Search Results (229)

Background/Objectives: Low physical activity (PA) is becoming an increasingly serious health problem among overweight school-age children. This study aimed to evaluate the influence of elevated PA during school hours on the nutritional behavior and fat mass of overweight and obese children. Methods: The study involved 11-year-old children (n = 148) who were overweight and obese. In the control group, children received physical education lessons in the standard dimension (4 h a week) while the intervention group received 10 h. Body mass index (BMI), fat mass (FM), and nutritional behavior were analyzed. Results: Compared to baseline, at the end of the intervention, the proportion of obese children increased in the control group and decreased in the intervention group. Regarding nutritional behavior, low consumption of vegetables, fruits, whole grains, poultry, and fish was observed. After a 12-month period, the intervention group showed a slight decrease in the consumption of fruits, vegetables, cold cuts, fried dishes, sweets, and fast food, and an increase in the consumption of white bread, whole-grain bread, poultry, red meat, and dairy products (milk, yogurt). In the control group, children exhibited an average increase in the consumption of fruits, vegetables, poultry, red meat, sweets, and fast food Conclusions: Although extended physical activity during school hours was correlated with a decrease in the number of obese children, the observational nature of the study precludes the drawing of definitive conclusions. The intervention may have contributed to an increase in energy expenditure, which could account for the improvements in BMI and FM. Nevertheless, the impact on nutritional behavior was limited. 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

Physical educators can incorporate mathematics and technology into their curriculum. The challenge is how to do this without sacrificing the core learning central to physical education (PE). The aim of this study was to examine the impact of an intentionally designed interdisciplinary six-week program called Maths on the Move (MOTM), specifically designed to integrate mathematics and PE. The study participants included two middle school PE teachers and two mathematics teachers. Within PE lessons, students wore a human activity monitor (HAM) that recorded step counts and acceleration to allow students to gather their personalized data for use in their mathematics lessons on statistics and probability. While the teachers applied our interdisciplinary approach, the challenges and complexities of interdisciplinary methods were observed. We demonstrated how the integration of PE and mathematics can enrich students’ learning experiences, illustrating MOTM as a versatile integrated approach. Despite the results, a gap between pedagogical content knowledge, teacher connectiveness, and practical application was found. In conclusion, this study underlined the value and possibilities of integrating PE and mathematics through a teacher-centered approach, setting the stage for future research to enhance the effectiveness of interdisciplinary education. Full article

Background/Objectives: The study aims to experiment with a teaching methodology based on the application of some principles of Nonlinear Pedagogy (NLP) in order to understand its effectiveness not only on motor development but also on attention and processing speed. Methods: A between-subjects quasi-experimental design involved 165 children (mean age = 7.21 ± 0.93 years), assigned to an experimental (n = 98; 45% Male and 55% Female) and control group (n = 67; 42% Male and 58% Female) over 16 weeks (32 sessions). The experimental group followed Physical Education (PE) lessons grounded on NLP principles, while control group followed traditional PE lessons. Divided attention and visual processing speed were assessed using the Witty SEM test with 2 difficulty levels, and the motor skills were assessed through Test of Gross Motor Development-3 and used as covariate. Results: Significant interactions emerged for Divided Attention (p = 0.014, d = 58 for level 1; p = 0.014, d = 42 for level 2). The visual processing speed also showed significant interaction (p < 0.001, d = 0.88 for level 1; p < 0.001, d = 1.11 for level 2). Conclusions: Findings from this preliminary study indicate a significant relationship between NLP-based teaching and improvements in attention and visual processing speed. The NLP intervention group outperformed the control group in both domains, supporting the effectiveness of this pedagogical approach within primary school PE settings. These promising results encourage further investigation with larger samples and over longer intervention periods. Full article

Background/Objectives: Relative age differences within the same school year may influence adolescents’ physiological adaptations to physical activity programs. While biological maturity (maturity offset, MO) is often considered a more relevant indicator than chronological age (CA), empirical evidence from school-based interventions remains limited. This study aimed to compare the predictive value of CA and MO in explaining health-related adaptations to an eight-week high-intensity interval training (HIIT) program delivered during physical education classes. Methods: A total of 256 adolescents (112 boys and 144 girls) participated in HIIT protocols integrated into regular lessons. Health-related outcomes included maximal oxygen uptake (VO₂max), body fat percentage (BFP), systolic blood pressure (SBP), and diastolic blood pressure (DBP), assessed at baseline, post-intervention, and follow-up. Maturity offset (MO) was estimated using Moore’s method. Statistical analyses included MANOVA/ANOVA, linear regression, and dominance analysis, all stratified by sex. Results: Chronological age explained more variance in the studied outcomes than MO, particularly for BFP and VO₂max among girls. In boys, a significant CA × MO interaction predicted SBP, indicating interdependence between both age indicators. Dominance analysis confirmed the overall predominance of CA as a predictor across most outcomes. Conclusions: Chronological age proved to be a stronger predictor of adaptation to school-based HIIT than biological maturity, suggesting that calendar age better reflects cumulative behavioral and environmental influences. These findings highlight the need for age-sensitive and personalized approaches when designing physical education interventions to optimize health-related outcomes in adolescents. Full article

Background/Objectives: To address the inconsistent provision of specialist physical education (PE) in primary schools, this study investigated the comparative efficacy of distinct team teaching configurations. The objective was to compare these instructional models’ impact on students’ basic motor competencies (MC) and self-reported physical literacy (PL). Methods: This cluster-randomized trial involved N = 266 students (grades 1–4) in Slovakia, assigned to one of five instructional models (PE teacher; GT+PET; PET+AT; GT+C; and GT+AT). The five-month intervention included two 45 min PE lessons weekly. Given the cluster design and non-normal data, the Wilcoxon singed-rank test and Kruskal–Wallis H-test were applied to assess the differences, and Cohen’s r was applied to determine effect size. Results: Comparative analysis showed no significant differences across teaching models for Self-Movement (p = 0.544), Object-Movement (p = 0.138), or PL (p = 0.219). Significant within-group MC gains were found in 4 teaching models, yet the practical effect size was generally weak to moderate (r ranging from 0.21 to 0.69). The strongest practical improvement was observed in the AT+PET Self-Movement group (r = 0.69). In contrast, the GT+PET configuration achieved no significant MC gain. For PL, only the AT+PET and GT+PET models showed significantly positive but moderate changes (r = 0.32 and 0.37). Conversely, the GT+C model resulted in a moderately significant decline in PL (Δ = −9.16, r = 0.43). A positive but practically weak correlation emerged between the MC subscales and PL (ρ ranging from 0.135 to 0.238, p < 0.05), with the highest limited association for Catching (ρ = 0.377, p < 0.01). The frequency of organized out-of-school physical activity was positively correlated with MC subscales (ρ = 0.195–0.282, p < 0.01) but not significantly correlated with PL. Conclusions: No single teaching model proved superior for improving overall motor competence or self-perceived physical literacy. While most effective configurations yielded moderate practical gains, the GT+C model presents a key paradox: while effective for objective skills, it proved detrimental to self-perceived physical literacy. These findings lead to explicit policy and implementation recommendations focused on strengthening collaborative instruction. Policymakers should consider strategies to support the integration of specialist PE teachers (PETs), such as establishing co-teaching as a recommended practice and allocating dedicated resources for funding and collaborative planning time to leverage the specialized knowledge they bring. Furthermore, schools are encouraged to focus on the effective implementation of PET-involved team teaching approaches (e.g., AT+PET and GT+PET). These models are not only effective but also support the co-professionalization of the generalist teacher, which is essential for ensuring that high-quality, evidence-based PE practices are consistently embedded. Full article

This study proposes an integrated TAM–TPACK framework that explicates how teachers’ technology acceptance progresses to lesson design and enactment in elementary physical education, using augmented reality (AR) climbing as the focal case. A qualitative case study was conducted with three elementary teachers. Data comprised semi-structured interviews, classroom videos, lesson plans, and satisfaction surveys, and were interpreted through directed content analysis. The findings indicate that perceived usefulness (PU) and perceived ease of use (PEU) systematically informed goal setting, feasibility judgments, and content–curriculum alignment, whereas behavioral intention (BI) shaped pedagogical intent and design decisions. Technological Content Knowledge (TCK) and Technological Pedagogical Knowledge (TPK) functioned as core mechanisms that structurally aligned AR functionalities with curricular aims and instructional procedures. Clear correspondences—PU↔TCK, PEU↔TPK, and BI↔TPACK—were identified, conceptually mapping a pathway from technology acceptance to lesson design and classroom enactment. The study advances a concise, empirically grounded, teacher-centered model for digital physical education and underscores the need for standardized adoption criteria, structured professional development, implementation incentives, and equitable access to local infrastructure to support sustained practice as part of a sustainability-oriented digital transformation of physical education systems. Full article

Drawing from a broad and multifaceted stream of educational research and practice that has gradually emerged in recent decades within science education field, widely known as Inquiry-Based Science Education (IBSE), the current study aims to extend its boundaries within the special education field. In particular it aspires to investigate to what extent teachers foster IBSE characteristics and accommodate the specific learning characteristics of students with autism when they are called to teach them projectile motion and the concept of force. To fulfill this goal, seven secondary school physics teachers with a background in special education were recruited to develop lesson plans on mechanics for high-functioning autistic adolescents. Our findings indicate that these teachers exhibit varying levels of engagement, with certain aspects of IBSE being applied more consistently than others. Notably, the nature of the content appears to play a significant role in shaping this variability. The findings show that teachers tend to demonstrate different levels of engagement, with some aspects of IBSE being more consistently applied than others. Interestingly, the nature of the content appears to play a significant role in influencing this variability. The findings of the current study are likely to contribute to teaching and learning science content to students that with autism spectrum disorder. Full article

This study, by analyzing processes taking place in physical education (PE) lessons, sought to identify how traits of self-confidence and intrinsic motivation developed in pupils with special educational needs (SEN). The research employed a micro-ethnographic study that was directed at the research object: opportunities to develop pupils’ traits of self-confidence and intrinsic motivation. Empirical data were gathered through video recordings of PE lessons. The sample comprised 36 first-grade pupils with severe SEN. Using reflexive thematic analysis, we identified themes and subthemes that revealed the development of emotional intelligence traits: self-confidence and intrinsic motivation, as well as themes and subthemes that revealed the manifestation of these traits in PE lessons. The study found that constructive dialogic interaction—emphasizing emotional support and strength-oriented, reciprocal teacher–pupil reflection—was the key factor in developing both self-confidence and intrinsic motivation. The study revealed distinctive features of self-confidence (demonstration of self-efficacy, positive self-assessment, reflection on the perception of strengths) and intrinsic motivation (choosing challenging tasks, determination and persistence, the need to improve skills and achieve better results). The empirical findings reflected universal methods for cultivating emotional intelligence traits that could be transferred to other educational contexts. The article presents a small part of the dissertation research data. Full article

Quality Physical Education (QPE) is crucial, yet its delivery at the primary level is often challenged by generalist teachers’ inadequate preparedness, a deficit that collaborative tandem teaching can address. This study compared the perceived preparedness of 618 generalist teachers with varied tandem teaching experience in Slovakia and North Macedonia, examining differences linked to the structural model type. Data were collected via a questionnaire assessing self-perceived preparedness across 11 PE domains and the need for continuous professional development. A Chi-square test compared responses between the Slovakian model (rotational sports coaches, co-teaching 1 of 3 weekly lessons) and the North Macedonian model (consistent PE teachers, co-teaching all 3 weekly lessons). Generalist teachers in both countries reported overall high preparedness, but a significant deficiency was identified in working with children with diverse learning needs (p < 0.01). North Macedonian teachers, who experience a long-term partnership with a dedicated PE teacher in all weekly PE lessons, reported being significantly better prepared across most domains (e.g., selection of equipment, p = 0.000) than Slovakian teachers, who utilize short, rotational partnerships in 1 of 3 weekly lessons. The findings suggest that the structure of the tandem teaching model is a key factor in enhancing generalist teachers’ preparedness and professional growth in QPE. Full article

Background: This exploratory, non-randomized pre–post study compares three school-based stress interventions—Yoga, Climbing, and Social–Emotional Learning—in primary school children. Methods: We compared three low-threshold interventions delivered during regular lessons: (1) a six-week video-guided Yoga sequence (n = 64; grade 3), (2) a 2.5-week social–emotional learning (SEL) module focused on emotion recognition and regulation (n = 60; grade 3), and (3) a two-week Climbing program implemented with a small special-education sample (n = 12). Parallel class-matched controls were included for Yoga and SEL (n = 64 and n = 60, respectively). A quasi-experimental pre–post design was used. Primary outcomes were overall stress and the emotion subdomains of anger, anxiety, and sadness (SSKJ 3–8); the secondary outcome for the Climbing pilot was general self-efficacy (SWE). Non-parametric statistics (Wilcoxon signed-rank, Mann–Whitney U) and rank-biserial effect sizes (r) were reported with Holm-adjusted α = 0.05. Results: Yoga and SEL produced significant within-group reductions in overall stress and all emotional subdomains (all p < 0.001; r = 0.59–0.75) and outperformed their respective controls at post-test (p ≤ 0.038; r = 0.22–0.48). Change-score comparisons between Yoga and SEL were not statistically different (p ≥ 0.44). In the exploratory Climbing group, self-efficacy increased significantly (V = 64.5, p = 0.006, r = 0.80); stress outcomes mirrored Yoga/SEL trends but were under-powered. Conclusions: A brief classroom Yoga routine and a condensed SEL module each yielded clinically meaningful reductions in stress among primary-school pupils, offering flexible options for post-pandemic recovery. Preliminary evidence suggests that Climbing may enhance self-efficacy in older students with psychological challenges; however, larger samples are required. Integrating cost-effective physical and emotional strategies can help schools promote resilience and well-being amid ongoing educational disruptions. Full article

Background/Objectives: Engaging in regular physical activity (PA) and reducing sedentary behaviors benefits youth health, especially for those with disabilities. However, two-thirds of European children remain insufficiently active. In schools, Active Breaks, brief 5–15 min PA sessions led by teachers during or between lessons, offer a feasible strategy to increase movement. This study investigated teachers’ perceptions of ABs by comparing implementers and non-implementers, examining facilitators and barriers to implementation, and exploring their potential to support the inclusion of students with disabilities. Methods: An observational cross-sectional study was conducted among primary and secondary school teachers in the Emilia-Romagna region (Italy), all of whom had completed a 6 h training course on the implementation of ABs. Data were collected using an ad hoc questionnaire consisting of four sections: sociodemographic data, an adapted Attitudes Toward Physical Activity scale, ABs’ practicality/sustainability, and inclusiveness. Results: Overall, 65% of teachers reported implementing ABs, with higher adoption in primary (69.5%) than secondary schools (58.6%). Implementers reported more positive perceptions and attitudes across individual, classroom, and school-support domains (p < 0.05). In addition, primary teachers consistently scored higher than their secondary counterparts, particularly in terms of class characteristics and benefit perceptions (p < 0.001). Most teachers, especially in primary schools (84.2%), reported no difficulties, although one-third of secondary teachers reported challenges. Exploratory factor analysis on barrier items identified two dimensions (practical/logistical feasibility; institutional/procedural difficulties), but internal consistency was low. Teachers mainly reported using motor activities, with sessions lasting 5–10 min, typically scheduled mid-morning. Inclusion analysis revealed that 60% of teachers had students with disabilities in their classes. While most students participated without adjustments, 25% required occasional or consistent modifications. Conclusions: ABs are a practical and inclusive strategy to reduce SBs in schools. However, not all teachers are currently able to implement them, due to varying contextual constraints, levels of support, and perceived barriers. Primary school settings appear more conducive to their integration, whereas secondary schools may require more tailored support. Fostering teacher confidence, peer collaboration, and inclusive planning can enhance both the implementation and long-term sustainability of educational initiatives. Full article

The Austrian education system faces the ongoing challenge of addressing linguistic diversity in classrooms where many middle school students speak a first language other than German. Yet, teaching practices often prioritize subject content over inclusion through language-sensitive approaches, limiting equitable access to education. In response, the revised Austrian middle school curriculum emphasizes “language learning and reading” as a cross-cutting theme, promoting language-sensitive teaching across all subjects, including physics. This study explores how Austrian middle school physics teachers (N = 131) perceive and implement language-sensitive practices in response to the new curriculum. Using a questionnaire, it investigates their attitudes towards (1) the revised curriculum, (2) reading, and (3) the role of language in physics lessons. Findings show that while teachers are highly motivated to implement the curriculum, they often lack the methodological knowledge necessary to effectively support learners with lower German language proficiency. Physics instruction poses specific challenges due to its reliance on subject-specific terminology and academic discourse, further disadvantaging students with lower German language skills. This research highlights the urgent need for targeted professional development to support inclusive, language-sensitive teaching, ensuring all students—regardless of linguistic background—can access and succeed in physics education. Full article

With amateur and professional musicians facing high risks to mental and physical health, it is important to reflect on the nature of instrumental music education and to design novel educational approaches that take the development of well-being into account. In this article, I plead for a “caring” stance towards instrumental music education, conceiving the development of well-being as an integral element of the development of musicianship. First, I define such a caring stance, conceiving of musical development and the development of well-being as the two chains of the DNA of music education, with the PERMA building blocks of well-being as the bases of the ladder that connects the two chains. Next, I discuss how a synergy between the development of musicianship and well-being can be achieved by a constraints-led approach to integrating these building blocks of well-being into the dynamics of a music lesson. Then, I present a novel approach to instrumental music education that seeks to achieve the synergy between developing well-being and musicianship by educating the performing body beyond a mere instrumentalist approach to the body and musical instruments through the incorporation of movement-based learning activities. After elaborating on the guiding principles of this “kinemusical” approach, I exemplify the presented framework by discussing two learning activities in relation to the constraints-led integration of the PERMA building blocks of well-being. This exploratory work is presented as an initial step in a broader research agenda. It invites critical engagement and dialog to refine and advance the proposed kinemusical approach, with implications for both formal music education and the wider field of music research. Full article

Meaningful Physical Education (MPE) emphasizes six pedagogical dimensions, social interaction, enjoyment, fair challenge, motor competence, personally relevant learning, and enduring satisfaction, that contribute to students’ motor and emotional development. This study explores how experienced in-service Physical Education (PE) teachers perceive their capacity to foster these dimensions in their daily teaching practice. A qualitative, interpretative study was conducted through semi-structured interviews with 14 PE teachers (≥10 years of experience) from primary and secondary schools in Spain. A validated interview protocol, structured around the six MPE dimensions, guided data collection. Transcriptions were thematically analyzed using an inductive–deductive coding approach. Teachers described strategies to promote social cohesion, engagement through playful experiences, and differentiation to achieve fair challenges. They emphasized the importance of visible motor progress and emotional safety, and highlighted that when students perceive lessons as relevant, their motivation and long-term adherence to physical activity increases. Although teachers recognized challenges in implementing all dimensions simultaneously, they valued MPE as a guiding framework. The findings support MPE as a feasible and pedagogically rich model in real school contexts. Promoting these dimensions appears to be critical in fostering students’ sustained participation in physical activity and supporting their holistic motor development. Full article