Background & Purpose: This study aims to propose a model for implementing passive defense in the school sports sector.
Methodology: The present study employed a mixed-methods design, encompassing both quantitative and qualitative approaches. In the qualitative phase, the population comprised physical education teachers, and purposive sampling was used to capture their experiences in implementing passive defense, with twelve semi-structured interviews conducted. In the quantitative phase, due to an unspecified population size, a sample of 384 participants was determined using Cochran’s formula, and convenience sampling was applied. Data were collected via interviews and questionnaires and analyzed using coding, Shannon entropy, and structural equation modeling in Maxqda, SPSS, and AMOS.
Findings: The study results indicated that physical education teachers’ experiences in implementing passive defense in schools could be categorized into eight dimensions: infrastructure and physical safety, teacher and student education, crisis management, policy and organizational support, technology management, social participation, safety culture, and continuous evaluation and improvement. Shannon entropy analysis highlighted the greater importance of safety culture and policy, while path analysis showed that safety culture had the strongest impact on school resilience. Additionally, experiences in the comprehensive passive defense system encompassed nine dimensions: risk assessment, environmental sustainability, media role, incentive systems, safety equity, psychological skill development, resource management, research and innovation, and safety leadership. The most critical indicators were psychological skill development and risk assessment, with safety leadership and managerial roles exerting the greatest influence. These findings underscore the importance of resilience, crisis management, education, safety culture, and leadership in enhancing school safety and performance in sports contexts.