Special Issue "Lifestyle Sports and Physical Education"

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Curriculum and Instruction".

Deadline for manuscript submissions: 30 September 2024 | Viewed by 18432

Special Issue Editors

Dr. Victoria Warburton
E-Mail Website
Guest Editor
School of Education and Lifelong Learning, University of East Anglia, Norwich NR4 7TJ, UK
Interests: motivation and young people’s experiences of PE; sport and physical activity
School of Education and Lifelong Learning, University of East Anglia, Norwich NR4 7TJ, UK
Interests: physical education and sport pedagogy; health-related policy and practice within the physical education curriculum; the promotion of healthy active lifestyles in young people; sports coaching; outdoor education; lifestyle sports

Special Issue Information

Dear Colleagues,

In this Special Issue, we are seeking to unite international lifestyle sports and physical education (PE) scholars with the purpose of exploring the amalgamation of these areas in creating curricula that will be fit-for-purpose in the twenty-first century. Despite the rapid global growth in young people’s participation in lifestyle sports over the last 30 years, and the ability for these activities to contribute to national physical activity and health agendas, schools have been cautious and somewhat uneasy with the incorporation of such activities within the PE curriculum. PE teachers have been reluctant to move too far from traditional mainstream sports even though they have been aware of this phenomenon for some time. This is not surprising, as PE has changed little in 30 years and is often reported as being ‘out of step’ with youth culture, especially with regard to the activities and sports offered within and beyond the curriculum. Clearly, some lifestyle sports may be somewhat difficult and unfeasible to include in PE lessons; however, the range of activities available makes it possible for more ‘conventional’ and ‘regulated’ lifestyle sports to be incorporated into PE curricula. Schools that have expanded their lifestyle sports provision within the realms and constraints of the timetable and curriculum have included activities, such as parkour, skateboarding, street surfing, ultimate Frisbee, and unicycling, to name but a few. The promotion and implementation of lifestyle sports in PE is a relatively uncharted area and one that requires further exploration, especially as lifestyle sports have the potential to provide young people with an alternative to traditional mainstream team-based sports.

We invite papers that contribute to and extend the debate surrounding the inclusion of lifestyle sports in physical education, at primary (elementary) and/or secondary (high) school level, either by revisiting or rethinking what is currently known about lifestyle sports and applying this to the PE context or by considering new and innovative methods and ways for incorporating lifestyle sports in PE. The papers must be original and can be either theoretical or empirical in nature. Examples of areas of interest for this Special Issue are highlighted in the keywords below. It is hoped that the articles in this Special Issue will stimulate discussion and debate amongst researchers and practitioners on the effective promotion and implementation of lifestyle sports in PE, leading to curriculum development and reform, especially for students that are ‘turned off’ by the current menu of activities they are offered.

We look forward to receiving your submission.

Dr. Victoria Warburton
Dr. Lee C. Beaumont
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 1400 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

  • lifestyle sports
  • physical education
  • school sport
  • curriculum change/reform
  • extracurricular provision
  • youth culture
  • identity
  • participation
  • engagement
  • inclusion
  • risk
  • adventure
  • learning
  • development
  • personal growth

Published Papers (4 papers)

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Article
The Lived Experience of Mindfulness in Adventure-Based Learning
Educ. Sci. 2022, 12(9), 630; https://doi.org/10.3390/educsci12090630 - 17 Sep 2022
Cited by 1 | Viewed by 1347
Abstract
Adventure-based learning (ABL) is an innovative K-12 instructional model that continues to be used in physical education to promote intrapersonal and interpersonal relationship skills. ABL incorporates low initiatives/cooperative activities coupled with periods of reflection to help enhance the likelihood of transferring intrapersonal and [...] Read more.
Adventure-based learning (ABL) is an innovative K-12 instructional model that continues to be used in physical education to promote intrapersonal and interpersonal relationship skills. ABL incorporates low initiatives/cooperative activities coupled with periods of reflection to help enhance the likelihood of transferring intrapersonal and interpersonal relationship skills to other areas of K-12 student life. Mindfulness is a way of consciously and nonjudgmentally being aware of the present moment. Mindfulness practices (MPs) hold tremendous potential as a pedagogical tool in helping physical educators generate greater attention, equanimity, and compassion for themselves and their students. To further explore the impact of MPs for students, this study focused on undergraduate perception with regard to comprehension, practice, and demonstration of the possible benefits of MPs in three separate 16-week ABL teacher education courses. Specifically, we wanted to explore how students in the teacher education course conceptualized mindfulness as a phenomenon and how MPs played a part of their lived experience. Three themes were discovered: conceptualizing mindfulness, student interest with mindfulness, and perceived outcomes from mindfulness practices. The findings provide a deeper understanding of the participants’ meaning making of mindfulness, their overall buy-in and openness in using MPs, and the perceived benefits in using these contemplative practices. Full article
(This article belongs to the Special Issue Lifestyle Sports and Physical Education)
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Article
Most People Hate Physical Education and Most Drop Out of Physical Activity: In Search of Credible Curriculum Alternatives
Educ. Sci. 2021, 11(11), 701; https://doi.org/10.3390/educsci11110701 - 01 Nov 2021
Cited by 16 | Viewed by 6265
Abstract
High quality Physical Education should instigate and support all learners to develop into a lifelong participant in a way which upkeeps their own health, fitness, and well-being. There are, however, an ever-increasing number of children who drop out of participating in physical activities [...] Read more.
High quality Physical Education should instigate and support all learners to develop into a lifelong participant in a way which upkeeps their own health, fitness, and well-being. There are, however, an ever-increasing number of children who drop out of participating in physical activities at the earliest opportunity, leading to an increase in sedentary lifestyles and a rise in childhood obesity. It is evidence such as this which indicates Physical Education, specifically in England, is not currently appropriate for all and requires change. To attempt to make the subject a more positive experience for all and to inspire lifelong involvement, varying the curriculum and including alternative activities for pupils might tap into useful wider cultures. This paper discusses the emergence of alternative sports, the challenges and synergies of implementation, and focuses on what could work and why. Full article
(This article belongs to the Special Issue Lifestyle Sports and Physical Education)
Article
Lifestyle Sports and Physical Education Teachers’ Professional Development in the United Kingdom: A Qualitative Survey Analysis
Educ. Sci. 2021, 11(10), 642; https://doi.org/10.3390/educsci11100642 - 14 Oct 2021
Cited by 2 | Viewed by 3488
Abstract
Lifestyle sports can contribute to national sport and physical activity agendas. However, schools in the United Kingdom (UK) have generally resisted the implementation of such activities within the physical education (PE) curriculum. This may stem from PE teachers’ limited knowledge and restricted engagement [...] Read more.
Lifestyle sports can contribute to national sport and physical activity agendas. However, schools in the United Kingdom (UK) have generally resisted the implementation of such activities within the physical education (PE) curriculum. This may stem from PE teachers’ limited knowledge and restricted engagement with lifestyle sports continuing professional development (CPD), coupled with the dominance of traditional team sports within the PE curriculum. Consequently, the aim of this research was to explore the opportunities and challenges PE teachers in the UK encounter when delivering lifestyle sports, in addition to understanding their current professional development needs to enhance their practice. Data were collected via an online qualitative survey involving 53 UK-based PE teachers. Following a reflexive thematic analysis process, three themes were developed: (1) PE teachers’ understanding, conceptualisation, and delivery of lifestyle sports; (2) challenges to delivering lifestyle sports within the PE curriculum; and (3) the learning needs and CPD preferences of PE teachers. Findings indicated that the participants possessed diverse conceptualisations of lifestyle sports, while faced with logistical, contextual, and personal factors which impacted their practice. Furthermore, the participants outlined their preferences towards lifestyle sports CPD and the challenges restricting their engagement with learning opportunities. Recommendations for future research are discussed. Full article
(This article belongs to the Special Issue Lifestyle Sports and Physical Education)

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Commentary
Physical Education and Physical Activity Promotion: Lifestyle Sports as Meaningful Experiences
Educ. Sci. 2022, 12(3), 181; https://doi.org/10.3390/educsci12030181 - 04 Mar 2022
Cited by 7 | Viewed by 5465
Abstract
The value of embracing a physically active lifestyle has been well documented in recent times. However, despite this knowledge, physical activity levels in many western societies remain worryingly low in both adult and youth populations. Habit formation in youth is a key indicator [...] Read more.
The value of embracing a physically active lifestyle has been well documented in recent times. However, despite this knowledge, physical activity levels in many western societies remain worryingly low in both adult and youth populations. Habit formation in youth is a key indicator of engagement in physical activity as an adult; therefore, maximising opportunities to develop motivation in young people is vitally important to increase the likelihood of maintaining physical activity habits as an adult. A key factor for the development of motivation is school-based physical education. This review considers the current landscape of physical education as a vehicle for physical activity promotion, and suggests that a change of approach that moves away from physical education focusing solely on sport techniques is long overdue. A culturally relevant curriculum that includes lifestyle sports, with a focus on mastery and enjoyment through a meaningful experiences approach, is proposed as a viable update to current practice. Full article
(This article belongs to the Special Issue Lifestyle Sports and Physical Education)
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