Search Results (283)

Background: Adolescence is a sensitive period for psychological, academic, and social development, and sports participation has been described as a potential protective factor for academic performance and psychological well-being. However, limited research has examined the combined influence of sports involvement, sport type, and family background on adolescents’ academic and psychological outcomes. This study aimed to investigate the associations between organized sport participation, sport type (football vs. judo), psychological well-being, psychosomatic symptoms, academic performance, and family socioeconomic background among adolescent boys. Methods: The sample consisted of 52 boys aged 11–14 years from a rural school, divided into football players (n = 13), judo athletes (n = 13), non-athletes (n = 13), and a contextual subgroup of students with special educational needs (SEN; n = 13), with the latter included for exploratory purposes only. Data included school-record-based academic performance and validated self-report measures of life satisfaction, depressive symptoms, psychosomatic complaints, perceived physical fitness, and socioeconomic background. Results: Athletes demonstrated significantly higher academic achievement than non-athletes in overall grade point average (p < 0.001), mathematics (p < 0.001), Romanian (p < 0.001), English (p = 0.03), and Hungarian (p < 0.001). They also reported higher life satisfaction (p < 0.001) but simultaneously showed slightly elevated depressive symptom scores (p < 0.001), indicating a paradoxical pattern of concurrent psychosocial benefits and psychological strain. Parental education (p < 0.001), parental occupational status (p = 0.01), and fathers’ occupational position (p = 0.02) were significantly higher among athletes’ families. Perceived physical fitness was also rated higher by athletes (p < 0.001). No significant differences were found in body mass index, family structure, or most psychosomatic symptoms. Conclusions: Sport participation was associated with more favorable academic and psychological indicators, yet also with elevated depressive symptoms, highlighting the dual nature of organized sport during adolescence. Future research should apply longitudinal designs, include female participants, and incorporate objective indicators of training load. Full article

This study aimed to examine the effects of a basketball teaching unit based on the Sport Education Model on students’ meaningful experiences in Physical Education and their perceptions of (de)motivating teaching approaches used by their Physical Education teachers. A total of 102 secondary school students (49 girls; M_age = 13.66, SD = 0.72) participated in a pre-experimental, single group pretest-posttest design. Students completed the Meaningful Physical Education Scale and the Situation-in-School-Physical Education questionnaire before and after an eight-session intervention implemented by a pre-service teacher. Data were analyzed using mixed 2 (Time: pre, post) × 2 (Sex: male, female) MANOVAs and follow-up ANOVAs. The multivariate analyses revealed no significant overall Time × Sex interaction effects for either meaningful PE dimensions or (de)motivating teaching approaches. At the univariate level, significant improvements were observed in social interaction and challenge dimensions of meaningful PE, along with increased perceptions of autonomy-supportive and structuring teaching approaches and reduced controlling and awaiting approaches. However, univariate analyses showed specific sex-related differences: boys reported greater improvements in fun, challenge, and personally relevant learning, whereas girls perceived their teacher as displaying more clarifying behaviors. These findings suggest that the Sport Education Model fosters meaningful and motivating learning environments for both sexes, though the nature of these improvements may vary slightly between boys and girls. Full article

Background: The (COVID-19) pandemic profoundly disrupted daily routines and physical activity (PA), especially among university students, due to restrictions and limited access to sports facilities. As this group is particularly vulnerable to sedentary lifestyles and mental health issues, understanding their PA patterns is crucial. This study explores overall and domain-specific PA levels and the influence of sociodemographic factors, offering insights for promoting sustainable PA strategies in higher education during and beyond health crises. Methods: A cross-sectional online survey was conducted among University of Foggia students during the pandemic. The participants completed the validated Italian IPAQ-Long to assess PA across various domains. Associations with demographics and perceived barriers were analyzed via t tests, ANOVA, and nonparametric tests. Results: A total of 301 students completed the survey. Despite barriers such as limited living space, low income, and sports facility closures, 66% of the participants reported high PA levels, mainly through work-related and leisure activities. This remains insufficient. PA varied significantly by gender, income, residence, and employment status: males reported higher leisure PA, whereas females engaged more in active transport and domestic activities. Rural residents and those with moderate incomes demonstrated higher overall PA, whereas employed students presented lower activity levels. These findings underscore the complex socioeconomic and environmental factors shaping PA behavior during an unprecedented global health crisis. Conclusions: The findings reveal that students’ resilience in maintaining PA is a coping mechanism despite socioeconomic and environmental barriers. Tailored, accessible PA initiatives integrated into university curricula can enhance student well-being, academic performance, and long-term health during and after public health emergencies. Universities should adopt accessible, equity-oriented PA initiatives to promote physical and mental health and enhance public-health preparedness during future emergencies. Full article

To date, it remains unclear how students position themselves within the tension between participation, achievement, and body norms in physical education (PE), as well as what role participatory structures play in this process. This paper, therefore, investigates the intersection of these dimensions by examining students’ experiences of participation in PE settings characterized by a high degree of diversity. Theoretically, the study is grounded in concepts of participatory and diversity-sensitive didactics, which serve as analytical frameworks for examining school practices. Semi-structured qualitative interviews were conducted with secondary school students across different grade levels. The data were analyzed using structured qualitative content analysis, yielding five main categories: moments of participation, self-positioning, understanding of the body, understanding of performance, and performance requirements. These categories are illustrated and interrelated through three exemplary student portraits. The findings indicate that participation in PE is a dynamic and negotiated process, shaped by teachers’ orientations and students’ agency, social dynamics, and prevailing body and performance norms. While some students benefit from inclusive practices, others encounter structural and symbolic barriers. The study highlights the potential of participatory, diversity-sensitive, and sensitizing teaching to foster agency, challenge exclusionary norms, and enable meaningful engagement for all students. These insights contribute to current debates on diversity, inclusion, and democratic education in PE. Full article

Children and adolescents with disabilities (CAWD) face barriers that limit participation in physical activity, contributing to health and inclusion disparities. This study examined the impact of a short-term inclusive physical education workshop on students’ perceptions toward the inclusion of peers with disabilities. Seventy-six students (ages 11–15) from four Hebrew-speaking schools in Israel attended a two-and-a-half-hour workshop combining disability awareness with experiential Paralympic sports activities. Perceptions were assessed using a structured questionnaire at three time points: pre-intervention, post-intervention, and three-month follow-up. The results showed a significant improvement in perceptions immediately after the workshop, with most gains sustained at follow-up. These findings suggest that brief, experiential interventions can foster lasting perceptual change, supporting inclusive education and advancing social dimensions of sustainability. This study offers practical implications for designing policies and programs that promote equity and inclusion in physical education, aligned with UN Sustainable Development Goals (3, 4, and 10). Full article

Background/Objectives: This study examined how maker-based physical education (PE) lessons, co-designed within a Professional Learning Community (PLC), expanded student participation and supported teacher professional growth. Focus was placed on engaging sport-marginalized students, often excluded due to ability, motivation, or social background. Methods: This qualitative single-case study examined a PE-focused professional learning community (PLC) that collaboratively designed maker-based PE lesson prototypes and partially implemented them in regular PE classes. Data included PLC documents, lesson plans, classroom observations, student work, and semi-structured teacher interviews, and were analyzed using inductive category analysis. Results: Three lesson types emerged: (1) physical data measurement and analysis, (2) performance feedback, and (3) play- and game-based formats. These diversified participation by promoting student roles beyond performers, such as creators and analysts. Sport-marginalized students took on new roles as creators and analysts and, at the same time, showed increased engagement in physical activities and more active participation in lessons as performers. Teachers shifted from skill-focused instruction to reflective, practice-based teaching. The PLC enabled sustained innovation and collective growth. Conclusions: Maker-based PE offers a low-cost, adaptable model for inclusive curriculum reform that promotes creativity, wellbeing, and participation. Future studies should explore its long-term impact, broader implementation, and strategies to support ongoing PLC-based innovation. Full article

Background/Objectives: Motor development in middle childhood (9–11 years) is a decisive stage for the consolidation of fundamental motor skills. Among these, turning stands out as a complex stabilizing skill that requires postural control, angular momentum regulation, and sensory integration. However, despite its cross-cutting relevance in physical and sports practice, it has not been studied specifically. Methods: This cross-sectional, quantitative study analyzed the execution level of the turn in 214 Spanish students aged 9 to 11, considering its relationship with anthropometric variables (height, weight, and BMI), sex, and the frequency of extracurricular physical-sport practice. Results: The results showed mostly average-to-low performance in turning ability, with no linear progression with age; boys outperformed girls at ages 9 and 10, while at age 11 the differences narrowed. Regression analysis showed no significant associations (p < 0.05) between turning ability and anthropometric variables or frequency of general physical and sports activity. Conclusions: These findings reinforce the originality of the study by highlighting a rarely explored skill and underscore the need for specific pedagogical approaches. Educational and extracurricular programs should incorporate varied tasks designed to stimulate sensory integration, body awareness, and motor control, beyond the mere amount of physical practice. Full article

(1) This study examined the influence of pedagogical models and gender on basic psychological needs and intention to engage in physical exercise during the teaching of an alternative invasive sport. (2) Participants were 136 students from the fifth and sixth grades of Primary Education and the first grade of Secondary Education (M = 11.36; SD = 1.04). Two programs were implemented per grade: one following the Game-Centered Model, and another based on a hybrid model combining the Game-Centered Model and the Sports Education Model. Autonomy, competence, and relatedness were assessed using the Basic Psychological Needs in Physical Exercise Scale, while exercise intention was evaluated with the Intentionality to Be Physically Active Scale. Psychometric properties were verified through confirmatory factor analysis, Cronbach’s alpha, mean variance extracted, and composite reliability. Descriptive and inferential analyses were conducted using the linear mixed model and Bonferroni’s post hoc test. (3) Both pedagogical models improved all variables. The hybrid model yielded significantly higher autonomy. Gender differences were observed in relatedness, with boys reporting greater values. (4) The pedagogical models used favor the satisfaction of basic psychological needs and exercise intention. Teachers should integrate psychological needs into programs for improvements in intention to be physically active, positively impacting self-determined participation. Full article

Table tennis (TT) is recognized for its accessibility, adaptability, and health benefits, making it suitable for physical education (PE). This study aimed to investigate the prevalence of TT implementation in primary school PE classes and explored associations with teacher characteristics and perceptions regarding injury risk, safety, inclusivity for students with disabilities or special educational needs, student engagement, and the educational value in PE curricula. A cross-sectional survey was conducted among 393 Spanish primary school PE teachers who completed the validated Racket Sports Attitude Scale (RSAS). Associations between teacher characteristics and TT use were tested using Pearson’s Chi-square, with effect sizes reported as Cramer’s V, Phi, and Somers’ D for ordinal variables. Additional analyses examined links between TT adoption and perceptions of injury risk, inclusivity, safety for pupils, ability to enhance engagement, and its educational value in PE. Only 11.7% of teachers reported using TT in PE classes. Implementation rates were not significantly different by sex but were associated with age (χ² = 27.2, p < 0.001, Somers’ D = 0.071) and teaching experience (χ² = 30.0, p < 0.001, Somers’ D = 0.099). TT use showed strong associations with perceptions of lower injury risk (Cramer’s V = 0.707), suitability for students with disabilities (0.712), special educational needs (0.715), safety (0.707), engagement (0.712), and educational value (0.716) (p < 0.001). Despite positive perceptions, TT is underutilized in PE curricula. Full article

This pilot study evaluates the effectiveness of basketball, implemented according to Universal Design for Learning (UDL) principles and educational best practices, as an inclusive tool for students with Special Educational Needs in lower secondary school. The research involved 24 adolescents aged 11–14 with Special Educational Needs, who participated in a structured 30-session basketball program designed to enhance motor, relational, and individual skills. The program incorporated evidence-based methodologies such as differentiated instruction, peer modeling, and cooperative activities. Motor tests and psychometric questionnaires were administered pre- and post-intervention to assess three key developmental dimensions. Results demonstrated significant improvements across all three dimensions: relational competencies and individual factors showed equal progress (+20.8% each), while motor skills showed slightly more modest but still substantial gains (+16.6%). These findings confirm that a structured pedagogical approach can transform sport into a powerful vehicle for inclusion. The article highlights how the integration of physical activity, inclusive teaching methodologies, and unified sports represents an effective strategy to address the complexity of Special Educational Needs. Full article

Schoolyards are increasingly recognized as critical spaces for inclusion, yet research on their role in addressing gender and disability remains limited. This study examines Greek teachers’ perceptions of schoolyard inclusivity, analyzing how views differ across teaching levels, professional experience, and institutional contexts. A quantitative survey design was employed, applying an intersectional framework seldom used in schoolyard research to capture both structural and cultural dimensions of exclusion. Teachers identified barriers such as uneven surfaces, limited adaptive equipment, and the absence of sensory-friendly areas, alongside cultural dynamics, particularly the dominance of competitive sports in central spaces, that marginalize girls and students with disabilities. Findings indicate that educators with longer service, advanced academic qualifications, and training in Special Education were more sensitive to issues of equity and accessibility, while secondary-level teachers were more critical than primary colleagues, reflecting adolescence as a period of intensified gendered exclusion. Situating these results within international debates on playground design, hidden curriculum, and Universal Design for Learning, the article concludes that inclusive schoolyards require not only physical redesign, but also cultural transformation, participatory co-design, and teacher-led practices aligned with global sustainability agendas. Full article

This study critically examines the multidimensional differences in body image perceptions among female students who participate in regular sports activities compared to their sedentary counterparts. The investigation involved a sample of 436 female students divided into two distinct groups: the sports group (GS, n = 180), consisting of participants from physical education and sports disciplines, and the non-sports group (GNS, n = 256). Anthropometric measurements such as height, weight, and body mass index (BMI) were systematically taken, along with the administration of three validated psychometric tools: the Silhouette Rating Scale (SRS) to assess body perception and satisfaction, the Objectified Body Consciousness Scale (OBC) to evaluate body objectification, and the Ideal Body Stereotype Scale-Revised (IBIS-R) to analyze perceptions of ideal body stereotypes. Notably, body dissatisfaction (SRS-D) showed the strongest correlation with BMI in both groups, with the non-athletic group displaying slightly higher correlation coefficients (r = 0.940) compared to the athletic group (r = 0.904; p < 0.001). Additionally, stereotypes related to the ideal body (IBIS-R) were strongly correlated with BMI in the non-athletic group (r = 0.846), whereas the athletic group showed a slightly lower correlation (r = 0.805). The body objectification measure (OBC) demonstrated moderate correlations, with the non-athletic group showing stronger associations (r = 0.394 vs. r = 0.352). Linear regression analysis revealed that non-athletic individuals exhibited higher predictive validity, characterized by greater R² values and stronger correlations between physical and psychosocial factors. The results indicate that participation in sports serves as a protective factor against negative body image, shown by weaker correlations in the sports group. This research suggests that engaging in physical activities is associated with healthier body profiles and a more positive body image, leading to greater satisfaction and more realistic perceptions of body size. Full article

Physical activity (PA) has been identified as a protective factor for adolescent mental health. This study analysed the association between PA and levels of anxiety, depression, and stress among adolescents, considering gender, educational stage, and type of sport. A cross-sectional design was conducted with 106 Spanish secondary school students aged 12–16 years. Data were collected through a self-reported questionnaire on PA participation and the validated DASS-21 scale. Descriptive statistics, chi-square (χ²) tests, and adjusted residual analyses were performed. The results showed a significant negative association between PA and anxiety (χ² = 303.34, p < 0.01), stress (χ² = 310.64, p < 0.01), and depression (χ² = 324.32, p < 0.01). Non-athletes presented higher levels of psychological problems compared with active peers, while girls and older students showed greater vulnerability. Adolescents involved in team sports exhibited lower anxiety and stress than those participating in individual sports. In conclusion, higher participation in physical activity, particularly team-based disciplines, is associated with better mental health in adolescents. These findings reinforce the importance of integrating regular physical activity into school contexts to support psychological well-being during adolescence. Full article

Objective: This study explores the associations between parent–child exercise and children’s mental health from the perspective of family physical education. Methods: In total, 527 valid questionnaires were collected from students in grades four to six of three primary schools in Yuhang District, Hangzhou City, including a survey of the status of children’s exercise and family sports and the SCL-90 symptom self-measurement scale. Based on an analysis of practical challenges in family sports engagement and children’s mental health status, the data were analyzed and modeled using structural equation modeling to obtain a model of children’s mental health promotion, with individual children’s exercise as the primary factor and parent–child exercise as the mediator. Results: Both individual children’s exercise and parent–child exercise were significant predictors of children’s mental health promotion. Parent–child activities show a more significant negative correlation with symptoms of anxiety and depression than individual exercise alone. They also partially mediated the relationship between individual exercise and depression/anxiety symptoms. The indirect effects had confidence intervals of [−0.008, −0.001] for depression and [−0.007, −0.001] for anxiety. The direct effects of individual exercise on mental health (depression: β = −0.115; anxiety: β = −0.127) were stronger than the indirect effects and significantly positively correlated with parent–child exercise (β = 0.444, p < 0.05), suggesting that individual exercise may encourage more parent–child exercise. Conclusions: We propose a relational pathways model incorporating parent–child exercise as a mediating variable and individual exercise as the primary activity. This model is more closely aligned with real-life conditions and practical feasibility than approaches lacking such a family-based component. Full article