Special Issue "New Developments in Physical Education and Sport"

A special issue of International Journal of Environmental Research and Public Health (ISSN 1660-4601). This special issue belongs to the section "Global Health".

Deadline for manuscript submissions: 30 June 2020.

Special Issue Editor

Prof. Antonio Granero-Gallegos
E-Mail Website
Guest Editor
Department of Education, Faculty of Education Sciences, University of Almeria, 04120 Almeria, Spain
Interests: sport; physical education; body image; motivation; psychometric properties; physical activities in the natural environment

Special Issue Information

Dear Colleagues,

The improvement of teaching processes and the different variables that affect learning are a continuing concern among the different agents involved in teaching. This Special Issue aims to collect the most recent research regarding the social aspects of the physical education classroom, such as the teaching style and motivational classroom climates. It will also cover their influence and relationship on different psychological aspects of students and the relationship with physical activity behaviors outside the classroom.​ On the other hand, in this Special Issue, the research regarding different aspects of the promotion of moderate and vigorous physical activity of students, inside and outside the school, as well as for the creation of healthy and permanent physical exercise habits are also important. The analysis of the physical education classroom and the practical proposal for improvements, both in the classroom and its impact on leisure time, is a clear objective of this Special Issue. In this sense, it is intended to make a special impact on innovation and pedagogical models. It is related to physical education teachers from different stages and educational contexts and how they are incorporating them into the teaching-learning process due to the results reported in relation to different variables (e.g. motivation, autonomy, classroom climate, social and interpersonal relationships, etc.). In the same way, in this Special Issue it will also be included the research that reflects this proposal but in the context of sports learning.

A quality physical and sports education based on scientific evidence of an empirical nature should be offered to the society. That is why systematic review articles and meta-analysis will be welcome in this Special Issue.

Prof. Antonio Granero-Gallegos
Guest Editor

Manuscript Submission Information

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Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2000 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

  • teaching
  • physical education
  • physical activity and sport
  • motivation
  • moderate and vigorous physical activity
  • classroom and extracurricular physical activities
  • health education

Published Papers (7 papers)

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Research

Open AccessArticle
Validation of the Scale of Basic Psychological Needs towards Physical Exercise, with the Inclusion of Novelty
Int. J. Environ. Res. Public Health 2020, 17(2), 619; https://doi.org/10.3390/ijerph17020619 - 18 Jan 2020
Abstract
The purpose of this study was to validate and adapt to the Spanish context of Physical Education, the Spanish version of the Scale of Basic Psychological Needs in the context of physical exercise, with the incorporation of novelty to the scale. The sample [...] Read more.
The purpose of this study was to validate and adapt to the Spanish context of Physical Education, the Spanish version of the Scale of Basic Psychological Needs in the context of physical exercise, with the incorporation of novelty to the scale. The sample that took part in the study was 2372 people from 16 to 48 years old from the province of Almeria. In order to analyze the psychometric properties of the scale, several analyses have been carried out. The results have offered support both for the eight-factor structure and for the higher-order double model where the eight subscales are joined into two constructs called frustration and satisfaction. The structure of both models was invariant with respect to gender and age. Cronbach’s alpha values were above 0.70 in the subscales and scales; and adequate levels of temporal stability. In addition, the subfactors pertaining to the satisfaction of basic psychological needs positively predicted the intrinsic motivation for physical activity, while each of the subfactors of the frustration of psychological needs predicted it negatively. The results of this study provide evidence of the reliability and validity of the BPNS in the Spanish context of physical activity. Full article
(This article belongs to the Special Issue New Developments in Physical Education and Sport)
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Open AccessArticle
Effect of the Modification of the Number of Players, the Size of the Goal, and the Size of the Field in Competition on the Play Actions in U-12 Male Football
Int. J. Environ. Res. Public Health 2020, 17(2), 518; https://doi.org/10.3390/ijerph17020518 - 14 Jan 2020
Abstract
A player’s sports development involves a long process. The modification of rules for youth players seeks to adapt the sport to the child and his/her development. The manipulation of rules affects the technical and tactical skills demonstrated by players and, therefore, their development. [...] Read more.
A player’s sports development involves a long process. The modification of rules for youth players seeks to adapt the sport to the child and his/her development. The manipulation of rules affects the technical and tactical skills demonstrated by players and, therefore, their development. The objective of this study was to analyse the effect of a reduction in the number of players (from 8 per team to 5 per team), the size of the goal (from 6 × 2 m to 3 × 2 m) and the playing space (from 58 × 38 m to 38 × 20 m), on the technical and tactical actions in youth football players. A quasi-experimental A-B-A design was implemented to assess the effect of the rule changes. The players (n = 40) played three tournaments using two competition formats (official rules, modified rules, and official rules). The results show that the use of the modified rules generated a greater number and variability in the technical–tactical actions, a greater number of actions with teammates in the pass line, a greater continuity in the game, a greater number of attack and defence actions in areas close to the goal, and favours team play. The experimental format fits the players’ individual progression better (U-12) as well as the players’ and teams’ collective development, and it will allow players to evolve from the individual development of previous stages. Full article
(This article belongs to the Special Issue New Developments in Physical Education and Sport)
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Open AccessArticle
Effects of Teaching Games on Decision Making and Skill Execution: A Systematic Review and Meta-Analysis
Int. J. Environ. Res. Public Health 2020, 17(2), 505; https://doi.org/10.3390/ijerph17020505 - 13 Jan 2020
Abstract
The question of how games should be taught is still a controversial subject. There has been a growing number of studies on teaching games and coaching sports since the first publication of Bunker and Thorpe on Teaching Games for Understanding (TGfU). In this [...] Read more.
The question of how games should be taught is still a controversial subject. There has been a growing number of studies on teaching games and coaching sports since the first publication of Bunker and Thorpe on Teaching Games for Understanding (TGfU). In this sense, the present systematic review and meta-analysis aimed to systematically review the scientific literature about the effects of technical and tactical approach interventions on skill execution and decision making, and to examine the influence of the teacher/coach management style. A systematic literature search was carried out in accordance with PRISMA guidelines in Web of Science (WOS), PubMed (Medline), Scopus, and SportDiscus electronic databases. A total of seven and six studies were deemed to meet the inclusion criteria for decision making and skill execution, respectively. Meta-analysis results showed that tactical interventions achieved significant improvements in decision making (effect size = 0.89 with 95% confidence interval (CI) from 0.12 to 1.65), but they did not show significant improvements in skill execution (effect size = 0.89 with 95% CI from −0.45 to 2.23) compared to technical approaches. However, the heterogeneity of interventions was large and the quality of evidence was low according to GRADE. In conclusion, tactical approaches are recommended to teach games and sports in order to develop technique, understanding, tactical knowledge, and decision making, which are demanded in game play. These findings could be useful for teachers and coaches to improve these aspects of their players and students. Full article
(This article belongs to the Special Issue New Developments in Physical Education and Sport)
Open AccessArticle
Academic Effects of the Use of Flipped Learning in Physical Education
Int. J. Environ. Res. Public Health 2020, 17(1), 276; https://doi.org/10.3390/ijerph17010276 - 31 Dec 2019
Abstract
The technological characteristics of today’s society have favored the inclusion of information and communication technology (ICT) and the emergence of new training methodologies in educational spaces. This study addresses flipped learning as an innovative approach in the teaching and learning processes of physical [...] Read more.
The technological characteristics of today’s society have favored the inclusion of information and communication technology (ICT) and the emergence of new training methodologies in educational spaces. This study addresses flipped learning as an innovative approach in the teaching and learning processes of physical education at two educational stages, primary and secondary education. The objective of this study is to analyze the effectiveness of flipped learning with respect to traditional methodology. A descriptive and correlational experimental research design was used through a quantitative perspective. Two study groups were established, one control (traditional methodology) and one experimental (flipped learning) in each educational stage. A total of 119 students from an educational center in Ceuta (Spain) participated. These participants were chosen intentionally. The data were collected through a questionnaire. The results show that the experimental group obtained better evaluations in the academic indicators, highlighting the motivation, autonomy, and interactions between the different agents. Regarding the effectiveness of flipped learning according to the educational stage, its potential was demonstrated in both stages, highlighting a significant improvement in autonomy in secondary education. Full article
(This article belongs to the Special Issue New Developments in Physical Education and Sport)
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Open AccessArticle
Psychometric Characteristics of the Physical Activity Enjoyment Scale in the Context of Physical Activity in Nature
Int. J. Environ. Res. Public Health 2019, 16(24), 4880; https://doi.org/10.3390/ijerph16244880 - 04 Dec 2019
Abstract
The aim of this study was to analyze the psychometric properties of the Physical Activity Enjoyment Scale applied to different contexts for initial or original use, such as in the context of physical activity in nature. In order to do this, we carried [...] Read more.
The aim of this study was to analyze the psychometric properties of the Physical Activity Enjoyment Scale applied to different contexts for initial or original use, such as in the context of physical activity in nature. In order to do this, we carried out a study at some primary and secondary schools located in western Andalucía (Spain), with students aged 9–12 years old (M = 11.22; SD = 1.07). Therefore, a sample of 206 students in Study 1 (98 boys = 47.8%; 107 girls = 52.2%) and 455 students in Study 2 (228 boys = 50.1% 227 girls = 49.9%) was used. The students of the two groups that belong to the study created a program related to Physical Activity in Nature. Descriptive, exploratory, and confirmatory analyses were conducted. We also analyzed several other factors, such as internal consistency, composite reliability, average extracted variance, and convergent validity. Afterward, differences according to gender and school year were also studied. The data showed the need to eliminate many of the items from the original scale, giving, as a result, a model of six items that satisfactorily fit into the confirmatory analysis for the use of physical activity in nature. The ANOVA statistical test, used to analyze sex and school year, did not show any tangible differences between the target groups. Thanks to its application, we note that the PACES instrument cannot be applied as-is; some items must be removed or modified. Therefore, we must obtain a new, more specific instrument for these types of incipient practices undertaken in natural environments. Full article
(This article belongs to the Special Issue New Developments in Physical Education and Sport)
Open AccessArticle
Effects of Motivation, Basic Psychological Needs, and Teaching Competence on Disruptive Behaviours in Secondary School Physical Education Students
Int. J. Environ. Res. Public Health 2019, 16(23), 4828; https://doi.org/10.3390/ijerph16234828 - 01 Dec 2019
Cited by 1
Abstract
Currently, disruptive and aggressive behaviours of a physical and verbal nature are a reality among adolescent students and a concern in the educational context. Therefore, the main objective of this research was to analyse the effects of perceived teaching competence, motivation and basic [...] Read more.
Currently, disruptive and aggressive behaviours of a physical and verbal nature are a reality among adolescent students and a concern in the educational context. Therefore, the main objective of this research was to analyse the effects of perceived teaching competence, motivation and basic psychological needs on disruptive behaviours in secondary school PE students. The sample was composed of 758 adolescent students from seven public secondary schools. The following instruments adapted to physical education were used: The Disruptive Behaviours Questionnaire, The Evaluation of Teaching Competencies Scale, The Sport Motivation Scale, and The Basic Psychological Needs Scale. Multilevel regression models with the MIXED procedure were performed for data analysis. The results show that misbehaviour is more likely among male students and that disruptive behaviours decrease when a teacher is perceived as competent. Students with greater self-determined motivation are more likely to exhibit fewer behaviours related to low engagement and irresponsibility while amotivation increases the different disruptive behaviours in the classroom. In conclusion, it is proposed that educators work in line with the students’ needs by responding to their interests and that this will increase self-determined motivation. Full article
(This article belongs to the Special Issue New Developments in Physical Education and Sport)
Open AccessArticle
The Dark Side of the Self-Determination Theory and Its Influence on the Emotional and Cognitive Processes of Students in Physical Education
Int. J. Environ. Res. Public Health 2019, 16(22), 4444; https://doi.org/10.3390/ijerph16224444 - 12 Nov 2019
Cited by 1
Abstract
Amongst the main objectives of physical education (PE) classes is the consolidation of healthy lifestyle habits in young people and adolescents. Nonetheless, these classes can also provide the basis from which adverse experiences are generated which affect students’ perceptions of these classes. Previously [...] Read more.
Amongst the main objectives of physical education (PE) classes is the consolidation of healthy lifestyle habits in young people and adolescents. Nonetheless, these classes can also provide the basis from which adverse experiences are generated which affect students’ perceptions of these classes. Previously conducted studies have focused on motivational processes and not on emotional processes, nor on the way in which students learn. The objective of the present study was to explore the dark side of the self-determination theory, its influence on emotional intelligence and the meta-cognitive strategies of students. Methodology: A total of 1602 young people undertaking secondary education participated, with self-reported ages between 13 and 19 years. The following questionnaires were utilized: Controlling Coach Behaviors Scale, Frustration of Psychological Needs in PE classes Scale, Emotional Intelligence in PE Scale and Motivated Strategies for Learning Questionnaire. A structural equation model was developed which explained causal associations between the study variables. Results: Psychological control positively predicted each one of the sub-factors of frustration of psychological needs. Frustration of psychological needs negatively predicted emotional intelligence. Finally, emotional intelligence positively predicted meta-cognitive thinking. Conclusions: The influence and importance of the teaching style adopted by teachers is indicated, in addition to the effect of students’ psychological experiences on emotions and learning strategies. Full article
(This article belongs to the Special Issue New Developments in Physical Education and Sport)
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