Exploring the Psycho-Social Dimensions of Physical Education: Connecting Mind, Body, and Society

Dear Colleagues,

Physical education (PE) has traditionally focused on physical fitness, motor skills, and sports performance. However, in recent years, there has been a growing recognition of the psycho-social aspects that influence participation, engagement, and achievement in PE contexts (Piñeiro-Cossio et al., 2021; Tudor et al., 2019). Research has shown that psychological factors such as motivation, self-esteem, and mental well-being play critical roles in shaping learners’ experiences in PE (Ntoumanis et al., 2020; Rees et al., 2020). Additionally, social factors—such as peer interactions, teacher–learner relationships, and societal norms—can significantly influence both individual and group dynamics in PE (Biddle & Asare, 2024). 

This Special Issue will explore how psychological and social factors shape experiences and outcomes in PE, with a particular emphasis on the broader social influences that interact with physical activity, motivation, physical literacy, well-being, and inclusion (Haerens et al., 2010). Our aim is to bring together interdisciplinary research studies that address psycho-social dynamics within PE settings, focusing on topics such as identity, motivation, social inclusion, self-esteem, mental health, and social interactions. We encourage contributions using qualitative and mixed methods to explore these themes.

Aim:

• This Special Issue will provide a comprehensive understanding of how psychological and social factors influence PE and learner outcomes, motivation, and well-being.

Scope and Topics of Interest:

We invite original research articles and reviews that use qualitative or mixed methods to address psycho-social aspects of PE, including, but not limited to, the following:

1. Motivation, Physical Literacy, and Engagement in Physical Education:
   • The role of intrinsic and extrinsic motivation in PE;
   • Strategies to enhance learners’ physical literacy, engagement, and participation in PE activities.
2. Psycho-Social Well-Being in PE:
   • The role of PE in promoting positive mental health outcomes among young people, including combating stress, anxiety, and depression.
3. Teacher–Learner Interactions and Pedagogical Approaches:
   • The role of PE teachers in fostering positive psycho-social environments;
   • Teacher beliefs and practices that influence learner motivation and well-being.

Target Audience:

This Special Issue will be of interest to scholars, educators, practitioners, and policymakers involved in the following areas:

• Physical education, school sports, and sports education;
• Teacher training and professional development/learning in PE.

Timeline:

• Submission Deadline for Full Papers: 1/12/2025
• Final Submission Deadline: [Insert date]
• Publication Date: [Insert date]

Conclusion:

This Special Issue will provide valuable insights into the psycho-social dimensions of physical education, emphasizing how the interplay between mind, body, and society can shape students’ experiences, motivation, and overall development. We hope that the research featured in this Special Issue will contribute to the advancement of inclusive, engaging, and impactful PE practices worldwide.

Dr. Lowri C Edwards
Dr. Ruan Jones
Dr. Daniel Milton
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 double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education 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 1800 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.

• motivation in PE
• social inclusion in PE
• teacher–learner interactions in PE
• inclusive education in PE
• psycho-social outcomes of PE
• self-determination theory in PE
• social barriers in PE
• inclusive PE practices
• physical education and social development