Futures Studies in School Physical Education: Utilizing the Transition Cycle to Empower Iranian Female Students

Document Type : Original Article

Authors

1 , Department of Physical Education and Sports Science, Na.C., Islamic Azad University, Najafabad, Iran.

2 Department of Physical Education and Sports Science, Na.C., Islamic Azad University, Najafabad, Iran.

Abstract
Physical education in Iranian schools, despite its crucial role in fostering students’ physical, mental, and social well-being, faces numerous challenges for female students. Limited infrastructure, traditional attitudes, and socio-cultural restrictions are among the primary barriers reducing girls' participation in sports activities. This study aimed to explore futures studies in school physical education by employing the Transition Cycle framework to empower Iranian female students. The study utilized an action research approach based on case studies, implementing the Transition Cycle model in five girls' high schools in Isfahan. The research phases included the four main stages of the Transition Cycle (Imagine, Connect, Act, and Assess), alongside analyzing students' feedback and experiences. Additionally, a scenario planning method was employed to develop four foresight scenarios concerning physical education in girls' schools. Findings revealed that the Transition Cycle effectively enhanced students' transformative skills, enabling them to address the socio-cultural challenges prevalent in schools. The devised scenarios underscored the significance of combining strong social support with advanced infrastructure to enhance girls' participation in sports. However, challenges related to aligning theories with practice and addressing social constraints require further attention. The results of this study indicate that school physical education can serve as a platform for empowering female students and enhancing their transformative skills. It is recommended that the Transition Cycle approach be applied in other educational contexts and among diverse demographic groups to further explore its effectiveness.

Keywords


1.      Abou-Zaid, C. M. (2014). Action research for change: Implementation of'case based learning'to the undergraduate nursing students: A qualitative study. Journal of Nursing Education and Practice, 4(12), 105.
2.      Adams, J., & Owens, A. (2015). Creativity and democracy in education: Practices and politics of learning through the arts. New York, NY: Routledge.
3.      Alam, A., & Mohanty, A. (2023). Educational technology: Exploring the convergence of technology and pedagogy through mobility, interactivity, AI, and learning tools. Cogent Engineering, 10(2), 2283282. https://doi.org/10.1080/23311916.2023.2283282
4.      Ansari, H., AmirHosseini, S. E., & Ghasemi, H. (2024). Development of Professional Identity in Physical Education Teachers. Sports Psychology, 16(1), 235-254. https://doi.org/10.48308/mbsp.2022.227614.1127 [In Persian].
5.      Bertolini, L., Gerritsen, D., & Sol, K. (2024). Supporting students to become agents of change: Introducing and evaluating the Transition Cycle approach to teaching transformative skills. Futures, 164, 103459. www.sciencedirect.com/science/article/pii/S0016328724001435
6.      Castillo, I., Molina-García, J., Estevan, I., Queralt, A., & Álvarez, O. (2020). Transformational teaching in physical education and students’ leisure-time physical activity: The mediating role of learning climate, passion and self-determined motivation. International Journal of Environmental Research and Public Health, 17(13), 4844. https://www.mdpi.com/1660-4601/17/13/4844
7.      Daoud, A. O., Kineber, A. F., Ali, A. H., & Elseknidy, M. (2025). Empowering Sustainable Infrastructure and Sustainable Development Goals Through Industry 5.0 Implementation. Sustainable Development. https://doi.org/10.1002/sd.3347
8.      Donnelly, J. E., Hillman, C. H., Castelli, D., Etnier, J. L., Lee, S., Tomporowski, P., ... & Szabo-Reed, A. N. (2016). Physical activity, fitness, cognitive function, and academic achievement in children: A systematic review. Medicine and Science in Sports and Exercise, 48(6), 1197. www.pmc.ncbi.nlm.nih.gov/articles/PMC4874515/    
9.      Faraji, R., Reihani, M., Shabani, S., & Rouhani, Z. (2023). Requirements and strategies for the development of blended learning of the schools' physical education lesson. Research on Educational Sport, 11(32), 161-184. https://doi.org/10.22089/RES.2023.14526.2357 [In Persian].
10.  Ghahreman Shahraki, M., Ghadiri, F., & Bahram, A. (2019). The effect of teacher-centered and motivational mastery climate approaches on physical activity of 8 years old children in Shahrekord. Research on Educational Sport, 7(17), 101-120. https://doi.org/10.22089/res.2019.6157.1501 [In Persian].
11.  Gibbs, P., Cartney, P., Wilkinson, K., Parkinson, J., Cunningham, S., James-Reynolds, C., ... & Pitt, A. (2017). Literature review on the use of action research in higher education. Educational action research, 25(1), 3-22. https://doi.org/10.1080/09650792.2015.1124046
12.  Gunderson, M. A. (2023). Coverage of research-based mediators to prevent adolescent substance use in state health and physical education frameworks (Doctoral dissertation). United States Sports Academy.
13.  Hassani, M., Sameri, M., Seyedabbaszadeh, M., & Mousavi, M. (2013). Surveying educational inequalities in among female and male high school students in Western Azerbaijan Province. Woman in Development & Politics, 11(3), 315-332. https://doi.org/10.22059/jwdp.2013.36531 [In Persian].
14.  Hodges-Kulinna, P., Wahl-Alexander, Z., Nam, K., & Kinder, C. (2024). Effective instruction and curricular models: What do we know about student learning outcomes in physical education? Kinesiology Review, 1(aop), 1-15.
15.  Hoffman, J., Pelzer, P., Albert, L., Béneker, T., Hajer, M., & Mangnus, A. (2021). A futuring approach to teaching wicked problems. Journal of Geography in Higher Education, 45(4), 576-593. https://doi.org.10.1080/03098265.2020.1869923  
16.  Horvat, M., Croce, R., Pesce, C., & Fallaize, A. E. (2019). Developmental and adapted physical education: Making ability count. New York, NY: Routledge.
17.  Hosseini Nasab, S. D., Mesrabadi, J., & Aghajanzadeh, N. (2016). The effect of social skills training on the self-esteem of the third grader female high school students in Tabriz. Journal of Instruction and Evaluation, 3(11), 47-64. [In Persian].
18.  Kamolov, I. B. (2016). Creative development of students in studying composition at the professional education of future jewelers. Eastern European Scientific Journal, (2). http://journale.auris-verlag.de/index.php/EESJ/article/viewFile/522/526
19.  Kolokoltsev, M., Ambartsumyan, R., Romanova, E., Vorozheikin, A., Torchinsky, N., Dudchenko, P., & Tarasov, A. (2022). Physical activity characteristics of female students with various diseases. Journal of Physical Education and Sport, 22(2), 455-461.
20.  Kotarska, K., Paczyńska-Jędrycka, M., Sygit, K., Kmieć, K., Czerw, A., & Nowak, M. A. (2021). Physical activity and the quality of life of female students of universities in Poland. International Journal of Environmental Research and Public Health, 18(10), 5194. https://www.mdpi.com/1660-4601/18/10/5194
21.  Lederman, N. G., & Abell, S. K. (Eds.). (2014). Handbook of research on science education (Vol. 2, pp. 600-620). New York, NY: Routledge.
22.  Leunis, S., Vandecruys, M., Cornelissen, V., Van Craenenbroeck, A. H., De Geest, S., Monbaliu, D., & De Smet, S. (2022). Physical activity behaviour in solid organ transplant recipients: proposal of theory-driven physical activity interventions. Kidney and Dialysis, 2(2), 298-329. https://www.mdpi.com/2673-8236/2/2/29
23.  Meadows, D. H. (2008). Thinking in systems: A primer. chelsea green publishing.
24.  Mendez, S., Witkowsky, P., Morris, P., Brosseau, J., & Nicholson, H. (2018). Student veteran experiences in a transition seminar course: Exploring the thriving transition cycle. Journal of Veterans Studies, 3(2).
25.  Møller, T. K. (2025). Short-term improvements in body composition, fitness levels, well-being, sleep habits and health knowledge for children and adolescents after a ten-week residential stay in the Danish Christmas Seal Homes–effects of adding a team-based health education and physical activity programme.
26.  Møller, T. K., Larsen, M. N., Pfeffer, K., Frydenlund, S. E., Ntoumanis, N., & Krustrup, P. (2024). The effects of a combined physical activity and health education program on health knowledge and well‐being of socially vulnerable children. Scandinavian Journal of Medicine & Science in Sports, 34(4), e14606. https://doi.org/10.1111/sms.14606
27.  Nevens, F., Frantzeskaki, N., Gorissen, L., & Loorbach, D. (2013). Urban Transition Labs: Co-creating transformative action for sustainable cities. Journal of Cleaner Production, 50, 111-122. www.sciencedirect.com/science/article/pii/S0959652612006452
28.  Opstoel, K., Chapelle, L., Prins, F. J., De Meester, A., Haerens, L., Van Tartwijk, J., & De Martelaer, K. (2020). Personal and social development in physical education and sports: A review study. European Physical Education Review, 26(4), 797-813. https://doi.org//10.1177/1356336X19882054
29.  Pack, S. M., & Peek, S. C. (2020). Engaging students as stakeholders through a Student Advisory Board. J. Phys. Educ, 7, 74-81. https://jpesm.thebrpi.org/journals/jpesm/Vol_7_No_1_June_2020/9.pdf
30.  Pelehvar, E., Alaee, M., & Pymanizad, H. (2014). Identifying the Internal and External Challenges and of Student Exercise in Khorasan Razavi Province. Educational and Scholastic studies, 3(2), 95-112. https://pma.cfu.ac.ir/article_430_en.html [In Persian].
31.  Penuel, W. R., Riedy, R., Barber, M. S., Peurach, D. J., LeBouef, W. A., & Clark, T. (2020). Principles of collaborative education research with stakeholders: Toward requirements for a new research and development infrastructure. Review of Educational Research, 90(5), 627-674. https://doi.org/10.3102/0034654320938126
32.  Ramzaninejad, R., Jafari Chamedani, F., Sepasi, H., & Hozhabri, K. (2017). Female students’ perception on physical education courses. Applied Research in Sport Management, 5(4), 21-31. https://arsmb.journals.pnu.ac.ir/article_3664.html?lang=en [In Persian].
33.  Rhodes, J., Blakeley-Glover, J., Miller, A., Taylor, A., & Rochmankowski, I. (2023). Inner development goals and the meaning, awareness and purpose (MAP) model for climate coaching. Journal of Mental Health and Climate Change. https://pearl.plymouth.ac.uk/psy-research/426/
34.  Ricardo, L. I. C., Wendt, A., dos Santos Costa, C., Mielke, G. I., Brazo-Sayavera, J., Khan, A., ..., & Crochemore-Silva, I. (2022). Gender inequalities in physical activity among adolescents from 64 Global South countries. Journal of Sport and Health Science, 11(4), 509-520. www.sciencedirect.com/science/article/pii/S2095254622000229
35.  Rieckmann, M. (2012). Future-oriented higher education: Which key competencies should be fostered through university teaching and learning? Futures, 44(2), 127-135. www.sciencedirect.com/science/article/pii/S0016328711002448
36.  Rieckmann, M. (2018). Learning to transform the world: Key competencies in Education for Sustainable Development. Issues and trends in education for sustainable development, 39(1), 39-59.
37.  Rigon, M., Invernizzi, P. L., Signorini, G., Trecroci, A., Scurati, R., Formenti, D., ..., & Cherubini, D. (2024). The “thinking system” in a new school concept: A rhythmic teaching approach in physical education to develop creativity. Plos One, 19(4), e0301858. https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0301858
38.  Selickaitė, D. (2019). Developing physical education teachers’ self-efficacy for creating inclusive education environment (Doctoral dissertation). Lietuvos Sporto Universitetas.
39.  Shahvali, J., Askari, A., Nazari, R., & Naghsh, A. (2021). Scenarios of Iranian Student Sports Development. Research in Sport Management and Motor Behavior, 11(21), 184-209.  https://jrsm.khu.ac.ir/article-1-2976-en.html [In Persian].
40.  Tran, T. T. H. (2009). Why is action research suitable for education? VNU Journal of Foreign Studies, 25(2). https://js.vnu.edu.vn/FS/article/view/2240
41.  van Lente, H., & Peters, P. (2022). The future as aesthetic experience: imagination and engagement in future studies. European Journal of Futures Research, 10(1), 16. https://doi.org/10.1186/s40309-022-00204-8
42.  Van Poeck, K., Östman, L., & Block, T. (2020). Opening up the black box of learning-by-doing in sustainability transitions. Environmental Innovation and Societal Transitions, 34, 298-310. www.sciencedirect.com/science/article/pii/S2210422417301879
43.  Varahram, B., Amirnejad, S., & Mannani, M. S. (2024). An Investigation into obstacles and solutions for the development of physical education in schools in Iran's educational system (A qualitative study). Research on Educational Sport, 12(34), 151-172. https://res.ssrc.ac.ir/article_4136_en.html?lang=fa
44.  Zardoshtian, S., & Almasi, S. (2024). Identifying opportunities and challenges of female students' sports. Research on Educational Sport. https://doi.org/10.22089/res.2024.16162.2478 [In Persian].
45.  Zhou, Y., Wang, L., Chen, R., & Wang, B. (2025). Associations between class-level factors and student physical activity during physical education lessons in China. International Journal of Behavioral Nutrition and Physical Activity, 22(1), 1. https://doi.org/10.1186/s12966-024-01703-6