Research on Educational Sport

A Factor Analysis Influencing the Development of School Sport Based on The DEMATEL Technique

Document Type : Research Paper

Authors

Javad Fasanghari
Ali Benesbordi
Elham Fasanghari

Department of Sport management, Faculty of Sport Sciences, Hakim Sabzevari University, Sabzevar, Iran

https://doi.org/10.22089/res.2025.17162.2544
Abstract
Extended Abstract
Background and Purpose
The development of school sports plays a pivotal role in promoting public health, identifying athletic talent, enhancing international sports performance, and advancing societal well-being. Students, as foundational assets of any nation, require dedicated attention to physical activity, which contributes not only to physical fitness but also to cognitive development, social-emotional growth, and academic achievement. Despite the well-documented benefits of school sports—such as chronic disease prevention, social skill enhancement, and confidence building—research in this domain often remains localized or fragmented. While international studies highlight critical factors including human resources, infrastructure, and cross-sectoral collaboration, there exists a deficiency of comprehensive, systems-based analyses elucidating the interdependent factors governing school sports development. This study aims to bridge this gap by identifying and prioritizing key driving factors and their causal interrelations to provide actionable insights for sustainable school sports development in Iran and comparable contexts.
 Methods
This applied study utilized a mixed-methods design. Qualitative data were gathered via semi-structured interviews with 17 experts comprising university faculty, physical education managers, and teachers, continuing until theoretical saturation was reached. Content analysis identified nine pivotal factors: Structure and Policy (A), Human Resources (B), Financial Resources (C), Sport Facilities (D), Participation and Support (E), Competitions (F), Talent Identification (G), Technology Development (H), and Scientific-Research Development (I). Subsequently, a DEMATEL questionnaire was constructed to quantify pairwise influences among these factors. Twelve experts rated the interaction intensity on a scale from 0 (no influence) to 4 (very high influence). The DEMATEL process entailed four analytical steps:

Direct Influence Matrix (Z): Aggregation of expert judgments into a composite direct influence matrix.
Normalized Matrix (X): Scaling matrix Z by the maximum sum of its rows or columns.
Total Influence Matrix (T): Calculation of total effects (direct plus indirect) via the formula T=X(I−X) −1T=X(I−X) −1.
Analytical Vectors:

R∗R∗ (Influence): The row sums of T, representing the effect magnitude of each factor on the system.
C∗C∗ (Dependence): The column sums of T, indicating receptiveness to influences.
R∗+C∗R∗+C∗ (Prominence): Overall importance or role weight of each factor.
R∗−C∗R∗−C∗ (Relation): Net causal role, where positive values indicate a driving cause/influencer role and negative values indicate an effect/dependent role.


A threshold value θ=0.29θ=0.29 (the average of the elements in T) was applied to filter significant relationships, facilitating visualization via the Network Relation Map (NRM).
Results
The DEMATEL analysis elucidated the causal hierarchy and systemic roles among the nine identified factors. Key outcomes, including factor prioritization and classification, are detailed in Table 1.
 Top Influencers and Dependents
The analysis identified Structure and Policy (A) alongside Financial Resources (C) as the principal drivers effecting systemic change within school sports development. Conversely, Talent Identification (G) and Competitions (F) emerged as highly dependent factors, substantially influenced by other variables. Six factors characterized as influencers exhibited high positive R−CR−C values (e.g., Financial Resources: +1.257), signifying their pivotal role in driving change. The three dependents showed negative R−CR−C values (e.g., Talent Identification: –1.545), indicating their role as recipients of system impacts. The final systems model categorized factors into Inputs (A, B, C, D, E), Process (F, G, H, I), culminating in the output: successful school sports development.
 Conclusion
This study highlights Structure/Policy and Financial Resources as the foundational drivers for advancing school sports programs, with Talent Identification and Competitions representing key outcome variables. Establishing a solid policy framework and strategically allocating financial resources are critical for systemic effectiveness. Supporting factors such as Human Resources, Participation and Support, and Technology Development also serve significant influencer roles, whereas Facilities depend largely on these inputs. The developed Input-Process-Output systems model offers a comprehensive framework to guide policymakers. Prioritizing strategic policy formulation, securing dedicated funding, investing in physical education teacher training, and leveraging technology integration constitute essential, actionable steps. Furthermore, fostering cross-sector collaboration and stakeholder engagement—including families, communities, and the private sector—is vital to ensure the sustainability of school sports development. Future research should focus on validating and refining this model across diverse contexts, as well as assessing the longitudinal outcomes of implementing these prioritized factors.
Keywords: DEMATEL Technique, Sports Development, Student, School Sports.
Article Message
Sustainable development of school sports critically depends on strategic policy and financial resource allocation as primary drivers. Policymakers are urged to establish robust governance frameworks and secure dedicated funding aligned with systemic goals. Secondary emphasis must be placed on empowering human resources (teachers), encouraging participation and support, and integrating technological advances. While Talent Identification and Competitions remain vital outcomes, they are largely contingent on the inputs and processes within the system. A holistic, systemic approach recognizing these interdependencies is essential. Focused investment in these leverage points will cultivate resilient ecosystems promoting student health, talent development, and broader societal well-being through school sports.
 
Ethical Considerations
Informed consent was obtained from all participants. Anonymity and confidentiality of collected data were strictly maintained.
 
Authors’ Contributions

Conceptualization: Ali Benesbordi, Elham Fasanghari
Data Collection: Javad Fasanghari
Data Analysis: Elham Fasanghari
Manuscript Writing: Javad Fasanghari, Elham Fasanghari
Review and Editing: Ali Benesbordi, Elham Fasanghari
Funding Responsibility: All authors
Literature Review: Javad Fasanghari
Project Management: Ali Benesbordi
Other Contributions: None

 
 
Conflict of Interest
The authors declare no conflicts of interest.
 
Acknowledgments
The authors sincerely thank all participating experts for their valuable insights and contributions to this study.

Keywords

School sports
Sports development
Student sports
Student

Subjects

 
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Research on Educational Sport
Volume 13, Issue 39
October 2025
Pages 67-94

  • Receive Date 24 August 2024
  • Revise Date 02 July 2025
  • Accept Date 08 August 2025

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