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Education Sciences
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Contemporary Research in Sport, Physical Activity, and Physical Education
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Contemporary Research in Sport, Physical Activity, and Physical Education

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

Deadline for manuscript submissions: 31 October 2024 | Viewed by 16302

Special Issue Editors

Prof. Dr. Susana Carla Alves Franco

E-Mail Website
Guest Editor
1. Department of Physical Activity and Health, Sport Science School of Rio Maior – Polytechnic Institute of Santarém, 2040 Rio Maior, Portugal
2. Life Quality Research Center, 2040 Rio Maior, Portugal
Interests: exercise pedagogy; health and fitness; physical activity
Prof. Dr. Vera Alexandra Da Costa Simões

E-Mail Website
Guest Editor
1. Department of Physical Activity and Health, Sport Science School of Rio Maior – Polytechnic Institute of Santarém, 2040 Rio Maior, Portugal
2. Life Quality Research Center, 2040 Rio Maior, Portugal
Interests: health and fitness; exercise pedagogy; children; physical activity

Special Issue Information

Dear Colleagues,

The United Nations Educational, Scientific and Cultural Organization (UNESCO) recognize education and sport as a way of value education and enhancing social skills, in line with the Sustainable Development Goals of the United Nations.

Physical activity is decreasing in society alongside the increase in non-communicable diseases and their costs to the economy and the decrease in children’s motor literacy. In this regard, the World Health Organization (WHO) suggest people should be more active through sports and physical activity, not only to improve their physical and mental health but also for the benefit of societies, environments and economies.

It is a fact that technology innovation is a trend. Professional and education sectors can use it and take advantage of it as a driver of growth.

The quality of sports and exercise services is a concern for different stakeholders; the qualifications of professionals who work in these areas are important.

Research regarding “Contemporary Research in Sport, Physical Activity, and Physical Education” will help professionals, through proper education and training, to develop tools to improve interventions, using innovation and new technologies, to enhance individuals’ quality of life and help overcome wider societal issues such as sport values and ethics, social inclusion, sustainable development, building cohesive societies, physical activity promotion and health lifestyle, with the aim of educating citizens worldwide.

The Special Issue entitled “Contemporary Research in Sport, Physical Activity, and Physical Education” will provide a platform of research and knowledge regarding the qualifications of health and fitness, physical activity and leisure instructors, sport coaches and physical education teachers. It will also include teaching methods and strategies, innovations, technologies and policies in the education and training of these professionals. Additionally, this issue includes themes related to the role of physical activity, sport and physical education professionals in the education of society in relation to sports values and ethics, social inclusion, sustainable development, motor literacy and healthy lifestyle, and the education and training of these professional to do so.

Areas of interest for this Special Issue include “Contemporary Research in Sport, Physical Activity, and Physical Education” AND:

  • Higher education;
  • Vocational education;
  • Training;
  • Qualification;
  • Innovation in education;
  • Technology in education;
  • Teaching methods and strategies;
  • Promoting physical activity;
  • Health-enhancing physical activity (HEPA);
  • Healthy lifestyle;
  • Policies;
  • Education of society;
  • Sports values and ethics;
  • Social inclusion;
  • Sustainable development;
  • Motor literacy.

I look forward to receiving your contributions.

Prof. Dr. Susana Carla Alves Franco
Prof. Dr. Vera Alexandra Da Costa Simões
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

  • physical activity
  • sport
  • physical education
  • education and training
  • qualifications
  • professional intervention
  • educate citizens

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Further information on MDPI's Special Issue polices can be found here.

Published Papers (9 papers)

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11 pages, 286 KiB  
Article
“Active Mathematics”—A Classroom-Based Physical Active Learning Intervention in an Elementary School: An Experimental Pilot Study
by Liliana Ramos, Vera Simões and Susana Franco
Educ. Sci. 2024, 14(6), 637; https://doi.org/10.3390/educsci14060637 - 13 Jun 2024
Viewed by 1209
Abstract
This experimental pilot study aimed to compare the amount of physical activity (PA) of children in a second-year class of an elementary school that had a mathematics class while performing PA, based on playful math games, with children that had a mathematics class [...] Read more.
This experimental pilot study aimed to compare the amount of physical activity (PA) of children in a second-year class of an elementary school that had a mathematics class while performing PA, based on playful math games, with children that had a mathematics class seated in a traditional room, for 12 weeks 1 day/week 45 min/class; furthermore, the other two mathematics regular seated classes were attended equally by both groups, and whether both groups showed similar results concerning mathematics grading was assessed. Children (n = 22) were randomly divided into a control group (CG) and an experimental group (EG). In both groups, the number of steps (PA) was measured with a pedometer, before and during all sessions of the intervention program, and an initial diagnostic and a final assessment mathematics test were carried out. EG significantly improved the amount of PA levels in the intervention program, when compared to CG and to the initial baseline (before the program started), with no significant differences between groups in the results of mathematics grading. The introduction of active classes based on playful maths games increases the amount of PA levels in children, and having one math class per week using PA, instead of seating in a traditional room, does not negatively affect the results in terms of mathematics grading. These positive results can contribute to more approaches, at schools, that combine PA and mathematics content. Full article
(This article belongs to the Special Issue Contemporary Research in Sport, Physical Activity, and Physical Education)
10 pages, 209 KiB  
Article
Exploring the Role of Champions in the Facilitation and Implementation of a Whole-School Health Program
by Thomas Skovgaard, Marie Louise Stjerne Madsen and Lars Breum Christiansen
Educ. Sci. 2024, 14(2), 161; https://doi.org/10.3390/educsci14020161 - 3 Feb 2024
Cited by 1 | Viewed by 1154
Abstract
The aim of this article is to explore the role of local school champions in the facilitation and implementation of “The School Health Program”. This study is based on semi-structured interviews with 26 local school champions. The interviews focused on exploring key implementation [...] Read more.
The aim of this article is to explore the role of local school champions in the facilitation and implementation of “The School Health Program”. This study is based on semi-structured interviews with 26 local school champions. The interviews focused on exploring key implementation responsibilities and barriers and facilitators to implement core program components. Champions identify coordination, promotion, and handling of support functions as key implementation tasks. The findings highlight organizational and structural factors that impact this type of implementation agent. Teachers functioning as champions can be central agents in the implementation of a whole-school program. Champions must, however, be supported by thorough organizational preparation, engaged leadership, and a well-defined distribution of roles. Full article
(This article belongs to the Special Issue Contemporary Research in Sport, Physical Activity, and Physical Education)
13 pages, 1345 KiB  
Article
A Study of the Effects of a Structured Daily Physical Activity Intervention in Schools in Malta
by Charles Attard, Renzo Kerr-Cumbo, Matthew Muscat-Inglott, Melanie Darmanin and Heathcliff Schembri
Educ. Sci. 2024, 14(2), 122; https://doi.org/10.3390/educsci14020122 - 25 Jan 2024
Viewed by 1172
Abstract
The measurement of daily step counts is a widely adopted and efficacious approach for assessing children’s physical activity levels. With the aim of finding out the effect of daily PA sessions in schools on the total PA levels in terms of steps taken, [...] Read more.
The measurement of daily step counts is a widely adopted and efficacious approach for assessing children’s physical activity levels. With the aim of finding out the effect of daily PA sessions in schools on the total PA levels in terms of steps taken, two (treatment and control) Year Four classrooms (with students aged from eight to nine years old) in three participating schools in Malta participated in this study. A random sample of 45 children across all the treatment and control groups wore pedometers for five continuous school days. Additional data were logged to facilitate data analysis. Statistical analysis was conducted on data from 18 participants, as incomplete data were eliminated. The findings show that a daily physical activity programme was sufficient to make a significant difference in the number of steps taken at school. It also made the difference between Maltese schools being either under par (if not engaged in daily PA at school) or among high-performing nations (if engaged in daily PA at school) in terms of the proportional contribution of steps taken at school to children’s total PA. However, the capacity for school-based activity to exert wider effects on total steps taken throughout the entire day appears to be limited. Reported engagement in additional formal sports activities outside school also had limited effects on steps overall. Finally, a statistical model incorporating sex, daily PA, sports participation, and BMI as exogenous variables accounted only for around a quarter of the variation in average daily pedometer-measured PA, leaving approximately 75% of the variation unexplained. Implications of the findings are discussed, including recommendations for alternative ways of conceptualising and promoting health-related physical activity and exercise. Full article
(This article belongs to the Special Issue Contemporary Research in Sport, Physical Activity, and Physical Education)
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13 pages, 264 KiB  
Article
Physical Education Teachers’ Representations of Their Training to Promote the Inclusion of Students with Disabilities
by Tadeu Celestino, Esperança Ribeiro, Elsa Gabriel Morgado, Levi Leonido and Antonino Pereira
Educ. Sci. 2024, 14(1), 49; https://doi.org/10.3390/educsci14010049 - 31 Dec 2023
Cited by 2 | Viewed by 1479
Abstract
School inclusion is based on the need to adopt and implement a holistic view of education, training, and human development embodied in the idea of everyone, for everyone. In the context of Physical Education (PE), there are still several constraints to the realization [...] Read more.
School inclusion is based on the need to adopt and implement a holistic view of education, training, and human development embodied in the idea of everyone, for everyone. In the context of Physical Education (PE), there are still several constraints to the realization of this universal desideratum. Among these, teacher training and qualification for the inclusion of students with Specific Health Needs (SHNs) stands out. That is, students with physical and mental health problems whose impact is significantly manifested in the learning process. Thus, the objective of this study was to identify the representations of PE teachers about their training to develop inclusive processes with students with SES. Participants in this study were 151 PE teachers from different regions and districts of Portugal (Algarve, Aveiro, Castelo Branco, Lisbon, Porto, and Viseu) who had 23.6 ± 8.1 years of teaching service. Teachers answered an online questionnaire, on the Google Forms platform, with open and closed questions about their education and training to develop inclusive processes in PE. The results indicate two significant dimensions: (1) initial training for teaching inclusive PE and (2) continuous training for inclusion. Regarding initial training, a large majority of the teachers under study, at the end of their initial training, did not have the essential skills to teach PE to students with SES. It was also identified that a large majority reported not having had any contact with students with SES throughout their training process for teaching. It was also recognized that this training was not adjusted to the development of intervention skills with students with SHN. Regarding continuous training, it was identified that attendance at this training increased their skills to teach PE to students with SHN. Workshops/actions/training courses are the main training models adopted. However, it is recognized that the training provided does not respond concretely to their training needs to intervene with students with SHN, since teachers essentially seek to improve intervention in the context of inclusive physical education. We conclude that teacher training for inclusion is not yet fully adjusted to the reality of the inclusive school paradigm. In this sense, in practical terms, the following are suggested: (1) the need for reinforcement in study plans with specific and long-term curricular units; (2) the introduction of real practice components in context; and (3) supervised pedagogical practice in diverse contexts. Full article
(This article belongs to the Special Issue Contemporary Research in Sport, Physical Activity, and Physical Education)
16 pages, 556 KiB  
Article
Diving into Real-World Practicum in Physical Education: Deconstructing and Re-Signifying Pre-Service Teachers’ Reflections
by Eugénia Azevedo, Ana Ramos, Carla Valério, Rui Araújo and Isabel Mesquita
Educ. Sci. 2024, 14(1), 11; https://doi.org/10.3390/educsci14010011 - 21 Dec 2023
Viewed by 1402
Abstract
Reflection is crucial for aspiring teachers, yet many pre-service teachers (PSTs) struggle to grasp its true meaning. This study explores how PSTs deconstruct their initial reflections and re-signify their understanding based on challenges encountered in real-world practicum settings. Additionally, it examines how the [...] Read more.
Reflection is crucial for aspiring teachers, yet many pre-service teachers (PSTs) struggle to grasp its true meaning. This study explores how PSTs deconstruct their initial reflections and re-signify their understanding based on challenges encountered in real-world practicum settings. Additionally, it examines how the facilitator supported the PSTs’ reflections over time. Over the course of a year in the physical education teacher education context, six PSTs, along with the first author, who fulfilled dual roles as external facilitator and researcher, engaged in three iterative Action Research (AR) cycles. Within each AR cycle, the external facilitator explored the authentic teaching challenges faced by PSTs, offering individualized support while unpacking reflection concepts. Data were collected through focus group interviews, reflective journals from the PSTs, and the observation of participants by the external facilitator, which provided contextual field notes on the PSTs’ teaching–learning experiences. Our findings emphasize the need to initially understand PSTs’ views on reflection. This serves as a starting point for deconstructing the three concepts outlined in our theoretical framework, through the scrutiny of PSTs’ real teaching–learning experiences. This process facilitated a resignification, leading to an advanced comprehension of reflection among the PSTs. The study emphasizes the value of integrating this approach into systemic teacher education reforms and suggests extending training and mentorship to cooperating teachers. Full article
(This article belongs to the Special Issue Contemporary Research in Sport, Physical Activity, and Physical Education)
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20 pages, 536 KiB  
Article
A National Audit of Typical Secondary School Provision of Physical Education, Physical Activity and Sports in the Republic of Ireland
by Padraic Rocliffe, Brendan T. O’ Keeffe, Ian Sherwin, Patricia Mannix-McNamara and Ciaran Mac Donncha
Educ. Sci. 2023, 13(7), 699; https://doi.org/10.3390/educsci13070699 - 9 Jul 2023
Cited by 4 | Viewed by 2347
Abstract
Evaluating the extent of implementation and variation of typical school provision of physical education, physical activity and sports in the Republic of Ireland is a public health priority. Therefore, a national audit into the different levels of typical school provision of physical education, [...] Read more.
Evaluating the extent of implementation and variation of typical school provision of physical education, physical activity and sports in the Republic of Ireland is a public health priority. Therefore, a national audit into the different levels of typical school provision of physical education, physical activity and sports was conducted. To date, this has not been evaluated. A cross-sectional, nationally representative sample of 112 secondary schools were included. A school provision of physical education, physical activity and sports evaluation index, validated via a concept mapping methodology, was utilized to measure variation of provision in the context of school personnel, curriculum, facilities and equipment, budget, partnerships, ethos and prioritization. A proposed grade for each indicator of provision was established using an internationally standardized grading system. Overall, physical education was the indicator with the highest national average grade (B−); physical activity was the indicator with the lowest national average grade (D+); while the indicator for sports received a C− grade. An overview of the national averages in terms of provision, paralleled with national and international comparisons and recommendations to support provision, is illuminated for each indicator. Future country comparison and benchmarking on key components of provision is envisaged. Full article
(This article belongs to the Special Issue Contemporary Research in Sport, Physical Activity, and Physical Education)
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14 pages, 272 KiB  
Article
Fighting Discrimination through Sport? Evaluating Sport-Based Workshops in Irish Schools
by Louis Moustakas and Lisa Kalina
Educ. Sci. 2023, 13(5), 516; https://doi.org/10.3390/educsci13050516 - 19 May 2023
Cited by 2 | Viewed by 1744
Abstract
Discrimination based on ethnicity, gender, or sexual orientation remains a pressing challenge throughout Europe, including within Ireland. Despite this, anti-discrimination education is lacking and uneven within school settings. Responding to this gap and seeking to capitalise on the perceived social potential of sport, [...] Read more.
Discrimination based on ethnicity, gender, or sexual orientation remains a pressing challenge throughout Europe, including within Ireland. Despite this, anti-discrimination education is lacking and uneven within school settings. Responding to this gap and seeking to capitalise on the perceived social potential of sport, one Irish NGO has begun delivering sport-based anti-discrimination workshops to students in primary and secondary schools nationwide. This paper presents an evaluation of these workshops, putting a specific focus on the learning outcomes generated. Data were obtained from standardised, open-ended student feedback forms and qualitatively analysed using a Framework Analysis. The results illustrate fairly consistent learning outcomes, but these outcomes generally focus on individual behaviours and attitudes. This contrasts strongly with literature on anti-discrimination education, which recognises a need to reflect on privilege and social structures while also developing clear strategies to address discrimination. To conclude, we propose recommendations and ways forward to help address both individual and structural realities within such sport-based workshops. Full article
(This article belongs to the Special Issue Contemporary Research in Sport, Physical Activity, and Physical Education)
15 pages, 281 KiB  
Article
Norwegian Physical Education Teacher Education Students’ Perceptions of the Subject Physical Education: A Qualitative Study of Students’ Reflections before Starting Their Studies
by Ove Østerlie and Geir Olav Kristensen
Educ. Sci. 2023, 13(5), 499; https://doi.org/10.3390/educsci13050499 - 15 May 2023
Cited by 4 | Viewed by 2389
Abstract
Studies show that students’ view of the subject of physical education (PE) is often dominated by sports discourse, and that the profession of higher education often fails to balance this view, which, in many contexts, does not align with the aims of governing [...] Read more.
Studies show that students’ view of the subject of physical education (PE) is often dominated by sports discourse, and that the profession of higher education often fails to balance this view, which, in many contexts, does not align with the aims of governing documents in PE. The purpose of this study was to gain insight into how future students in physical education teacher education (PETE) perceive the subject. Written responses from 112 students at the start of their PETE study were analysed within the framework of reflexive thematic analysis. Based on questions about activity habits, we found that most students were active individuals who engaged in traditional physical activities such as ball games and basic training in their leisure time. Analysis of the students’ answers generated four themes: (1) Activity and bodily learning, (2) Motivation and joy of movement, (3) Health for life, and (4) “Bildung”. We argue through these four themes that the students’ perception of the subject with a focus on much physical activity through a variety of activities—physical learning, motivation, and joy of movement—are in line with governing documents and physical literacy. It is also clear that health discourse is strongly represented in the students’ perception of the subject and that physical education is an important contributor in the students’ formation process. However, some aspects of the curriculum seemed to be of lesser interest to the students. In conclusion, the students’ perceptions and experiences can serve as a starting point for change, learning, and development in physical education teacher education. Full article
(This article belongs to the Special Issue Contemporary Research in Sport, Physical Activity, and Physical Education)

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12 pages, 710 KiB  
Systematic Review
Motivational Climate, Physical Self-Concept, and Social Relationships in Adolescents in Physical Education Classes: A Systematic Review
by María del Carmen Flores-Piñero, Pedro Valdivia-Moral, Luis Ramos-Mondejar and Juan González-Hernández
Educ. Sci. 2024, 14(2), 199; https://doi.org/10.3390/educsci14020199 - 16 Feb 2024
Viewed by 1294
Abstract
The aim of the present study was to provide a comprehensive summary of scientific evidence related with the influence on physical self-concept and prosocial behaviours in adolescents, taking into account the motivational climate generated in Physical Education classes by the teacher. Studies with [...] Read more.
The aim of the present study was to provide a comprehensive summary of scientific evidence related with the influence on physical self-concept and prosocial behaviours in adolescents, taking into account the motivational climate generated in Physical Education classes by the teacher. Studies with similar samples have shown that special consideration must be given to the motivational climate of involvement with the task and the coach’s style in support of autonomy in a greater occurrence of prosocial behaviours in the sports context, which shows that the social context is the most important variable in the direction of moral behaviours. Following the application of a search protocol in the Web of Science (WoS) database, 131 articles were initially identified, with eight manuscripts finally being analysed according to previously established criteria for the various stages of the PRISMA checklist. Despite only a relatively small number of articles being available to have rigorously evaluated the topic of interest, analysed studies revealed a direct relationship between motivational climate and physical self-concept. In contrast, no relationship emerged with prosocial behaviour. Full article
(This article belongs to the Special Issue Contemporary Research in Sport, Physical Activity, and Physical Education)
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Planned Papers

The below list represents only planned manuscripts. Some of these manuscripts have not been received by the Editorial Office yet. Papers submitted to MDPI journals are subject to peer-review.

Title: Can guided discovery instruction be detrimental to children with different levels of aquatic competence in infancy?

Abstract: Repetitive practice can become an exploratory activity where instruction and discovery are linked, allowing instruction and guidance through tasks that help to construct and acquire the knowledge and skills that make up the content. The aim of the study was to show how a teaching method based on guided discovery would affect the teaching of children's aquatic competence in schoolchildren with different levels of competence. The sample consisted of 385 schoolchildren (195 boys and 189 girls) between the ages of 3 and 5 belonging to a subsidised preschool. The study design was a quasi-experimental pre-post study with intact groups and no control group. After measuring aquatic competence, all age groups and all variables (motor, cognitive and socio-affective) showed differences between pre- and post-scores and a high magnitude of effect size. When the teaching intervention was analysed according to the level of aquatic competence of the age group, improvements were found in all variables in both the low and high competence groups. The study describes how guided discovery instruction has equal effects at different levels of proficiency. Furthermore, when this type of instruction was used, aquatic competence was explained not only by the motor and socio-affective dimensions, but also by the cognitive variable.

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