Document Type : Original Article
Authors
1
Ph.D. graduate in Sports Management, Kerman Branch, Islamic Azad University, Kerman, Iran
2
M.A. in Strategic Sports Management, Physical Education Teacher, Kerman Province Department of Education, Iran
Abstract
Background and Purpose
Schools serve as vital institutions responsible for educating and nurturing the younger generation, playing an essential role in shaping students’ personalities and safeguarding their health. Promoting sports participation and maintaining physical fitness are fundamental to achieving a healthy society. However, ensuring a safe and supportive environment that encourages girls' active engagement in sports activities within schools has become a significant challenge. In our country, sports and physical education remain relatively nascent fields, frequently conducted through traditional approaches. Despite some recent changes, substantial gaps persist regarding adherence to global standards and best practices. Sports facilities and infrastructures particularly require both qualitative and quantitative improvements to align with international norms.
Public schools in Iran commonly maintain traditionalist perspectives and lag behind evolving global sports innovations and the sociocultural demands of the nation. Consequently, the development and execution of effective management strategies aimed at establishing standard and efficient sports venues within schools are imperative. Adequate and appropriate spaces allocated for sports, both within schools and public domains, have often been overlooked. Compared to other sectors, funding and support for constructing, equipping, or renovating school sports facilities remain insufficient. While cultural practices vary among societies, shared cultural elements and globalization present opportunities for exchanging expertise internationally. Leveraging global knowledge in sports management can thus facilitate enhancement of sports conditions in Iranian public schools.
The education system, as a foundational pillar shaping children’s present and future trajectories, holds critical responsibility for physical and mental health development. Integrating physical education into student curricula strives to foster welfare and health via physical activity practice. Yet, achieving these objectives hinges on conducting activities in safe environments furnished with standardized equipment. Unfortunately, many school sports settings suffer from substandard conditions, generating multiple challenges. Such issues not only dissuade students from engaging in physical activity but may also have long-lasting, irreparable impacts on their overall health.
Some problems—such as hazardous obstacles or outdated equipment—are remediable through dedicated efforts by physical education teachers and school administrators. The use of worn or unsafe equipment, alongside unsafe sports environments, increases risks for serious injuries or, in rare instances, fatalities among students. These hazards may manifest gradually over time or abruptly inflict severe damage, potentially leading to legal actions. Ignorance of risk factors within sports environments does not absolve educators and administrators of their substantial responsibility for ensuring student safety and well-being. Hence, prioritizing safety and enforcing standardization of sports spaces and equipment within schools is an indispensable obligation.
Crucially, establishing safe sports environments for girls within school settings supports not only their physical and mental health but also fosters social interaction, heightens self-confidence, and strengthens autonomy in thought and actions. Motivated by these insights, the present study aims to identify factors influencing the safety of school sports environments for female students. It further intends to propose strategies empowering girls to participate actively and successfully in school sports programs, recognizing sports as an integral component of educational experiences. Accordingly, this research seeks to answer: What strategies can be implemented to create safe in-school sports environments for female high school students in Kerman Province?
Methods
This investigation utilized a qualitative approach grounded in thematic analysis and is categorized as applied research. Data collection employed a field survey method supported by in-depth semi-structured interviews. The study population encompassed all principals and female physical education teachers from girls’ secondary schools in Kerman Province, totaling 190 physical education teachers. Sample adequacy and interview conclusion were guided by theoretical saturation, achieved after 29 interviews. To ensure balanced and comprehensive data, schools from both cold and warm regions of the province were included. Data analysis relied on thematic analysis, extensively used within qualitative research domains, conducted through MaxQda2024 software.
Findings
Environmental factors emerged as key determinants influencing the safety of sports spaces in girls’ high schools within Kerman. These variables encompass the design and dimensions of sports fields, facility quality, surface coverings, available sports equipment, climatic conditions, vehicular and pedestrian traffic management, boundary delineations and markings of sports grounds, and the terrain and physical composition of sports surfaces.
Prioritization of these environmental factors revealed that aspects related to sports field design and dimensions held the highest importance, followed sequentially by facilities, surface coverings, climatic conditions, sports equipment quality, traffic and movement management, boundary markings, and land and surface maintenance.
Conclusion
The study underscores the necessity of adhering to standards encompassing high-quality materials, modern and safe equipment, climatic considerations, routine maintenance, effective traffic regulation, and creating a secure, comfortable, and coordinated environment for athletes and spectators alike. Strengthening networks that foster collaboration and disseminate information to students and parents is vital, increasing female sports participation and attracting essential financial, technical, and educational support.
Furthermore, the establishment of an inter-institutional committee is recommended to examine and improve girls’ school sports environments. This entity would spearhead need assessments, budgeting, facility design, implementation, oversight, and engagement of specialized consultants to ensure optimal safety and functionality.
Article Message
This research highlights the pressing need to reconstruct school sports environments for female students in Kerman Province. Through semi-structured interviews with 29 physical education teachers, seven core safety determinants were identified: sports ground design, facility quality, surface coverage, climatic factors, equipment standards, traffic and people movement management, and clear spatial boundaries. The findings emphasize the importance of establishing standardized, safe, and sport-specific environments supported by coordinated educational, managerial, and fiscal interventions. Continuous oversight by dedicated committees is advocated to safeguard female students’ physical and psychological well-being during school activities.
Ethical Considerations
All procedures involving human subjects complied fully with the Declaration of Helsinki's principles (World Medical Association, 2013). Participants received detailed explanations regarding study purpose and confidentiality, with voluntary participation emphasized. Written informed consent was obtained from each participant before interviews. Anonymity, withdrawal rights, and secure data handling were guaranteed by the researchers.
Authors’ Contributions
Ethical standards including informed consent, confidentiality, and integrity in data analysis were duly observed.
Conceptualization: Ali Korooki
Data Collection: Mohammad AskariZadeh, Ali Korooki
Data Analysis: Ali Korooki, Mohammad AskariZadeh
Manuscript Writing: Ali Korooki
Review and Editing: Ali Korooki, Mohammad AskariZadeh
Funding Responsibility: Ali Korooki, Mohammad AskariZadeh
Literature Review: Ali Korooki
Project Management: Ali Korooki, Mohammad AskariZadeh
Other Contributions: Collaborative conceptual model development
Conflict of Interest
The authors declare no conflicts of interest.
Acknowledgments
The authors sincerely thank all the physical education teachers whose dedicated cooperation was instrumental to the successful completion of this research.
Funding
This study did not receive any financial support from public or nonprofit organizations.
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