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Trends in the Promotion of Physical Education and Physical Activity...
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Trends in the Promotion of Physical Education and Physical Activity and Sport from a Gender Perspective

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

Deadline for manuscript submissions: closed (31 October 2024) | Viewed by 4587

Special Issue Editors

Dr. M.ª Alejandra Ávalos-Ramos

E-Mail Website
Guest Editor
General Didactics and Specific Didactics Department, Didactics of Corporal Expression Area, Faculty of Education, University of Alicante, 03690 Alicante, Spain
Interests: physical activity and sport; physical education; sport and gender; methodological strategies; teacher training
Prof. Dr. Susana Vale

E-Mail Website
Guest Editor
Sports Technical-Scientific Unit, Polytechnic Institute of Porto, 4200-072 Porto, Portugal
Interests: physical education; physical activity; childhood/pediatric obesity; physical activity assessment

Special Issue Information

Dear Colleagues,

There are numerous opportunities and resources that can be generated from physical education and physical activity and sport (PAS) to promote habits and actions that foster an active, egalitarian society with values associated with the promotion of a culture of peace and reconciliation. Among others, the practice of PAS contributes to building more tolerant, supportive, and respectful people, in terms of respect for others and for the environment. It also promotes healthy lifestyles by preventing diseases such as obesity, and cardiovascular problems, among other pathologies. For this reason, we are concerned about how the habits and practice of PAS are evolving in the younger population, and how they are being promoted by various educational and governmental institutions worldwide. To guarantee people's wellbeing, it is necessary for sports programmes and actions to increase and bring the practice of PAS from an early age. It is also essential to guarantee the same opportunities for the promotion and practice of sport for all.

Gender differences in the field of sport in most social spaces are persistent. Despite efforts to improve legislation and social awareness, these situations hardly differ from those twenty years ago. Based on this, it is a priority to know and analyse the interest and predisposition towards the practice of PAS among young people and to identify the causes that encourage the practice of PAS, its abandonment, or its absence. 

In this Special Issue, the aim is for contributions to address the analysis of the reality of possible difficulties or potentialities encountered by young people in the practice of PSA, as well as to investigate and offer proposals for improvement or educational strategies for action that motivate young people to value the importance of physical sports activities both in their free time and in formal education.

Below, we suggest the following topics for your contributions:

  • Research on the practice of physical activity and sport through a gender perspective;
  • Barriers and causes of inequality and loss of opportunities according to gender in the practice of physical activity and sport;
  • Micro-inequalities in different contexts in the practice of physical activity and sport;
  • The Sustainable Development Goals and gender discrimination in the world of sport;
  • Holistic educational proposals and models that promote equal opportunities for the practice of physical activity and sport among young people;
  • Transversal competences in the initial and continuous training of professionals in education, and physical activity and sport.

We look forward to receiving your submission.

Dr. M.ª Alejandra Ávalos-Ramos
Prof. Dr. Susana Vale
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

  • motivation
  • adherence
  • gender
  • young people
  • leisure and recreation
  • initial training
  • sports technicians
  • physical activity and sport programmes
  • inequality
  • physical education

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Published Papers (3 papers)

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Research

17 pages, 441 KiB  
Article
Primary School Students’ Relations to Physical Education in Northern Norway: Why Do Some Find the Subject Problematic?
by Linda Hjemgård Johansen, Tor-Egil Nilsen, Siri Sollied Madsen and Svein-Erik Andreassen
Educ. Sci. 2024, 14(11), 1227; https://doi.org/10.3390/educsci14111227 - 8 Nov 2024
Viewed by 719
Abstract
A global discourse surrounding physical education (PE) is shifting towards a stronger emphasis on inclusive practises, but research shows that some students still find the subject problematic. This study explores the relationship between students’ dread of physical education (PE) and overall school satisfaction [...] Read more.
A global discourse surrounding physical education (PE) is shifting towards a stronger emphasis on inclusive practises, but research shows that some students still find the subject problematic. This study explores the relationship between students’ dread of physical education (PE) and overall school satisfaction among sixth graders in Tromsø Municipality, Norway, and identifies factors that might explain this relationship. Data were collected from 338 sixth-grade students, with an 85.5% response rate. In this study, we investigate through quantitative analyses whether there is a correlation between students dreading PE and their overall school satisfaction. We find a relatively low correlation between these factors, indicating that dreading PE may be related to factors beyond general school satisfaction. Three significant predictors of students’ apprehension towards PE were identified: self-confidence and self-esteem, discomfort in changing into gym clothes in communal locker rooms, and reluctance to collaborate indiscriminately with peers. These factors could indicate a performance-oriented climate, which contrasts with the mastery-oriented approach emphasised in the national curriculum. The findings highlight the need for PE to be taught in a way that aligns more closely with the curriculum. This study suggests that addressing these issues requires educators who are formally trained to foster a supportive and motivating environment and calls for further research into the translation of curriculum objectives into teaching practises. Full article
(This article belongs to the Special Issue Trends in the Promotion of Physical Education and Physical Activity and Sport from a Gender Perspective)
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14 pages, 728 KiB  
Article
Factors Influencing Physical Activity and Sports Practice among Young People by Gender: Challenges and Barriers
by Mª Alejandra Ávalos-Ramos, Andreea Vidaci, Mª Teresa Pascual-Galiano and Lilyan Vega-Ramírez
Educ. Sci. 2024, 14(9), 967; https://doi.org/10.3390/educsci14090967 - 2 Sep 2024
Viewed by 1751
Abstract
Young people aged 11 to 17 often fail to meet global recommendations for weekly physical activity and sports (PAS), despite its numerous benefits. In Spain, challenges such as excessive technology use and disinterest in PAS are prominent among youths. This study aimed to [...] Read more.
Young people aged 11 to 17 often fail to meet global recommendations for weekly physical activity and sports (PAS), despite its numerous benefits. In Spain, challenges such as excessive technology use and disinterest in PAS are prominent among youths. This study aimed to analyse the interest in PAS during leisure time and identify the factors influencing young people in a Spanish municipality towards this practice, as well as establish differences according to age and gender. Involving 891 adolescents (429 girls, 432 boys, and 30 other genders), this study found a significant association between gender and PAS participation. Boys are mainly motivated by fun and fitness, girls by health and fun, and other genders by perceived sports competence and health, with these motivations increasing with age. Deterring factors include fatigue, laziness, and lack of enthusiasm across all groups. Lack of free time is the most cited reason for quitting PAS, particularly for girls and other genders. For boys, disinterest, especially between ages 13 and 15, is a primary reason. These findings suggest that promoting PAS with a focus on health and leisure, and tailoring programmes to gender and age-specific needs, are essential to maintain motivation and ensure a healthier, more active population. Full article
(This article belongs to the Special Issue Trends in the Promotion of Physical Education and Physical Activity and Sport from a Gender Perspective)
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16 pages, 1855 KiB  
Article
Analyzing the Associations between Facets of Physical Literacy, Physical Fitness, and Physical Activity Levels: Gender- and Age-Specific Cross-Sectional Study in Preadolescent Children
by Petra Rajkovic Vuletic, Barbara Gilic, Natasa Zenic, Vladimir Pavlinovic, Marijana Geets Kesic, Kemal Idrizovic, Mirela Sunda, Marko Manojlovic and Damir Sekulic
Educ. Sci. 2024, 14(4), 391; https://doi.org/10.3390/educsci14040391 - 9 Apr 2024
Cited by 2 | Viewed by 1361
Abstract
Physical literacy (PL) is theorized to be an important determinant of physical fitness (PF) and physical activity levels (PALs), but studies have rarely examined possible correlations between PL, PF, and PAL in preadolescent children. This study aimed to evaluate age-specific and gender-specific correlations [...] Read more.
Physical literacy (PL) is theorized to be an important determinant of physical fitness (PF) and physical activity levels (PALs), but studies have rarely examined possible correlations between PL, PF, and PAL in preadolescent children. This study aimed to evaluate age-specific and gender-specific correlations between the affective and cognitive domains of PL (PLAC), PF, and PAL in preadolescents. Additionally, the test–retest reliability of the applied PF tests was examined. The participants were 107 children (9 to 11 years of age; 53 girls). Apart from gender and school age (third graders, fourth graders), the variables included PLAC, PAL, and PF. PF was evaluated by anthropometrics and body composition indices, sit-ups, push-ups, PACER tests, torso lifts, and broad jump. PLAC was evaluated using the PLAYself questionnaire, and the PAQ-C was used to evaluate PAL. The test–retest reliability of the PF tests was appropriate to high (ICC: 0.65–0.91). Analyses showed nonsignificant associations between PLAC and PAL in both genders and age groups. PAL was significantly correlated with PL in girls (low correlation) and fourth graders (moderate correlation). The nonsignificant associations between PLAC and PF could be a consequence of the influence of biological maturity on PF in this age group. The correlation between PAL and PLAC can be explained by the differences in physical activity habits between genders and age groups, with participation in structured physical activities (organized sports and physical education) being the most important source of PAL in girls and older children. Full article
(This article belongs to the Special Issue Trends in the Promotion of Physical Education and Physical Activity and Sport from a Gender Perspective)
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