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Behavioral Sciences
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Psychological Advances in Physical Education and Sport Teaching (2nd Edition)
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Psychological Advances in Physical Education and Sport Teaching (2nd Edition)

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

Deadline for manuscript submissions: 31 July 2025 | Viewed by 13923

Special Issue Editor

Dr. Antonio Granero-Gallegos

E-Mail Website
Guest Editor
Department of Education, University of Almeria, 04120 Almeria, Spain
Interests: sport; physical education; body image; motivation; teaching; psychometric properties; validation
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

It is important to offer today's society a quality physical and sports education based on empirical scientific evidence. The current Special Issue of Behavioral Sciences, the second edition of the “Psychological Advances in Physical Education and Sport Teaching”, provides an opportunity to submit high-quality research focused on new advances and psychological approaches to physical education and sport teaching, including artificial intelligence. There is room for research on different psychological and behavioral aspects of the physical education classroom, such as those related to teaching, social variables, motivational variables, and academic performance, among others. In addition, studies that address the influence and relationship of different psychological variables of students and their relationship with the practice of physical activity outside the classroom, during their free time, are welcome. In addition, research on different aspects of promoting moderate and vigorous physical activity for students, inside and outside school, as well as for the creation of healthy and permanent physical exercise habits is also important in this Special Issue. It is also intended to have a special impact on innovation, as well as the application of pedagogical models in the classroom. The papers about the validation process instruments and tools used to measure and evaluate physical education (i.e., including the validation of the instrument and the process of reliability) are also welcome, as well as systematic review articles and meta-analyses. Finally, this Special Issue will also include research that reflects this proposal, but in the context of sports learning.

Dr. Antonio Granero-Gallegos
Guest Editor

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 education
  • physical activity and sport
  • teaching
  • motivation
  • validation
  • classroom and extracurricular physical activities
  • health education
  • artificial intelligence

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Related Special Issue

Published Papers (7 papers)

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Research

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12 pages, 963 KiB  
Article
The Mediating Role of Teacher Efficacy Between Academic Self-Concept and Teacher Identity Among Pre-Service Physical Education Teachers: Is There a Gender Difference?
by José María Rubio-Valdivia, Antonio Granero-Gallegos, María Carrasco-Poyatos and Ginés David López-García
Behav. Sci. 2024, 14(11), 1053; https://doi.org/10.3390/bs14111053 - 6 Nov 2024
Viewed by 871
Abstract
The aim of this study was to analyse the differentiated role played by academic self-concept on teacher identity, taking into account the mediating role of teacher efficacy and the gender of the pre-service physical-education teachers. In this cross-sectional study, 478 master’s degree students [...] Read more.
The aim of this study was to analyse the differentiated role played by academic self-concept on teacher identity, taking into account the mediating role of teacher efficacy and the gender of the pre-service physical-education teachers. In this cross-sectional study, 478 master’s degree students in Secondary Education Teacher Training participated (Mean = 27.09; SD = 6.32; 54.8% male, 44.8% female, 0.4% other). The following scales were used: academic self-concept, teaching identity, and teacher self-efficacy. After finding significant differences in academic effort, a structural equation analysis (SEM) with the multigroup option was conducted to answer the research objective. The results revealed that the women had significantly higher mean academic effort values than the men. In addition, the SEM, which showed excellent fit indices, revealed that, for the men, teacher efficacy acted as a mediating variable between academic confidence and teacher identity. In contrast, for the women, teacher efficacy acted as a mediator between academic effort and teacher identity. However, academic effort also acted as a direct predictor of teacher identity in male pre-service teachers. As a main conclusion, it can be said that the findings highlight the importance of academic self-concept in undertaking the master’s degree by increasing teacher identity through the teaching efficacy of pre-service teacher educators. Full article
(This article belongs to the Special Issue Psychological Advances in Physical Education and Sport Teaching (2nd Edition))
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12 pages, 577 KiB  
Article
Physical Fitness, Executive Functions, and Academic Performance in Children and Youth: A Cross-Sectional Study
by Valter Fernandes, Arthur Silva, Andrea Carvalho, Sidarta Ribeiro and Andrea Deslandes
Behav. Sci. 2024, 14(11), 1022; https://doi.org/10.3390/bs14111022 - 1 Nov 2024
Cited by 1 | Viewed by 1740
Abstract
The aim of this cross-sectional study was to investigate the relationship between physical fitness, executive function, and academic performance in children and adolescents. A total of 131 students (49% female) aged 10–15 years from a public school in Rio de Janeiro were assessed [...] Read more.
The aim of this cross-sectional study was to investigate the relationship between physical fitness, executive function, and academic performance in children and adolescents. A total of 131 students (49% female) aged 10–15 years from a public school in Rio de Janeiro were assessed in executive functions (hearts and flowers, Corsi’s block, and digit span tasks), academic performance (Portuguese, reading, math, and overall school grade), physical tests (touch test disc, agility, lower limb and upper limb explosive strength), and anthropometric measurements. Regression results showed that the composite of sports-related fitness measures was the best predictor of executive functions (β = 0.472; t = −6.075 p < 0.001). Decision tree classifier analysis showed that the combination of factors that discriminated better and worse executive function groups were better performance in hand–eye coordination (TTD), math, and upper limb strength (ULEST). Sports-related fitness is significantly correlated with executive function. Hand–eye motor coordination has been identified as the most important predictor of improved cognitive outcomes, surpassing even academic skills. These findings should be considered in the design of physical activity programs in school settings, which may have a positive impact on child development, reflected in the reduction of academic and socioeconomic disparities. Full article
(This article belongs to the Special Issue Psychological Advances in Physical Education and Sport Teaching (2nd Edition))
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12 pages, 1077 KiB  
Article
From Tradition to Innovation: Analyzing Strategies and Support for Enhancing Badminton Course Teaching Quality through Educational Technology
by Mei-Ling Lin, Nan-Chi Chen, Yu-Jy Luo, Chun-Chin Liao and Chun-Chieh Kao
Behav. Sci. 2024, 14(9), 857; https://doi.org/10.3390/bs14090857 - 23 Sep 2024
Cited by 2 | Viewed by 1662
Abstract
This study aims to explore the impact of Multimedia-Assisted Teaching (MAT) on the quality of physical education (PE) instruction in universities, with a particular focus on badminton courses. A quasi-experimental design was employed, including pre-tests and post-tests, involving two badminton classes at Ming [...] Read more.
This study aims to explore the impact of Multimedia-Assisted Teaching (MAT) on the quality of physical education (PE) instruction in universities, with a particular focus on badminton courses. A quasi-experimental design was employed, including pre-tests and post-tests, involving two badminton classes at Ming Chuan University, with a total of 101 students. These two classes were assigned to an experimental group (using MAT) and a control group (traditional teaching methods). The research instrument used was the Physical Education Teaching Quality Scale (PETQ), which includes four factors: course content, teaching strategies, classroom management, and learning assessment. The results indicated that, compared to traditional teaching methods, the use of MAT significantly enhanced students’ perception of the quality of PE instruction. The experimental group scored significantly higher than the control group across all scale factors, suggesting that MAT is more effective in capturing students’ attention and improving learning outcomes. The conclusion suggests that MAT has significant advantages in improving the quality of physical education instruction. The integration of MAT enables more flexible lesson planning and enhances the learning process through the features of multimedia-assisted teaching. It is recommended that physical education teachers consider applying multimedia technologies to aid teaching, in order to increase student engagement and effectiveness. Full article
(This article belongs to the Special Issue Psychological Advances in Physical Education and Sport Teaching (2nd Edition))
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16 pages, 920 KiB  
Article
The Interplay of Structuring and Controlling Teaching Styles in Physical Education and Its Impact on Students’ Motivation and Engagement
by Javier Coterón, José Fernández-Caballero, Laura Martín-Hoz and Evelia Franco
Behav. Sci. 2024, 14(9), 836; https://doi.org/10.3390/bs14090836 - 18 Sep 2024
Cited by 1 | Viewed by 2404
Abstract
Background: Teaching style has a significant influence on students’ learning outcomes. This study focused on identifying teaching profiles in Physical Education characterized by high directiveness, using structure and control behaviors that impact students’ outcomes, basic psychological needs (BPN), and engagement. It was based [...] Read more.
Background: Teaching style has a significant influence on students’ learning outcomes. This study focused on identifying teaching profiles in Physical Education characterized by high directiveness, using structure and control behaviors that impact students’ outcomes, basic psychological needs (BPN), and engagement. It was based on the circumplex model and self-determination theory (SDT) and intended to explore how these styles affect students’ motivation and engagement. Methods: A cluster-based methodological design was applied, evaluating teachers through self-reports. Adapted measures of structure and control were used to classify teachers into four distinct profiles within the educational context of Physical Education. Results: The study identified three teaching profiles: ‘high structure–low control’, ‘high structure–high control’, ‘low structure–low control’, and ‘low structure–high control’. The ‘high structure–low control’ profile showed the best results in autonomous and controlled motivation, with greater behavioral engagement among students. In contrast, the ‘high structure–high control’ profile was associated with higher levels of demotivation. Conclusions: Teaching styles of structure and control can combine in various ways among Physical Education teachers, significantly influencing student motivation, satisfaction of basic psychological needs, and engagement. It is recommended that teachers adopt behaviors that support structure without becoming controlling to enhance student learning and participation in classes. Full article
(This article belongs to the Special Issue Psychological Advances in Physical Education and Sport Teaching (2nd Edition))
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21 pages, 1869 KiB  
Article
Enhancing University Students’ Motivation in Basketball Courses through Tactical Games Model
by Jiaxu Wang, Chen Soon Chee and Shamsulariffin Samsudin
Behav. Sci. 2024, 14(7), 515; https://doi.org/10.3390/bs14070515 - 21 Jun 2024
Cited by 1 | Viewed by 1661
Abstract
As the COVID-19 pandemic subsides, universities face challenges such as diminished student physical fitness and a decreased interest in physical education courses. The purpose of this study was to evaluate the effectiveness of the tactical games model (TGM) in enhancing university students’ motivation [...] Read more.
As the COVID-19 pandemic subsides, universities face challenges such as diminished student physical fitness and a decreased interest in physical education courses. The purpose of this study was to evaluate the effectiveness of the tactical games model (TGM) in enhancing university students’ motivation in basketball courses, using a comparison control group taught using the direct instruction model (DIM). Additionally, this research delves into the motivational dynamics explained by self-determination theory, aiming to identify key factors influencing student engagement and participation. A total of 141 sophomore university students were analyzed and divided into an experimental group (68 students) and a control group (73 students). The participants engaged in an 8-week teaching intervention program. To assess motivation, the Sport Motivation Scale-II (SMS-II) was administered both before the start and one week after the conclusion of the intervention. Differences in motivation and subscale scores between the TGM and DIM groups were evaluated using analysis of variance (ANOVA) and analysis of covariance (ANCOVA). The results of the study demonstrated that the TGM significantly enhanced university students’ motivation (SDI: F = 6.949; p = 0.009; η² = 0.049). Furthermore, TGM enhanced scores on intrinsic and extrinsic motivation sub-scales more effectively than the DIM. These findings advocate for the adoption of TGM by university instructors as a potent tool to elevate student motivation, emphasizing the importance of focusing on both intrinsic and extrinsic motivational elements within physical education programs. Full article
(This article belongs to the Special Issue Psychological Advances in Physical Education and Sport Teaching (2nd Edition))
13 pages, 290 KiB  
Article
Development of Mental Toughness among Basketball Sports School Students
by Eimantas Pocius and Romualdas Malinauskas
Behav. Sci. 2024, 14(4), 314; https://doi.org/10.3390/bs14040314 - 11 Apr 2024
Cited by 2 | Viewed by 3266
Abstract
The development of mental toughness in student athletes within sports schools is crucial for identifying strengths and improving weaknesses to optimize performance. This study aimed to assess the effectiveness of a mental toughness development program for basketball sports school students. Sixty-two male student [...] Read more.
The development of mental toughness in student athletes within sports schools is crucial for identifying strengths and improving weaknesses to optimize performance. This study aimed to assess the effectiveness of a mental toughness development program for basketball sports school students. Sixty-two male student athletes, aged 15.83 ± 0.37 years, participated, with 30 in the experimental group and 32 in the control group. They completed the Mental Toughness Questionnaire 48 (MTQ48) before and after the 6-week intervention program. Pearson’s correlations were calculated for study variables. A repeated measures MANOVA followed by one-way ANOVA analyzed differences in mental toughness skills between groups and over time. Results showed a significant effect of the intervention program on mental toughness skills, with small and medium effect sizes. Post-program, the experimental group exhibited higher levels of various skills compared to controls, including skills related to challenge, commitment, emotional control, life control, overall control, self-confidence in interpersonal interactions, self-confidence in one’s abilities, overall self-confidence, and total MTQ48. These findings underscore the utility of interventions for enhancing mental toughness among basketball sports school students, emphasizing the importance of tailored approaches in such intervention programs. Full article
(This article belongs to the Special Issue Psychological Advances in Physical Education and Sport Teaching (2nd Edition))

Other

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20 pages, 864 KiB  
Systematic Review
Assessing the Measurement Properties of the Test of Gross Motor Development-3 Using the COSMIN Methodology—A Systematic Review
by Yuanye Zhu, Jing Wang, Yaru Ding, Yongdong Qian, Mallikarjuna Korivi, Qian Chen and Weibing Ye
Behav. Sci. 2025, 15(1), 62; https://doi.org/10.3390/bs15010062 - 13 Jan 2025
Cited by 1 | Viewed by 1166
Abstract
This study aimed to systematically review the measurement properties of the Test of Gross Motor Development-3 (TGMD-3) using the COSMIN methodology. A search of four databases (PubMed, EMBASE, Web of Science, CINAHL) identified 23 relevant studies. The methodological quality of the studies was [...] Read more.
This study aimed to systematically review the measurement properties of the Test of Gross Motor Development-3 (TGMD-3) using the COSMIN methodology. A search of four databases (PubMed, EMBASE, Web of Science, CINAHL) identified 23 relevant studies. The methodological quality of the studies was assessed using the COSMIN risk of bias checklist; the measurement properties of the TGMD-3 were evaluated by the COSMIN quality criteria; and the quality of the evidence was rated using a modified GRADE approach. The findings indicated that the test–retest, inter-rater, and intra-rater reliability, as well as measurement invariance and part content validity (relevance and comprehensibility), were sufficient, supported by high-quality evidence. The bifactor structure was found to be a more appropriate model for the TGMD-3, with structural validity and internal consistency rated as sufficient, though based on moderate-quality evidence. However, hypothesis testing for construct validity produced inconsistent results, also supported by moderate-quality evidence. Responsiveness was rated as inconsistent, based on low-quality evidence. Overall, the TGMD-3 is graded as “B”, meaning it has the potential to be recommended, but further research is needed to fully establish its measurement properties. Future studies should focus on verifying the comprehensiveness of items of the TGMD-3 to optimise its application. Full article
(This article belongs to the Special Issue Psychological Advances in Physical Education and Sport Teaching (2nd Edition))
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