Extended Abstract
Background and Purpose
The environmental challenges currently facing the world, such as climate change, deforestation, air and water pollution, and the loss of biodiversity, require urgent, coordinated, and innovative responses. Among the most critical of these responses is the promotion of pro-environmental behaviors. These behaviors include recycling, conserving energy and water, reducing waste, and advocating for ecological protection. Although public awareness campaigns are important, research consistently indicates that awareness alone is insufficient for lasting behavioral change. Effective transformation requires educational strategies that are interactive, experiential, and engaging on a personal level.
One promising strategy is the integration of environmental education into educational sports programs. These programs combine physical activity with structured learning goals, creating opportunities for participants to acquire not only physical fitness but also social and emotional skills such as teamwork, leadership, and responsibility. Because of their broad appeal across different ages, cultures, and social backgrounds, educational sports can be a powerful vehicle for promoting environmental values. By connecting physical activity with sustainability education, these interventions offer a practical and impactful method for shaping attitudes and behaviors.
In Iran, educational sports are formally embedded in school and university curricula, serving as tools for promoting both physical health and character development. Despite their widespread use, limited empirical evidence exists on how these programs influence environmental behaviors. This meta-analysis aims to address this gap by evaluating the effectiveness of sports-based educational interventions that incorporate environmental themes. The study focuses on assessing whether such interventions improve environmental behavior and identifies which variables, such as age, gender, or type of sport, may influence their effectiveness. The goal is to provide practical insights for educators, program designers, and policymakers who aim to integrate sustainability into educational sports initiatives within the Iranian educational system.
Methods
This meta-analysis was conducted in accordance with PRISMA guidelines and was registered in the PROSPERO database to ensure transparency. The study followed a five-step process: (1) formulating a detailed search strategy, (2) conducting a systematic review, (3) screening studies for inclusion, (4) assessing methodological quality, and (5) synthesizing data using statistical methods.
A comprehensive search was performed across multiple databases including Scopus, Web of Science, Emerald, Semantic Scholar, and major Iranian sports journals. The search included studies published from the inception of each database until May 2, 2023. Keywords such as "educational sports," "green sports," "environmental behavior," "sustainable physical activity," and "school or university sports" were used. Studies were included based on PICOS criteria, focusing on those that examined sports interventions with embedded environmental education components in formal educational settings.
Two independent reviewers screened the titles, abstracts, and full texts. Any disagreements were resolved through consensus or consultation with a third reviewer. Data were extracted using a standardized template. When available, objective outcomes were prioritized over self-reported measures. The risk of bias was assessed using the Cochrane RoB 2.0 tool, classifying studies as having low, moderate, or high risk of bias. Comprehensive Meta-Analysis software (version 4.50) was used to calculate effect sizes. A random effects model was adopted to account for variability among studies. Subgroup analyses were conducted to explore differences across participant age, gender, type of sport, and educational setting. Sensitivity analyses were also conducted by excluding studies with high risk of bias or lower methodological quality.
Results
In total, 34 studies were included in the meta-analysis. Of these, 19 were conducted in school settings and 15 in university contexts. The studies came from diverse geographic regions, including North America, Europe, Asia, and Iran. All examined the integration of environmental education into sports activities and measured changes in behaviors such as recycling, resource conservation, or ecological participation.
The overall effect size across all studies was moderate and statistically significant (d = 0.45, 95% CI [0.38, 0.52]), indicating a positive impact of educational sports on environmental behavior. School-based programs showed a higher short-term effect (d = 0.52, 95% CI [0.43, 0.61]) compared to university-based programs (d = 0.38, 95% CI [0.30, 0.46]). This may be due to greater responsiveness among younger participants to structured and interactive formats. However, university interventions were more likely to result in lasting behavioral change, likely because of participants' greater cognitive maturity and capacity for independent decision-making.
Outdoor sports programs, particularly those involving direct interaction with natural environments, demonstrated stronger effects (d = 0.58, 95% CI [0.49, 0.67]) than indoor programs (d = 0.34, 95% CI [0.26, 0.42]). This finding supports the role of experiential learning in promoting sustainable behavior. Subgroup analyses also revealed that younger participants (d = 0.57) and female participants (d = 0.48) were more responsive than older (d = 0.37) and male participants (d = 0.42). These findings align with existing literature indicating that children and women tend to express higher environmental concern and are more receptive to pro-environmental initiatives.
Sensitivity analyses confirmed the robustness of the results. Excluding studies with a high risk of bias did not significantly change the overall effect size (d = 0.44), and higher-quality studies demonstrated slightly stronger outcomes (d = 0.47). The findings were theoretically supported by frameworks such as Social Learning Theory, which emphasizes learning through observation and modeling, and Self-Determination Theory, which highlights the role of intrinsic motivation and personal values in sustaining behavior change.
Conclusion
This meta-analysis demonstrates that educational sports interventions are effective in promoting pro-environmental behaviors among students. School-based programs tend to yield more immediate results, while university programs are associated with longer-lasting behavioral outcomes. Outdoor sports interventions, especially those that facilitate direct engagement with nature, are more effective than indoor activities. These findings support the integration of environmental education into physical education as a practical approach to behavioral change.
While the findings are promising, future research should address current limitations, such as variation in intervention types and short-term focus. Longitudinal studies are needed to assess the durability of behavior change. Additional research should also examine the role of cultural context and explore how technology, such as mobile applications and digital platforms, can enhance the effectiveness and scalability of educational sports programs.
Article Message
This study demonstrates that educational sports interventions, which combine physical activity with environmental education, significantly enhance pro-environmental behaviors such as recycling and energy conservation. The meta-analysis reveals that school-based programs and outdoor sports activities yield stronger effects, especially among children and female participants. These findings underscore the practical potential of integrating environmental themes into physical education as a strategic approach to foster environmentally responsible behaviors. By leveraging the universal appeal of sports, educational systems in Iran and beyond can cultivate a generation of sustainability-minded citizens. Future research should explore the long-term impact, cultural dynamics, and the role of digital tools in enhancing the effectiveness of such interventions.

Ethical Considerations
All procedures performed in this study were in accordance with the ethical standards of academic research. Informed consent was obtained from all participants involved in the original studies included in this meta-analysis. Participants' privacy and confidentiality were strictly maintained.
Authors' Contributions
Conceptualization: First Author
Data Collection: All Authors
Data Analysis: All Authors
Manuscript Writing: All Authors
Review and Editing: All Authors
Responsible for funding: Not applicable
Literature Review: All Authors
Project Manager: Second Author
Any other Contributions: None declared
Conflict of Interest
The authors declare no conflict of interest regarding the publication of this article.
Acknowledgments
The authors express their sincere gratitude to all individuals who contributed to the success of this research, including peer reviewers, institutional support staff, and academic mentors. Their insights, cooperation, and encouragement played a crucial role in the completion of this study and the advancement of its scientific and educational goals.