Juniper Publishers-Physical Education Teachers’ Practical Obligation to Legal Responsibilities and Liabilities (Case Study: Physical Education Teachers of Isfahan Province)
Juniper Publishers- Open Access Journal of Social Sciences & Management studies
Introduction
In today’s world, sport is one of the effective
educational and ethical ways, especially for young people, a tool that
is becoming more and more scientific day to day. From a political point
of view, victories in the sports events are also useful tools to
announce and prove national credibility; consequently, large budgets and
human resources are spent on sports development and success in the
related fields [1]. Undoubtedly, with the increasing enthusiasm of young
people in the country to learn a variety of sports fields and the
encouraging successes that they have gained in international contexts,
sports development has been considered something beyond the demand and
as national and social demands. One of the ways through which this goal
can be realized is the activities of teenagers and young adults in
schools and their participation in sports competitions and sports
mentors and coaches are of the important factors and components in line
with reaching the above-mentioned foals.
In the wide field of sport, the connection between
humans sometimes makes people, for various reasons, intentionally or
unintentionally, damage each other, and this damage sometimes causes a
person’s loss and sometimes criminal act of an individual, can be
harmful to the whole society. Because in sports environments, most of
the decisions are in the field of the authority and responsibilities of
sports users, reveal their effects individually; hence, the most
important responsibility of sports coaches is to take care of the
physical, mental and prestigious integrity of the athletes. Whenever the
instructors’ failure to accomplish the task is evident or the causal
relationship between failure and injury is established, they will be
responsible for compensation [2]. The results of numerous foreign and
domestic researches that have been done on sports activities indicated
that: athletes have been affected by many physical injuries and they
sometimes paid treatment costs, and, in some cases, they were not able
to continue their sports activities [3,4]. Security and efficiency
components are among the most important components in all
kinds of activities, especially in sports activities, security of sports
places and environments where athletes are engaged in sports
actives usually take less attention. Based on this fact, by means of
certain activities and measures, risk factors of the sports spaces
must be resolved, any incidents related to safety factors must be
prevented and the number of injuries should be reduced [5].
On the other hand, since, athletes’ competitions and training
accidents can be costly and unpleasant, in this regard, James &
Nafziger [6]. proposed that providing appropriate solutions to
create facilities and resolve existing barriers, such as: sports fields,
sports equipment, platforms and sports space coverings, hygiene
and sports realms are only possible by means of conducting
researches and providing statistics and research data [6]. Sultan
Hosseini [7], in their paper entitled “technical skills and abilities
for sports managers” concluded that sports managers, in order to
be effective in fulfilling their duties and be successful, need skills
and abilities such as effective monitoring the implementation of
sport calendar, facility management, ability to organize sports
teams, manage sports events, manage sport camps and travels,
and plan sports exercises [7]. Physical education teachers are
responsible to do their best in maintaining the facilities and
equipment of the school and using them optimally.
Nowadays, in different professions, compared to the past,
human awareness of him or her rights and responsibilities and the
consequences of negligence and indifference in performing duties
have been developed exponentially. Along with this growing trend,
physical education teachers move along with this movement
and they do not consider themselves needless of civil rights and
responsibilities knowledge, both to increase their knowledge
and to increase awareness of the authority, liabilities, and
responsibilities with high mental readiness to prevent irreparable
losses and minimize the number and severity of accidents.
Students’ happiness and enjoyment from physical education and
sport, promoting students’ physical and mental health, preventing
liabilities caused by negligence and indifference, insufficient
training, inadequate monitoring, and knowledge, preventing the
weakening of the image and credibility of physical education
and sports schools and physical education teachers are among
the main reasons for physical education teachers in line with
the getting the right and proper awareness of their sports rights,
duties and authorities. On the other hand, although, utilizing
sports law and civil rights is at the beginning of its growth path, it
has grown more than before.
An accurate and complete philosophy for physical education is
necessary for the education system of the country and determines
the direction of strategies, goals, and country physical education
programs [8]. In other words, it is this philosophy and principals
of physical education and its correct understanding that the
Fundamental Reform Document of Education document focuses
on the fundamental transformation in the field of physical
education based on designing perspectives and formulating
general and minor goals. Lack of knowledge and awareness in line
with the existential philosophy of physical education for many
physical education specialists (planners, managers, teachers,
and instructors), willingly or unwillingly, maybe distort planned
programs to reach the vision plane [9].
Talking about the teacher’s civil responsibility is based on
two important principals: one is that the teacher is responsible
for teaching and training, and another principle is that s/he must
take care of students. Relying on these two true gives a distinct
characteristic to the teachers’ civil responsibility [10]. Based on
article 6 of the civil liability law, while students are supervised
and controlled by teachers, they are responsible for the students’
harmful actions [11]. About 20-30% of children’s injuries happen
in and around the school, Khosravi, Yaghmai (2010). Due to agerelated
features and lack of experience; students are exposed
to the risks of accidents at school. Since children spend nine
months of their life at school, the share of events at the school
in line with promoting education and health can be impressive.
According to official statistics, from the beginning of the year 2008
to mid-May of 2010, 2941 students were injured in the schools
of West Azerbaijan province, and they referred to the insurance
organizations of the relevant province to get the costs of these
damages and injuries, and they received a sum of 2548472275 Rls
damages costs that most of these events happened in the school
environment and more than half of them occurred in sports events
and sports clubs [12].
Physical education is an applied science that by means of
various sciences tries to make the favorable changes [13]. Physical
education class via the physical skills training and the necessary
requirements can increase physical activity throughout the
life cycle [14]. In a lawful society, physical education teacher’s
failure can expose him/her and the school to legal charges.
Van der Symsen (1990) indicated that the highest number of
charges against physical education teachers is due to insufficient
protection. Enough protection is related to the ratio of students
to teachers, teacher’s exercises, the distance between the student
and the teacher at the time of the incident and the observing
safety rules [15]. For many reasons, citizens in our country, unlike
advanced countries, against the losses, rarely file a lawsuit against
the organization, which, more than a legal problem, is a cultural
problem due to people’s ignorance to their basic and civil rights
Jabari & Shoariaan [16].
Young [17], believed that awareness of law principals
is necessary for professional sports managers. Bases on the
importance of the issue, he introduced the necessary legal issues for
professional sports managers as, risk management, administrative
laws, tort law, contract law, product liability, constitution, the
judicial system, and legal researches. Since respondents believe
that understanding appropriate risk management approaches
reduce their liability, have identified risk management as the most
important component [16]. Alla Joseph Babalola [18], in a paper
entitled “Sources of Legal Liability among Physical Education Teachers” expressed the responsibility arising from physical
education teachers’ negligence in four areas of supervision,
equipment and facilities, injuries from sports participation and
proper instruction [17]. Also, the National Intramural-Recreational
Sports Association (2014) has announced legal liability and risk
management as a part of eight core professional competencies of
sports managers. Legal competencies are risk management - crisis
management, damage liability, sports exceptions-consent, legal
procedures, and insurance coverage and plan [19].
Partington’s [20], study results entitled “Modern sports
coaching and the law: analyzing, clarifying and minimizing
negligence liability” indicated that in coaching training and
activities emphasis must be placed on developing coaches’
awareness and knowledge and understanding from developing
legal areas [20]. Anu et al. [21], in their research inspected the
injuries associated with participation in an adolescent physical
activity in sports clubs, school sports activities and other leisuretime
physical activities. This study disclosed that physical activity
injuries in sports clubs are more than other physical activities
in teenagers in different conditions. Since injuries during
adolescence can have consequences for their participation in
future physical activity also their future health, so it is important
to introduce preventive measures more broadly and quickly to the
sports club environment. This research also demonstrates that
extents of injuries are associated with the number and intensity
of adolescent sports participation, and due to the health benefits,
it is recommended that adolescents participate in physical activity
daily.
To reduce the risk of injury, the results of this research
support the perspective that more preventive measures should
be taken [21]. Soligard et al. [22] recommend that coaches
and teachers play a vital role in injury prevention in sport club
activities and school sports activities. Coaches, support staff, and
teachers should apply the rules and exploit the way of using safety
equipment such as hats and eye protection clothes. They should
also evaluate environmental factors such as weather conditions
and the conditions of using equipment such as gymnastics
equipment [22].
Foroughi Pour [23] in a study that scrutinized the familiarity
level of sports teachers, coaches and sports managers of Tehran
with the athletic rights, concluded that a small percentage (17%) of
sports coaches are familiar with sports law issues. Izadi et al. [24]
in their research entitled “The Role of Risk Management Practices
in Decrease of Lawsuits Concerning of Tehran’s Swimming Pools”
concluded that there was no significant relationship between
experience and risk management operations. Of course, a significant
relationship was observed between the occurrence of incidents in
swimming pools and lawsuit. The results also revealed that there
is a significant relationship between the number of lawsuits and
risk management measures in swimming pools. They concluded
that using risk management measures could reduce the incidence
of accidents and lawsuits in pools and provide a safe atmosphere
for users of these places [24]. Yazdanian [25] in his research
entitled “The plan of civil responsibility’s teachers arising from
the practice of student in the Iran law with a comparative study
in French law”, concluded that in the other countries law, the civil
liability of teachers was particularly considered while this subject
has not been mentioned in Iranian law [25]. Bonyan & Kashef [3]
in a research entitled “The Different Legal Viewpoints between
Male and Female Sport Coaches in the Sport Events” demonstrate
that there is a significant difference between women’s and men’s
views on legal liabilities, which means that female sports coaches
had a greater awareness of legal liability than male coaches.
In terms of academic certificate, there was a significant
difference between instructors with different certificate in line
with awareness of sports law, this means that coaches with a
master’s or degree higher were more aware than others, regarding
service experience, there was a significant difference between
coaches’ perspectives, which means that coaches with a medium
to high (15 years or more) work experience were more aware of
legal knowledge. Kashef [3] & Mostafapour Anzali [26], in their
research entitled “Practical Obligation of Sports Coaches to the
Legal Responsibility from Athletes Viewpoint” concluded that
73.28 % of sports coaches were aware of their legal liabilities.
There was also a significant difference between the women’s and
men’s perspectives, academic certificate and experience and skills
regarding the level of commitment of sports instructors to legal
responsibilities [26].
Nazarian [27] in a research assessed the determinants of
the legal competencies of sport executive executives from the
point of view of academic experts and sports managers, the
results indicated that six determinant factors the necessary legal
competencies of sport executive managers were the management
of sport facilities and equipment, plans and programs to deal with
emergencies, adherence to the law, organizational policies and
procedures, risk management, and public relations. In addition,
there was no statistically significant difference between the two
groups of women’s and men’s opinions about the priority of the
legal competencies required by the executive directors [27].
In Article 7 of the civil liability law, only the
responsibility of
supervisor and caretaker of “minor” and “insane” ones have been
discussed, while the teacher’s civil liability may also be indicated
in line with the mature and wise students. According to Article 11
of the civil liability law, in case of a teacher’s mistake, the teacher
himself is responsible. In Iranian law, in the current situation and
in line with the Article 11 of the civil liability law, the government
will not be liable for this mistake. As soon as the student becomes
mature, on the one hand, he is excluded from the inclusion of
Article 7 and, on the other hand, teacher’s civil liability because
of student’s practice in Iranian law has not been mentioned and in
accordance with Article 11, the government is not responsible.
But, if the liability arising from the action of someone else is
based on the teacher’s fault in line maintaining and taking care,
is a guarantee for the injured party in order not face with lack
compensation. Although this responsibility apparently is due to
the action of someone else, in fact, it is a kind of responsibility
arising from the act of the person. Consequently, it is expected that
legislator drafts regulations in this regard. In jurisprudence, there
are also tools to respond to the teacher’s liability because of the
student’s practice, be means of jurisprudence and comparative
law the desired issue will be reflected in the rules to achieve this
goal [28].
Since there are approximately 13 million students in the
country and the injuries that occur during sport activities during
school hours for students [29], also increase in charges against
physical education teachers and in accordance with article 59 of
the Islamic Penal Code, which stipulates that “actions that parents
and legal guardians and caregivers of the minors and wards that
are executed to train or protect them, provided that the abovementioned
measures are in the conventional range of training
and protection will not be considered as a crime”, and the sports
teacher and coach is also obliged to protect and train athletics
based on the case; therefore, they will be a clear indication of
the supervisors mentioned in the article [30], students’ physical
health and reducing sport incidents are of the goals of the physical
education classes curriculum in schools, and they will be realized
by adequate and timely supervision and protection of teachers
in the field of sports events and exercises, proper scientific and
practical training and preparing students, basic primary aid
and exercising special precautions, physical education teacher’s
effective and consistent presence in the class, warnings and
safety training, removing non-standard equipment, providing
appropriate protective equipment and visiting, preserving and
maintaining sports equipment. Preventing an incident requires an
awareness of the causes of any incident. The proper and sound
recognition of the causes of athletic accidents will decrease the
incident and increase the students’ health and lack of teachers’
full and proper understanding of the legal duties and authorities
cause liability for them.
In today’s changing and growing world, nobody is needless
of training and education. Activities in school and learning have
shaped a huge part of human life. Nowadays, the teacher needs
other information and expertise in his specialized field [31]. The
results of the conducted researches indicate that several factors
will cause accidents and student injuries; hence, in the case of full
awareness of legal issues, teachers will feel more responsibility and
liability and incidence in the sports environment will be reduced;
consequently, due to the lack of research in the field of sports law,
especially teachers commitment in the country, the main aim of
the current research is to investigate the level of commitment of
physical education teachers in Isfahan province. In this way, while
getting enough information from the level of commitment and the
way teachers function in legal duties, weaknesses in this field will
be identified and effective solutions will be provided to overcome
the existing obstacles and problems.
Materials and Methods
This study was done by means of field survey method. The
statistical population of the current study consisted of all physical
education teachers in Isfahan province that based on statistics
of the Isfahan province education department, they were 1740
people. Sampling was done by means of a stratified random
method in accordance with sample size and based on Cochran and
Sharp method 407 people were selected as samples. A researchermade
questionnaire was used to collect desired data and it was
designed according to theoretical foundations and valid sources
in the field of sports law. To determine the questionnaire validity,
10 sports management professors were asked to indicate their
comments and suggestions regarding the form and content of the
questionnaire, the questionnaire items drafting, the completeness
of the questions regarding information collection in the field of
research variables, the coordination of the questions text with
questions options, and deleting or adding question or questions.
In the process of inspecting these comments, due to vagueness
and heterogeneity with the aim of the research, some questions
were deleted, and about repetition or overlapping, some of the
questions were merged.
Also, several questions, which considered necessary for the
questionnaire by experts, were added to the questions. In this
research, a confirmatory factor analysis was used to determine
the construct validity, and the results indicated that the relative
chi-square index of the model has an acceptable value of 2.64 and
signifies a good fit of the research model. Also, the P value was
smaller than 0.01, since the P value for the mentioned pattern
was greater than 0.05, it can be concluded that the relative chisquare
index is acceptable for the pattern (AGFI = 0.84, df = 406,
P = 0/01). To determine the reliability of the research, researcher
distributed 30 questionnaires in the research community by
means of a simple random method and after completion collected
those questionnaires, by means of calculating the variance of this
sample, a reliability of 0.84 was obtained through the Cronbach’s
alpha coefficient.
Finally, the 39-item questionnaire was prepared
in three
sections and it was ready to be distributed among the statistical
community. The first part contains the introduction of the
questionnaire, in which explanations were given about the
questionnaire. In the second part of the questionnaire, some of
the demographic characteristics, such as gender, service record,
and educational level were articulated and in the third part of the
questionnaire, the main items of the study were designed based
on seven dimensions (laws and regulations, rights and privileges,
obligations and liabilities, equipment and facilities standards, field
of training, responsibilities of department managers and expert,
physical education goals in schools) were designed and by means
of Likert scale they were determined based on scores 1 to 5. Each
dimension and index were assessed based on the scores given by the
participants to the related items (from 5 (so much) to 1 (very
low)).
The average score of the items in each component determined
the total score of that component and then the scores of each
dimension or index were determined based on the average of the
components for each dimension or index. In the current study,
to analyze the statistical data, the statistical package of social
science or SPSS version 21 at the error level of 0.05 was used. In
order to analyze the research data, descriptive statistics (mean,
standard deviation, frequency, and percent) were used and at
the inferential statistics level, one-sample t-tests were used to
compare the mean of the research population with the average
perspective of the participants in the study, and the mean value
for each item was considered as 3, and t-test and variance analysis
were used to examine the differences between legal components
and respondents’ opinions.
Results
The research descriptive findings revealed that 52% of the
participants were female and 48% were male. According to the
collected data, it was found that 21.71% of the participants had
an associate degree, 67.44% had a bachelor’s degree and 10.55%
had a master’s degree. Investigating the work experience showed
that 34.88% had a service record of fewer than 5 years, 17.55%
between 5-10 years, 18.6% between 11-15 years, 13.69% between
16-20 years and 15.5% between 21-25 years. The obtained results
showed that 39.67% of teachers were teaching in the elementary
school and 27.9% in the first course of high school and 32.5% in
the course year of high school.
According to the results of (Table 1), one can see that the mean
of familiarity with the rules and regulations variable is less than
the average. The familiarity of teachers in the field of rights and
privileges and the field of education is in the average range (μ=3)
and it is equal to 3. Also, the level of physical education teachers’
familiarity from sport equipment standards, commitment and
duties, organizational liabilities of the manager and the general
administration, and goals and missions of physical education in
schools at the level of 0.95 is higher than the average because the
upper and lower limits of this variable are positive, that is, these
variables are more than 3 (Table 1).
In this section, the independent t-test and ANOVA were used
to scrutinize the difference between some demographic variables
and sports law components. Based on the findings of (Table 2),
the observed independent t has no significant difference in line
with all components and there is no difference between the male
and female teachers’ views. The results of (Tables 2), indicate that
there is no significant difference between gender and any of the
sports law components. Also, the amount of obligation to legal
components based on the academic degree and service experience
has difference only between the components of commitment and
liability, equipment and facilities standards, the responsibilities
of the manager and expert, and the objectives and mission with
academic degree, and in line with examining the difference
between the educational level with the sports law components,
the difference is between the commitment and liability, the
responsibilities of the manager and the expert, and the objectives
and mission components (Table 2 & 3).
Discussion and conclusion
Physical education teachers in physical education classes
should encourage students to exercise, if students face injuries
in these classes, the teacher can be considered as responsible
[24]. Significant and noteworthy point is the legal liability and
responsibility of teachers and coaches in preventing and managing
sports injuries, and sports teachers must accept that the process
of preventing and managing injuries is part of the philosophy
and method of sports coaching [2]. Obviously, it does not mean
that the sports teacher must have professional information about
serious damages and injuries and provide a complete function
for any kind of damage, but it means that s/he must have basic
information about injuries, first aid and calling specialized centers
in distinct cases [32]. Due to the importance of the issue, the
aim of this research was to inspect the practical commitment of
physical education teachers to legal responsibilities and liabilities.
The results of the research manifested that the level of physical
education teachers’ familiarity with sports law is higher than
average, because the upper limit and lower limit is positive of
this variable are positive, which is consistent with the research
of Bonyan & Kashef [3], Mostafapour Anzali [26] & Atashbar [33]
Seyyedi et al. but it was not consistent with Foroughi Pour [23]
research who investigated the level of familiarity of the teachers,
teachers and sports managers of Tehran with sports law, because
this researcher found that small percentage of sports coaches
are familiar with the sports law issue, which could be due to
differences in the cultural and geographical characteristics of these
two statistical societies as well as raising the level of teachers’ and
coaches’ awareness in recent years.
The results of familiarity of physical education
teachers
with the field of laws and regulations showed that the level of
familiarity of physical education teachers in Isfahan province
with the laws and regulations is less than average. Empirical
observations demonstrate that in case of an incident, teachers in
many cases, instead of acting legally, solve the problems friendly,
for instance, math teacher act as physical education teacher in
sports classes, or when physical education teacher is absent,
other colleges manage the class. Paying attention to the number
of students in the class and not allowing other students to attend
classes in hours that they do not have other classes, lack of
principal and vice-principal interference in the process of scoring
and evaluation, not leaving the class even for justified reasons and
with the agreement of the principle, not using other colleagues
during illness and troubles, timely attendance in the classroom,
are of the rules and regulations aspects of the physical education
class that observing this category of laws will remove any liability
from the physical education teacher. Consequently, if the accident,
injury, and damage to students caused by action or abandonment of action
in the correct and timely implementation of the rules and
duties, physical education teachers will incur civil liability, this
topic is consistent with the researches done by Yazdanian [25],
Mohamadinejad [34], Montazeri [35], Safaei [36], and Nasiri [37]
researcher (2004).
The results also indicated that the number of rights and
privilege variable was equal to the mean (μ=3). The results of
the current research are consistent with the results of Jabari’s
& Shoariaan research and are inconsistent with Dehgani (2000)
research. So, if physical education teacher is aware of the
probability of an accident and does not accomplish the task of
caring for students timely, he can be considered liable due to
negligence and breach of this duty, and his immunity can be
ignored. Controlling overactive and chaotic students who are
deliberately or unintentionally leading to an accident, checking
sport equipment and space, and ensuring that all the facilities in the
schoolyard that may cause risks are sound and standard (movable
equipment such as handball gates, volleyball bars), identifying
talented and low-skilled students and with specific disease and
holding organized exercises for them, and less involvement of
these students in normal student programs, teacher’s familiarity
with first aid and using them timely in case of an incident are
among the activities that, by observing them, teacher can reject
any liability arising from them. The level of teachers’ familiarity
in the field of commitments and liability was higher than average.
Lack of commitment to physical education teachers’
assignments will provide civil liability for them, which are
consistent with the results of Hekmatnia & Vishka I [38] &
Bozorgmehr [39], researches. Hence to reduce any liability in
line with student responsibility and commitment, all teachers
are obliged to inform students about accidents and incidents
around them. Physical education teachers informing students
verbally, do not allow them to engage in dangerous movements,
and not encouraging them to do these movements because of their
commitment to their physical and mental health, warning notices
in line with using dangerous devices, acquainting students with
accidents caused by their unusual and non-standard movements
and skills, as well as equipment related incidents both verbally and
by means of installing notices on walls of the hall and schoolyard
or alongside any sporting equipment are of the easy ways to do a
teacher’s liabilities.
In the field of sports equipment and facilities standards, the
results of the t-test indicate that the level of physical education
teachers’’ familiarity is above average level. In confirmation of
these results it should be indicated that since physical education
teachers are involved objectively and tangibly with the sport
environment and facilities and experienced the features, optimal
standards of sport environments and facilities during the years,
have gained knowledge and awareness in line with feature
and standards of sport environments and facilities and have
understood the consequences and liabilities of using inappropriate
equipment and facilities. With increasing awareness of facilities
and equipment standards, physical education teachers have been
more aware of their legal rights. This awareness has been achieved
due to this fact that concurrent with information technology
development all over the country and better access to the internet,
the information related to sports law and civil liability is accessible
easier and more quickly.
In line with the awareness of physical education teachers in
the field of education, the results indicate that the level of these
teachers’ familiarity in the field of proper training is more than
average level. According to the answers for this question, science,
updated knowledge and enough studies that are consistent
with the studies done by Salehi [40] and Dehghanniri et al. [41],
eloquence and high physical fitness to convey information are of
the necessary characteristics for the proper training by physical
education teachers. Having these features and characteristics
make it possible for teachers to have partial knowledge while
teaching and training and create a safe place for their students or
in a place where there is no risks or probable incidents, train the
students and finally reduce the chance of incidence and his or her
liability in line with these incidents.
The results of researches also indicated that physical
education teachers’ level of familiarity in the field of physical
education goals and objectives is more than average level. The goal
of physical education in the schools covers different and numerous
dimensions of the students’ growth (physical, mental and emotional
development of students) and have indicated the importance of
physical education among different lessons. Teachers with this
perspective that the goal of the physical education in the schools
are in line with the goals of teaching and training, prepare a healthy
human to have a healthy society. They do not just rely on teaching
sports movements and skills, but they refine mind and thought of
the students and these justifications are in line with the results
of Abdollahi et al. [13] research. Even though the third paragraph
of article 59 of the Islamic Penal Code of the Islamic Republic of
Iran excludes criminal liability for accidents in sports activities,
but its civil liability is not clear. While these sorts of incidents are
increasing due to the growing popularity of sports activities [42]
physical education teachers’ familiarity with sports law will be an
advantage for them. Determining the level of teachers’ familiarity
with sports law will help the teachers to improve their legal status
and on the other hand, with more comprehensive studies of the
fundamentals of sports law by sports law experts, a suitable
context can be prepared for the formation of laws and regulations
related to the liabilities and responsibilities of physical education
teachers.
The results also indicated that there is no
relationship between
gender and sports law components and based on this fact, teachers’’
gender has no effect on their commitment to the legal component
and this finding is consistent with the results of Foroughi Pour [23]
& Atashbar [33]. In their study there was a significant relationship
among the attitude of teachers toward the responsibility of taking
care of students in the schools, noticing them in case of incidents and
the responsibility of teaching and training them. Also, the
level of commitment to legal components based on the degree
of education and service experience has difference only between
the components of commitment and liability, the standards of
equipment and facilities, the responsibilities of the manager and
the expert, and the objectives and mission with the degree of
education. And in line with examining the difference between the
educational levels with the sports law components, the difference
can be seen between the components of commitment and liability,
the responsibilities of the manager and the expert, and the
objectives and mission.
Physical education teachers, trainers, and coaches have
liabilities in line with the all their actions and they are obliged to
compensate probable damage that has been incurred on students;
it means that the basic principle in this regard is that teachers and
coaches for all their harmful actions against athletes and students
are responsible [42]. Using unskilled people is negligence. Of
the most important factors that can cause many sport risks and
incidents, are the lack of sports teachers and coaches in the
desired context, awareness of athlete’s health condition, knowing
the capacities of athletes by the coaches, familiarity with first
aid, extreme number of athletes in a course or class that must
be considered. The familiarity of sports coaches and physical
education teachers with their legal liabilities and responsibilities
and the way of using them will disclaim their liabilities for future
events [43].
Also according to the findings of the present research, and
moderate level of teachers familiarity with the legal components
it is suggested that in order to promote the teacher s’ knowledge
and familiarity with their liabilities and responsibilities, sports
training courses be held and sports court experts should be used
to hold training courses and as soon as issuing new rules and
regulations in-service training courses must be held for teachers,
and as soon as they receive research findings on the pathology
of sport events they should inform teachers and managers.
Legislators and sports law experts must formulate clear and
transparent rules about the rights of physical education teachers.
With the cooperation of Islamic Republic of Iran Broadcasting and
Department of Education and other responsible institutions, to
reduce sports accidents, civil liability will be a national discourse,
especially among physical education teachers. Also, to prevent the
incidents in sports facilities, the department of education must
use the sports engineers in the construction of sports grounds and
pay attention to the age of students in line with purchasing sport
equipment and facilities.
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