Introduction

Psychological well-being is a long-standing issue faced by school students around the world. Schooling is a major transition period in life and students must adapt to several new social, cultural, and educational demands. Student well-being can be affected by a variety of factors, including transitions to different education and learning tools and techniques, relational support, and the educational environment. Positive psychology, on the other hand, focuses on well-being and personal strengths that align with educational goals. Students with positive well-being are likely to perform better and achieve academic success in terms of grades, credit accumulation, and retention, while negative well-being factors such as mental illness and psychological distress are likely to affect them. Sports coaching by teachers in the schoolyard plays a vital role in the development of student athletes. They not only design training sessions and strategies to improve athletes' performance, but also influence athletes' self-perceptions about sports. As sports competitions have become increasingly complex and difficult in the past decades, sports teachers now need more competencies to respond to the changing environment. However, in the field of sports psychology, only a few studies have been conducted on increasing the knowledge and work competencies of sports teachers. On the other hand, student athletes often face stressors arising from schooling and sports training, which can potentially have negative effects on their psychological well-being. Therefore, based on the assumptions explained, it is timely and important to design a model of the knowledge and competencies of sports teachers with students' psychological well-being. The findings of this study provide insights for curriculum developers, policy makers, managers in charge of educational organizations and government ministries, and all stakeholders on appropriate interventions that should be implemented to improve the knowledge and competence of physical education teachers and align them with the competencies acquired in schools. Researchers from various educational fields and research institutions can also use the findings of this study as a springboard for further studies.

Materials and Methods: The research method was descriptive and survey-type, based on structural equation modeling and implemented in the field. The statistical population of the study consisted of female high school athletic students in Mashhad (N=650), from whom 240 were selected using the Cochran formula as a convenience sample. In order to collect data, the knowledge and competence questionnaires of sports teachers made by Kiunad et al. (2022) and the psychological well-being questionnaire made by Sasaki et al. (2020) were used. The internal reliability of the questionnaires was obtained through the Cronbach's alpha coefficient test, 0.74 and 0.80, respectively. In order to analyze the data, descriptive indices and statistical tests of skewness and elongation, Pearson's correlation coefficient, regression analysis, and path analysis using the least squares method were used in the SPSS and PLS statistical software.

Results: The results showed that there is a positive and significant relationship between the knowledge and competence of sports teachers and the psychological well-being of students. Also, the components of professional knowledge and interpersonal knowledge are qualified to predict the psychological well-being of students. On the other hand, the results obtained show that the knowledge and competence of teachers has a positive and significant effect on the psychological well-being of students (T-Value=11.467, β=0.273).

The results obtained from the operational model of knowledge and competence of sports teachers with psychological well-being of students show that knowledge and competence of teachers have a positive and significant effect on psychological well-being of students (T-Value=11.467, β=0.273).

The results of this study showed that the components of professional knowledge (P=0.001, t=5.91) and interpersonal knowledge (P=0.001, t=6.58) are eligible to predict psychological well-being of students.

Conclusion: In general, the ability and willingness to use the skills and knowledge acquired during training in such a way as to be able to independently and competently solve technical tasks and evaluate the result is very important. In addition, physical education teachers at the school level also need social competence. Social competence refers to the ability to communicate clearly, skillfully use a variety of media and successfully interact with students, both individually and collectively. Also, it requires a positive approach to the student, understanding the educational problems of students are examples of teacher competence and through which the psychological well-being of students can be developed.

Emphasis on the competence of sports teachers to facilitate the process of adaptation to technology and innovation in the educational process should be considered. In principle, sports teachers should improve their competence to adapt to new technologies and global challenges. However, taking into account the experience and initial information of researchers, it can be fruitful on the part of coaches in terms of adopting solutions developed elsewhere and creating capacity for further adaptation of technologies to the school curriculum. Therefore, it is suggested that in general, regarding the professional knowledge component, its level can be increased among sports teachers through continuous educational and explanatory classes. On the other hand, communication skills and the ability to communicate with other people can be taught to sports teachers by using sports psychologists to increase their level of interpersonal knowledge. Also, conditions should be provided for coaches to be able to increase their experiences in various dimensions and types of regional, national and international competitions and to help increase their level of thinking and self-awareness.

Keywords: energy balance, cognitive behavioral therapy, perceived stress, generalized anxiety disorder, body mass index, athlete's deaf.

Ethical Considerations

Compliance with ethical guidelines

The ethical principles observed in the article, such as the informed consent of the participants, the confidentiality of information, the permission of the participants to cancel their participation in the research. Ethical approval was obtained from the Research Ethics Committee of the University.

Funding

This research did not receive any grant from funding agencies in the public, commercial, or non-profit sectors.

Authors' contribution

Authors contributed equally in preparing this article.

Conflict of interest

The authors declared no conflict of interest