Extended Abstract
Background and Purpose
Children are the primary foundation of sustainable human development; therefore, their physical health represents a strategic resource for shaping a nation's future. Physical fitness in childhood has long been recognized as a global health priority, with sports and physical activity playing crucial roles in promoting well-being. The development of physical education and sports serves as a basis for cultivating a healthy population and is an integral part of national development programs. However, despite existing infrastructure and policies, the lack of coordination among stakeholders and the absence of a comprehensive framework have limited the effective identification and nurturing of young talents. An ideal approach involves establishing an evidence-based, coordinated model that integrates the roles of families, schools, and policymakers. In leading countries such as Finland, Canada, and Australia, multi-level models of youth sport development—emphasizing collaboration among these sectors—have proven highly effective. Accordingly, this study seeks to identify the key factors influencing students' selection of sports disciplines, with a focus on family-related determinants.
 
Methods
The present study adopts an interpretivist philosophical stance and an inductive approach, conducted as a cross-sectional qualitative inquiry using the grounded theory method. This approach was chosen because existing theories do not sufficiently explain the studied phenomenon, and the aim was to generate a theory grounded in empirical data. Data were collected through in-depth semi-structured interviews with 20 purposively selected participants, including experts in youth and educational sports, university professors of sport management, policymakers, coaches, and teachers. Interviews continued until theoretical saturation was achieved. Each interview lasted approximately 65 minutes, comprising 12 face-to-face and 8 online sessions. The interviews were transcribed and analyzed systematically through open, axial, and selective coding. To enhance credibility and confirmability, multiple analysts and participant feedback were employed, and all analytical steps were fully documented to ensure research traceability. Demographic information of participants was also reported. The reliability of the coding process was tested using a test–retest approach, in which four randomly selected interviews were coded twice by the researcher with a 30-day interval. Among 82 total codes, there were 30 agreements and 18 disagreements, resulting in a test–retest reliability coefficient of 0.73. Since this value exceeds the accepted threshold of 0.60, the coding process was considered reliable and consistent.
Results
Based on the findings summarized in Table 3, a total of 87 open codes, 9 axial codes, and 3 selective codes—representing intrapersonal factors, interpersonal factors, and macro-level factors—were identified as causal conditions influencing students' selection of sports disciplines, with particular emphasis on family-related contexts. A total of 51 open codes, 6 axial codes, and 3 selective codes—including individual contexts, educational contexts, and macro environments—were categorized as contextual conditions shaping students' sport selection processes. Similarly, 51 open codes, 9 axial codes, and 3 selective codes—covering growth and development elements, educational barriers, and restrictive factors—emerged as intervening conditions affecting students' decisions regarding sport participation and specialization. A total of 21 open codes, 6 axial codes, and 3 selective codes—namely family-personal strategies, macro-level strategies, and sport-specific strategies—were identified as strategic responses influencing students' choice of sports. Finally, 41 open codes, 7 axial codes, and 3 selective codes—including student sport flourishing, sport growth, and enhancement of talent identification systems—were recognized as outcomes of the sport selection process among students, highlighting the broader educational and developmental impact. Overall, the grounded theory analysis led to the identification of 251 concepts, 37 subcategories, and 15 main categories, which collectively form the paradigmatic model of family-related factors affecting the selection of sports disciplines among elementary school students. This model illustrates the dynamic interplay between individual characteristics, family and educational environments, and macro-level structures such as institutional policies and national sport development strategies. It also underscores the critical role of family strategies and educational support systems in facilitating children's engagement and progression in sports. The findings provide a conceptual foundation for designing evidence-based policies aimed at improving talent identification, enhancing family involvement, and strengthening the structure of school-based sports development in Iran.
Conclusion
Based on the findings, it can be concluded that identifying the family-related factors influencing elementary students' choice of sports disciplines highlights the crucial role and support of parents and family members in recognizing their children's athletic talents and guiding them toward preferred sports. This, in turn, can contribute to the development of skilled athletes at higher ages and, ultimately, to the growth and advancement of the national sports industry.
Article Message
The central message of this study for stakeholders is that family context plays a decisive and multifaceted role in shaping children's sport participation and specialization. Effective talent identification and long-term sport development require integrated collaboration among families, schools, and policymakers, supported by evidence-based frameworks. By aligning educational, familial, and institutional efforts, stakeholders can create nurturing environments that enhance motivation, access, and continuity in youth sports. Ultimately, the study highlights that empowering families and improving systemic coordination are essential strategies for developing sustainable, inclusive, and successful school sport programs in Iran.
Ethical Considerations
All ethical principles were observed, including obtaining informed consent from participants, ensuring confidentiality and anonymity of data, and using the collected information solely for academic research purposes.
Authors' Contributions
All authors contributed equally to the conception, design, data collection, analysis, and writing of the manuscript.
Conflict of Interest
The authors declare that there is no conflict of interest.
Acknowledgments
The authors would like to express their sincere gratitude to all individuals who supported and assisted them throughout the completion of this research.