Shahid Rajaee Teacher Training University Research in Sport Sciences Education (RISSE) 2981-1414 3 1 2025 07 23 Comparative Analysis of Mental Health Across Visually Impaired and Sighted Students in Primary Schools: The Moderating Role of Physical Activity Comparative Analysis of Mental Health Across Visually Impaired and Sighted Students in Primary Schools: The Moderating Role of Physical Activity 1 10 2531 FA Farzaneh Hatami Associate Professor of Motor Behavior Department, Sport Sciences Faculty, Shahid Rajaee Teacher Training University, Tehran, Iran Gholamreza Lotfi Department of Motor Behavior, Faculty of Sport Sciences, Shahid Rajaee Teacher Training University, Tehran, Iran Akram Kermani M.A in Motor Behavior Department, Sport Sciences Faculty, Shahid Rajaee Teacher Training University, Tehran, Iran Journal Article 2025 04 27 Background and Objectives: Visual impairment can affect negatively mental health of people. This study aimed to compare the mental health of primary school students with and without visual ‎impairments with a specific focus on the potential moderating role of physical activity. Methods: This was an applied, ‎descriptive, ex post facto, and field-based study. A total of 103 male and female primary school students from ‎mainstream and special needs schools in Tehran were recruited using purposive and convenience sampling ‎methods. Data were collected using the Child Health Questionnaire (CHQ) and the Physical Activity ‎Questionnaire for Children (PAQ-C). Findings: Two-way multivariate analysis of variance (MANOVA) revealed that ‎while both visual status and physical activity level independently had a significant impact on mental health ‎subscales, but the interaction effect (moderating role) was not significant. Findings clearly indicated that ‎sighted students demonstrated significantly better mental health across all subscales compared to students with ‎visual impairments. Furthermore, students with higher physical activity levels, irrespective of their visual ‎status, reported significantly better mental health across all subscales than their less active counterparts. Conclusion: Based ‎on these findings, it is recommended that educators and sports instructors implement supportive and tailored ‎physical activity programs to promote mental health among students, particularly those with special needs. Background and Objectives: Visual impairment can affect negatively mental health of people. This study aimed to compare the mental health of primary school students with and without visual ‎impairments with a specific focus on the potential moderating role of physical activity. Methods: This was an applied, ‎descriptive, ex post facto, and field-based study. A total of 103 male and female primary school students from ‎mainstream and special needs schools in Tehran were recruited using purposive and convenience sampling ‎methods. Data were collected using the Child Health Questionnaire (CHQ) and the Physical Activity ‎Questionnaire for Children (PAQ-C). Findings: Two-way multivariate analysis of variance (MANOVA) revealed that ‎while both visual status and physical activity level independently had a significant impact on mental health ‎subscales, but the interaction effect (moderating role) was not significant. Findings clearly indicated that ‎sighted students demonstrated significantly better mental health across all subscales compared to students with ‎visual impairments. Furthermore, students with higher physical activity levels, irrespective of their visual ‎status, reported significantly better mental health across all subscales than their less active counterparts. Conclusion: Based ‎on these findings, it is recommended that educators and sports instructors implement supportive and tailored ‎physical activity programs to promote mental health among students, particularly those with special needs.

https://risse.sru.ac.ir/article_2531_f77937b64a060f65c83c7b3193d159fc.pdf

Shahid Rajaee Teacher Training University Research in Sport Sciences Education (RISSE) 2981-1414 3 1 2025 07 23 Identification of Technological Driving Forces in Physical Education and Sports Classes Using a Foresight Approach Identification of Technological Driving Forces in Physical Education and Sports Classes Using a Foresight Approach 11 18 2532 FA Zohre Razbahani Department of Sports Sciences, North Tehran Branch, Islamic Azad University, Tehran, Iran Mitra Ayazi Department of Sports Sciences, Roudehen Branch, Islamic Azad University, Roudehen, Iran Shiva Azadfada Department of Sports Sciences, North Tehran Branch, Islamic Azad University, Tehran, Iran Journal Article 2025 05 03 Background and Objectives: In recent decades, the emergence of modern technologies in the field of education has significantly transformed the structure and content of classrooms. Physical education, as one of the core components of the educational system, is no exception. The integration of emerging technologies—particularly in instructional and training contexts—has become an undeniable necessity. In this regard, identifying the driving forces of technology in physical education classes can facilitate effective development, planning, and investment strategies aimed at enhancing the quality of instruction in this domain. Methods: This study aimed to identify and analyze the technological driving forces in physical education and sports classes. In terms of purpose, the research is applied, and methodologically, it follows a descriptive-analytical design carried out in two distinct phases. The statistical population included experts in the field of physical education—comprising university faculty members, education administrators, physical education teachers, and school sports specialists. A total of 20 participants were selected through purposive sampling. The main analytical tool used was structural cross-impact analysis, implemented via MICMAC software, to identify the key influencing factors in the field of physical education technology. Findings: The analysis led to the identification of 24 influencing factors. Among them, four key components—exercise simulation software, educational augmented reality equipment, biofeedback and instructional feedback devices, and educational simulators—were located in the active (northeastern) quadrant of the influence-dependence map. These were identified as the main technological drivers in physical education classes. Conclusion: Identifying these technological drivers can assist policymakers, educational planners, and physical education teachers in making targeted investments and leveraging modern technologies to enhance the quality of physical education and improve students' learning experiences. Background and Objectives: In recent decades, the emergence of modern technologies in the field of education has significantly transformed the structure and content of classrooms. Physical education, as one of the core components of the educational system, is no exception. The integration of emerging technologies—particularly in instructional and training contexts—has become an undeniable necessity. In this regard, identifying the driving forces of technology in physical education classes can facilitate effective development, planning, and investment strategies aimed at enhancing the quality of instruction in this domain. Methods: This study aimed to identify and analyze the technological driving forces in physical education and sports classes. In terms of purpose, the research is applied, and methodologically, it follows a descriptive-analytical design carried out in two distinct phases. The statistical population included experts in the field of physical education—comprising university faculty members, education administrators, physical education teachers, and school sports specialists. A total of 20 participants were selected through purposive sampling. The main analytical tool used was structural cross-impact analysis, implemented via MICMAC software, to identify the key influencing factors in the field of physical education technology. Findings: The analysis led to the identification of 24 influencing factors. Among them, four key components—exercise simulation software, educational augmented reality equipment, biofeedback and instructional feedback devices, and educational simulators—were located in the active (northeastern) quadrant of the influence-dependence map. These were identified as the main technological drivers in physical education classes. Conclusion: Identifying these technological drivers can assist policymakers, educational planners, and physical education teachers in making targeted investments and leveraging modern technologies to enhance the quality of physical education and improve students' learning experiences.

https://risse.sru.ac.ir/article_2532_42581da5668b8e345afd9922b7dd67fb.pdf

Shahid Rajaee Teacher Training University Research in Sport Sciences Education (RISSE) 2981-1414 3 1 2025 07 23 A Comparative Analysis in Muscular Strength, Cardiorespiratory Endurance, and Joint Flexibility between Male and Female Students Aged 7-12 Years A Comparative Analysis in Muscular Strength, Cardiorespiratory Endurance, and Joint Flexibility between Male and Female Students Aged 7-12 Years 19 26 2533 FA Masoud Shokouhi Niya PhD student in exercise physiology, Faculty of Sports Sciences, Shahid Rajaee Teacher Training University, Tehran, Iran Majid Kashef Department of exercise physiology, Faculty of Sport Sciences, Shahid Rajaee Teacher Training University, Tehran, Iran 0000-0001-8551-3371 Naghmeh Eskandari Zadeh PhD student in exercise physiology, Faculty of Sports Sciences, Shahid Rajaee Teacher Training University, Tehran, Iran Sajjad Afrooz PhD student in exercise physiology, Faculty of Sports Sciences, Shahid Rajaee Teacher Training University, Tehran, Iran Journal Article 2025 04 25 Background and Objectives: Physical differences between boys and girls during school years are a key focus in children’s motor development research. This study aimed to compare the annual growth patterns of strength, endurance, and flexibility in 7- to 12-year-old students to examine sex-specific developmental trajectories. The findings can guide physical education specialists and coaches in designing age- and sex-appropriate training programs to enhance children’s physical health. Methods: This descriptive-analytical cross-sectional study involved 360 primary school students (grades 1 to 6 of the Iranian educational system, 180 girls and 180 boys). From each grade level, 30 girls and 30 boys were randomly selected. Muscular strength and endurance were assessed using the plank test, cardiorespiratory endurance with the step test, and flexibility with the joint range-of-motion test. Data were analyzed using SPSS version 20, with multivariate analysis of variance (MANOVA) at a significance level of P<0.05. Normality of data distribution was confirmed using the Kolmogorov-Smirnov test. Findings: MANOVA revealed significant sex-based differences in physical capabilities (P<0.001). Boys outperformed girls in muscular strength and endurance (plank test) and cardiorespiratory endurance (step test), while girls demonstrated superior flexibility. These differences became more pronounced with age, peaking in the fifth and sixth grades (P<0.001). Conclusion: This study confirms significant sex-specific differences in the physical development patterns of 7- to 12-year-old children. Boys’ superiority in strength and endurance and girls’ advantage in flexibility highlight the need for tailored training programs based on age and sex. These findings provide a foundation for targeted interventions to improve children’s physical health and performance. Background and Objectives: Physical differences between boys and girls during school years are a key focus in children’s motor development research. This study aimed to compare the annual growth patterns of strength, endurance, and flexibility in 7- to 12-year-old students to examine sex-specific developmental trajectories. The findings can guide physical education specialists and coaches in designing age- and sex-appropriate training programs to enhance children’s physical health. Methods: This descriptive-analytical cross-sectional study involved 360 primary school students (grades 1 to 6 of the Iranian educational system, 180 girls and 180 boys). From each grade level, 30 girls and 30 boys were randomly selected. Muscular strength and endurance were assessed using the plank test, cardiorespiratory endurance with the step test, and flexibility with the joint range-of-motion test. Data were analyzed using SPSS version 20, with multivariate analysis of variance (MANOVA) at a significance level of P<0.05. Normality of data distribution was confirmed using the Kolmogorov-Smirnov test. Findings: MANOVA revealed significant sex-based differences in physical capabilities (P<0.001). Boys outperformed girls in muscular strength and endurance (plank test) and cardiorespiratory endurance (step test), while girls demonstrated superior flexibility. These differences became more pronounced with age, peaking in the fifth and sixth grades (P<0.001). Conclusion: This study confirms significant sex-specific differences in the physical development patterns of 7- to 12-year-old children. Boys’ superiority in strength and endurance and girls’ advantage in flexibility highlight the need for tailored training programs based on age and sex. These findings provide a foundation for targeted interventions to improve children’s physical health and performance.

https://risse.sru.ac.ir/article_2533_c23ce3c2b6fb0e903950e1328156cf82.pdf

Shahid Rajaee Teacher Training University Research in Sport Sciences Education (RISSE) 2981-1414 3 1 2025 07 31 Comparison of sleep quality and anthropometric variables in active and inactive young women: Relationship between sleep quality and anthropometric variables Comparison of sleep quality and anthropometric variables in active and inactive young women: Relationship between sleep quality and anthropometric variables 27 36 2534 FA سیدکمال سادات‌حسینی MSc in Physical Education and Sport Sciences and Physical Education teacher, Education and Training department, Kerman, Iran. Niloofar Mehdizadeh Researcher and Elementary School teacher, Education and Training department, Kerman, Iran. Mahdi Karimiborna BSc student in Elementary Education, Khajeh Nasiruddin Toosi University, Kerman, Iran. Journal Article 2025 05 08 Background and Objectives: There is a reciprocal correlation between sleep disturbance and obesity. The aim of present study was to comparison of sleep quality and obesity-related anthropometric variables in active and none-active young women and discover the relationship between sleep quality and obesity-related anthropometric variables. Methods: Thirty healthy young women were assigned in two active [n=15] and none-active [n=15] groups. Sleep quality assessed using the Pittsburgh Sleep Quality Index [PSQI]. The obesity-related anthropometric variables including Body Mass Index [BMI], Body Fat Percent, Waist Circumference [WC], Hip Circumference [HC], Waist – to - Hip circumference Ratio and Waist - to – Height circumference Ratio, measured. The data processed by using SPSS version 22 and Mann-Whitney and Multiple Linear Regression. Findings: The score of sleep quality in active group was significantly lower than none-active group [P=0.033]. There is no significant difference in anthropometric variables between active and none-active group [p≥0.05]. In addition, there is no significant correlation between sleep quality and anthropometric variables in active and none-active group [p≥0.05]. Conclusion: Regular physical activity led to improve sleep quality in young women. However, there is no correlation between sleep quality and obesity-related anthropometric variables. Background and Objectives: There is a reciprocal correlation between sleep disturbance and obesity. The aim of present study was to comparison of sleep quality and obesity-related anthropometric variables in active and none-active young women and discover the relationship between sleep quality and obesity-related anthropometric variables. Methods: Thirty healthy young women were assigned in two active [n=15] and none-active [n=15] groups. Sleep quality assessed using the Pittsburgh Sleep Quality Index [PSQI]. The obesity-related anthropometric variables including Body Mass Index [BMI], Body Fat Percent, Waist Circumference [WC], Hip Circumference [HC], Waist – to - Hip circumference Ratio and Waist - to – Height circumference Ratio, measured. The data processed by using SPSS version 22 and Mann-Whitney and Multiple Linear Regression. Findings: The score of sleep quality in active group was significantly lower than none-active group [P=0.033]. There is no significant difference in anthropometric variables between active and none-active group [p≥0.05]. In addition, there is no significant correlation between sleep quality and anthropometric variables in active and none-active group [p≥0.05]. Conclusion: Regular physical activity led to improve sleep quality in young women. However, there is no correlation between sleep quality and obesity-related anthropometric variables.

https://risse.sru.ac.ir/article_2534_adde46e8830bbd2597116f20bb858ea7.pdf

Shahid Rajaee Teacher Training University Research in Sport Sciences Education (RISSE) 2981-1414 3 1 2025 08 03 The effect of blood type on the mental toughness of female high school athletic students The effect of blood type on the mental toughness of female high school athletic students 37 44 2535 FA Rahil Atashgahian Ph.D. in exercise physiology. Shahid Rajaee Teacher Training University, Tehran, Iran رامینا Atashgahian Ph.D. in sport psychology. University of Tehran, Tehran, Iran Roksana Atashgahian M.Sc. in exercise physiologyHakim Sabzevari University, Sabzevar, Iran Journal Article 2025 05 12 Background and Objectives: Personality traits, as one of the three major categories of psychosocial variables influencing stress response, have attracted considerable research attention in recent years. Compared to non-athletes, athletes exhibit distinct psychological and emotional traits, which can enhance their performance and help them achieve optimal outcomes under varying conditions. Identifying factors influencing individuals’ psychological and personality traits can guide us toward better understanding and developing effective strategies for promoting mental health in different populations. The aim of the present study was to investigate the effect of different blood groups on mental toughness among female high school athletes. Methods: The statistical population of this study consisted of all female students participating in the National Championship Sports Competitions for school students across the country, held in the summer of 2022 in Zanjan Province, with a total of 1,011 athletes from various sports disciplines. From this population, a sample of 301 students was selected using simple random sampling based on Morgan’s table. Mental toughness data were collected using the Sports Mental Toughness Questionnaire developed by Sheard and Golby. Data analysis was conducted at both descriptive and inferential levels using statistical tests appropriate to the measurement scales. Normality of the data distribution was confirmed through the Kolmogorov–Smirnov test. One-way ANOVA was applied to examine the differences in mental toughness. Findings: Given that the ANOVA significance level was less than 0.05, it was concluded that there were significant differences in mental toughness among female student athletes based on their blood group. The significance levels in Scheffe’s post-hoc comparisons indicated that athletes with blood group O possessed higher mental toughness than those in other blood groups. Given that the significance level of the ANOVA test is less than 0.05, it is concluded that there is a significant difference in mental toughness among female student athletes based on blood type. Conclusion: The results of the present study showed that students with blood type O positive and negative have higher mental toughness compared to other blood types. It can be said that athletes who possess high mental toughness are more successful in maintaining their performance, coping with stressful situations, and preserving emotional balance. Consequently, mental toughness is a crucial factor in enhancing athletic success. Furthermore, psychological factors such as self-confidence and social support are determinant in increasing mental toughness. Background and Objectives: Personality traits, as one of the three major categories of psychosocial variables influencing stress response, have attracted considerable research attention in recent years. Compared to non-athletes, athletes exhibit distinct psychological and emotional traits, which can enhance their performance and help them achieve optimal outcomes under varying conditions. Identifying factors influencing individuals’ psychological and personality traits can guide us toward better understanding and developing effective strategies for promoting mental health in different populations. The aim of the present study was to investigate the effect of different blood groups on mental toughness among female high school athletes. Methods: The statistical population of this study consisted of all female students participating in the National Championship Sports Competitions for school students across the country, held in the summer of 2022 in Zanjan Province, with a total of 1,011 athletes from various sports disciplines. From this population, a sample of 301 students was selected using simple random sampling based on Morgan’s table. Mental toughness data were collected using the Sports Mental Toughness Questionnaire developed by Sheard and Golby. Data analysis was conducted at both descriptive and inferential levels using statistical tests appropriate to the measurement scales. Normality of the data distribution was confirmed through the Kolmogorov–Smirnov test. One-way ANOVA was applied to examine the differences in mental toughness. Findings: Given that the ANOVA significance level was less than 0.05, it was concluded that there were significant differences in mental toughness among female student athletes based on their blood group. The significance levels in Scheffe’s post-hoc comparisons indicated that athletes with blood group O possessed higher mental toughness than those in other blood groups. Given that the significance level of the ANOVA test is less than 0.05, it is concluded that there is a significant difference in mental toughness among female student athletes based on blood type. Conclusion: The results of the present study showed that students with blood type O positive and negative have higher mental toughness compared to other blood types. It can be said that athletes who possess high mental toughness are more successful in maintaining their performance, coping with stressful situations, and preserving emotional balance. Consequently, mental toughness is a crucial factor in enhancing athletic success. Furthermore, psychological factors such as self-confidence and social support are determinant in increasing mental toughness.

https://risse.sru.ac.ir/article_2535_0ccf9e3fd6f0b4e9b4a00d220fbcedac.pdf

Shahid Rajaee Teacher Training University Research in Sport Sciences Education (RISSE) 2981-1414 3 1 2025 07 23 The relationship between job burnout and mental health of physical education teachers in Chaharmahal and Bakhtiari province The relationship between job burnout and mental health of physical education teachers in Chaharmahal and Bakhtiari province 45 52 2536 FA Mahmood Hematian Dehkordi PhD student in Sports Management, Science and Research Branch, Islamic Azad University, Tehran, Iran Journal Article 2025 06 15 Background and Objectives: Paying attention to maintaining and promoting the physical and mental health of teachers is one of the most important health ‎issues. Job burnout is one of the occupational hazards that has received attention in recent years. In addition to adverse ‎physical effects, this problem also has numerous psychological complications. The purpose of this study is to investigate the ‎relationship between job burnout and mental health of physical education teachers in Chaharmahal and Bakhtiari province. Methods: The ‎present research method is applied in terms of purpose, descriptive in terms of survey method, and field in terms of data ‎collection. The statistical population of the study is 160 physical education teachers in Chaharmahal and Bakhtiari province, and ‎the statistical sample of the study was considered to be 113 people using the Krejci and Morgan table. The statistical ‎population of the study is 160 physical education teachers in Chaharmahal and Bakhtiari province, and the statistical sample of ‎the study was considered to be 113 people using the Krejci and Morgan table. For this purpose, to achieve this goal, two ‎questionnaires on job burnout and mental health, whose validity was calculated through Cronbach's alpha coefficient, and a ‎personal characteristics checklist. The entire population, which consisted of 113 people, was provided as a sample. After ‎completion, the information related to the research samples was analyzed using two-group t-test statistical models, one-way ‎analysis of variance, regression analytical models, and Pearson's correlation coefficient at a significant level (p<0.05 and ‎p<0.01). Findings: The results of this study showed that there is a significant negative relationship between burnout and mental health. ‎This means that as burnout increases, employees' mental health decreases, and as burnout decreases, mental health ‎increases. Conclusion: Other research results showed that field of study, participation in in-service courses, and region are generally ‎ineffective, but age, marital status, level of education, and employment history are effective in the level of burnout and mental ‎health of employees.‎ Background and Objectives: Paying attention to maintaining and promoting the physical and mental health of teachers is one of the most important health ‎issues. Job burnout is one of the occupational hazards that has received attention in recent years. In addition to adverse ‎physical effects, this problem also has numerous psychological complications. The purpose of this study is to investigate the ‎relationship between job burnout and mental health of physical education teachers in Chaharmahal and Bakhtiari province. Methods: The ‎present research method is applied in terms of purpose, descriptive in terms of survey method, and field in terms of data ‎collection. The statistical population of the study is 160 physical education teachers in Chaharmahal and Bakhtiari province, and ‎the statistical sample of the study was considered to be 113 people using the Krejci and Morgan table. The statistical ‎population of the study is 160 physical education teachers in Chaharmahal and Bakhtiari province, and the statistical sample of ‎the study was considered to be 113 people using the Krejci and Morgan table. For this purpose, to achieve this goal, two ‎questionnaires on job burnout and mental health, whose validity was calculated through Cronbach's alpha coefficient, and a ‎personal characteristics checklist. The entire population, which consisted of 113 people, was provided as a sample. After ‎completion, the information related to the research samples was analyzed using two-group t-test statistical models, one-way ‎analysis of variance, regression analytical models, and Pearson's correlation coefficient at a significant level (p<0.05 and ‎p<0.01). Findings: The results of this study showed that there is a significant negative relationship between burnout and mental health. ‎This means that as burnout increases, employees' mental health decreases, and as burnout decreases, mental health ‎increases. Conclusion: Other research results showed that field of study, participation in in-service courses, and region are generally ‎ineffective, but age, marital status, level of education, and employment history are effective in the level of burnout and mental ‎health of employees.‎

https://risse.sru.ac.ir/article_2536_b108d137119fcb91395d89cc2813d9de.pdf