Extended Abstract
Background and Purpose
Motor competence (MC) in childhood is a critical determinant of lifelong physical activity (PA) and health outcomes, yet the role of environmental and social factors remains underexplored compared to biological variables. Existing research has primarily focused on individual factors such as age, sex, and physical fitness, while the influence of family, school, peers, and broader socio-ecological systems has received limited attention. Bronfenbrenner's socio-ecological model provides a comprehensive framework for understanding how nested environmental layers—from immediate settings to cultural ideologies—shape child development. This study aims to identify and prioritize factors influencing MC in children aged 7–12 years from the perspective of parents, teachers, and sports coaches using a 360-degree qualitative approach based on Bronfenbrenner's five systems: microsystem, mesosystem, exosystem, macrosystem, and chronosystem. Unlike prior research, this study systematically examines all environmental layers simultaneously within the cultural and socio-economic context of Iran.
Methods
This qualitative study employed semi-structured in-depth interviews to achieve theoretical saturation. A total of 40 interviews were conducted with parents (n = 22), teachers (n = 9), and sports coaches (n = 9) of children aged 7–12 years. Participants were recruited through purposive sampling from schools and sports facilities in Iran. Interview questions were systematically developed based on the five hierarchical layers of Bronfenbrenner's model (1997): microsystem (family, school, peers), mesosystem (interactions between microsystems), exosystem (neighbors, media, social services), macrosystem (cultural beliefs, socio-economic status), and chronosystem (environmental changes over time). Each interview began with a general, non-directional question: "What factors do you think affect children's physical activity and motor competence?" followed by probing questions specific to each layer. Interviews lasted approximately 30 minutes, were audio-recorded with informed consent, and transcribed verbatim. A pilot study with three participants (one parent, one teacher, one sports coach) was conducted to refine questions. Data were analyzed using thematic analysis with a deductive-inductive approach in three stages: open coding (116 initial codes), axial coding (32 subcategories), and selective coding (5 main categories aligned with Bronfenbrenner's systems). Factors were prioritized based on absolute frequency. Trustworthiness was established using Lincoln and Guba's criteria (credibility through member checks and peer review; dependability through detailed documentation; confirmability through direct quotations and reflexivity). Test-retest reliability for 5 randomly selected interviews (30-day interval) was 84%, exceeding the acceptable criterion of 0.66. Data source triangulation (parents, teachers, coaches) was also employed.
Results
A total of 32 distinct statements (factors) were extracted from the interviews. The microsystem layer yielded the highest number of statements (13 statements) and the highest absolute frequencies. The most frequent factors within the microsystem were: verbal and physical encouragement of children by parents (frequency = 36), living in urban versus rural areas (frequency = 28), parental collaboration with children (frequency = 27), lack of playmates at home or in the surrounding environment (frequency = 24), and the child's self-comparison with peers (frequency = 24). Other microsystem factors included grandparental support (24), child mobile phone usage (20), sibling modeling (15), parental strictness or excessive comfort (12), teacher/coach behavior toward the child (8), and providing a play environment at home (7). In the mesosystem layer (4 statements), the most frequent factors were respectful parental sports interaction in front of children (frequency = 31) and school activities (frequency = 30). In the exosystem layer (8 statements), the most frequent factors were modeling cartoon and animation characters (frequency = 21) and parents' sedentary activities such as watching TV or using mobile phones (frequency = 20). In the macrosystem layer (3 statements), parental income level was the most frequent factor (frequency = 26). Within the chronosystem (fifth layer), a single factor was identified: the negative effects of the COVID-19 pandemic on children's motor competence, including reduced opportunities for physical activity and peer interaction due to school closures and movement restrictions. A gradual decreasing trend in statement frequencies was observed from layers closest to the child (microsystem) toward more distant layers (macrosystem). The Friedman test revealed a significant difference between the absolute frequencies of the four layers (χ² = 32.48, df = 4, p = 0.001). The mean rank for the microsystem (4.21) was significantly higher than for the mesosystem (3.15), exosystem (2.43), macrosystem (1.87), and chronosystem (1.43). Notably, parental education level was not identified as an influential factor in any layer, contrasting with some previous international studies. The microsystem layer also demonstrated greater conceptual diversity, with 13 independent statements compared to 4, 9, 3, and 1 statements for mesosystem, exosystem, macrosystem, and chronosystem respectively.
Conclusion
The findings demonstrate that from the perspective of parents, teachers, and sports coaches, the closest physical and social environmental structures to the child—family, school, and peers—have the greatest influence on children's motor competence. Verbal and physical encouragement of children to engage in sports was the single most important factor identified. This underscores social support as a key variable in developing children's PA and MC. The gradual decline in perceived influence from microsystem to macrosystem supports the hierarchical structure of Bronfenbrenner's model. However, this does not imply that distal layers are unimportant; rather, they may exert indirect effects through the microsystem. Parental income level (macrosystem) and modeling of cartoon characters (exosystem) were also significant. Future multi-level interventions should simultaneously target family, school, and peer environments. Quantitative validation of these factors using objective MC measures is recommended. Furthermore, given the emerging evidence regarding chronosystem influences (e.g., COVID-19 pandemic), future longitudinal research should examine how distal and time-based environmental shocks interact with proximal layers to affect motor competence trajectories.

Article Message
The closest social and physical environments to the child—family, school, and peers—influence children's motor competence more than any other factors. Verbal and physical encouragement of children toward sports, appropriate parental role modeling of physical activity, respectful parental sports interactions in front of children, and providing play opportunities at home, school, and in the neighborhood are the most critical actions that can improve motor competence in children aged 7–12 years. Distal factors such as media (cartoon characters) and parental income also matter but operate partly through proximal environments. Interventions should prioritize the microsystem.
Ethical Considerations
To preserve human dignity, all 40 interviewees were fully informed of the research objectives and their informed consent was obtained. They were also assured that their information would remain anonymous and confidential, and that they had the right to withdraw at any stage of the interview.
Authors' Contributions
Conceptualization: Zeynab Malek, Mohammad-Ali Salianeh, Hesam Ramezanzade
Data Collection: Zeynab Malek
Data Analysis: Hesam Ramezanzade, Bita Arabnarmi
Manuscript Writing: Zeynab Malek, Mohammad-Ali Salianeh, Hesam Ramezanzade
Review and Editing: Mohammad-Ali Salianeh, Hesam Ramezanzade, Bita Arabnarmi
Literature Review: Zeynab Malek, Mohammad-Ali Salianeh, Bita Arabnarmi
Project Manager: Mohammad-Ali Salianeh
Conflict of Interest
According to the authors, this article has no conflict of interest.
Acknowledgments
The authors sincerely thank all the dear interviewees who cooperated in conducting this research