Volume 32, Issue 1 (3-2025)
RJMS 2025, 32(1): 1-13 |
Back to browse issues page
Research code: 01
Ethics code: 01
Clinical trials code: 01
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Zare M S. The Impact of Specialized Training of Physical Education Teachers on Improving Students’ Physical and Mental Health. RJMS 2025; 32 (1) :1-13
URL: http://rjms.iums.ac.ir/article-1-9217-en.html
URL: http://rjms.iums.ac.ir/article-1-9217-en.html
Department of Physical Education, Farhangian University, P.O. Box 14665-889, Tehran,lran , m.s.zarea@cfu.ac.ir
Abstract: (96 Views)
Background & Aims: The physical and mental health of students has become a major concern for educational systems worldwide, as it is closely linked to academic achievement, social development, and long-term well-being. Schools are not only centers for cognitive learning but also key environments for promoting healthy lifestyles and psychological resilience among children and adolescents. During early adolescence, corresponding to lower secondary education, students experience significant physical, emotional, and social changes that make them particularly sensitive to educational interventions aimed at health promotion. In this context, physical education (PE) plays a crucial role in fostering both physical fitness and mental well-being. Physical education classes provide structured opportunities for regular physical activity, which has been consistently associated with improved cardiovascular health, motor skills, and body composition. Beyond physical benefits, numerous studies have demonstrated that physical activity contributes to reduced stress, anxiety, and depressive symptoms, while enhancing self-esteem, emotional regulation, and social interaction. However, the effectiveness of physical education programs largely depends on the quality of instruction and the competencies of physical education teachers. Teachers who possess only technical knowledge of sports and exercises may not fully address students’ diverse psychological, motivational, and social needs. In recent years, increasing attention has been given to the specialized training of physical education teachers as a means of improving educational outcomes and student health. Specialized training goes beyond basic instructional techniques and includes pedagogical strategies, psychological skills, classroom management, communication abilities, and knowledge of student-centered teaching approaches. Such training enables teachers to create supportive, inclusive, and motivating learning environments that encourage active participation and sustained engagement in physical activity. Student-centered teaching approaches in physical education emphasize autonomy, cooperation, and individual differences, allowing students to feel more competent and confident in their abilities. These approaches are closely linked to the development of self-efficacy, which refers to students’ beliefs in their capacity to successfully perform tasks and overcome challenges. Self-efficacy has been identified as a key psychological factor influencing both physical activity behaviors and mental health outcomes. When students perceive themselves as capable and supported, they are more likely to engage actively in physical activities and experience positive emotional states. Despite the recognized importance of teacher training, empirical evidence examining the direct impact of specialized training of physical education teachers on students’ physical and mental health- particularly within specific school contexts- remains limited. Therefore, the present study aimed to investigate the effect of specialized training of physical education teachers on improving the physical and mental health of lower secondary school students at Dr. Hesabi School in Yazd city. By adopting a mixed-methods approach, this study sought to provide a comprehensive understanding of how teacher training influences teaching practices, student participation, self-efficacy, and overall health outcomes.
Methods: This study was conducted using a mixed-methods approach with a qualitative–quantitative design. Data collection included interviews with a number of students, a review of library-based resources, and statistical data analysis.
Results: Qualitative findings indicated that specialized teacher training led to the enhancement of student-centered teaching styles, increased motivation, and greater active participation of students in physical activities, all of which contributed to improvements in their mental health. Quantitative data analysis also showed that the physical and mental health indicators of students taught by trained teachers were significantly higher than those of other students. In addition, students’ self-efficacy was identified as a mediating factor in improving both physical and mental health.
Conclusion: The present study examined the impact of specialized training of physical education teachers on the physical and mental health of lower secondary school students, with a particular focus on teaching practices, student participation, and self-efficacy. The findings provide valuable evidence supporting the critical role of well-trained physical education teachers in promoting students’ holistic health within the school environment. The qualitative findings revealed that specialized training significantly improved teachers’ instructional approaches, shifting them toward more student-centered and supportive teaching styles. Teachers who had received specialized training were better able to motivate students, encourage active participation, and create a positive and inclusive atmosphere during physical education classes. These changes in teaching practices contributed to enhanced student engagement and enjoyment, which are essential factors in sustaining regular participation in physical activity. Increased engagement, in turn, was closely associated with improvements in students’ psychological well-being, including reduced stress levels, greater emotional balance, and more positive attitudes toward physical activity. The quantitative results further confirmed that students taught by trained physical education teachers demonstrated significantly higher levels of physical and mental health compared to their peers. Improvements were observed in indicators such as physical fitness, perceived health status, and psychological functioning. Importantly, the study identified self-efficacy as a mediating factor in the relationship between teacher training and student health outcomes. This finding highlights the psychological mechanisms through which effective teaching can influence health, suggesting that when students feel competent and confident, they are more likely to benefit both physically and mentally from physical education programs. Taken together, the results emphasize that comprehensive training programs for physical education teachers should not be limited to technical and sport-specific skills. Instead, they should incorporate psychological knowledge, communication skills, motivational strategies, and an understanding of adolescent development. Such multidimensional training equips teachers to address students’ diverse needs and to foster environments that support both physical activity and mental well-being. Despite the meaningful findings, this study is not without limitations. The sample was limited to a single school, which may restrict the generalizability of the results to other educational settings. Additionally, the reliance on specific measurement tools may not have captured all dimensions of physical and mental health. Therefore, future research is recommended to include larger and more diverse samples, longitudinal designs, and more comprehensive assessment instruments. Further studies could also explore the long-term effects of teacher training on students’ health behaviors beyond the school context. In conclusion, specialized and comprehensive training of physical education teachers plays a vital role in enhancing students’ physical and mental health. Investing in such training can be considered an effective strategy for promoting healthier, more resilient, and more active generations within the educational system.
Methods: This study was conducted using a mixed-methods approach with a qualitative–quantitative design. Data collection included interviews with a number of students, a review of library-based resources, and statistical data analysis.
Results: Qualitative findings indicated that specialized teacher training led to the enhancement of student-centered teaching styles, increased motivation, and greater active participation of students in physical activities, all of which contributed to improvements in their mental health. Quantitative data analysis also showed that the physical and mental health indicators of students taught by trained teachers were significantly higher than those of other students. In addition, students’ self-efficacy was identified as a mediating factor in improving both physical and mental health.
Conclusion: The present study examined the impact of specialized training of physical education teachers on the physical and mental health of lower secondary school students, with a particular focus on teaching practices, student participation, and self-efficacy. The findings provide valuable evidence supporting the critical role of well-trained physical education teachers in promoting students’ holistic health within the school environment. The qualitative findings revealed that specialized training significantly improved teachers’ instructional approaches, shifting them toward more student-centered and supportive teaching styles. Teachers who had received specialized training were better able to motivate students, encourage active participation, and create a positive and inclusive atmosphere during physical education classes. These changes in teaching practices contributed to enhanced student engagement and enjoyment, which are essential factors in sustaining regular participation in physical activity. Increased engagement, in turn, was closely associated with improvements in students’ psychological well-being, including reduced stress levels, greater emotional balance, and more positive attitudes toward physical activity. The quantitative results further confirmed that students taught by trained physical education teachers demonstrated significantly higher levels of physical and mental health compared to their peers. Improvements were observed in indicators such as physical fitness, perceived health status, and psychological functioning. Importantly, the study identified self-efficacy as a mediating factor in the relationship between teacher training and student health outcomes. This finding highlights the psychological mechanisms through which effective teaching can influence health, suggesting that when students feel competent and confident, they are more likely to benefit both physically and mentally from physical education programs. Taken together, the results emphasize that comprehensive training programs for physical education teachers should not be limited to technical and sport-specific skills. Instead, they should incorporate psychological knowledge, communication skills, motivational strategies, and an understanding of adolescent development. Such multidimensional training equips teachers to address students’ diverse needs and to foster environments that support both physical activity and mental well-being. Despite the meaningful findings, this study is not without limitations. The sample was limited to a single school, which may restrict the generalizability of the results to other educational settings. Additionally, the reliance on specific measurement tools may not have captured all dimensions of physical and mental health. Therefore, future research is recommended to include larger and more diverse samples, longitudinal designs, and more comprehensive assessment instruments. Further studies could also explore the long-term effects of teacher training on students’ health behaviors beyond the school context. In conclusion, specialized and comprehensive training of physical education teachers plays a vital role in enhancing students’ physical and mental health. Investing in such training can be considered an effective strategy for promoting healthier, more resilient, and more active generations within the educational system.
Keywords: physical education teacher training, physical health, mental health, student participation.
Type of Study: Research |
Subject:
Clinical Psychiatry
Send email to the article author
