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Behavioral Sciences
Special Issues
Physical Activity for Psychological and Cognitive Development—Second Edition
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Physical Activity for Psychological and Cognitive Development—Second Edition

A special issue of Behavioral Sciences (ISSN 2076-328X). This special issue belongs to the section "Developmental Psychology".

Deadline for manuscript submissions: 30 November 2025 | Viewed by 3807

Special Issue Editors

Dr. Josune Rodríguez-Negro

E-Mail Website
Guest Editor
Physical Education and Sport, Faculty of Education and Sport, University of the Basque Country, UPV/EHU, 01007 Vitoria-Gasteiz, Spain
Interests: physical education; psychomotricity; education; physical activity
Special Issues, Collections and Topics in MDPI journals
Prof. Dr. Víctor Arufe-Giráldez

E-Mail Website
Guest Editor
Research Group in Technology Applied to Occupational, Equality and Health Research, Faculty of Education, University of A Coruña, 15008 A Coruña, Spain
Interests: physical activity; psychomotricity; education; physical education; cognitive functions
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

In 2023, we established a unique Special Issue entitled “Physical Activity for Psychological and Cognitive Development”. This groundbreaking collection of papers provided fascinating insights into the effects of physical activity on psychological and cognitive function across different populations. To build upon this momentum and advance research of this topic, we are excited to announce the second edition of our Special Issue. Authors are invited to submit original research (empirical, quantitative or qualitative) manuscripts, as well as systematic reviews or meta-analyses. All such contributions are welcome as long as they deepen and expand the understanding of the role of physical activity related to one or more of these topics: cognitive performance; psychological variables; physical; mental and psychosocial health; academic achievement; well-being; inclusive practices and equal opportunities; physical activity level; and good habits, social skills, group cohesion or emotions. The aim of the second edition of this Special Issue is to disseminate quality research related to cognitive and psychological development through physical activity.

Dr. Josune Rodríguez-Negro
Prof. Dr. Víctor Arufe-Giráldez
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Behavioral Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2200 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • physical activity
  • cognitive functions
  • physical education
  • psychology
  • creativity
  • attention
  • emotions
  • academic performance
  • psychosocial health
  • stress

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Published Papers (5 papers)

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Research

13 pages, 252 KiB  
Article
Moving Minds: How Physical Activity Shapes Motivation and Self-Concept in School Children
by Slobodan Pavlović, Vladan Pelemiš, Marko Badrić, Dalibor Stević and Nebojša Mitrović
Behav. Sci. 2025, 15(5), 629; https://doi.org/10.3390/bs15050629 - 5 May 2025
Viewed by 302
Abstract
Background: This study aimed to investigate the differences in motivation and physical self-concept among pupils based on their level of physical activity during physical education classes. Methods: The research encompassed 398 pupils (aged 10 ± 0.3 years), including 211 boys and 187 girls, [...] Read more.
Background: This study aimed to investigate the differences in motivation and physical self-concept among pupils based on their level of physical activity during physical education classes. Methods: The research encompassed 398 pupils (aged 10 ± 0.3 years), including 211 boys and 187 girls, divided into three groups according to their level of physical activity during class (Group A—low; Group B—medium; Group C—high). The modified Self-Regulation Questionnaire was used to evaluate pupils’ motivational orientations, while the corresponding subscales of the Self-Perception Profile for Children (SPPC) were employed to measure physical self-concept. Pupils’ physical activity (measured in steps and intensity) during physical education classes was assessed using CoachGear pedometers and Suunto Memory Belt heart rate monitors. Results: The findings revealed significant differences between the groups of pupils of both genders concerning their physical activity levels during early school years. Notably, these differences were more pronounced in boys than in girls. Additionally, it was observed that less active pupils generally exhibited lower levels of motivation as well as lower physical self-concept scores. Conclusion: Pupils with higher levels of physical activity during physical education classes demonstrated greater motivation and a more positive physical self-concept, highlighting the crucial role of engagement in fostering both psychological and physical development. These findings underscore the need for well-structured and engaging physical education programs that support active participation and enhance pupils’ overall well-being. Full article
(This article belongs to the Special Issue Physical Activity for Psychological and Cognitive Development—Second Edition)
21 pages, 1574 KiB  
Article
Healthy Pills: A Physical Activity and Meditation Program to Enhance Mental Health and Well-Being in Spanish University Students
by Laura García-Pérez, Rosario Padial-Ruz, Mar Cepero-González and José Luis Ubago-Jiménez
Behav. Sci. 2025, 15(4), 549; https://doi.org/10.3390/bs15040549 - 18 Apr 2025
Viewed by 445
Abstract
(1) Background: University students’ mental health (MH) is in crisis due to academic stress, lack of physical activity (PA), and low self-esteem. This study evaluated a 12-week PA and meditation intervention to enhance psychological well-being in Spanish university students. (2) Methods: A quasi-experimental [...] Read more.
(1) Background: University students’ mental health (MH) is in crisis due to academic stress, lack of physical activity (PA), and low self-esteem. This study evaluated a 12-week PA and meditation intervention to enhance psychological well-being in Spanish university students. (2) Methods: A quasi-experimental design was used, with a non-randomized control group and pretest-posttest assessments. The study lasted 14 weeks (12 weeks of intervention and two for evaluations). Initially, 149 students were recruited, but the final sample included 136 (82 intervention, 54 control) due to attrition. Participants were selected through convenience sampling, respecting university-established groups. The intervention consisted of six PA sessions (aerobic, cardiovascular, and strength exercises) and six meditation sessions (yoga and mindfulness). Validated questionnaires assessed resilience, psychological distress, self-esteem, mood, personality traits, sedentary behavior, PA levels, and sleep duration. (3) Results: Significant improvements were found in resilience (p < 0.001), depression (p < 0.01), and sleep duration (p < 0.05), with greater mood benefits in men. No major changes were observed in other variables. (4) Conclusions: PA- and meditation-based interventions can improve students’ MH, particularly in key psychological aspects. Further research should explore long-term effects and refine strategies by distinguishing between preventive and therapeutic approaches. Full article
(This article belongs to the Special Issue Physical Activity for Psychological and Cognitive Development—Second Edition)
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13 pages, 564 KiB  
Article
Psychometric Evaluation of the Performance Perfectionism Scale for Sport in the South Korean Context
by Yeongjun Seo, Hwasup Ko and Bumsoo Kim
Behav. Sci. 2025, 15(4), 424; https://doi.org/10.3390/bs15040424 - 26 Mar 2025
Viewed by 425
Abstract
The purpose of this study was to validate the Performance Perfectionism Scale for Sport (PPS-S) for use in South Korean student-athletes, addressing the critical need for a culturally appropriate measure of perfectionism in sport. The PPS-S was translated following established cross-cultural research protocols, [...] Read more.
The purpose of this study was to validate the Performance Perfectionism Scale for Sport (PPS-S) for use in South Korean student-athletes, addressing the critical need for a culturally appropriate measure of perfectionism in sport. The PPS-S was translated following established cross-cultural research protocols, including forward-backward translation and cognitive interviews. Participants were 332 collegiate athletes (79.5% male, 20.5% female; proportionate to the national collegiate athletic population distribution) registered with the Korean Sport and Olympic Committee. Confirmatory factor analysis using robust maximum likelihood estimation confirmed the three-factor structure (self-oriented, socially prescribed, and other-oriented perfectionism) with acceptable model fit indices (χ2[49] = 163.54, p < 0.001; CFI = 0.906; RMSEA = 0.084, 90% CI [0.071, 0.097]; SRMR = 0.077). This validation represents a significant advancement in South Korean sport psychology, providing practitioners and researchers with the first psychometrically sound instrument for assessing perfectionism in sport and informing culturally tailored interventions. It addresses the limitations of previous research that relied on general perfectionism measures, which compromised domain and cultural validity by potentially misrepresenting athletes’ perfectionistic tendencies. Future research is needed to examine how this PPS-S performs distinctively compared to traditional general perfectionism measures and investigate its associations with various psychological outcomes. Full article
(This article belongs to the Special Issue Physical Activity for Psychological and Cognitive Development—Second Edition)
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16 pages, 1025 KiB  
Article
Effects of Exercise on Physical Fitness in Older Adults with and Without Severe Cognitive Impairment
by Oliver Ramos-Álvarez, Elkin Eduardo Roldán-Aguilar, Mariano Altamiranda-Saavedra, Juan Carlos Marín and Víctor Arufe-Giráldez
Behav. Sci. 2025, 15(3), 351; https://doi.org/10.3390/bs15030351 - 12 Mar 2025
Viewed by 1133
Abstract
Physical fitness is defined as the ability to perform daily activities efficiently and without excessive fatigue, involving anthropometric variables and physical capacities. This study evaluates the effects of an adapted physical exercise program in older adults with and without severe cognitive impairment (SCI), [...] Read more.
Physical fitness is defined as the ability to perform daily activities efficiently and without excessive fatigue, involving anthropometric variables and physical capacities. This study evaluates the effects of an adapted physical exercise program in older adults with and without severe cognitive impairment (SCI), aiming to compare its effects on blood pressure, anthropometric parameters, and physical fitness. The study included 78 older adults (24 with SCI) who participated in an individualized exercise program for one year, attending at least twice a week. Variables such as body mass index (BMI), body fat percentage (%BF), handgrip strength (HGS), aerobic endurance (6MiWa), balance, coordination, and agility were assessed. The results show significant improvements (p < 0.05) in most variables after the intervention, especially in flexibility, walking speed, and coordination. Although adults with SCI started with lower baseline levels, the magnitude of the improvements was similar to that of adults without SCI. However, greater deterioration was observed in handgrip strength and lower limb strength in adults with SCI, highlighting the need for specific interventions for this population. The study concludes that adapted physical exercise improves physical fitness and anthropometric parameters in older adults with and without SCI. It emphasizes the importance of using playful and communicative strategies to ensure the active participation of adults with SCI, promoting their functionality and physical independence. Full article
(This article belongs to the Special Issue Physical Activity for Psychological and Cognitive Development—Second Edition)
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30 pages, 5271 KiB  
Article
Cognitive Mechanisms Underlying Memory Advantages in Bridge Experts: Based on Suit Categorization and Honor Card Rules
by Yanzhe Liu, Yan Liu, Bingjie Zhao and Qihan Zhang
Behav. Sci. 2025, 15(2), 125; https://doi.org/10.3390/bs15020125 - 24 Jan 2025
Viewed by 822
Abstract
To explore the memory advantage and the underlying mechanisms of bridge experts, this study conducted two experiments. Experiment 1 investigated the effects of the suit categorization rule and the rank ordering rule on the memory performance of bridge experts when memorizing hands. The [...] Read more.
To explore the memory advantage and the underlying mechanisms of bridge experts, this study conducted two experiments. Experiment 1 investigated the effects of the suit categorization rule and the rank ordering rule on the memory performance of bridge experts when memorizing hands. The findings revealed that the suit categorization rule significantly influenced the memory advantage of bridge experts, regardless of whether the task involved recognition or free recall. Conversely, the rank ordering rule had no discernible effect on their memory performance, though the honor card information within this rule notably impacted their memory. Building on the first experiment, Experiment 2 further examined the roles of visual familiarity induced by the suit categorization and honor card rules, alongside the abstract knowledge embedded in these rules, on the memory performance of bridge experts. The results demonstrated that visual familiarity influenced recognition among bridge experts, while both visual familiarity and abstract knowledge jointly contributed to recall performance. These research findings concurrently support both chunking/template theory and SEEK theory. Full article
(This article belongs to the Special Issue Physical Activity for Psychological and Cognitive Development—Second Edition)
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