Document Type : Research Paper
Authors
1
PhD Student in Sports Management, Department of Physical Education and Sports Sciences, Na.C., Islamic Azad University, Najafabad, Iran
2
Associate Professor of Sports Management, Department of Physical Education and Sports Sciences, Na.C., Islamic Azad University, Najafabad, Iran
3
Assistant Professor of Sports Management, Department of Physical Education and Sports Sciences, Na.C., Islamic Azad University, Najafabad, Iran
4
Assistant Professor of Motor Behavior, Department of Physical Education and Sports Sciences, Na.C., Islamic Azad University, Najafabad, Iran
Abstract
This study aims to investigate the lived experiences of educational sports stakeholders in shaping environmentally responsible behaviors and addressing this research gap. A qualitative research approach with an interpretative phenomenological analysis (IPA) method was employed. Data were collected through semi-structured interviews with 25 stakeholders in educational sports, including teachers, coaches and students, parents, and sports administrators. The findings indicated that educational sports play a crucial role in fostering environmental responsibility by raising environmental awareness, changing attitudes, and shaping sustainable behaviors. To ensure the credibility of the findings, methods such as data triangulation, peer debriefing, and participant feedback were utilized. The research findings were categorized into four main axes: awareness of the environmental role of educational sports, the impact of educational sports on environmental behavior, and strategies for improving environmental educational sports. The research results showed that educational or training sports have great potential for teaching environmental skills and changing sustainable behaviors, but achieving this goal requires policy support, reforming executive structures, and broader training of teachers and trainers. By providing empirical evidence, this research emphasizes the importance of integrating environmental education into sports programs and offers practical suggestions for developing this area. The findings can form the basis of educational planning in schools and universities and help policymakers, trainers, and educational administrators design more efficient programs.
Highlights
Baena-Morales, S. & González-Víllora, S. (2023). Physical education for sustainable development goals: Reflections and comments for contribution in the educational framework. Sport, Education and Society, 28(6), 697–713. https://doi.org/10.1080/13573322.2022.2045483
Benjamin, D. & Adu, E.O. (2019). Challenges teachers face in the integration of environmental education into the South African curriculum. American Journal of Humanities and Social Sciences Research, 3(10), 157–166.
Crist, J.D. & Tanner, C.A. (2003). Interpretation/analysis methods in hermeneutic interpretive phenomenology. Nursing Research, 52(3), 202–205.
Deenihan, J.T., McPhail, A. & Young, A.M. (2011). Living the curriculum: Integrating sport education into a physical education teacher education programme. European Physical Education Review, 17(1), 51–68.
Acar, E., & Delibaş, K. (2025). Urban Elementary School Students’ Participation in the After-School Program: The Role of Parental Priorities, Perceptions and Socioeconomic Status. Acta Educationis Generalis, 15(1), 31-55.
Dingle, G. & Mallen, C. (2017). Sport-environmental sustainability (Sport-ES) education. In Routledge handbook of sport and the environment (pp. 79–96). Routledge.
Farrugia, A. & Soundy, A. (2025). Inclusion through physical education, activity, and sport: Policies for inclusion and the inclusion spectrum curriculum as a strategy for inclusion. In The Palgrave Encyclopedia of Disability (pp. 1–13). Cham: Springer Nature Switzerland.
Gabin, F.B., Pierre, I.R., Aimé, M.J. & Aristide, E. (2024). Environmental and sustainable development education in physical education and sport: Institutional approach in the Republic of Congo. Advances in Physical Education, 15(1), 107–118.
Hasan, I., Li, H., Wang, H. & Zhu, Y. (2021). Do affiliated bankers on board enhance corporate social responsibility? US evidence. Sustainability, 13(6), 3250.
Hojati Sayah, M. (2016). Effectiveness of environmental education group on environmental attitude and increasing environmental awareness among the female students in Tehran. Journal of Pediatric Nursing, 2(3), 1-8. [In persian]
Huang, Y. & Reynoso, L.C. (2018). Based on physical self-concept to discuss the effect of environmental education on health related physical education. Ekoloji Dergisi, 106. p1645
Johnson, B. & Činčera, J. (2023). Relationships between outdoor environmental education program characteristics and children’s environmental values and behaviors. Journal of Adventure Education and Outdoor Learning, 23(2), 184–201.
Lehman, E., Healy, G.N., Forbes, R., Phillips, M., Gilbert, C. & Gomersall, S.R. (2025). The impact of physical activity behavior change training for preprofessional health students- a systematic review. Journal of Physical Activity and Health, 1(aop), 1–15.
Pasek, M., Bendíková, E., Kuska, M., Żukowska, H., Dróżdż, R., Olszewski-Strzyżowski, D.J., Zając, M. & Szark-Eckardt, M. (2022). Environmental knowledge of participants’ outdoor and indoor physical education lessons as an example of implementing sustainable development strategies. Sustainability, 14(1), 544.
Physical Education Organization of the Islamic Republic of Iran. (2005). Detailed development studies educational sports. Tehran: Green Apple Publications. [In persian]
Reid, A. (2019). Curriculum and environmental education: Perspectives, priorities and challenges. In Curriculum and Environmental Education (pp. 5–27). Routledge.
Santos-Pastor, M.L., Ruiz-Montero, P.J., Chiva-Bartoll, O., Baena-Extremera, A. & Martínez-Muñoz, L.F. (2022). Environmental education in initial training: Effects of a physical activities and sports in the natural environment program for sustainable development. Frontiers in Psychology, 13, 867899.
Sgrò, F. (2024). Sport participation as an educational tool and a means of promoting physical, mental, and social well-being. Formazione & insegnamento, 22(S1), 1–4.
Shaarifeyan, E. & Malekipour Horjandi, E. (2022). The challenges facing the programs and operational guidelines of fundamental reform document of education in schools’ physical education and sport. Journal of Sport Management and Motor Behavior, 18(35), 80-61.[In persian]
Shahvali Kohshouri, J., Askari, A., Nazari, R. & Naghsh, A. (2021). The formulation Iranian educational sports strategies: scenario-based. Research on Educational Sport, 8(21), 223-250.[In persian]
Sharifi, K.D., Sidiqi, K.M.S. & Ajmiri, M.Y. (2024). The impact of a harmonious sports environment on learning interest. Sprin Journal of Arts, Humanities and Social Sciences, 3(4), 20–23. [In Persian]
Siedentop, D., Hastie, P. & Van der Mars, H. (2019). Complete guide to sport education. Human Kinetics.
Sikhosana, L. (2025). Examining the integration of environmental education into pedagogy by educators: Environmental education into pedagogy. International Journal of Curriculum and Instruction, 17(1), 27–45.
Strachan, A. (2025). A Review of “Living with the Anthropocene: Love, Loss and Hope in the Face of Environmental Crisis” – C. Muir, K. Wehner, & J. Newell (Eds.). (2020). Living with the Anthropocene: Love, Loss and Hope in the Face of Environmental Crisis. NewSouth Publishing. Australian Journal of Environmental Education, 1–3.
Tseng, Y.C., Liu, S.H.Y., Gau, B.S., Liu, T.C., Chang, N.T. & Lou, M.F. (2025). Lived experiences and illness perceptions of older adults with age-related hearing loss before the use of hearing aids: An interpretative phenomenological study. Geriatric Nursing, 61, 231–239.
Yardley, L. (2000). Dilemmas in qualitative health research. Psychology and Health, 15(2), 215–228.
Zsóka, Á., Szerényi, Z.M., Széchy, A. & Kocsis, T. (2013). Greening due to environmental education? Environmental knowledge, attitudes, consumer behavior and everyday pro-environmental activities of Hungarian high school and university students. Journal of Cleaner Production, 48, 126–138.
Keywords
)