An Analysis of the Physical Education Subsystem within the Framework of the Iranian Fundamental Reform Document of Education

Abstract

This study aimed to examine the status, challenges, and mechanisms of realizing the Physical Education subsystem within the Fundamental Reform Document of Education. This qualitative study employed a thematic analysis approach. Twelve experts—including senior policymakers, Physical Education specialists, members of the reform document drafting committee, and university faculty—were selected through purposive snowball sampling. Data were collected via semi-structured interviews and analyzed using an inductive–deductive coding process involving open coding, theme development, and conceptual modeling. The final model was structured across three analytical levels to capture systemic, conceptual, and operational dimensions. Inferential analysis identified ten main themes and thirty subthemes categorized into four overarching concepts: the conceptual–value system, institutional and structural infrastructure, human professional agency, and transformational mechanisms. Results indicated major barriers such as conceptual ambiguity, inadequate resources, weak inter-institutional coordination, low teacher motivation, absence of localized assessment indicators, and fragmented governance. Additionally, inferential synthesis revealed a significant gap between the document’s theoretical aspirations and its operational implementation in schools. Realization of the Physical Education goals was found to be conditional upon restructuring policy support, strengthening institutional capacity, upgrading professional competencies, and redesigning the assessment framework. The findings underscore that the Physical Education subsystem suffers from structural, conceptual, and managerial deficiencies, and that effective realization of the reform document’s objectives requires a specialized policy framework, enhanced professional development, improved evaluation systems, and sustainable infrastructural support.