Submit to Education Sciences Review for Education Sciences Propose a Special Issue

Journal Menu

Journal Browser

► Journal Browser

Contemporary Research in Sport, Physical Activity, and Physical Education

Special Issue Editors
Special Issue Information
Keywords
Benefits of Publishing in a Special Issue
Published Papers

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

Deadline for manuscript submissions: closed (31 October 2024) | Viewed by 20054

Share This Special Issue

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

Benefits of Publishing in a Special Issue

Ease of navigation: Grouping papers by topic helps scholars navigate broad scope journals more efficiently.
Greater discoverability: Special Issues support the reach and impact of scientific research. Articles in Special Issues are more discoverable and cited more frequently.
Expansion of research network: Special Issues facilitate connections among authors, fostering scientific collaborations.
External promotion: Articles in Special Issues are often promoted through the journal's social media, increasing their visibility.
e-Book format: Special Issues with more than 10 articles can be published as dedicated e-books, ensuring wide and rapid dissemination.

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

Published Papers (9 papers)

Download All Papers

Order results

Result details

Show export options Show export options

Select all

Export citation of selected articles as:

Research

Jump to: Other

11 pages, 286 KiB

Open AccessArticle

“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 1559

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 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

Open AccessArticle

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 1410

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 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

Open AccessArticle

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 1369

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, 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)

► Show Figures

Figure 1

13 pages, 264 KiB

Open AccessArticle

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 4 | Viewed by 1976

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 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

Open AccessArticle

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

Cited by 1 | Viewed by 1760

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 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)

► Show Figures

Figure 1

20 pages, 536 KiB

Open AccessArticle

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 6 | Viewed by 2818

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, 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)

► Show Figures

Figure 1

14 pages, 272 KiB

Open AccessArticle

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 2076

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, 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

Open AccessArticle

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 5 | Viewed by 2742

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 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)

Other

Jump to: Research

12 pages, 710 KiB

Open AccessSystematic 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 1835

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 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)

► Show Figures

Journal Menu

Journal Browser

Contemporary Research in Sport, Physical Activity, and Physical Education

Share This Special Issue

Special Issue Editors

Special Issue Information

Keywords

Benefits of Publishing in a Special Issue

Published Papers (9 papers)

Research

Other

Further Information

Guidelines

MDPI Initiatives

Follow MDPI