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Education Sciences
Special Issues
Exploring Teaching and Learning in Physical Education and Sport
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Exploring Teaching and Learning in Physical Education and Sport

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: 30 June 2025 | Viewed by 6605

Special Issue Editors

Prof. Dr. Pedro Jesús Ruiz-Montero

E-Mail Website
Guest Editor
Department of Physical Education and Sport, Faculty of Education and Sport Sciences, Campus of Melilla, University of Granada, 52071 Melilla, Spain
Interests: service-learning in physical education; formative assessment; teaching physical education; physical education and sport pedagogy
Special Issues, Collections and Topics in MDPI journals
Dr. Antonio Baena-Extremera

E-Mail Website
Guest Editor
Department of Didactic of Corporal Expression, Faculty of Education Sciences, 18071 Granada, Spain
Interests: physical education; learning and didactic in physical education; motivation; neuroscience; physical activities in the natural environment
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Teaching and learning in physical education and sport encompass active and experiential pedagogical methods, providing a specific experience while promoting learning about contents specified in the academic curriculum among students (Backman et al., 2023). Moreover, the practice of PEA helps students during physical education lessons and non-scholar time to acquire better feelings of personal satisfaction, PA motivation, and self-perception regarding physical fitness (Ruiz-Montero et al., 2020).

This new PEA curriculum aims to develop physically educated individuals who possess the knowledge, skills, and confidence to enjoy a lifetime of healthful physical activity, instead of solely educating the physical body (Chiva-Bartoll and Fernández-Rio, 2021).

According to Sartore-Baldwin et al. (2020), the participatory and globalising nature of physical education and sport is associated with feelings of cooperation, help, and support among students of a certain class group. Physical activity and sport can make it easier for students to express themselves freely and spontaneously, adopting rules and customs that can help them in their social inclusion. Thus, this Special Issue primarily aims to showcase experiences from students of all educational stages and areas related to PES.

Backman, E., Tolgfors, B., Nyberg, G. & Quennerstedt, M. (2023) How does physical education teacher education matter? A methodological approach to understanding transitions from PETE to school physical education. Physical Education and Sport Pedagogy,28(4),411–424.

Chiva-Bartoll O. & Fernández-Rio, F.J. (2021) Advocating for service-learning as a pedagogical model in physical education: Towards an activist and transformative approach. Physical Education and Sport Pedagogy, 27(5), 545–558.

Ruiz-Montero, P.J., Chiva-Bartoll, O., Baena-Extremera, A., & Hortigüela-Alcalá, D. (2020). Gender, Physical Self-Perception and Overall Physical Fitness in Secondary School Students: A Multiple Mediation Model. International Journal of Environmental Research and Public Health, 17(18), 6871.

Sartore-Baldwin, M.L., Das, B.M., and Schwab, L.M. (2020). Undergraduate Students’ Physical Activity Levels and Experiences in a Service-Learning Dog Walking Class: An Exploratory Pilot Study. Journal of American College Health, 69(6), 617–624.

Prof. Dr. Pedro Jesús Ruiz-Montero
Dr. Antonio Baena-Extremera
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.

Keywords

  • active methodology
  • teaching process
  • physical activity
  • sport performance
  • cognitive process
  • health promotion
  • curriculum
  • innovation

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Published Papers (4 papers)

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Research

13 pages, 312 KiB  
Article
Schoolchildren’s Thinking on the Subject and Teachers of Physical Education According to Gender and Educational Grade
by Iván González-Gutiérrez, Sergio López-García, Martín Barcala-Furelos, Marcos Mecías-Calvo and Rubén Navarro-Patón
Educ. Sci. 2024, 14(8), 914; https://doi.org/10.3390/educsci14080914 - 21 Aug 2024
Cited by 1 | Viewed by 821
Abstract
The objective of this study was to understand the perceptions of Primary (PrE) and Secondary Education (SE) students in Cantabria about the subject of physical education (PE) and their teachers. A descriptive, comparative relational analytical cross-sectional design was used. A total of 1164 [...] Read more.
The objective of this study was to understand the perceptions of Primary (PrE) and Secondary Education (SE) students in Cantabria about the subject of physical education (PE) and their teachers. A descriptive, comparative relational analytical cross-sectional design was used. A total of 1164 students (387 from PrE and 777 from SE) answered an ad hoc questionnaire on their satisfaction with their PE classes (eight items) and teachers (nine items). The results indicate that the PrE students were more satisfied than the SE students regarding the following statements about PE: more hours per week (p < 0.001); classes and subjects that I like the most (p < 0.001); I enjoy and have fun (p < 0.001); interesting and motivating (p < 0.001); and useful for life (p < 0.001) and easy (p = 0.006). The boys’ responses reflected higher values than the girls’ on all the previous items (p < 0.005). Regarding their thinking about their PE teachers, statistically significant differences were found in the PrE students’ responses compared with those of the SE students for the following: explains well and is easily understood (p = 0.006); stimulates and encourages participation (p = 0.050); cares and is interested in the students (p = 0.031); treat boys and girls the same (p < 0.001); and I prefer a woman because she understands me better (p = 0.021). Therefore, the male and primary-stage students showed more positive attitudes towards PE. In general, there was a favorable disposition towards PE and towards teachers, which must be taken into account to achieve SDG 4. Full article
(This article belongs to the Special Issue Exploring Teaching and Learning in Physical Education and Sport)
12 pages, 250 KiB  
Article
Physical Activity Enjoyment, Physical Activity Behavior, and Motor Competence in Low-Income Elementary School Students
by Taemin Ha, Xiaoping Fan and Brian Dauenhauer
Educ. Sci. 2024, 14(6), 629; https://doi.org/10.3390/educsci14060629 - 12 Jun 2024
Cited by 2 | Viewed by 1291
Abstract
This study aimed to investigate the relationship between low-income elementary school students’ physical activity enjoyment and physical activity behavior and to determine if their motor competence predicts their physical activity enjoyment and physical activity behavior. A total of 82 students (51.2% male; M [...] Read more.
This study aimed to investigate the relationship between low-income elementary school students’ physical activity enjoyment and physical activity behavior and to determine if their motor competence predicts their physical activity enjoyment and physical activity behavior. A total of 82 students (51.2% male; Mage = 10, SD = 0.861) from two Title I elementary schools in the western United States were involved in this study. The students completed the Physical Activity Enjoyment Scale (PACES), the Physical Activity Questionnaire for Children (PAQ-C), and the Test of Gross Motor Development–Third Edition (TGMD-3). The results of the correlation analysis showed that physical activity enjoyment and physical activity behavior among the students were significantly related, r(80) = 0.379, p < 0.001. Multiple regression models indicated that locomotor skills were a significant predictor of the level of physical activity enjoyment (F(2,79) = 8.334, p < 0.001; t = 3.76, p < 0.001), while motor competence did not predict the level of physical activity behavior. These findings illustrate the importance of both physical activity enjoyment and physical activity behavior and the significant role of locomotor skills in enhancing the level of physical activity enjoyment in this specific population of children. Motor competence should be considered a priority when designing and implementing physical education and physical activity programs for school-aged children from lower-income families. Full article
(This article belongs to the Special Issue Exploring Teaching and Learning in Physical Education and Sport)
20 pages, 320 KiB  
Article
Analysis of the Practice of Nautical Activities in Schools
by Daniel Medina-Rebollo, Eduardo José Fernández-Ozcorta, Pedro Sáenz-López Buñuel and Jesús Fernández-Gavira
Educ. Sci. 2023, 13(12), 1202; https://doi.org/10.3390/educsci13121202 - 30 Nov 2023
Viewed by 1350
Abstract
This study focuses on the analysis of nautical activities in school environments. The primary objective is to highlight the pivotal role of educators in optimizing the benefits and mitigating the risks associated with water activities in educational settings. To achieve this goal, ten [...] Read more.
This study focuses on the analysis of nautical activities in school environments. The primary objective is to highlight the pivotal role of educators in optimizing the benefits and mitigating the risks associated with water activities in educational settings. To achieve this goal, ten interviews were conducted, evenly distributed among men and women from different countries who work in nautical activities with students in aquatic settings. Additionally, the Delphi method was employed to validate the interviews with expert opinions in the field from a group of nine experts. The analysis of the interviews revealed three significant dimensions, including safety, benefits, and sports-related aspects. The results demonstrate that nautical activities offer physical and cognitive benefits, promote ecological awareness, and foster values such as group cohesion, leadership, and respect. Furthermore, these activities have a positive impact on the physical and mental health of participants, encouraging socialization and conflict resolution. In conclusion, nautical activities in school environments provide a wide range of benefits but require continuous attention in terms of safety and adaptation for individuals with disabilities. These findings underscore the importance of promoting these practices as an integral part of the school curriculum. Full article
(This article belongs to the Special Issue Exploring Teaching and Learning in Physical Education and Sport)
14 pages, 287 KiB  
Article
Educating Teachers for Sustainability and Social Justice: A Service-Learning Project in Physical Education Initial Teacher Education
by Elsa Ribeiro-Silva, Mariana Amaral-da-Cunha and Paula Batista
Educ. Sci. 2023, 13(12), 1173; https://doi.org/10.3390/educsci13121173 - 22 Nov 2023
Viewed by 2142
Abstract
The Sustainable Development Goals are a mission for all societies. Higher education has an essential role in preparing citizens for this global challenge by adopting student-centred approaches and active methodologies. Service Learning (SL) is recognised as having educative value in promoting values, teamwork, [...] Read more.
The Sustainable Development Goals are a mission for all societies. Higher education has an essential role in preparing citizens for this global challenge by adopting student-centred approaches and active methodologies. Service Learning (SL) is recognised as having educative value in promoting values, teamwork, and social awareness. The pedagogical project reported in this study was built with the underpinnings of the SL and active learning methodologies and aimed to describe and analyse the experience built on the principles of SL for Society within the theme of Olympics values. This study took place during the school placement curricular unit of a master’s programme in the Physical Education Teacher Education programme at (blinded for review). Seventy-two preservice teachers, organised in groups, were invited to develop an SL for Society project subordinated to the theme of “No one should be left behind” (ASD 2030). An analysis of the 22 projects revealed a spectrum of seven themes: (1) Inclusion, (2) Environment and Sustainability, (3) Gender Equality, (4) Health and Wellness, (5) Olympic and Social Values, (6) Cultural Heritage and Intergenerational Relations, and (7) Learning Communities. While conceiving, planning, implementing, and evaluating the projects, the preservice teachers understood the importance of embracing inclusion, equity, sustainability, and social justice in teaching. Full article
(This article belongs to the Special Issue Exploring Teaching and Learning in Physical Education and Sport)
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