Document Type : Research Paper
Authors
1 Assistant Professor, Department of Sports Management,, Faculty of Sport Sciences and Health, University of Tehran, Iran
2 Master's student in Sports Organizations and Clubs, Faculty of Sports Science and Health , University of Tehran. Tehran. Iran
Abstract
Introduction: The purpose of this qualitative study was to explore the experiences of low-participating students in physical education and to identify the factors that contributed to changes in their participation patterns.
Methods: This study adopted a qualitative design, and the data were analyzed using reflexive thematic analysis following Braun and Clarke’s six-phase framework (2006; 2019). The study population consisted of female lower secondary school students in Rasht who initially showed limited participation in physical education classes but later experienced a transition toward active participation. Using purposive sampling, 21 students were selected and participated in semi-structured interviews. To enhance trustworthiness, participant checking, peer debriefing, and rich, contextualized descriptions were employed.
Results: Five themes (14 subthemes) described a multifaceted change process. Individual/psychological factors—gains in self-confidence, perceived competence, and shifts in attitudes toward PE—helped students re-enter activities. Educational/environmental conditions—supportive, game-based teaching, activity variety, and adequate facilities—lowered barriers. Social and interpersonal support from peers, teachers, and families fostered belonging and persistence. Psychosocial outcomes (stress relief, enjoyment, role acceptance) reinforced engagement. Finally, innovations and alternative participation—gamification and non-physical roles (refereeing, team management, assistant coaching)—provided inclusive pathways.
Conclusion: Participation among previously non-participating students results from an interplay of psychological, educational, social, and environmental conditions. Compulsion is insufficient; diversifying opportunities, strengthening teacher and peer support, protecting time and resources for PE, and offering structured alternative roles can attract and retain students.
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