University of Isfahan Archives in Sport Management and Leadership 2981-0523 4 1 2026 05 01 New Physical Education and Active Teacher Development: Examining the Role of General Physical Education in Shaping Student-Teachers’ Professional Identity, Attitudes, and Lifestyle at Farhangian University 132 143 30167 10.22108/asml.2025.147074.1112 EN Ehsan Tatari Department of Physical Education, Farhangian University, P.O. Box 14665_889, Tehran, Iran. Journal Article 2025 10 16 This study explores the lived experiences of student–teachers, faculty members, university administrators, and sports instructors in the Farhangian Training University campuses of Khorramabad, Aligudarz, and Borujerd, focusing on the role of general physical education (GPE) in strengthening professional identity, fostering active attitudes, and shaping the lifestyle of students. Employing a qualitative design grounded in hermeneutic phenomenology, the research population included stakeholders in physical education at Lorestan’s Farhangian University. Purposive and snowball sampling continued until theoretical saturation was achieved. Data were collected through 25 semi structured interviews and analyzed using Van Manen’s (2016) six phase thematic analysis. Data were managed in MAXQDA 2024. Credibility was ensured through participant checking, peer debriefing, and thick description. Findings revealed three core dimensions of identity formation through (GPE): physical and psychological self awareness, belonging to the teaching profession, and redefinition of the professional role from passive to active teacher. Active attitudes toward physical activity were reinforced through enhanced intrinsic motivation, self efficacy in designing movement based educational activities, and positive perspectives on student health. In terms of lifestyle, themes of stress management and resilience, sustainable physical and mental health, and role modeling within society were emphasized. Facilitating factors included infrastructure, innovative teaching methods, and cultural support, while barriers encompassed limited resources, weak planning, and cultural resistance. Overall, the study shows that when designed and implemented with an identity driven approach, (GPE) can transcend physical fitness, shaping the professional identity and active lifestyle of future teachers. https://asml.ui.ac.ir/article_30167_ab3bfe08a102831f132481aee554244a.pdf