Physical Education and Sport Pedagogy

ISSN: (Print) (Online) Journal homepage: https://www.tandfonline.com/loi/cpes20

Healthy lifestyle, physical education, and sports

for Saudi women

Amani Khalaf. H. Alghamdi & Ali Aldossari

To cite this article: Amani Khalaf. H. Alghamdi & Ali Aldossari (2022): Healthy lifestyle,
physical education, and sports for Saudi women, Physical Education and Sport Pedagogy, DOI:
10.1080/17408989.2022.2123465

To link to this article: https://doi.org/10.1080/17408989.2022.2123465

Published online: 22 Sep 2022.

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PHYSICAL EDUCATION AND SPORT PEDAGOGY
https://doi.org/10.1080/17408989.2022.2123465

Healthy lifestyle, physical education, and sports for Saudi women

Amani Khalaf. H. Alghamdi and Ali Aldossari
Department of Curriculum and Instruction, College of Education, Imam Abdulrahman Bin Faisal University,
Dammam, Saudi Arabia

ABSTRACT ARTICLE HISTORY

Background: : Wisdom holds that healthy and fit citizens ensure more Received 25 November 2021
successful national development plans. In its transition to a knowledge- Accepted 29 August 2022
based economy (Vision 2030), Saudi Arabia is depending on women’s
KEYWORDS
contributions and leadership. But Saudi females have historically lacked Education; health-promoting
access to physical education or sports as evident in their compromised curricula; healthy lifestyles;
health status (44% obesity rate) compared to the national average Saudi women; sports
(35.4%), which is nearly three times as high as the global average (13%).
Purpose: : This study demonstrated the benefit of soliciting health and
sports-related academic specialists’ voices to address the paucity of
research that could inform policy and curricular decisions around
healthy lifestyle, physical education, and sports access for Saudi women.
Method: : This exploratory qualitative study (2020–2021) involved N = 11
semi-structured interviews (purposive sampling) with Saudi faculty
members (kinesiology, sports, physical education, and related
specializations). The eight, mostly open-ended interview questions were
inspired by existing work on international women’s health issues. A
thematic analysis revealed participants’ learned insights and opinions
about this issue.
Findings: : Four themes emerged. Participants opined that (a) education
should be used to improve women’s health, (b) everyone’s lifestyle can be
improved through educating women, (c) policymakers must be held
accountable for ensuring access to relevant curricula and infrastructure,
and (d) gender health equality must be in place to ensure women’s
healthy lifestyles.
Conclusion: : Exploratory research is beneficial when little is known about
a phenomenon. It helps researchers better clarify the nature of the
problem, and findings often serve as groundwork for future studies.
Participants supported physical education curricula and a fitness
infrastructure for Saudi women. A focus on healthy lifestyles through
physical education classes and sports engagement via related
infrastructure is strongly recommended as an important action for Saudi
policymakers. This would help create a cultural imperative of healthy
citizens for national development especially through women’s health
and physical fitness.

Introduction
The most recent Bloomberg Global Health Index ranked 169 countries with Spain topping the chart
as the healthiest with a Health Grade of 92.75 out of 100. Middle Eastern countries (e.g. Bahrain,
Lebanon, Oman, Qatar, United Arab Emirates [UAE]) ranked below the 35th percentile except
for Israel, which came in 10th overall (Bloomberg 2019). The healthiest countries reported access

CONTACT Amani Khalaf. H. Alghamdi [email protected]

© 2022 Association for Physical Education
2 A. K. H. ALGHAMDI AND A. ALDOSSARI

to quality healthcare and clean drinking water; lower pollution rates; and healthier lifestyle choices:
healthy diets, and more physically active citizens. Per the latter, healthier countries offered a variety
of indoor and outdoor exercise options, and daily walking everywhere was an integral lifestyle
decision (World Health Net 2020).
In contrast, Saudi Arabia ranks globally in the top 10 countries with a very high prevalence of
obesity (Fallatah et al. 2018). Of interest to this paper is the importance of improving the health
of Saudi citizens as the nation transitions from oil-dependency to a knowledge-based economy
(Fakehy et al. 2021). The Kingdom of Saudi Arabia (KSA 2016) recently launched its national devel-
opment plan, Vision 2030, which clearly recognized the role of a healthy citizenry in national devel-
opment. Vision 2030 targeted healthy living and healthy lifestyles as exemplified in this extract from
the vibrant society theme:
LIVING HEALTHY, BEING HEALTHY A healthy and balanced lifestyle is an essential mainstay of a high
quality of life. Yet opportunities for the regular practice of sports have often been limited. This will change. We
intend to encourage widespread and regular participation in sports and athletic activities, working in partner-
ship with the private sector to establish additional dedicated facilities and programs. This will enable citizens
and residents to engage in a wide variety of sports and leisure pursuits. We aspire to excel in sport and be
among the leaders in selected sports regionally and globally. (KSA 2016, 22)

Saudi women must be physically fit and healthy if they are to become key players in KSA’s
national development initiative. Saudi Arabia’s official news agency (a corporation reporting to
the Ministry of Media) recently acknowledged the import of women’s contributions (Saudi Press
Agency 2021, para. 1):
the observer of the social, economic and civil reforms march that has started since 2015 and 2021, can find that
actual measures have been taken to enhance women’s position in society in line with their enormous capabili-
ties and willingness to achieve progress and prosperity at various levels. Moreover, Saudi women have tra-
velled honorable distances [and achieved milestones] that commensurate with the society and
contemporary developments.

The health of Muslim (practitioners of the Islamic faith) Saudi girls and women is especially
important because they are more sedentary than men (Al-Hazzaa 2018) mainly because of restric-
tions on their participation in physical activities and sports (Fakehy et al. 2021). In 2016, nearly half
(44%) of Saudi women were obese (Body Mass Index [BMI] ≥ 30 kg/m2) compared to one third
(32%) of Saudi men (Non-communicable Disease Risk Factor Collaboration [NCD-RisC] 2017).
Physical activity improves quality of life (QoL) (Grande et al. 2021), and Vision 2030 flagged
QoL and the well-being of its citizens as key to national development (KSA 2016).
Speaking about Muslim women in general, Senarath and Liyanage (2020) identified several fac-
tors explaining why their participation in physical education, physical activity, and sports is lower
than men: (a) religion (different interpretations of Islam), (b) ethnicity (respectable femininity as
part of ethnic identity and religious identity), (c) parental influence, (d) social-cultural and histori-
cal context, (e) gender segregation, (f) Islamic living rules and (g) Islamic dress code (see also Fal-
latah et al. 2018; Sporting Equals et al. 2010). Although Saudi Arabia sent female athletes to the 2012
Olympics (Senarath and Liyanage 2020), women’s role in physical activity and sports at home
remains limited ‘due to constant pressure to suppress female involvement … by conservative Isla-
mic religious authorities’ (Fakehy et al. 2021, 53). Since Vision 2030, women’s involvement in sports
activities has increased by 150%, but ‘women playing sports remains a controversial issue in Saudi
Arabia [because] traditionally [they] are restricted from participating in sports activities’ (Fakehy
et al. 2021, 54).
Women’s modesty is central to this controversy. Modesty (deeply influenced by culture, religion,
generations, and history) is a mode of dress and reserved behavior (deportment) that discourages
inappropriate physical desire in others and contributes to decency, morality, and honor (Al-Absi
2018; Jennett 2001). ‘In general, Islam promotes good health and fitness and encourages both
men and women to engage in physical activity to maintain healthy lifestyles’ (Sporting Equals
 PHYSICAL EDUCATION AND SPORT PEDAGOGY 3

et al. 2010, 2) as further elaborated by the following sayings from Holy texts, which illustrate the
importance of modesty in Saudi Arabia. The Holy Quran says, ‘Eat and drink and do not be extra-
vagant, for He does not like the wasteful’ (Surat Alaraf, Verse 31, translated from Arabic). The Mes-
senger of God, peace and blessings be upon him, said, ‘Eat, drink, wear, and give alms without
imagination or extravagance, for God loves to see what he has’ (translated from Arabic).
For further clarification, modest Muslim women do not wear tight fitting clothing or clothing
imprinted with profane language or images. They also cover their head, shoulders, and knees in
public. Clothing choice when participating in sports should accommodate several factors including
ease of performance and safety. But respecting modesty (an Islamic imperative) (Al-Absi 2018)
could compromise addressing these factors with any subsequent lack of participation influencing
health and fitness as well as health access and equality (Fakehy et al. 2021). Regardless, ‘as a way
to maintain their dignity and show respect towards their bodies, many Muslim women will choose
more modest attire [when participating in sports]’ (Malik 2020, para. 8). Saudi women’s role in
sports thus remains controversial because of modesty-related restrictions.
Respecting this controversy, Harun and Ismail (2020) used critical discourse analysis to analyze
two dominant online media venues’ representations (2010–2014) of Saudi women’s involvement in
sports: the British Broadcasting Corporation, Arabic (BBCA), and Al-Jazirah (AJ) of Saudi Arabia.
The BBCA opposed any restrictions preventing Saudi women from participating in sports. Conver-
sely, Saudi-based AJ (a) acknowledged the restrictions and (b) hoped Saudi women would soon be
given better opportunities to participate in sport. But in the meantime, women should (c) ‘take care
of their health by practising sports activities which suit the local custom and culture’ (2020, 139);
that is, Saudi local and cultural interpretations of what constitutes modesty (see Al-Absi 2018).
For almost 90 years, Saudi Arabia has neglected women and girls’ sports education. A sport edu-
cation curriculum was almost nonexistent in public and private schools and higher education. With
Vision 2030, the tide started to turn. Fakehy et al. (2021) explained that ‘today, practicing sports has
become one of the key components of a health-positive lifestyle and a key pre-requisite [sic] for
maintaining one’s health’ (63). That said, (a) there are very few fitness centers and gyms for
Saudi women (most are in the capital city), (b) schools’ physical education facilities are in poor con-
dition, and (c) teachers are undertrained (Fallatah et al. 2018).
This exploratory study joins the nascent movement within the literature to explore this phenom-
enon in Saudi Arabia (see Fakehy et al. 2021; Fallatah et al. 2018). Despite physical education being
available to Saudi female school students since Vision 2030s 2016 launch, there are still ‘no available
data on the impact of [female] participation in physical education classes in Saudi Arabia due to its
recent implementation’ (Fallatah et al. 2018, 298). When available, these data can be used to justify
policies related to educating women and girls, which is the single most effective investment a nation
can make toward national development (Ozturk 2001).
The study herein is predicated on the need to reinforce the imperative of physical education cur-
ricula and fitness infrastructure for Saudi girls and women. Its unique contribution is the views of
university faculty specialists in kinesiology, physical education, sports, and related fields about the
issue of including physical activity, sports, and healthy lifestyles in Saudi’s female school curricula.
Their learned insights and opinions are based on a combination of research, scholarship, and prac-
titioner experience and are valuable contributions to ongoing national debate and policy dialogue
around this issue. Oliver and Cairney (2019) affirmed that ‘policymakers seek ways to act decisively’
(1) with a key strategy being the solicitation of evidence-based advice from university academics.

Literature review
Knowledge-based economy and citizens’ health
Recently, Saudi Arabia has made great strides toward diversifying its economy and sources of rev-
enue. Through its ambitious Vision 2030, it is striving to shift from an oil-based, capital-based
4 A. K. H. ALGHAMDI AND A. ALDOSSARI

economy to a more diversified, robust, and knowledge-based economy (KSA 2016). National pro-
duction thus becomes dependent on innovative ideas, creativity, and knowledge, not just fossil fuels
(Powell and Snellman 2004), which has been the case since the 1930s discovery of oil.
Many national development plans flag the necessity of nurturing and empowering women as
national assets, insomuch as they bring human capital to economic growth (McGregor 2019;
Ozturk 2001). In a knowledge-based economy, the importance of citizens’ health in the formation
of human capital is self-evident. The economy depends more on human intelligence and ingenuity
than raw materials and natural resources (Powell and Snellman 2004).
In countries moving in this direction, the nation’s Gross Domestic Product (GDP) depends on the
health, education, and training of its citizens. These factors become key considerations for macroe-
conomic policy makers because citizens with poor health negatively affect workforce efficiency and
productivity (Al-Demerdash 2017). Qualified and highly skilled human resources, or human capital,
is the most valuable asset in a knowledge-based economy (Moneim and Qa’aloul 2019).

Gender-based health equality

Healthy human capital is paramount to improved GDP, which is affected by gender-based health
equality (i.e. access to health). That said, public health policy and practice is deeply affected by
the distribution of power and resources in a society.
Gender-based health inequalities exist when women and men do not have ‘equal opportunities
for realizing their full rights and potential to be healthy, contribute to … development, and benefit
from the results’ (Grabman and Friedman 2010, 3). When discussing this construct, it is understood
that sex refers to biology (women and men have different biological needs), and gender refers to
socially constructed notions of the roles and expectations of women and men (harmful gender
norms can impact access to health and thus health status). Foremost, unequal power relationships
are a key part of the health equation (Grabman and Friedman 2010).
To elaborate on the latter point, inequity based on gender exists in every society and varies across
social groups, ethnicities, and time (Mobaraki and Soderfeldt 2010). Saudi Araba is no exception.
Point of fact, ‘in Saudi Arabia, local interpretations of Islamic laws and social norms have a negative
impact on the health and well-being of women’ (Mobaraki and Soderfeldt 2010, 113). This situation
is further exacerbated by the fact that ‘gender inequity is usually translated into a power imbalance
with women being more vulnerable. This vulnerability is more precarious in traditional patriarchal
societies’ (Mobaraki and Soderfeldt 2010, 113).
KSA is a patriarchal society (Al-Absi 2018). The challenges arising from the patriarchal ideology,
and constrictive local interpretation of Islamic laws and social norms, mean Saudi women have faced
barriers in accessing health services and physical fitness centers for decades to the point they are
experiencing compromised health status (Mobaraki and Soderfeldt 2010). The latter in turn jeopar-
dizes their ability to contribute to national development, which is one reason why Vision 2030 specifi-
cally focused on being healthy and living healthy as part of the vibrant society pillar (KSA 2016).
Economic development depends on furthering the health of a nation’s population. Gender-based
health equality is key. Unhealthy citizens drain the human capital needed for economic develop-
ment, growth, and progress. Ill health lowers workforce productivity and compromises the avail-
ability of a labor pool for economic growth (Ozturk 2001). Vision 2030 recognized women’s role
in national development (KSA 2016) with this study concerned with how their access (or lack
thereof) to both physical education curricula and a fitness and activity infrastructure factors into
the equation.

Saudi Arabia’s health status

Saudi’s citizenry and its workforce face a health-status crisis, especially because of obesity (Alfaris
2020). As a non-communicable disease (NCD), obesity is widespread in Saudi Arabia among all
 PHYSICAL EDUCATION AND SPORT PEDAGOGY 5

generations (Al-Enazy, Al Dahi, and Al Hariri 2014). Using World Health Organization (WHO)
data, Al-Raddadi et al. (2019) affirmed that the overall prevalence of obesity in Saudi Arabia was
an estimated 35.4% compared to neighboring UAE (31.7%), Iraq (30.4%), and Oman (27%).
KSA’s obesity rate is nearly three times the global average of 13% (WHO 2021). Severe obesity-
related public health issues were magnified during the COVID-19 pandemic including high
blood pressure, high cholesterol, and ‘unhealthy eating behaviors, anxiety, depression, and worsen-
ing of their [obesity]’ (Alfaris 2020, 18).
Obese patients carry excessive body weight as measured by their body mass index (BMI) (Cen-
ters for Disease Control and Prevention 2021). Approximately 34%–38% of Saudi adults were obese
as measured using this index (Al-Raddadi et al. 2019; NCD-RisC 2017). Not only is obesity a life-
threatening disease, but it also causes psychological damage because of negative body image, which
may impede physical activity and interactions with others (Hosseini and Padhy 2021).
Al-Rethaiaa, Fahmy, and Al-Shwaiyat (2010) asserted that obesity is exacerbated by an unhealthy
diet, especially the Western diet that is characterized by foods high in fats and sugars, a high con-
sumption of red meat, and a low intake of dietary fiber (see also World Health Net 2020). These
eating habits, in conjunction with inactivity and sedentary lifestyles, are contributing to rising
rates of obesity and being overweight among the Saudi population. Interventions and the pro-
motion of healthy eating habits among younger generations are needed to help combat the preva-
lence of this disease, especially as nearly two thirds (58%) of the Saudi population are under the age
of 35 (Alfaris 2020). They constitute the bulk of KSA’s workforce that is crucial for national
development.

Health and fitness and women’s leadership potential

Vision 2030s focus on both physical fitness and women’s leadership (KSA 2016) bodes well for
KSA’s future. But Carnes, Morrissey, and Geller (2008) asserted that deeply embedded gender-
based biases and assumptions often underpin the stalled advancement of women’s health and
women’s leadership with the latter depending on the former. They said that instead ‘“of fixing
the women,” [a more valuable strategy is] a systemic, institutional approach that acknowledges
and addresses the impact of … gender-linked biases that devalue and marginalize women and issues
associated with women, such as their health’ (1543).
Because achieving Vision 2030 depends on women assuming leadership roles alongside men
(KSA 2016), the Saudi government must purposely provide females with access to sports and phys-
ical activities (curricula and infrastructure), so they can be healthy citizens. The Arab Women’s
Organization (AWO) (2016) believed that Arab women’s efforts and energies already address
almost all aspects of family, society, and state. That said, AWO (2016) avowed that governments
are obligated to provide the appropriate tools and support needed to prolong these endeavors. A
key factor to women’s leadership potential is their access to physical education and a physical
activity infrastructure (Fallatah et al. 2018).

Healthy lifestyles and Saudi government policy initiatives

Al-Hazzaa and AlMarzooqi (2018) reported that former KSA policy initiatives around physical
activity for health promotion, including women, were fragmented and short-lived. Not surprisingly,
most Saudi women now follow a sedentary and inactive lifestyle (Alfaris 2020; Al-Hazzaa 2018),
which is reflected in their inordinately high obesity rates (44%) (Al-Raddadi et al. 2019; Saudi Gen-
eral Authority for Statistics [SGAS] 2019). Al-Hazzaa and AlMarzooqi (2018) affirmed the impor-
tance of physical activity for Saudi females and recommended (a) the launch of innovative
programs in physical activity science, fitness, wellness, healthy lifestyles, and health promotion.
They further proposed that (b) the scale of such initiatives should be increased, and (c) any related
efforts should be coordinated.
6 A. K. H. ALGHAMDI AND A. ALDOSSARI

In 2018, the Saudi Council of Economic and Development Affairs (CEDA) (one of two KSA sub-
cabinets) launched the Quality of Life Program 2020 to help implement Vision 2030 with a total
expenditure of SR130 billion (34.6 billion USD). This welfare program is designed to (a) improve
individuals and families’ lifestyles and QoL and (b) build a society that enjoys a balanced lifestyle
while (c) respecting the strong relationship between human capital and economic growth. The pro-
gram involves the creation of the necessary environment to support and create new options that
enhance citizens and residents’ participation in cultural, entertainment, and sports activities that
enhance their QoL and, by association, their contributions to national development (CEDA
2018; GDNonline Desk 2018).
Through educational institutions and sports clubs, the program seeks to enhance engagement in
sports activities by diversifying activities and facilitating access to various sport facilities in addition
to raising the level of infrastructure available for sport activities. The General Sports Authority
cooperates with the Saudi Ministry of Education (MOE) to support and activate community
sport through several routes with a view to stimulating and developing participation in schools, col-
leges, and universities. Through this cooperation, the program aims to increase the number of
people engaging in sports with an appreciation that healthy citizens can better contribute to
national development (CEDA 2018; GDNonline Desk 2018).

Relationship between physical activity and a healthy economy

A healthy economy requires a holistic view of health and fitness. An individual’s health is thus not
only about the absence of disease but about the ability to develop their potential throughout life,
including careers that contribute to a nation’s prosperity. Good health among a population has a
clear effect on a nation’s economy (Ozturk 2001). Health can improve the level of education thereby
augmenting human capital, reducing production loss and absenteeism rates, and lessening the cost
of health treatments (Mexican Commission on Macroeconomics and Health 2004).
Snedden et al. (2019) reported a positive relationship between level of sport activity and mental
health and wellness, which is an important component of health related QoL. Saudi’s Quality of Life
Program 2020 was designed to provide citizens and residents with opportunities to practice various
sports activities on a regular basis, which should have a direct impact on health, the economy, and
social cohesion (Saudi’s Ministry of Foreign Affairs 2018).
Although they used different terminology when reporting citizens’ physical activity level stat-
istics, WHO and SGAS have measured the same thing. WHO (2020) defined ‘physical activity as
any bodily movement produced by skeletal muscles that requires energy expenditure’ (para. 1).
WHO used but did not define aerobic physical activity, but the term generally means any activity
that accelerates the heart rate for an extended period (e.g. running, brisk walking, cycling) (Chertoff
2018). SGAS (2019, 9) similarly defined sport activity as ‘any bodily movement produced by skeletal
muscles that causes the acceleration of breathing and heartbeats such as running, brisk walking,
cycling.’
WHO (2020) recommended that adults aged 18–64 should do at least 150–300 minutes per week
of moderate-intensity aerobic physical activity or its equivalent. Children and adolescents aged 5–
17 years should do 240 minutes per week of moderate-to-vigorous intensity. Figure 1 profiles Saudi
women and girls’ physical engagement in 2019 (before COVID-19 lockdowns further curbed phys-
ical activity). All age groups fell below the WHO (2020) thresholds. The most active female citizens
were aged 20–29 (averaging 14% active), and the least active were aged 15–19 (9.18% active) or 60
plus (4.3% active). In short, the vast majority (upward of 85%) of Saudi females were not physically
active regardless of age cohort (SGAS 2019; World Health Organization 2019).
Saudi males, on the other hand, were far more physically active than females with 39.9% aged
20–24 and 40.3% aged 25–29 years engaged in sports activities (averaging 40% compared to 14%
for females of the same age cohorts). Males aged 65 and over were least engaged (12.7%) in physical
activity, but this was still three times higher than Saudi females (4.3%) (SGAS 2019). This level of
 PHYSICAL EDUCATION AND SPORT PEDAGOGY 7

Figure 1. Number of Saudi females engaging in sport activities 150 minutes or more per week by age group (Saudi General
Authority for Statistics 2019).

physical activity (or lack thereof) does not bode well for Saudi citizens’ ability (female or male) to
contribute to Vision 2030 by being physically active thus more productive workers or employers.
Looking post pandemic, ‘the fact that physical education for women is [finally] being implemented
in Saudi Arabia is definitely a huge step forward’ (Fallatah et al. 2018, 301).

Researcher’s reflexivity and positionality

‘Reflexivity is commonly viewed as the process of a continual internal dialogue and critical self-
evaluation of researcher’s positionality as well as active acknowledgement and explicit recognition
that this position may affect the research process and outcome’ (Berger 2013, 220). It accommodates
researcher’s positionality wherein any latent or manifest bias is accounted for in the research design
thus increasing the credibility and trustworthiness of qualitative data. In that spirit, the lead
researcher, a Saudi female university faculty member, reflexively set out her positionality herein
recounted in first person.
As a young child, I was bought up in the late seventies in Saudi Arabia when girls were not doing
sports, so I could not join the boys in my family in any football game or run in the fields. Also, girls’
schools, unlike boys’ schools, did not have physical education classes; only boys could do that kind
of activity in school. Also, boys were expected and encouraged to play outside after school. I was a
rebel who enthused in playing football, running in the field, and buying sport shoes, although I was
a girl. I grew up to join a gymnasium after moving to live in Canada in the late nineties. Upon
returning to Saudi Arabia in 2008, fitness centers did not exist in the country at all.
Since 2016, however, when Saudi’s Vision 2030 came into being, women have taken center stage
in the nation. The government and its officials have given much attention to women’s affairs. Nowa-
days, there are hundreds of fitness centers across the country many of which are franchises from
American and European fitness centers. Fitness centers are widespread, and women of all ages
can walk, cycle, run, and jog in the streets. Women are now encouraged to participate in the Olym-
pics to represent Saudi Arabia.
Vision 2030 advocates for women’s empowerment. This paves the way for ‘the daughters of the
nation’ to contribute to various aspects of the national development movement. The national devel-
opment programs and executive initiatives culminated in declaring ‘Riyadh, the capital of Arab
women’ for the year 2020 under the slogan ‘Women are our homeland and ambition.’ Vision
8 A. K. H. ALGHAMDI AND A. ALDOSSARI

2030 emphasized the role and position of women in Saudi Arabia. And it gave continuous support
for women’s prestigious leadership. In addition is women’s remarkable presence in various forums
locally, regionally, and internationally. Their presence has demonstrated the extent of women’s
capabilities and led to their participation in the international community. The most important
issue is to make sure their voice continues to be heard.
Achieving the goals of Vision 2030 involves setting priorities and targets that focus on the full par-
ticipation of Saudi women at all levels, so they can invest their energies. This means providing an
environment that suits them and providing services that facilitate them to carry out their national
duties. It also involves using standard indicators to measure the percentage achieving their goals by
activating and following up on the increase in women’s participation in the labor market and by redu-
cing the gap between the labor force of both sexes to achieve an economic balance between them. Sau-
di’s 2020 GDP was 31.3%, which I think is reflective of the success of Saudization and empowerment
plans, the high level of awareness of the importance of women’s participation in the labor market, and
awareness of the role that women’s empowerment plays in economic indicators.
The new legislation related to women highlights the importance of their role in supporting the
national economy and comprehensive national development plans. Saudi women are contributing
to raising the Kingdom’s competitiveness regionally and globally. These laws and regulations have
helped Saudi women gain traction in the world by showing their full confidence and taking a high
degree of responsibility. Shining examples include exceptional success stories in women’s science
careers including science team leadership and science breakthroughs (see Abueish 2018).

Research problem and question

The topic of interest was the emergent movement in KSA toward improving the health of women
and girls relative to successfully achieving the goals of Vision 2030, the country’s current national
development plan (KSA 2016). The research problem being investigated was the need for infor-
mation to support assertions of the importance of developing and delivering physical education
and fitness curricula for Saudi females so they can be strong economic actors.
The authors rationalized that a key source of such information would be university faculty mem-
bers engaged with disciplines related to the research problem (Oliver and Cairney 2019): physical
education, sports education, kinesiology, and associated fields. Their expert learned insights and
opinions about the importance of formalizing physical education and healthy living curricula to
reach women and girls more effectively can be used to move the women’s healthy lifestyle move-
ment forward within the Saudi education system and at the broader policy level.
The research question was thus: ‘What learned insights and opinions do Saudi higher education
faculty member specialists in physical education, sports education, and related fields express about
the importance of including physical activities, sports, and healthy lifestyles in girls’ and women’s
schooling?’

Method
An exploratory, qualitative research design was used because exploratory research is beneficial
when little is known about a phenomenon. It helps researchers better clarify the nature of the pro-
blem being addressed (Doyle 2011) with findings often serving as groundwork for future studies
(McGregor 2018).

Sample
Using purposive sampling, the researchers identified and personally approached 69 pertinent fac-
ulty members employed at three Eastern Province Saudi universities. This recruitment process
yielded N = 11 study participants (female, n = 7; male, n = 4). The authors attributed the 16%
 PHYSICAL EDUCATION AND SPORT PEDAGOGY 9

response rate to COVID-19-related pressures placed on faculty in the form of hastily imposed man-
datory distance education. That said, small sample frames are preferred for qualitative interviews
(DeJonckheere and Vaughn 2019). As well, the final sample frame was fully qualified to provide
information to answer the research question (McGregor 2018) because all participants held creden-
tials, research, and teaching experience in fields related to sports education, kinesiology, physical
education, wellness, and QoL.
Half (n = 6 out of 11) of the participants held a doctoral degree, and all had a master and bache-
lor’s degree. Women were just as likely as men to hold doctoral credentials (n = 6). Participants
averaged 16 years of university experience (teaching, research, and scholarship) ranging from 9
to 24 years. They could discontinue their participation in the study at any time without penalty.
Informed consent was obtained, pseudonyms were used to protect their identity, and university
affiliation was withheld for the same reason.

Data collection
The lead author conducted 11 semi-structured taped and transcribed interviews (30–45 minutes)
via Zoom during 2020 and 2021 when COVID-19 restrictions were tight across the country. Ara-
bic-language transcripts were translated to English before analysis with translation accuracy
checked by the coauthor. This protocol better ensured that meaning and cultural expressions
and concepts were captured (Suh, Kagan, and Strumpf 2009). Data will be stored for two years
at the authors’ secure Cloud system.
The interviews were, in effect, a dialogue between the lead researcher and the participants, which
was ‘guided by a flexible interview protocol and supplemented by follow-up questions, probes and
comments [to] collect open-ended data and explore participants’ thoughts, feelings and beliefs’
(DeJonckheere and Vaughn 2019, 1). The eight, mostly open-ended interview questions were
inspired by Davidson et al.’s (2011) work on international women’s health issues and further
informed by the literature review herein:

(1) To what extent do you agree or disagree with this statement: ‘The health of women and girls
determines the health and well-being of our modern world.’ Please elaborate.
(2) To what extent do you agree or disagree with this statement: ‘Women’s health and men’s health
are equally important; improving women and girls’ health is an integral part of gender equality.’
Please elaborate.
(3) Please indicate what you think women and girls’ health should include:
. mental health
. physical health
. lifestyle (e.g. diet, sports, health & fitness)
. family planning
. pre- and post-natal care
. domestic violence
. divorce issues
. childcare
(4) To convince policymakers to support women and girls’ health, how should genuine data that
concern the health of women and girls be collected?
(5) Decisionmakers in the government are predominantly males. What should be done to avoid
bias in deciding on matters that concern women and girls’ health?
(6) What support should the government give to improve women and girls’ health?
(7) What should the university do about the curriculum and teacher training to strengthen the
education of women and girls’ health with the aim of achieving female empowerment and gen-
der equality?
(8) Who should be involved when planning to improve women and girls’ health via education?
10 A. K. H. ALGHAMDI AND A. ALDOSSARI

Data analysis
Data underwent a thematic analysis, which depends on flagging recurring or dominant ideas found
in the data set. This entailed iterative readings while coding aspects of the transcripts (e.g. words,
phrases, sentences, paragraphs) to discern repeating or dominant patterns that pertained to answer-
ing the research question. Once identified, key threads of meaning were given names (themes) and
pertinent data excerpts (quotes) were assigned to provide evidence of a thematic claim. The
researchers accepted as thematic evidence the same words (repetition), the same meaning (recur-
rence), forcefulness of asserting an idea, frequency of mention, and extensiveness of mention (num-
ber of people) (Braun and Clarke 2006; Hancock 2002; Krueger 1998; Owen 1984).
Confirmability (researcher’s neutrality), credibility (full answer to research question), transfer-
ability (usefulness in another context), and authenticity (realness for participants) were addressed
with the lead researcher’s reflectivity and with peer (coauthor) review and debriefing (McGregor
2018). The second author vetted the lead author’s first layer of analysis with an acceptable 96%
interrater reliability coefficient (Miles and Huberman 1994). Dependability (others’ reliance on
findings, conclusions, and interpretations) was addressed by ensuring sufficient evidence of a the-
matic claim (McGregor 2018; Owen 1984).

Findings and discussion

Without exception, study participants (university faculty members) were in favor of using edu-
cational settings to teach about healthy lifestyles as a new strategy to promote the health of
Saudi women and girls vis-à-vis national development plans. Nada’s comment exemplifies this
finding: ‘One of the best experiences in learning about women’s health, Vision 2030 emphasizes
women as active players in the economy.’

Overall finding
Probes and prompts during the interviews (DeJonckheere and Vaughn 2019) revealed participants’
overall thoughts about the presence of related curriculum in higher education. Participants said
university activities promoting health and fitness included the curricula itself (specific academic
content), university-wide health awareness campaigns, and competitions (motivational prizes).
Sara said, ‘sport and physical education are buzzwords for many female youths attending
university.’
That said, participants noted that most attention to healthy eating, healthy lifestyles, physical
activity, and QoL was directed to students in the preparatory foundational year rather than the for-
mal university curricula. The foundational year at Saudi universities helps students transition from
high school to university and aids in placement in programs of study. Amal, a physical education
instructor, said, ‘the prep year content is good, but more is needed.’
Sara recognized this imperative as well, indicating that
some universities have initiated the colleges of physical education in the last 2 years, and soon we will see more
Saudi female fitness trainers. By supporting more women in the field of education, and fitness training and
theories, you will feel the positive change.

Fallatah et al. (2018) acknowledged this issue with their comment that ‘currently there is a lack of
female trained professionals of Saudi origin that can train girl(s) during PE classes’ (301).
Further outlining this overall finding, the thematic analysis generated four themes. Participants
opined that (a) education should be used to improve women’s health, (b) everyone’s lifestyle can be
improved through educating women, (c) policymakers must be held accountable for ensuring
access to relevant curricula and infrastructure, and (d) gender health equality must be in place to
ensure women’s healthy lifestyles.
 PHYSICAL EDUCATION AND SPORT PEDAGOGY 11

Theme 1: use education system to improve women and girls’ health

Most participants placed a strong emphasis on using the education system to implement and direct
positive change for women’s health and lifestyles. The majority (90%, n = 10 out of 11) emphasized
the importance of using curriculum to influence women’s mind sets on the importance of a healthy
lifestyle and engaging in sports. Rawan (female) said, ‘the only way to change the public mentality is
through education. Explaining the health risks of not adopting a healthy lifestyle would push for
improvement. Our society can change fairly quickly through education only.’ Male participants
(e.g. Khamil and Manal) were aware of this dynamic as well. Manal said, ‘only through compulsory
courses in sports, running, and weightlifting can girls engage their lives.’
Findings affirmed the importance of the education system supporting women’s health, wellness,
and a healthy lifestyle. Vision 2030 places women at the center of KSA’s (2016) economic plan. The
government has indicated its confidence in ‘their pivotal and … substantive role in the political,
economic and social life [of the Kingdom]’ (Saudi Press Agency 2021, para. 2). As key players,
women must be physically fit and healthy to assume this role, which is impossible without taking
steps to achieve female empowerment, so they can share this role with men.
One policy vehicle is education curricula for physical activity at all levels of the Saudi education
system. The participants herein acknowledged the importance of young women’s sports in public
schools; however, until recently, the Saudi MOE has overlooked the issue of a lack of physical edu-
cation lessons for women and girls (Al-Hazzaa 2018). Now, Saudi Arabia is developing female
national teams for basketball, football, and other games. Fallatah et al. (2018) concurred that imple-
menting physical education in KSA is huge step toward improved female health and empowerment.

Theme 2: ensure healthy lifestyles for all through women’s education

Even one quote can serve as compelling evidence of a theme if the idea is forcefully articulated
(Owen 1984). Some quotations just ‘speak for themselves’ (Hancock 2002, 23) as they manifest evi-
dence of a theme. With this caveat in mind, in a subtle but revealing shift from Theme 1, Kamilia
expressly indicated her preference for a healthy lifestyle for all through women’s education:
Vision 2030 places women at the center of change. As a mother, a wife, and a teacher, a woman can make a
difference. By contrast, ignoring women’s sport and healthy lifestyle has caused huge health issues. For
example, childhood obesity and diabetes have become major chronic illnesses in Saudi Arabia.

Otherwise, virtually all participants intimated, if not explicitly stated, their support of women
receiving education about healthy lifestyles because of their influence on the family. Sami said,
‘Saudi Arabia is still a traditional culture. Having the mother highly aware of health-related issues
helps the entire family and the opposite is true.’ Faiz indicated that ‘it’s very vital that mothers
encourage healthy eating and exercising’ intimating they should be educated accordingly. Reima
said, ‘having a healthy mother and a positive view of a healthy lifestyle and regular exercising is
very important to overcome obesity.’
For clarification, education through a medium (e.g. women) is not the same as education about
or for something. ‘The preposition about means to be the topic of, the point of, or the main concern.
The preposition for means in favor of, toward something, to be the purpose of. Through connotes
the means of doing something’ (McGregor 2022, 47). Theme 2 represents the idea that if all women
in Saudi Arabia were educated about health and fitness, the rest of the nation would likely be heal-
thier and more fit through their connection with women. Saudi women would become a conduit to
a healthy nation. This is a more powerful thrust than just ensuring the education system teaches
women about health and fitness (Theme 1).

Theme 3: policymakers’ role and accountability

When asked how genuine data on women and girls’ health should be collected to persuade policy-
makers to support their health, Manal pragmatically said, ‘reliable data can be obtained by means of
12 A. K. H. ALGHAMDI AND A. ALDOSSARI

measuring women’s physical fitness. This may help to highlight the lack of physical fitness in
women.’ Recent Saudi statistics affirmed that eight in 10 Saudi women were physically inactive
and unfit (SGAS 2019).
On a more abstract level, when queried about the role of policymakers (interview Qs. 4, 5, and 6),
nine of the 11 (82%) participants prefaced their answer by clarifying that the Saudi culture is a top-
down hierarchy mainly comprising males. Manal (male) confirmed that, ‘it is the officials’ belief in
women that made it possible to move women’s sport to the centre of the attention and only that will
provide more attention to women’s sport.’ Top-down means a few executive decision makers decide
what should be done and how with others bound by their decisions (Stewart, Manges, and Ward
2015). Participants appreciated that male officials and policymakers play a vital role in introducing
change and combating longstanding perceptions of women’s health and fitness. They need to be
held accountable in that role.
An example is the participants’ perception of a lack of policies and bylaws supporting women’s
free (emphasis added by participants) health and fitness facilities. Sama’s comment clearly exem-
plified this claim. ‘The fitness clubs and studios are overpriced, which will prevent women of
low socio-economic status to be part of this great women’s health movement.’ Currently, most
available facilities impose high membership fees that block affordability thus access. The researchers
confirmed that the average annual fee for a private health and fitness center was SR5500 per year or
SR458 per month. Average monthly income in KSA was SAR11,983 making membership fees 4% of
monthly income. This may not seem high, but participants were nonetheless convinced that policy
makers should make health and fitness centers free to accommodate different socioeconomic status.
Access to an indoor infrastructure designed to ensure women’s physical fitness and health is
especially important in Saudi Arabia’s climate (weather). Faiz noted that ‘the temperature is unbear-
able during summertime. Women need indoor activities to stay active.’ Outdoor activities between
May and October, such as biking, jogging, walking, and running, are impossible as the heat reaches
55–60°C (131–140°F). Reima observed that ‘more centers are opening their doors now in big cities,
but a lot more are needed and for lower prices to accommodate low-income families.’
The researchers took these comments as indicators of participants’ opinion that fitness and phys-
ical activity should become a cultural imperative rather than a luxury affordable by only the elite.
This inferred imperative is supported by reality – nearly half (44%) of Saudi women being obese and
at risk of chronic NCDs caused by lack of exercise and unhealthy diets (Mobaraki and Soderfeldt
2010; NCD-RisC 2017). The recently launched Quality of Life Program 2020 (CEDA 2018) can play
a key role in this new cultural imperative with its concern for the welfare of Saudi citizens.

Theme 4: gender equality and women’s health and physical activity

Equality refers to right of different groups of people to receive the same treatment. ‘Gender equality
means that women and men … enjoy the same rights, resources, opportunities and protections. It
does not require that [they] be the same, or that they be treated exactly alike’ (LeMoyne 2005, 1).
Gender health equality is when both men and women have equal access to health rather than one
sex being privileged over the other (Grabman and Friedman 2010).
Participants (university experts in health, well-being, QoL and fitness) presented an interesting
stance on the issue of gender equality in Saudi Arabia relative to women’s health and fitness. History
affirms that Saudi women have not had equal access to health, education, physical education, or
related infrastructure (Fakehy et al. 2021; Fallatah et al. 2018). Saudi women have faced gendered
health inequality that has impacted their health status. Yet, six out of 11 (56%) participants did not
agree with all aspects of the interview question statement that ‘Women’s health and men’s health are
equally important … Health is an integral part of gender equality.’
They agreed that women’s and men’s health is equally important, but they did not think health
should be linked with sex (biological) or gender (societal norms and role expectations). Instead,
they believed general health is related to the entire of humanity not just males or females. To
 PHYSICAL EDUCATION AND SPORT PEDAGOGY 13

illustrate, Faiz said, ‘although a woman is the mother and could have a bigger role in her family’s
healthy choices, both women and men can sustain a family’s healthy lifestyle.’ Reima affirmed that,
‘regardless of gender, everyone should be healthy – a man and a woman can both build the country.’
In effect, participants did not mirror Grabman and Friedman’s (2010) position that both sex and
gender are related to health equality. This theme emerged despite that gender-based health equality
redresses power imbalances and improves health access by ‘removing preventable biases between
the sexes [rather than] eliminating differences between men and women’ (Grabman and Friedman
2010, 4). They further explained that ‘equity is the means; equality is the result’ (2). We thus pre-
sumed that gender health equality (result) can be achieved by ensuring that Saudi girls and women
have gender equality – equal access to health and fitness education (curricula) and facilities (infra-
structure) (means) (see researcher’s reflexivity).
It was thus perplexing that although they agreed that women should have access to both health
education and fitness facilities, about half of the participants did not think health (which is attained
through education and infrastructure) is integral to gender equality. Faiz clearly said, ‘sometimes we
exaggerate the connection of health to gender equality. It has nothing to do with that when women
are healthy for themselves. Men also have to be healthy for themselves.’ This disconnection between
gender equality and health should be further examined in the Saudi context.

Limitations
The small sample size does not allow for generalization, but the input received from seasoned uni-
versity faculty members was encouraging. They felt strongly about the role of education and related
curricula in promoting a healthy lifestyle to achieve Vision 2030. Their input could inspire policy
makers and curriculum developers to include aspects of a healthy lifestyle for women in edu-
cational initiatives. A larger scale study could be conducted, and a mixed methods research design
would be appropriate to gather richer data to answer the research question. A student-gendered
study is also recommended to balance the learned insights and opinions of university faulty
members.

Conclusion
The study is significant because it is amongst the very few that highlighted women’s sports edu-
cation and healthy lifestyles in Saudi Arabia, and it was the first to use data from university aca-
demics upon which policymakers rely. Findings augmented the nascent literature about pushing
for the inclusion of sports and physical education curricula in both Saudi K-12 and higher edu-
cation settings that have traditionally overlooked sports education for female students. Achieving
a healthy lifestyle is one of the aims of the Vision 2030 because healthy citizens are better able to
contribute to nation building. University academic study participants recognized the benefits
and challenges of educating women about physical activity and sports and appreciated there is
room for improvement.
A focus on healthy lifestyles through physical education classes and sports engagement via
related infrastructure is strongly recommended as an important action for KSA policymakers.
Such policy action can create a cultural imperative of healthy citizens for national development,
especially females’ health and physical fitness. Investing in Saudi girls and women through physical
education curricula and a fitness infrastructure better ensures healthy future generations and pre-
pares them for the knowledge-based economy workforce.

Disclosure statement
No potential conflict of interest was reported by the author(s).
14 A. K. H. ALGHAMDI AND A. ALDOSSARI

ORCID
Amani Khalaf. H. Alghamdi http://orcid.org/0000-0002-8500-0266

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