practical guide for practitioners, researchers, and policymakers aiming to improve community physical literacy. By aligning educational programs and local policies with the model, stakeholders can more effectively nurture physical literacy, thereby enhancing public health and youth development outcomes.
Article Message
This study develops a data-driven model to promote physical literacy among youth in Khorramabad, capturing the interplay of underlying causes, mediating influences, and environmental contexts. It advocates leveraging regional natural resources to enhance physical activity engagement and quality of life. The research provides actionable recommendations for designing culturally sensitive educational programs and policies tailored to local needs.
Ethical Considerations
all standard ethical protocols were observed, including maintaining participant confidentiality, prohibiting simultaneous submissions, adhering to research ethics norms, and ensuring voluntary informed consent. The research complied with national guidelines governing ethical conduct in human studies and received formal approval from the relevant institutional ethics committee.
Authors’ Contributions
Majid Mohammadi: Conceptualization, manuscript preparation, project oversight
Heshmat Alikarami: Data gathering, literature review
Zahra Karimi: Data analysis, manuscript review and editing
Conflict of Interest
the authors declare no conflicts of interest.
Acknowledgments
The authors express their sincere gratitude to all contributors and participants who supported this research.
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