Journal of Occupational

Introduction
Survival and sustainability of organizations depend on their employee performance. In any departments, the role of employees is recognized in all key areas of activities [1]. Among the major issues in organizations, especially physical education organizations, one could refer to the precision, concentration, responsiveness, and dynamics of staff in performing their tasks. Physical education organizations, due to having various vertical and horizontal levels in the organizational chart, have high complexity, multiple procedures, and diverse audience requirements, which make them be subject to high pressure on the organizational environment [2]. Poor management of sports and other related organizations as well as inadequacy of their approach to organizational structure and environmental change could lead to organizational failure to achieve core goals [3]. Accordingly, it is important to investigate factors leading to staff failure in physical education organizations. Job failure has many forms, with one of which being cognitive failure. In fact, human errors stem from failures occurring in information processing [4]. Research primarily examined human errors using the term cognitive failure [5]. Failure in practice is divided into two categories, according to research. The first category is related to the planning stage that involves planning errors, and the second category is related to failure at the implementation stage, which includes cognitive failure [6]. Cognitive failure at work involves a mistake occurred when performing a task that a normal person can perform flawlessly [7]. In general, cognitive failure involves serious failures in one's abilities and knowledge, which include 1) slipping into inattention and failing to understand, 2) slipping one's memory and failing to retrieve information, and 3) slipping into an action or doing an unwanted action [6].
Job stress is among the factors likely to affect cognitive failure among physical education staff. In addition, stress is an integral part of today's life. When it occurs in the workplace and affects work-related factors, it is referred to as job stress [8, 9]. Occupational stress is present in all occupations, but it is more prevalent in occupations that directly deal with humans [10]. It is an individual's response to external and environmental stimuli [11]. Job stress is a detrimental emotional and physical response produced when job requirements do not match capabilities, resources, or needs of employees. Research has shown that job stress is associated with cognitive failure [12, 13, 14, 15, 16, 17]
Workload is another factor that is likely to affect cognitive failure among physical education staff. In some EU and developed countries, 40 to 60% of employees experience considerable fatigue caused by overwork [18, 19]. In general, overtime and long working hours are the two important causative factors of work fatigue, which affect the amount of work an individual or a group of people could do in a given period [20]. Weinger, Reddy, and Slagle (2004) consider workload as a multidimensional and complex structure influenced by external needs of the task, environment, and organizational factors, as well as psychological, cognitive, and administrative abilities [21]. According to Barackai, fatigue reduces memory, impairs the thinking process, and leads to irritability [20]. Research indicates a relationship between workload and job stress [22]. The relationship between workload and cognitive failure has been confirmed by some other studies as well [23, 12, 24].
Factors likely to play a mediating role between stress and job burden with cognitive failure at work are of an organizational nature. Sheikhi, Pourzanjani, and Tayyal (2016) argue that organizational climate often acts as a mediator variable between organizational performance and employee behavior [25]. Organization climate includes a set of characteristics that distinguish one organization from another [26]. Vanajan, Bolkman, and Hanks (2019) regard organizational climate as a variable that gives a complete picture of the organizational environment [27]. Dojbeck-Haxson, Barton, Obel, and Laridson (2008) in a study showed that organizational climate could lead to staff failure if it did not adapt to organizational management [28]. In their research on organizational climate and job stress, Wang, Ngen, and Lu (2018) concluded that there would be an inverse relationship between these two variables [29].
Generally, the literature review indicates a relationship between the present research variables. Research shows that heavy workload could lead to job loss and cognitive errors [30], and that job stress could cause cognitive impairment [31]. Vong et al (2018) considered organizational climate and occupational stress significantly related to each other and reported that organizational climate could lead to job stress or provide conditions for an individual to keep a job [29]. In their research, Ramos and Yonda (2016) concluded that job stress could negatively affect employee performance and organizational climate in an educational context [32]. However, no research has so far examined the variables of job stress, workload, organizational climate, and cognitive failure at work concurrently among physical education staff. In fact, reviewing such cases could greatly improve organizational performance and provide managers as well as planners with necessary information on interventions aimed at improving organizational performance. Against this background, the present study aims to investigate the relationship between job stress and workload with job failure, with the mediating role of organizational climate among physical education staff of Ardabil province.
 
Materials and Methods
The statistical population of the present descriptive correlational study included all physical education staff in Ardabil province within the age range of 20 to 50. Due to the inaccessibility of the exact list of the people in the community, it was not possible to estimate the exact size of the sample. Given that at least 25 to 30 people were added to the correlation analysis for each variable, and considering the probability of sample dropout from the total population, 200 people were selected by random sampling. The inclusion criteria of the research were the full satisfaction of the subjects, being able to read and write, and having no history of mental disorders. To conduct the research, the research questionnaires were distributed among the physical education staff of Ardebil province. After collecting the questionnaires, they were analyzed. In the meantime, the staff were briefed on the purpose of the research and ensured about ethical considerations as well as confidentiality of questionnaire information to answer the questions in the following research tools.
Cognitive Failure at Work Questionnaire: This scale was introduced by Bradent et al (1982), which contains 25 words on a five-point Likert scale, with the scores ranging from 25 to 125 [5]. This questionnaire consisted of four subscales, including failure in memory, nominal memory, attention, and motor actions. Eliari et al performed confirmatory factor analysis to determine homogeneity of the questions of this questionnaire in terms of the content and underlying dimensions. The reliability coefficient of this test was assessed by calculating Cronbach's alpha for the factors, which determined to be 0/78. In addition, the reliability coefficient in the present study was determined to be 0/75.
Job Stress Questionnaire: This questionnaire was developed by Steinmetz (1997) to measure job stress [33]. The scale had 36 items and measured the three dimensions of work, co-worker, and supervisor stress. The respondents expressed their opinions on a three-point scale ranging from 0 for completely correct to 1 for completely false. The scores ranged from 0 to 72. Vazifeh and Javid (2016) reported the internal reliability of this tool using the Cronbach's alpha coefficient of 0.76 [34]. The reliability coefficient in the present study was 0/80.
Workload Questionnaire: This questionnaire consisted of 25 questions that were asked by Mazloomian et al (2013) in Iran. The scores ranged from 25 to 100. In the research of Mazloomian et al (2013), exploratory factor analysis was performed with the principal components model and direct euphemism rotation on the data. In addition, confirmatory factor analysis was performed to determine homogeneity of the questions in terms of the content and underlying dimensions. The reliability of this test was assessed by calculating Cronbach's alpha for the factors. The reliability coefficient was 0/75 in the present study.
Organizational Climate Questionnaire: This questionnaire, developed and validated by Halpin and Craft (1963), consisted of 35 items with the dimensions of 1) supportive, 2) grammatical, 3) delimitative, 4) cooperative, 5) intimate, and 6) pretending to work. For calculation purposes, dimensions (supportive, cooperative, and intimate) of the open atmosphere as well as dimensions (grammatical, delimitative, and pretentious) of the closed atmosphere were calculated, and then the sum of these two atmospheres (open and closed) was considered as organizational climate. The questionnaire was scored based on the Likert scale with the options of very high, high, medium, low, and very low. In addition, the scores ranged from 35 to 245. Rahimi, Ahmadi, and Barzegar (2013) reported the reliability coefficient of this questionnaire using Cronbach's alpha at 0.86 [35]. The reliability coefficient in the present study was 0/75.
 
Results
Results of the correlation matrix among the research variables are presented in Table 1 as follows:

According to Table 1, the correlation between workload, job stress, and organizational climate with cognitive failure at work was significant (P <0.01). Therefore, it would be possible to examine the model. Firstly, the model's fit indices were calculated, with the results of which shown in Table 2.

 
According to Table 2, the values ​​of GFI, AGFI, and CFI, in the present study, are 0.99, 0.96, and 0.99, respectively, indicating that the model fits the data appropriately. In addition, the root mean square error of the approximation error (RMSEA) was 0.05 in the present study, which could be a good fit of the model.

To answer the research question, 'Does organizational climate mediate the relationship between job stress and workload with cognitive failure?' the results show that both variables have an indirect effect on cognitive failure through the mediating role of organizational climate. The results of the present research are presented in Fig. 1 and Table 3 in detail.

As the results in Fig. 1 and Table 3 show, job stress and workload have a positive effect on cognitive failure. However, these variables have a negative effect on organizational climate. Similarly, organizational climate has a negative effect on
cognitive failure (P <0.01).
To investigate the mediating role of organizational climate between job stress and workload with cognitive failure, Bootstrap command was used, with the results presented in Table 4.