Introduction
Regular sports and physical activity serve as primary pillars for maintaining human physical, mental, and social health (Majlesi et al., 1394). Beyond well-documented physical benefits such as improved cardiovascular function, enhanced immunity, and lower chronic disease risks (Baker & Litz, 2012), sports significantly influence psychological well-being. Psychosocial health, as defined by the World Health Organization, extends beyond the mere absence of illness, encompassing subjective well-being, perceived self-efficacy, autonomy, competence, intergenerational dependence, and self-actualization; however, these dimensions are often neglected by health administrators (Noorbala, 2011). Prior research studies demonstrate that exercise effectively reduces anxiety, stress, and depression while enhancing self-esteem, mood, and happiness (Ashwini & Raju, 2023; Nazarali et al., 2012; Hosseini et al., 2019; Shokoohi Moghaddam et al., 2011). Socially, sports foster identity, promote a collective "we" over "I" (Bailey, 1981), accelerate socialization, and internalize societal values (Parsamehr et al., 2018; Soltanian, 2005; Sedaghatzadegan, 1998; Ahmadi et al., 2006). Within this framework, families, particularly parents, serve as critical vectors for establishing healthy habits. Parents act as primary role models who actively shape children's beliefs, behaviors, and sports motivation (Ramezaninejad & Hojabri, 2017; Faghih & Abdkhodaei, 2022; Asefi & Nosrati, 2018; Babaei Zarch et al., 2018). Despite extensive literature on sports sociology, few studies have concentrated specifically on the distinct processes through which athlete parents influence their offspring's psychosocial health. Therefore, this study qualitatively investigates how and through what processes athlete parents maintain and enhance their children's mental and social health.
Methodology
This study utilized a qualitative research approach paired with thematic analysis to explore the phenomenon thoroughly. Participants were selected via a purposeful sampling method, comprising 15 adolescents and young adults who had at least one athlete parent. Inclusion criteria required participants to be aged 15–30 with a parent possessing a history of regular or professional athletic activity. Data collection was carried out using semi-structured interviews lasting 30 to 40 minutes per session, which were audio-recorded and transcribed word-for-word. The data were analyzed following Braun and Clarke’s (2006) six-phase thematic analysis framework: familiarization with data, generating initial codes, searching for themes, reviewing themes, defining and naming themes, and producing the final report. Trustworthiness, validity, and data credibility were carefully established employing member checking (participant review) and data triangulation techniques.
Findings
The qualitative sample included 15 participants (11 males, 4 females) with a mean age of 23.4 years, ranging from 16 to 27. Educationally, 3 held high school diplomas, 9 held bachelor's degrees, 2 were master's students, and 1 was a high school student. Ten participants actively engaged in sports professionally or recreationally, while 5 had no fixed sport. Thematic analysis revealed six primary themes representing the influential processes of athlete parents:
1) Parental role modeling: Serving as vital examples in regular sports participation, physical health preservation, and structural personal discipline.
2) Parental encouragement and supportiveness: This encompasses driving motivation, providing robust emotional care, and actively granting autonomy to their children.
3) Teaching life skills: Utilizing athletic backgrounds to instill essential behaviors such as discipline, patience, resilience, and emotional self-regulation.
4) Creating a safe and supportive family environment: Fostering a domestic atmosphere characterized by tranquility, happiness, and open, dialogue-based communication.
5) Positive emotional and social impacts: Generating a deep sense of pride in offspring, cultivating a genuine interest in sports, and expanding social competencies.
6) Parental management and facilitation: Proactively guiding children in managing stress, controlling anger, and strengthening social and personal responsibility.
Furthermore, some specific health outcomes were identified. For social health, key components included social responsibility, teamwork, social networks, constructive interactions, social skills, and active participation, yielding higher competence and belonging. Regarding mental health, components included stress management, psychological resilience, peace of mind, independent personality, self-belief, future hope, patience, perseverance against hardships, structured discipline, flexibility, positive outlook, and genuine pride toward parents.
Conclusion
In conclusion, athlete parents serve as powerful catalysts for their children’s psychosocial well-being by providing positive role models, emotional support, life skills education, and stable family environments. These qualitative insights align closely with prior empirical research. The link between active parents and active, supported children corresponds with Dehghanpouri et al. (2023) and Nezami Narges et al. (2020), alongside Duda's (1993) model of parents as social examples. The role of parental social support in reducing anxiety and enhancing life satisfaction mirrors Jafari and Rajaei (2019), Aghdasi et al. (2016), Salari and Badami (2014), Sayyah Sayari et al. (2010), and Riahi et al. (2010). Additionally, transmitting life skills and resilience through a sport-centric family structure fits the frameworks of Holt et al. (2011) and Côté and Vierimaa (2014). Fostering a safe, communicative home atmosphere to facilitate stress management and emotional well-being corroborates Belcher et al. (2020), Smith et al. (1995), and Lubans et al. (2016). Lastly, establishing healthy lifestyle patterns protects youth from risk behaviors, matching Kelly et al. (2007) and Trudeau and Shephard (2008). Based on these conclusions, parents should actively leverage their athletic experiences to teach discipline and emotional regulation. Sports and educational policymakers should establish family-centered workshops highlighting the mental values of active households. Finally, future researchers should execute large-scale quantitative studies, longitudinal tracking, and cross-disciplinary comparisons to enhance the generalizability of these qualitative findings.