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The purpose of the current study was to investigate novice PE teachers' reflections regarding beliefs and how they played out in teaching practices and identity formation within the settings of their profession. We recruited 31 PE teachers in their early careers to participate in this study. Data were collected through their written accounts of their reflection and in-depth interviews. Analysis of the collected data followed the procedures of thematic analysis through which reflexivity had been emphasized during the analysis process. The results showed three constructed themes. These were teachers' reflections on their beliefs, PE teaching practices, and PE teachers' professional identities. We conclude that PE teachers' reflections on belief systems, as well as the purpose of the subject, have, in one way or another, shaped practices and professional identities. Teachers take up contemporary discourse regarding education, which is not fully aligned with available professional development programs that effectively improve the practices. Teachers form, maintain, and negotiate their professional identities in relation to their beliefs and their actual practices. [ABSTRACT FROM AUTHOR]

This study examined the perceptions of physical education teachers regarding inclusive education in their classes. A qualitative, cross-sectional design was employed, using a digital survey with an open-ended question designed to explore barriers and needs in implementing inclusive practices. Thematic content analysis was conducted to identify key themes from the responses. Seventy-five in-service physical education teachers from diverse educational contexts in Spain participated, sharing their experiences and challenges. Participants expressed genuine interest in receiving training and incorporating inclusive principles into their practices. However, structural limitations, such as high student–teacher ratios and insufficient specialized resources, significantly hindered their ability to implement these strategies effectively. Persistent challenges, including excessive workloads and the lack of support personnel, were reported, leading to frustration in their efforts to provide an equitable education for all students. Although focused on the Spanish context, these findings resonate with international research, highlighting similar structural barriers to inclusive education. This study underscores the need for ongoing, discipline-specific training for physical education teachers, supported by strong institutional commitments to ensure the provision of adequate human and material resources. Without such support, the burden on teachers remains disproportionate and ultimately unfair, hindering progress towards a truly inclusive educational environment. [ABSTRACT FROM AUTHOR]

The gender perspective (GP) aims to generate social change by questioning the stereotypes and roles assigned to individuals and addressing biases and related issues. In Chile, it has been promoted through public policies (Law No.21.369). For this reason, the Physical Education, Sports, and Recreation Pedagogy program at a state university has adjusted its curricular activities. Rhythmic gymnastics (RG), a sport traditionally considered exclusive to women and previously taught only to "them", must now be taken by all people, regardless of their gender. This research, project funded by the Metropolitan University of Chile DIUMCE01-2024-EFA, analyzes the opinions of 50 students about RG in their curriculum and its relationship with GP prior to taking the course. The study follows a qualitative case study approach, applying semantic content analysis with emergent categories to the responses. The student body presents a favorable attitude toward the curricular activity, expressing interest in applying it within their professional field. They state that sports should be practiced without gender differentiation. They recognize that there are social biases linked to gender stereotypes. On the other hand, the lack of knowledge of RG implies prejudices, such as feeling uncoordinated, inflexible, and uncomfortable when working on corporal expression. [ABSTRACT FROM AUTHOR]

Students majoring in physical education are the main source of physical education teachers in Chinese schools, and they are the main body in achieving the function of physical education in schools. The improvement of their altruistic behavior helps enhance the educational literacy of outstanding physical education teachers. This study conducted a questionnaire survey on 310 students majoring in physical education from 5 universities in 5 selected regions using the General Interpersonal Communication Objective Scale, Interpersonal Reactivity Index-C, the "responsibility" subscale of the Big Five Inventory Questionnaire, and the Altruistic Behavior of College Students questionnaire. We performed correlation analysis, mediation effect analysis, and moderation effect analysis on the data using SPSS 24.0 and MPLUS 7.4. Empathy partially mediates 30% of the total effect between interpersonal relationships and altruistic behavior; social responsibility has a moderating effect on empathy and altruistic behavior, with higher levels of responsibility having a greater moderating effect. Interpersonal relationships, empathy, and a sense of responsibility affect the current, recent, and long-term states of altruistic behavior, respectively. To improve students' altruistic behavior throughout the entire process, schools should develop training systems specifically for interpersonal relationships, empathy, and social responsibility. [ABSTRACT FROM AUTHOR]

This study emphasizes the importance of a teacher's adaptability in conveying knowledge and the varied interpretations of exercises among educators. While there is an evident difference in how physical education (PE) is approached, the common thread is the motivation and involvement of students. Promoting physical activity and forming associated habits at school has a major impact on a person's entire life. Students should learn these skills through PE classes led by physically literate teachers. The aim of this study was to determine PE teachers' physical literacy (PL), their understanding of the concept of PL, and the application of its components in PE classes. In the first phase of the research questionnaire survey of 81 PE teachers, the aim was to determine their physical literacy. In the second phase, observations were conducted to assess which components of PL teachers use during PE classes. In the third phase, a group interview was conducted to determine the opinions of PE teachers on the components of PL and its application. Teachers with a normal BMI and teaching higher grade students (p < 0.05) had significantly higher PL scores than those with a BMI that was too high (p < 0.05). Additionally, correlation analysis (r = −0.247, p < 0.05) showed that as BMI decreased, the PL score increased. Only two aspects of PL are developed during PE classes—competence and motivation. Very little or no elements of knowledge and understanding of physical activities and associated health benefits, and ways to reduce sedentary time and promote daily habits were observed. PE teachers' interviews revealed that they recognized PL as a holistic concept for the development of a person's physical abilities and knowledge. PE specialists also suggested teaching methods that could be applied outside of classes and acknowledged shared problems that reduce students' motivation to move and how to address them. This study highlights the complexity of the concept of PL and reveals many areas for future research: searching for a universal assessment of PL and focusing on the concept of promoting new, creative, less linear ways of assessing and teaching PL. [ABSTRACT FROM AUTHOR]

The editorial in Education Sciences discusses the evolving roles of teacher educators in addressing contemporary challenges. The Special Issue contains fourteen papers focusing on supporting teachers' identity formation, providing professional learning opportunities, curricula building, and teacher educators' professional development. The articles emphasize the importance of integrating research into practice to improve teaching and benefit students and society. However, the studies are limited in scale and lack institutional support, highlighting the need for further research in teacher education. [Extracted from the article]

Teaching physical education (PE) involves adopting contemporary instructional models and teaching methods. Especially at an undergraduate level, the teachers' participation in professional communities can support their self-efficacy in adopting context-specific instructional models, leading to an improvement in student learning. The aim of the present study was to examine the effects of preservice PE teachers' participation in a professional development (PD) program designed according to the principles of the community of inquiry (CoI) on their self-efficacy in teaching physical education using instructional models. Twenty-three preservice PE teachers (male = 11, female = 12) at the University of Athens, Greece, participated during the 2022–2023 spring semester in a PD program specifically designed according to the CoI principles to support them in the use of PE curriculum models in a secondary school practicum. A pre-post convergent mixed methodology was used, with quantitative (Ohio State Teacher Efficacy Scale, OSTES) and qualitative (semi-structured interviews) data evaluating the changes in the participants' self-efficacy in the use of instructional models. Results showed that even though the program was evaluated as effective in terms of supporting the participants' knowledge and skills on the use of the models, there were no statistically significant changes in their OSTES self-efficacy indices. Given the complexity of PE teaching and the latent structure of the self-efficacy trait, a longer duration of similar PD programs is suggested. [ABSTRACT FROM AUTHOR]

The aim of this study was to analyse the differentiated role played by academic self-concept on teacher identity, taking into account the mediating role of teacher efficacy and the gender of the pre-service physical-education teachers. In this cross-sectional study, 478 master's degree students in Secondary Education Teacher Training participated (Mean = 27.09; SD = 6.32; 54.8% male, 44.8% female, 0.4% other). The following scales were used: academic self-concept, teaching identity, and teacher self-efficacy. After finding significant differences in academic effort, a structural equation analysis (SEM) with the multigroup option was conducted to answer the research objective. The results revealed that the women had significantly higher mean academic effort values than the men. In addition, the SEM, which showed excellent fit indices, revealed that, for the men, teacher efficacy acted as a mediating variable between academic confidence and teacher identity. In contrast, for the women, teacher efficacy acted as a mediator between academic effort and teacher identity. However, academic effort also acted as a direct predictor of teacher identity in male pre-service teachers. As a main conclusion, it can be said that the findings highlight the importance of academic self-concept in undertaking the master's degree by increasing teacher identity through the teaching efficacy of pre-service teacher educators. [ABSTRACT FROM AUTHOR]

A burgeoning corpus of scholarly inquiry indicates that engagement in physical activity among children yields a plethora of advantageous outcomes, including enhanced cardiorespiratory endurance, improved academic performance, augmented cognitive functioning, as well as advancements in social and psychological well-being. Given that students participate in schooling for up to 200 days per annum, physical education (PE) possesses the potential to substantially influence the physiological and cognitive maturation of school-aged children through purposeful pedagogical practices. The notion of quality physical education (QPE), whose paramount objective is the cultivation of physical literacy, represents a critical element in the facilitation of both physiological and cognitive growth in children. Consequently, the objective of this investigation was to examine the ramifications of a continuing professional development program on educators' self-efficacy and, in turn, on their students' physical fitness and educational outcomes. The inquiry was conducted over a 32-week span during which teachers and students participated in a continuing professional development training (CPD) intervention and a physical literacy (PL) program, respectively. At both the initiation and conclusion of the intervention programs, a comprehensive series of standardized assessments were administered, including the Motorfit battery, Spirometry, Physical Education Teaching Efficacy Scale (PETES), and Amos 8–15. As a consequence, a significant Time × Group interaction effect for the Motorfit battery, Spirometry, PETES, and Amos 8–15 was identified. This finding suggests a meaningful improvement in the treatment groups (p < 0.001). Conversely, no notable alterations were recorded within the comparison groups. The outcomes of this research reinforce the assertion that exemplary instruction in physical education exerts a profound influence on the physiological well-being and academic achievements of students. [ABSTRACT FROM AUTHOR]

Achieving gender equity and social inclusiveness remains a key priority in education. In the context of Physical Education (PE), fostering inclusive practices is critical to ensuring all students, regardless of gender, ability, or social status, can participate meaningfully. By examining the impact of three pre-service teachers' (PSTs) equity-driven pedagogical practices on gender equity and student engagement in game-based activities, this study investigates how targeted pedagogical interventions can reduce gender disparities in engagement and promote inclusivity in student game interactions within PE classes. Specifically, we aimed to determine whether students of different sexes exhibit similar engagement rates, identify any existing disparities, examine changes in these disparities during the intervention, assess the equity and inclusiveness of student game interactions, and explore the link between these interactions and engagement rates. A total of three PSTs were engaged in a yearlong study, divided into two units: basketball (3v3) and volleyball (4v4). A pedagogical scaffolding intervention aimed at fostering equity and inclusion was implemented through their yearlong engagement in school-placement teaching practices. Data concerning students' participation in game-based activities were collected in the first and last unit of the schoolyear (Basketball—first semester; and Volleyball—second semester). Engagement rates, measured as participation time (PT) and Rate of Play (RoP), were recorded through video analysis. A Social Network Analysis (SNA) was used to evaluate the equity and inclusiveness of student interactions. Initial disparities in engagement rates favoured boys in both sports. However, post-test results indicated a significant increase in engagement for both sexes, with disparities decreasing over the intervention period. Basketball showed a significant reduction in gender differences in RoP (p < 0.05), while volleyball results indicated no significant gender disparities post-intervention. The SNA revealed more equitable and inclusive game interactions over time, particularly in volleyball. The results suggest the pedagogical intervention's effectiveness in increasing students' engagement and reducing game-based gender disparities. These findings underscore the importance of deliberate scaffolding strategies to enhance equity and inclusion, highlighting the potential of the reported strategies for fostering a more inclusive and engaging environment for all students. [ABSTRACT FROM AUTHOR]

This study aims to explore the impact of Multimedia-Assisted Teaching (MAT) on the quality of physical education (PE) instruction in universities, with a particular focus on badminton courses. A quasi-experimental design was employed, including pre-tests and post-tests, involving two badminton classes at Ming Chuan University, with a total of 101 students. These two classes were assigned to an experimental group (using MAT) and a control group (traditional teaching methods). The research instrument used was the Physical Education Teaching Quality Scale (PETQ), which includes four factors: course content, teaching strategies, classroom management, and learning assessment. The results indicated that, compared to traditional teaching methods, the use of MAT significantly enhanced students' perception of the quality of PE instruction. The experimental group scored significantly higher than the control group across all scale factors, suggesting that MAT is more effective in capturing students' attention and improving learning outcomes. The conclusion suggests that MAT has significant advantages in improving the quality of physical education instruction. The integration of MAT enables more flexible lesson planning and enhances the learning process through the features of multimedia-assisted teaching. It is recommended that physical education teachers consider applying multimedia technologies to aid teaching, in order to increase student engagement and effectiveness. [ABSTRACT FROM AUTHOR]

Background: Teaching style has a significant influence on students' learning outcomes. This study focused on identifying teaching profiles in Physical Education characterized by high directiveness, using structure and control behaviors that impact students' outcomes, basic psychological needs (BPN), and engagement. It was based on the circumplex model and self-determination theory (SDT) and intended to explore how these styles affect students' motivation and engagement. Methods: A cluster-based methodological design was applied, evaluating teachers through self-reports. Adapted measures of structure and control were used to classify teachers into four distinct profiles within the educational context of Physical Education. Results: The study identified three teaching profiles: 'high structure–low control', 'high structure–high control', 'low structure–low control', and 'low structure–high control'. The 'high structure–low control' profile showed the best results in autonomous and controlled motivation, with greater behavioral engagement among students. In contrast, the 'high structure–high control' profile was associated with higher levels of demotivation. Conclusions: Teaching styles of structure and control can combine in various ways among Physical Education teachers, significantly influencing student motivation, satisfaction of basic psychological needs, and engagement. It is recommended that teachers adopt behaviors that support structure without becoming controlling to enhance student learning and participation in classes. [ABSTRACT FROM AUTHOR]

The objective of this study was to understand the perceptions of Primary (PrE) and Secondary Education (SE) students in Cantabria about the subject of physical education (PE) and their teachers. A descriptive, comparative relational analytical cross-sectional design was used. A total of 1164 students (387 from PrE and 777 from SE) answered an ad hoc questionnaire on their satisfaction with their PE classes (eight items) and teachers (nine items). The results indicate that the PrE students were more satisfied than the SE students regarding the following statements about PE: more hours per week (p < 0.001); classes and subjects that I like the most (p < 0.001); I enjoy and have fun (p < 0.001); interesting and motivating (p < 0.001); and useful for life (p < 0.001) and easy (p = 0.006). The boys' responses reflected higher values than the girls' on all the previous items (p < 0.005). Regarding their thinking about their PE teachers, statistically significant differences were found in the PrE students' responses compared with those of the SE students for the following: explains well and is easily understood (p = 0.006); stimulates and encourages participation (p = 0.050); cares and is interested in the students (p = 0.031); treat boys and girls the same (p < 0.001); and I prefer a woman because she understands me better (p = 0.021). Therefore, the male and primary-stage students showed more positive attitudes towards PE. In general, there was a favorable disposition towards PE and towards teachers, which must be taken into account to achieve SDG 4. [ABSTRACT FROM AUTHOR]

The intricate relationship between physical health and cognitive development has been a focal point of multidisciplinary research, suggesting that motor skill proficiency could influence academic outcomes. This study aimed to investigate the correlation between motor control, mobility, stability—measured by the Functional Movement Screen (FMS)—and academic performance among high school students. Conducted with 201 participants from a public high school in Spain, this descriptive non-experimental research divided students into high and low academic performance groups based on their average grade scores, with the median used as the criterion for distinction. The FMS was utilized to assess fundamental motor skills, and academic performance was verified across mathematics, language, science, and physical education subjects. The findings revealed a significant positive relationship between the FMS scores and academic achievement (r = 0.691; p < 0.001), indicating that students with higher motor skill proficiency had higher academic achievement. This correlation persisted across the various subjects, highlighting the potential benefits of integrating physical education and motor skill development into educational strategies. The study's results suggest that educational policies should advocate for comprehensive physical education programs to foster both physical well-being and academic improvement, thereby promoting a holistic educational model that enhances student performance across disciplines. [ABSTRACT FROM AUTHOR]

Physical education classes can be a place where both bullying and harassment take place, and a powerful strategy is needed to prevent it. The present study analyses bullying and students' behaviour as active or passive observers in a general educational context and physical education lessons. A sample of 958 adolescents aged 12 to 18 was studied. A questionnaire was used to analyse the victimisation and the bullying and behaviour observed. The results showed a lower incidence rate than that observed in other studies in physical education classes with a higher level of perpetration by boys than by girls and a more active rejection of aggression by victims and girls. On the other hand, passive attitudes were greater among perpetrators and boys. The observers' attitudes were similar in both contexts. The scenario in which this subject takes place could reduce the risk of these phenomena occurring. Therefore, physical education teachers should analyse these behaviours and intervene, especially when creating awareness in boys. [ABSTRACT FROM AUTHOR]

Equity and inclusion are requisites of high-quality Physical Education (PE). However, there is a substantial gap in understanding PE Teacher Education's (PETE) effectiveness in preparing Preservice Teachers (PSTs) to implement equity-driven pedagogies. Moreover, focused on individual retrospective gameplay engagement rates (participation time), current research fails to provide a holistic perspective of the practical manifestations of equity and inclusion in PE. This study fills this void with novel insights offered by a mixed-methods case study examining the following: (i) the process-oriented teaching strategies employed by a PST trained to deliver inclusive pedagogies, alongside student voices on lived experiences; and (ii) the outcome-oriented gameplay patterns across two teaching units (Basketball and Volleyball). Participants included one PST and 26 students. Extensive observations and focus groups mapped the applied teaching strategies and student responses. Video-based social network analysis captured equity and inclusion in students' gameplay patterns, using metrics such as degree prestige. Findings indicate the PETE impact in inducing PSTs' inclusive manipulation of learning activities and the fostering of inclusive team membership and positive collaboration. SNA metrics evidenced equitable and inclusive gameplay patterns. Despite pedagogical efforts, content-specific factors may influence students' gameplay inclusion. Hence, a reflection on the multifaceted and non-linear nature of promoting inclusive participation is prompted. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic caused significant changes in society's dynamics, particularly affecting the landscape of education. Research in several areas may have been affected during periods of social restrictions. This study analyzed the curricula of 558 researchers across 27 graduate programs in physical education in Brazil to investigate the potential impact of the COVID-19 pandemic on scientific publications. Researchers' production from 2018 to 2022 underwent a comprehensive analysis, considering the total number of publications, Qualis rank, and journal impact factor. Data were analyzed using chi-squared and Kruskal-Wallis tests. Significance was set at 5%. Overall, the analyzed researchers published a total of 17,932 manuscripts from 2018 to 2022. During the COVID-19 pandemic, there was a decline of 16.4% in the number of articles published (p = 0.001). This decline was similar between men and women (p = 0.603) and was associated with a worsening in Qualis rank (p = 0.001). The number of studies published in journals with impact factors was also affected (p = 0.001). The findings suggest a potential impact of the COVID-19 pandemic on the scientific production of Brazilian researchers in the field of physical education. Funding agencies should consider the challenges associated with the COVID-19 pandemic before evaluating researchers and programs. [ABSTRACT FROM AUTHOR]

The purpose of this study was to determine Turkish physical education (PE) teachers' level of technological innovation use and attitudes regarding their applications and diffusion. This study consisted of 678 Turkish PE teachers. In total, 265 (39.1%) of the PE teachers were female, and 413 (60.9%) were male. A sequential explanatory mixed-methods design was used in this study. "The Applying and Diffusing Technological Innovations Scale for Teachers" was used for data collection. The results showed that the main obstacles the PE teachers face in using technological innovations were the cost of products; security and privacy problems; the need for new versions and technical support; the lack of time; the lack of interest; difficulty in accessing technology; and the lack of understanding. Moreover, there was a significant difference in the tendency to apply and diffuse technological innovations in terms of gender, school type, and school level. We found that the "ability to use innovations" sub-dimension affects the PE teachers' tendencies to apply and diffuse technology. As a result, we recommend providing various training programs on technological innovations to the older/longer-serving PE teachers, especially those working in public schools and secondary schools. [ABSTRACT FROM AUTHOR]

Background: The aim of this study is to determine the relationship between selected components of body composition and the phase angle specified by bioelectrical impedance analysis, depending on the level of physical activity among students. Materials and Methods: The study group consisted of 484 university students from Krosno. The diagnostic survey method (IPAQ-SF), measurements of highs, and analysis of body composition components (BIA) were used. The relationship between variables was determined using the χ2 test, the V-Kramer coefficient, and Spearman's rho coefficient. Results: University students in physical education demonstrated the highest level of physical activity and the lowest incidence of excessive body mass. Among the participants, 28.1% did not engage in any physical activity, or their level was insufficient. The PhA level was correlated with lean body mass and muscle mass. The correlation between higher levels of PA and PhA values was statistically significant, as was the relationship between self-assessment of physical fitness and the level of PA determined by IPAQ-SF. Conclusions: Preventive actions and educational programs, especially about spending leisure time in active ways, should be particularly targeted at students of disciplines with a significant amount of sedentary classes. [ABSTRACT FROM AUTHOR]

Since psychological and social factors are especially prominent among the multiple causes of eating disorders, we argue that school, a meeting place among equals and thus a locus for the transmission of values and attitudes, can play an important role in preventing these disorders. This article's main objective is to verify whether the physical education (PE) class can become an arena for transferring and learning that prevent eating disorders, analyzing teachers' perceptions of the program development "Psychology for Nutrition and Physical Activity in the Prevention of Eating Disorders" (P-NAF) and specifically: (1) analyzing what teachers know and believe about preventing eating disorders; (2) analyzing the relationship between PE sessions and the acquisition of skills for the prevention of eating disorders; and (3) verifying whether the strategies proposed in the program P-NAF help teachers develop skills for the prevention of eating disorders. We conducted semi-structured interviews with physical education teachers (six women and six men) from five educational institutions in southern Spain. We organized their responses into four blocks: (1) self-esteem, (2) social skills, (3) satisfaction with body image, and (4) nutrition. The results show that physical education teachers are poorly trained in eating disorders, in their detection, as well as their treatment. In particular, there is little communication between health professionals and teachers to provide the information needed to develop effective intervention programs. However, after participating in the Psychology for Nutrition and Physical Activity program, the teachers improved both their knowledge and educational tools when it comes to transmitting that knowledge. We conclude that this program is effective in its objectives and that it should be presented more widely to physical education teachers who work directly with young people. [ABSTRACT FROM AUTHOR]

Guided by the theory of planned behavior, this study aimed to determine the influence of Physical Education (PE) teachers' attitudes, their perceived behavioral control, and the influence of subjective norms on their intention and constraints (intrapersonal, interpersonal, and structural) to offer a high-quality class based on best practices to deliver PE lessons online during the COVID-19 pandemic. This cross-sectional, multi-country survey study recruited PE teachers from five countries (China, Malaysia, the Philippines, Turkey, and the United States). A total of 928 online questionnaires were used in the analysis. In terms of the overall intention to teach online, our findings showed that American and Filipino teachers had higher levels of intention to continue teaching online. In contrast, Turkish, Malaysian, and Chinese teachers showed a lower interest. Moreover, Malaysian teachers had more intrapersonal constraints while the teachers in the other four countries were not as restrained intrapersonally. The results highlight the significant influence of perceived behavioral control and attitudes on PE teachers' intention to deliver online courses. Constraints to online teaching had a considerably large negative impact on attitudes, subjective norms, and perceived behavioral control. Based on the results, the proposed extension to the theory of planned behavior was an appropriate framework for understanding the behavioral intent of PE teachers. [ABSTRACT FROM AUTHOR]

Physical exercise is crucial to the development of students' physical and mental health. This study explored the relationship between live sports learning and college students' exercise behaviors, and the mediating roles of exercise motivation and exercise commitment, aiming to provide theoretical bases for the future that explain the mechanism of live sports learning in exercise behaviors, as well as practical guidance for the promotion of positive physical exercise behaviors in college students. In total, 1189 college students from China volunteered to complete questionnaires. The results showed that live sports learning positively predicted college students' exercise behavior and that live sports learning was able to affect exercise behavior through the mediating roles of exercise motivation and exercise commitment, with specific mediating paths including the two independent mediating paths and a serial mediating path of exercise motivation and exercise commitment. This study confirmed, for the first time, on live sports learning in the process of promoting exercise behavior. It is suggested that educators instruct college students to regulate their participation in live sports learning and to cultivate healthy exercise motivation and exercise commitment, which is an effective way to facilitate college students' practice of physical activity. [ABSTRACT FROM AUTHOR]

Schools represent the ideal setting for educating children about the acquisition of active lifestyles seen not only from a health point of view but also from psycho-pedagogical and social perspectives. Based on evidence from scientific literature, there is a need to include physical activity in school routines, especially in primary schools, where the habits learned by children stay with them in their later years and adulthood. With the support of the school medicine service, schools become a favorable context for planning health education sessions aimed at students, with particular reference to prevention. Within teaching, it is necessary to consider the motor area as a fundamental tool for acquiring correct lifestyles, facilitating cognitive development, inclusiveness, and psycho-emotional and socio-relational factors. Schools can play a fundamental role, becoming the key to promoting physical activity at different times of the day, such as during class hours (with active breaks), during breaks, before and after lessons, and by integrating movement into teaching. This review is the result of an in-depth overview of the available literature on the relationship of schools with health and health promotion from a preventive perspective, with awareness of how the issue is being approached and the need for further future reflections that will go hand in hand with the coming changes. [ABSTRACT FROM AUTHOR]

The 'Attitudinal Style' (AS) enhances the democratic and engaging learning process by improving student motivation and attitudes. Its adaptability, transferability, and applicability make it suitable for hybridization with other pedagogical models (PMs). This study explores the possibilities of blending AS with other PMs for classroom applications, emphasizing the use of formative and shared assessments to maximize efficiency. Adopting a Narrative Review methodology, the research delves into ten academic databases, identifying seven publications that meet the inclusion criteria for a detailed analysis. These publications propose pedagogical approaches for sports, body expression, natural environments, and physical conditioning. They highlight the potential of integrating AS with other PMs to not only enrich physical education (PE) experiences but also introduce innovative teaching methods for various physical activities. The evidence from these sources suggests that combining AS with other PMs serves as a robust strategy to enhance the overall educational experience in PE. [ABSTRACT FROM AUTHOR]

Background: Back pain (BP) is a common condition that affects people of all ages. Moderate- and vigorous-intensity physical activity (PA) is a key element in maintaining health. The purpose of this research was to determine the level of physical activity and back pain (BP) in students with long COVID symptoms and to determine the relationship between the level of PA and BP in students with and without long COVID. Methods: A survey was carried out among 402 students from Poland. The inclusion criteria were as follows: student status, age of over 18 years, history of COVID-19, and consent to participate in the study. The International Physical Activity Questionnaire (IPAQ) was used to determine the level of PA. The Oswestry Disability Index (ODI) and the Neck Disability Index (NDI) were used to assess BP. Results: We found that at least half of the students surveyed did not experience any lumbosacral or cervical spine pain. The authors found no association between the level of PA in women and a history of long COVID symptoms, while there were statistically significant differences in intense PA in men (p = 0.0263), with those who did not report long COVID symptoms being more active. With regard to cervical and lumbar spine pain complaints, in our study, these were statistically significantly stronger in students who were observed to have long COVID symptoms. The difference was not significant only for lumbosacral complaints among men. No strong correlations were found between PA level and the severity of BP. Conclusion: Additional investigation is required to comprehend the complex interaction between long COVID symptoms and levels of PA and BP. Special attention should be paid to the prevention of back pain mainly in the COVID-19 group of students. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Research on teachers' socialisation years after they begin teaching in schools has not been extensively undertaken, and there are significant long-term consequences for how these experiences in organisational socialisation influence the quality of physical education programs. The purpose of this study was to determine how cooperating teachers perceive their role in the development of preservice physical education teachers' professional identities. We used a qualitative methodology, gathering data through semi-structured interviews. Seven cooperating physical education teachers (five female and two male) with between 22 and 40 years of service were interviewed. The data were analysed through thematic content analysis using a constant comparative modality. The interview questions were categorised into three themes: reasons for being a cooperating teacher, the role of the cooperating teacher, and the professional identity of the cooperating teacher. The findings suggest various interpretations of the cooperating teacher's role and ways of working. The most important skills to have in order to be a cooperating teacher appear to be related to how they were socialised and how they continue to experience the socialisation process during organisational socialisation, as well as the career phase in which they currently find themselves. [ABSTRACT FROM AUTHOR]

Maintaining an active lifestyle is crucial for good health. Markers of health risk include tissue components. This study aimed to indicate which body composition elements create the strongest correlations with physical activity performed in young students of medical faculties. The study group consisted of 75 students (33 men and 42 women) from Wroclaw Medical University. Each student underwent accelerometer and anthropometric measurements and body composition analysis. Both men and women had similar physical activity levels. The study found that the amount of vigorous physical activity correlated significantly with the basal metabolic rate (BMR), fat, water and muscle content, fat-free mass (FFM), bone mass, extracellular to intracellular water ratio (ECW/ICW), and phase angle (PA), with r~ ± (0.2–0.4). The amount of moderate physical activity correlated with body mass, body mass index (BMI), BMR, FFM, and bone mass, with r~0.3–0.5. There are dimorphic differences in the strength of correlations between physical activity and elements of body composition. A greater amount of moderate and vigorous physical activity is associated with greater FFM and bone mass in men, which causes BMI to increase as well (in this case, higher BMI is not a sign of being overweight). For women, the beneficial effect of higher amounts of vigorous physical activity on reducing fat content and increasing muscle mass is more pronounced. In both men and women, an improvement in hydration is evident with increased vigorous physical activity volume. [ABSTRACT FROM AUTHOR]

Many educators agree that science instruction should be dominated by inquiry strategies, while others stress the need for responsive practices to place a focus on student learning and understanding. Some scholars believe the two approaches exist on opposite ends of an instructional spectrum, while others believe they may be aligned and intertwined. Pedagogical content knowledge (PCK), the broadly accepted gold standard for science education, seems to include both. Understanding how teachers incorporate inquiry strategies and responsiveness and how the two intersect could lead to a more complete framework for K–12 science instruction and help streamline science teacher education. This qualitative single-case study examined the reflections of a first-year chemistry teacher by exploring how she demonstrated responsiveness to students while maintaining a teaching orientation of inquiry-based instruction. Results indicated that responsiveness depended on a high level of PCK and led to higher or lower levels of inquiry based on the students' need for teacher support. Additionally, findings showed that the teacher's stated and demonstrated beliefs about inquiry were disconnected. Finally, a gap between science conceptual understanding and mathematics PCK suggested the need to support more innovative mathematics pedagogical strategies during physical science teacher education. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

The study presents the design and validation of a Physical Education for Sustainable Development (PESD) instrument. This consists of a 25-item quantitative instrument that assesses the teaching interventions of physical education teachers. A total of 358 physical education teachers completed the questionnaire. The instrument uses an 8-point Likert scale. For the validation of the instrument, content validation, factorial validation, reliability through Cronbach's alpha, and stability through test–retest were considered. The results show that the PESD is a two-factor instrument with very high reliability (0.95). In addition, positive results were found for the temporal stability of the scale. The principal component factor analysis results show that the scale consists of two factors: (1) environmental, health, and economic sustainability; and (2) social sustainability, gender, and inclusion. This questionnaire is the first valid and reliable tool to measure the ability of physical education teachers to promote attitudes that favour sustainable actions. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

The present research study's main objective was to find out whether there is a relationship between the body mass index (BMI) and the psychological aspects related to motivation, needs such as autonomy, competence, and social relationships, and the intention of being physically active in Physical Education students in Primary and Secondary Education. To achieve this, a total of 574 students (mean = 13.66; standard deviation = 1.96) participated in this study, to whom a series of questionnaires was administered once permission had been obtained from the centers the students attended, alongside the latter's acceptance to participate in the study. The main results showed that the students with a higher BMI were those who had lower self-determined motivation values with regard to the three basic psychological needs observed and the intention of physical activity. In turn, our differential analysis identified that the students attending Primary Education had lower values of BMI, motivation, and intention to be physically active than the students attending Secondary Education, without finding differences based on the gender of the participants. The need to keep on investigating this topic is consequently gathered, using direct techniques for measuring BMI or proposing mixed research designs. [ABSTRACT FROM AUTHOR]

The Sustainable Development Goals are a mission for all societies. Higher education has an essential role in preparing citizens for this global challenge by adopting student-centred approaches and active methodologies. Service Learning (SL) is recognised as having educative value in promoting values, teamwork, and social awareness. The pedagogical project reported in this study was built with the underpinnings of the SL and active learning methodologies and aimed to describe and analyse the experience built on the principles of SL for Society within the theme of Olympics values. This study took place during the school placement curricular unit of a master's programme in the Physical Education Teacher Education programme at (blinded for review). Seventy-two preservice teachers, organised in groups, were invited to develop an SL for Society project subordinated to the theme of "No one should be left behind" (ASD 2030). An analysis of the 22 projects revealed a spectrum of seven themes: (1) Inclusion, (2) Environment and Sustainability, (3) Gender Equality, (4) Health and Wellness, (5) Olympic and Social Values, (6) Cultural Heritage and Intergenerational Relations, and (7) Learning Communities. While conceiving, planning, implementing, and evaluating the projects, the preservice teachers understood the importance of embracing inclusion, equity, sustainability, and social justice in teaching. [ABSTRACT FROM AUTHOR]

(1) Background: The aim of this study was to evaluate preservice Physical Education (PE) teachers' resistance to change during their school practicum based on their occupational orientation profiles (between-subject factors: type of sport experience and role orientation in teaching) after controlling their self-esteem. (2) Methods: 235 preservice PE teachers (male = 118), undergraduate students at the University of Athens, Greece, completed the resistance to change scale and the Rosenberg self-esteem scale online. A multivariate analysis of covariance (MANCOVA) was conducted to establish the between-subject factor differences in the four dimensions of the resistance to change scale. (3) Results: The results showed that the preservice PE teachers with experience in individual sports reported higher levels of emotional response during practicum compared to those involved in team sports. No other differences proved statistically significant. The results of the present study should be used as a point of reference for shaping the discussion about the concept of resistance to change in teacher education programs. [ABSTRACT FROM AUTHOR]

Introduction: The implementation of nautical sports, particularly in coastal areas, during the school stage is a growing phenomenon. It offers unique opportunities for students to develop the necessary competencies outlined in their physical education curriculum in an immersive manner, within a natural and inherently motivating environment. Material and methods: This study aims to delve deeper into this subject by conducting a systematic review of the utilization of water sports in formal education. To carry out this bibliographic search, the following keywords were employed: "Nautical Activities", "Nautical Sports", "Nautical Camps", "Formal Education", "Children Education", "Primary School", and "Secondary School". The Boolean operator "and" was used to combine these keywords during the search conducted in databases such as Scopus, PubMed, Web of Science, and SPORTDiscus. The PRISMA Protocol was utilized for the search process, resulting in the selection and categorization of eight papers into the following thematic areas: Wellbeing, Physical and Mental Health, Education, and Management. Results: The primary findings of this review indicate that the inclusion of these programs within physical education classes enhances overall physical health, mental well-being, and personal development. Conclusions: The results demonstrate a positive impact on peer interaction and short-term improvement in self-confidence. [ABSTRACT FROM AUTHOR]

The process of becoming a public teacher in Spain requires a long period of preparation. This long period of preparation has an impact on the psychosocial environment of the candidates. Differences have been observed in the psychosocial area according to gender in pre-service teachers. This research aims to study the relationship between the study hours per day, stress, burnout syndrome and resilience according to gender and to study the differences in the effects according to gender using multigroup equation modeling. A multigroup structural equation analysis has been proposed according to the gender of the participants. Parametric tests were used for the descriptive analysis of the results. The sample consists of 4117 participants, 1363 males and 2754 females. The instruments used to collect the data were a self-made questionnaire, Perceived Stress Questionnaire, Connor-Davidson Resilience Scale and Maslach Burnout Inventory. All the instruments have been validated and adapted to the sample. The data reveal that there are variations in the effects of the variables according to the gender of the participants. In conclusion, it is affirmed that gender is a very important factor in coping with the competitive examination process for state-public-teaching institutions, as well as in avoiding the appearance of disruptive states generated by this preparation process. [ABSTRACT FROM AUTHOR]

Background and aims: Despite previous research identifying anxiety as a risk factor for problematic smartphone use among students, the mediating and moderating mechanisms underlying the relationship between the two aforementioned variables are poorly understood. This study aims to explore the relationship between anxiety and problematic smartphone use among first-year junior high school students, together with the mediating effects of school adjustment and the moderating effects of physical activity on the mentioned relationship. Method: This study was conducted using a Web-based self-report questionnaire survey with data collected from 445 first-year junior high school students in Jinan City, Shandong Province. Mediation and moderation analyses were performed using the PROCESS macro in SPSS. Results: The results showed that anxiety predicted problematic smartphone use not only directly but also indirectly via school adjustment. School adjustment played a partial mediating role in the relationship between anxiety and problematic smartphone use. Physical activity also played a moderating role in the relationship between anxiety and school adjustment. Conclusion: school adjustment and physical activity may be important variables in the relationship between anxiety and problematic smartphone use. [ABSTRACT FROM AUTHOR]

Objectives: The purpose of this research was to assess the extent of dyspnoea, physical activity (PA), and back pain complaints and the association of dyspnoea, PA, and back pain complaints with PA in post-COVID-19 students at medical universities in Poland. Methods: An online survey was carried out among Polish medical students (213 women and 204 men) who had had a positive test for SARS-CoV-2 within the last year. The Medical Research Council (MRC) dyspnoea scale was used to assess the degree of dyspnoea. The International Physical Activity Questionnaire (IPAQ) was used to determine the level of PA. The Oswestry Disability Index (ODI) and the Neck Disability Index (NDI) were used to assess back discomfort. Results: The study group had average levels of PA, with median total activity significantly lower in women (median total activity for women was 1189 and for men was 2044, while the standard deviation for women was 1419 and for men was 1450). More than 93% of the students reported no symptoms of dyspnoea. The following results were observed for ODI (median of 1.2 for women and 1.7 for men and standard deviation of 3.1 for women and 4.0 for men) and for NDI (median of 2.8 for women and 2.5 for men, standard deviation of 4.3 for women and 4.0 for men). Cervical spine pain was more frequent and severe. There are small, statistically significant correlations between the MRC and IPAQ measures and the ODI and NDI and IPAQ. Conclusions: In the study group of students of medicine, dyspnoea linked with a history of COVID-19 is not an issue. Post-pandemic PA levels should be increased in this group, with particular attention to female students. Urgent measures are also needed to prevent cervical pain in students at medical universities in Poland. [ABSTRACT FROM AUTHOR]

This study aimed to assess the levels of physical activity (PA) among elderly teachers. It was an epidemiological, cross-sectional, and analytical web survey conducted with teachers working in public basic education schools. Data collection took place between October and December 2021 through an online form. The dependent variable was physical activity practice, classifying teachers as either physically active or inactive. Descriptive, bivariate, and multiple analyses were performed using Poisson Regression with robust variance. A total of 1907 teachers participated in the study, of whom 5.6% were elderly, ranging in age from 60 to 72 years. Regarding PA practice, elderly teachers were found to be more physically inactive compared with adult teachers (PR = 1.18; 95% CI = 1.04; 1.34). Conclusion: A statistically significant difference in PA practice was observed between adult and elderly teachers, indicating that elderly teachers are more physically inactive. [ABSTRACT FROM AUTHOR]

The aim of the present study was to examine the psychometric properties of the Lithuanian translation of State Mindfulness in Physical Activity (SMS-PA-2) in a sample of physically active students. A total sample of 539 students from universities and colleges (50.3% men; mean age 23.3 ± 7.2 years) were asked to provide demographical data, report physical activity (PA) and PA habits and fill in measures of trait awareness, autonomous motivation in physical activity, trait body appreciation, trait body functionality appreciation and disordered eating attitudes and behaviours and self-esteem via an online anonymous survey. Students also provided information about their participation in organized team sports, organized individual sports, recreational sports and home exercise. Results. The SMS-PA-2 replicated the original four-factor structure, with good internal consistency (except for the Accepting Mind subscale). Invariance analyses across sex groups revealed an acceptable fit of the configural, metric and scalar models. However, in the multi-group analysis, metric invariance and scalar invariance were not confirmed. The SMS-PA-2 was positively associated with leisure-time PA, PA habits, more self-determined motivation for exercise, trait awareness, trait body appreciation, trait body functionality appreciation and self-esteem. A negative association was observed between the SMS-PA-2 and disordered eating attitudes and behaviours. Home exercisers and students engaged in team sports demonstrated lower levels of state mindfulness in PA than those engaged in organized individual and recreational sports. The Lithuanian version of the SMS-PA-2 is a reliable and valid instrument for measuring state mindfulness in PA. This instrument is recommended for researchers who aim to investigate the role of state mindfulness in the PA in Lithuanian-language-speaking samples of young adults. Future studies should explore the Lithuanian version of the SMS-PA-2 by asking participants to fill questionnaires in immediately after the PA session, and measurement invariance between sexes should be further tested. [ABSTRACT FROM AUTHOR]

Body fat (BF) and cardiorespiratory fitness (CRF) are important health markers that ought to be considered in screening exams. The aim of this study was to assess the value of six indicators, i.e., tri-ponderal mass index (TMI), relative fat mass (RFM), waist–BMI ratio, waist-to-height ratio (WHtR), waist-to-hip ratio (WHR) and body mass index (BMI) in predicting CRF in school-aged children. The analysis was based on the data coming from the examination of 190 children participating in school physical education (PE) classes. Their body weight (BW) and height (BH), waist and hip circumference (WC; HC) and percentage of body fat (%BF) were measured; the CRF test was performed with the use of the 20 m shuttle run test (20 mSRT); peak heart rate (HRpeak) was measured; TMI, relative fat mass pediatric (RFMp), waist–BMI ratio, WHtR, BMI and WHR were calculated. Statistical analysis was mainly conducted using regression models. The developed regression models, with respect to the sex and age of the children, revealed RFMp as the strongest CRF indicator (R2 = 51.1%) and WHR as well as waist–BMI ratio as the weakest ones (R2 = 39.2% and R2 = 40.5%, respectively). In predicting CRF in school-aged children, RFMp turned out to be comparable to body fat percentage obtained by means of the bioimpedance analysis (BIA) (R2 = 50.3%), and as such it can be used as a simple screening measure in prophylactic exams of school children. All of these models were statistically significant (p < 0.001). [ABSTRACT FROM AUTHOR]

Aim: The purpose of this study was to analyze the level of Internet addiction and physical activity, as well as the relationship between internet addiction and physical activity, among Polish and Portuguese students in the final year of the COVID-19 pandemic. Methods: A web-based online survey was conducted among students in Poland and Portugal (398 respondents) aged between 17 and 26 in October 2022. The level of internet addiction was assessed by the Kimberly Young questionnaire in Polish and in Portuguese. The level of physical activity was measured by the international physical activity questionnaire in Polish and in Portuguese. Results: In the study population, the majority of the respondents were mildly addicted to the internet. The average level of addiction was reported by 9.3–23.5% of the respondents. The average level of internet addiction was higher among Portuguese students and among men. Those who had suffered from COVID-19 (especially more than once) and were more physically active showed a higher tendency towards internet addiction. Conclusions: Internet addiction is a problem that has to be monitored and given more attention, particularly among male students. The results presented provide the first statistical insight into the problem of internet addiction among students in both countries and form the basis for further studies. They also highlight the severity of the problem and point to the need for early preventive and protective interventions against problematic internet use. It appears that effective strategies should include promoting the benefits of physical activity. [ABSTRACT FROM AUTHOR]

Many observations have demonstrated great heterogeneity in the magnitude of the response to the physical exercise stimulus. Only a few studies have investigated the effects of high-intensity interval training (HIIT) on the prevalence of non-responders (NRs) in adolescents while considering health-related fitness measurements and other co-variables. Therefore, the aim of the current work was twofold: (1) to assess the effects of ten weeks of school-based HIIT on the prevalence of responders (Rs) and NRs for body composition, resting blood pressure (BP), cardiorespiratory and musculoskeletal fitness, and (2) to assess the relationship of this prevalence with sex, body mass category, and biological maturation status, while estimating the likelihood of a response. Adolescents aged 16 years (n = 73) were included in the study. Waist-to-hip ratio, body fat percentage (BFP), skeletal muscle mass (SMM), BP, cardiorespiratory fitness (CRF), and musculoskeletal fitness were the primary outcomes. Co-variables included sex, body mass index (BMI), and maturity offset. The percentages of the Rs and NRs were analyzed based on changes (Δ) between post-intervention and pre-intervention values. The typical error (TE) method was used to identify Rs and NRs. Results showed a variation in the relative size of changes (% of changes) depending on the variable and sex. The greatest changes were observed in females' abdomen muscle strength (Δ% = 23.89%), and the difference from that of males (Δ% = 5.98%) was statistically significant (p < 0.001) with very large effect size of (Cohen's d = 0.941). Similar significant differences in relative changes were observed in body composition, but in the reverse direction. Males gained more from HIIT in the decrease in the body fat percentage (Δ% = −8.24%) and increase in skeletal muscle mass (Δ% = 3.38%) comparing to females (Δ% = 0.46, p = 0.040 and Δ% = 1.06%, p = 0.007, respectively). Effect size for body fat was small (Cohen's d = 0.469), and for skeletal muscle mass it was moderate (Cohen's d = −0.659). The results also showed positive significant differences in the prevalence of Rs compared to NRs in BFP, SMM, systolic BP (SBP), diastolic BP (DBP), CRF, and abdominal muscular strength (ABS) (p = 0.047, p = 0.047, p < 0.001, p = 0.003, p = 0.014, and p = 0.014, respectively). The effect was greatest and largest for SBP (Cohen's ω = 0.67). Sex was related to the prevalence of Rs for ABS and close to significance for SMM. More males than females benefited from HIIT in SMM (p = 0.058), but more females than males had ABS benefits (p = 0.050). Males were more likely (2.5-fold) to be Rs than females in SMM. BMI was not related to the prevalence of Rs and NRs. Biological maturation was related to the prevalence of Rs and NRs in SMM (p = 0.036) and SBP (p = 0.016). In SBP, 100% of the early matured derived benefit from HIIT, but the effect size was small (Cramer's V = 0.27). Those who maturated later were more likely (almost 70%) to be Rs. Thus, the HIIT program introduced to a typical physical education (PE) lesson can be considered partially effective. Therefore, there is a need to continue the search for an optimal and effective program for all health-related parameters. The close relationship between analyzed values and sex and biological maturation, but not BMI, indicates that the intervention programs should be tailored specifically for males and females. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

The present study investigated how challenge-based learning (CBL) in physical education (PE) may affect students' basic psychological needs (BPNs), motivational regulations, engagement, and learning in comparison with a traditional teaching (TT) methodology. A quasiexperimental study with experimental and control groups was carried out. In total, 50 participants (16 boys and 34 girls) between 13 and 15 years old (Mage = 13.35, SD = 0.62) were involved in the experience for 6 weeks (ncontrol = 24; nexperimental = 26). Validated questionnaires were administered both before and after the intervention in both groups. Furthermore, theoretical knowledge and badminton-specific motor skill tests were carried out in both groups after the intervention. An analysis showed that after the intervention, students in the CBL condition improved their autonomy (Mbefore = 3.15 vs. Mafter = 3.39; ES = 0.26 *), competence (Mbefore = 4.01 vs. Mafter = 4.18; ES = 0.33 *), and relatedness satisfaction (Mbefore = 3.86 vs. Mafter = 4.06; ES = 0.32 *). As for behavioural engagement measures, students in the CBL condition exhibited higher scores after than those from before (Mbefore = 4.12 vs. Mafter = 4.36; ES = 0.35 *). No significant changes were observed for motivational regulations or agentic engagement. On learning outcomes, students in the experimental group achieved higher scores in both theoretical knowledge (Mcontol = 6.48 vs. Mexperimental = 6.79) and badminton-specific motor skills (Mcontol = 6.85 vs. Mexperimental = 7.65) than the control group did. The present study findings highlight that CBL might be a valid and effective methodological approach for students in PE to achieve adaptive motivational, behavioural, and learning outcomes. [ABSTRACT FROM AUTHOR]

Objectives: The aim of the study was to make a preliminary assessment of depression rates and levels of physical activity and the association between physical activity and depression among Polish and Portuguese students in the second year of the COVID-19 pandemic. Methods: A web-based online survey was conducted among students in Poland and Portugal (398 respondents—229 from Poland and 169 from Portugal) aged between 17 and 26 in October 2022. The level of depression was assessed by the Beck Depression Inventory (BDI) in Polish and in Portuguese. The level of physical activity was measured by the International Physical Activity Questionnaire (IPAQ) in Polish and in Portuguese. Results: Overall, 20–35% of respondents suffered from moderate depression, with a lower proportion among men. There were no differences in the percentage distribution of depression classification between Polish and Portuguese students. A decrease in the severity of depression was observed with increasing physical activity. In both countries, walking more often had the strongest effect on reducing depression scores. Conclusions: The continued and alarming prevalence of depressive disorders among university students in the year after the pandemic began had a significant impact on this population—further research on the impact of physical activity on mental health in different populations should be conducted to adjust the optimal level of physical activity for alleviating negative psychiatric symptoms. [ABSTRACT FROM AUTHOR]

Malawi, as a low-income country in southeastern Africa, severely lacks early identification, diagnosis and intervention measures for hearing loss. Due to its constrained resources, an educational awareness campaign targeted at professionals can be a cost-effective instrument in promoting good health care through awareness, prevention, and early identification of hearing loss. The aim of this study is to assess school teachers' knowledge of hearing health, audiology services, identification, and management of hearing issues before and after an educational intervention. Methods: A Pre-Survey, followed by an educational intervention, and a Post-Survey were completed by teacher participants. A similar World Health Organization-derived survey was also administered to compare to our locally adapted survey. Trends related to efficacy, performance, and survey improvement were evaluated. Results: A total of 387 teachers participated. The average score on the Post-Survey was significantly improved compared to the Pre-Survey (71% to 97% correct responses) with the educational intervention. The only predictive variable related to performance was the location of the school within the capital of Lilongwe compared to rural sites outside of the capital. Our locally adapted survey compared favorably to the WHO survey. Conclusions: The results suggest that there is a statistically significant improvement in the implementation of an educational program to increase the knowledge and awareness of hearing health care among teachers. Some topics were more poorly understood than others, suggesting the need for targeted awareness interventions. Location within the capital city had some effect on performance but a high rate of correct responses was achievable across the participants independent of age, teaching experience, or gender. Our data support the idea that hearing health awareness interventions can be an effective and low-cost option to equip teachers to effectively serve as an advocate for improved identification, early diagnosis and appropriate referral of students with hearing loss. [ABSTRACT FROM AUTHOR]

Jigsaw is a cooperative teaching method that is easy to implement and may engage teachers who use it. Previous studies have mainly focused on the effects of the Jigsaw method on students and rarely on teachers. The present study aimed to determine whether Jigsaw implementation influenced the discourses of physical education (PE) teachers related to their teaching practices. Six volunteer teachers used the Jigsaw method during three PE teaching sequences with various physical activities practiced, and semi-directive interviews were conducted before and after the Jigsaw implementation. Each interview was recorded and transcribed with the aim of performing textual analysis using Alceste2018®. The qualitative content analysis performed from the outputs of the automatic textual analysis led to determine the emergent themes in the interviewees' discourses and the focuses used to address these themes, before and after the Jigsaw implementation. The themes in the discourses were found to be teacher-centered before the Jigsaw implementation (e.g., the guidelines and principles for teaching) and student-centered after the implementation (e.g., the student activity during learning). The focuses were found to vary accordingly (e.g., teachers' intentions, before the implementation, and students' characteristics, after the implementation). Such changes in the teachers' discourse thus suggest that the Jigsaw method might be a useful tool for the development of teaching practices. [ABSTRACT FROM AUTHOR]

Physical inactivity is a current worldwide, and especially Mexican adolescents. Therefore, this study has the following objectives: (i) to analyze the PA-LT pattern of Mexican adolescents; (ii) to analyze whether there are differences in emotional intelligence, basic psychological needs, academic motivation, self-esteem, and academic satisfaction according to the PA-LT pattern; (iii) to analyze the relationship between emotional intelligence, basic psychological needs, academic motivation, self-esteem, and academic satisfaction. A total of 748 secondary school students participated, of which 374 were girls (Mean age = 13.99; SD = 0.30) and 374 boys (Mean age = 14.02; SD = 0.33). The questionnaire comprised the following scales: IE, NPB-ESC, EMA, EA, and SIE. The main results obtained show that none of the girls stick to any active physical activity pattern during their spare time. In addition, physically active boys obtained better scores in emotional clarity, emotional repair, perception of academic competence, perception of social relationships, extrinsic motivation, intrinsic motivation, self-esteem, and satisfaction with school. [ABSTRACT FROM AUTHOR]