Physical Education and Sport Pedagogy

The study aims to identify the specifics of training specialists in physical culture and sports. The specialities 014.11 “Secondary Education (Physical Education)” and 017 “Physical Education and Sports” train teachers, coaches, methodological instructors and lecturers. The training of such specialists is influenced by many different factors: distance learning caused by the global COVID-19 pandemic and military operations in the country, the growth of students with special educational needs (SEN) (inclusive environment), the development of innovative and digital technologies, changes in the labour market, educational innovations, etc. The study covered key points such as the analysis of the educational programmes of the above specialities (on the example of the Faculty of Physical Education of Ternopil Volodymyr Hnatiuk National Pedagogical University), the study of the key competencies of physical education and sports specialists. The study showed that the process of training future teachers and trainers addresses the development of basic professional competencies but does not sufficiently include psychological training and the introduction of innovative, interactive technologies. There are no disciplines that provide digital health training and targeted soft skills training. The study also outlined several factors that have a direct impact on the quality of education and training of physical education and sports professionals. Among them are the transition to distance learning, the peculiarities of the material and technical base, the insufficient number of students studying in the dual form, and the decline in student motivation due to stress factors. High-quality training (including updated curricula in line with new professional standards), cooperation with educational institutions and sports facilities (clubs, children's and youth sports schools, sections), an optimal combination of practical training and theoretical education, and participation in competitions at various levels can ensure the high efficiency of training physical education teachers, coaches and instructors.

The study investigated Barriers to effective teaching of physical Education (PE) among Secondary School Teachers in Nsukka urban, Enugu State, Nigeria. One specific objective, along with its corresponding research question and four hypotheses, guided the study. The population for the study was 43 PE teachers. No sampling was done as all the population was used. A descriptive survey design was used. The instrument for data collection was a questionnaire. Data was analysed using Statistical Package for Social Sciences (SPSS). The research question was answered using frequencies and percentage and the hypothesis was tested using chi-square statistics at 0.5 level of significance. Results of the study indicated that considerable proportion of teachers (54.4%) identified the factors studied as barriers to effective teaching of PE. There was no significant difference found in the barriers to effective teaching of PE based on gender, educational qualification and teaching experience, while there was a significant difference on barriers based on school types. Based on the findings recommendations to provide adequate and up-to-date equipment and facilities readily available to PE teachers among others were made.

The term teacher efficacy is defined as teachers' belief in their ability to significantly affect their pupils' learning. Studies in the physical education (PE) domain seeking sources of teaching efficacy reported on the links among external environmental factors, content knowledge, and 'learners' active engagement in learning, and the effect of these ties on teachers' efficacy. In the majority of the studies, self efficacy was assessed mostly on in-service experienced teachers. Purpose: to study teaching efficacy of pre-service (second and third year) and student teachers STs (fourth year) in a four-year teacher education program, and to determine whether their teaching efficacy changed during any one year of the program.

This book is an essential resource for kinesiology and exercise science students aspiring to become future coaches, personal trainers, physical therapists, and other health and movement professionals. This book bridges the gap between theory and practice by providing real-world case studies that offer a comprehensive understanding of human movement, injury prevention, rehabilitation, and performance enhancement.

Each chapter presents a unique case study, focusing on a range of topics from strength training, physical education, and injury recovery to postural analysis and corrective exercises. Students will engage with detailed accounts of actual client and student-athlete scenarios, learning how to assess, design, and adapt interventions based on individual needs. With expert analysis and evidence-based strategies, the case studies illuminate key concepts in biomechanics, exercise physiology, motor control, pedagogy, and therapeutic techniques.

Through critical thinking and problem-solving exercises, students will sharpen their ability to apply theoretical knowledge to practical situations, whether they are working with athletes, injured clients, or individuals seeking to improve their overall fitness. This book is designed to help aspiring professionals build confidence, enhance their clinical reasoning skills, and develop the competence needed to succeed in a dynamic, client-centered environment.

Perfect for students in kinesiology, exercise science, and health-related programs, this book prepares the next generation of movement professionals to deliver safe, effective, and evidence-based interventions across a variety of settings.

This book is an essential resource for kinesiology and exercise science students aspiring to become future coaches, personal trainers, physical therapists, and other health and movement professionals. This book bridges the gap between theory and practice by providing real-world case studies that offer a comprehensive understanding of human movement, injury prevention, rehabilitation, and performance enhancement.

Each chapter presents a unique case study, focusing on a range of topics from strength training, physical education, and injury recovery to postural analysis and corrective exercises. Students will engage with detailed accounts of actual client and student-athlete scenarios, learning how to assess, design, and adapt interventions based on individual needs. With expert analysis and evidence-based strategies, the case studies illuminate key concepts in biomechanics, exercise physiology, motor control, pedagogy, and therapeutic techniques.

Through critical thinking and problem-solving exercises, students will sharpen their ability to apply theoretical knowledge to practical situations, whether they are working with athletes, injured clients, or individuals seeking to improve their overall fitness. This book is designed to help aspiring professionals build confidence, enhance their clinical reasoning skills, and develop the competence needed to succeed in a dynamic, client-centered environment.

Perfect for students in kinesiology, exercise science, and health-related programs, this book prepares the next generation of movement professionals to deliver safe, effective, and evidence-based interventions across a variety of settings.

Artikel ini membahas dilema yang dihadapi mahasiswa teknik, khususnya dalam membagi waktu antara bermain game dan menyelesaikan tugas kuliah. Sebelum memasuki dunia perkuliahan, game menjadi bagian penting dari kehidupan sehari-hari mahasiswa sebagai sarana hiburan, pelepas stres, hingga wadah interaksi sosial. Namun, tekanan akademik yang berat, terutama di jurusan teknik, membuat intensitas bermain game menurun drastis. Melalui uraian pengalaman pribadi, data survei, serta analisis perbandingan antarjurusan, artikel ini menunjukkan bahwa pergulatan antara hiburan dan tanggung jawab akademik pada akhirnya mengajarkan mahasiswa pentingnya manajemen waktu, prioritas, serta kedewasaan dalam mengambil keputusan.

Sports training is a planned and systematic process aimed at improving an athlete’s performance through the application of scientific principles. The foundation of effective training lies in understanding human physiology, biomechanics, psychology, and pedagogy. The key scientific principles include individuality, specificity, overload, progression, reversibility, and recovery. Each principle ensures that training is adapted to the athlete’s unique needs while promoting gradual development of strength, endurance, speed, flexibility, and coordination. Scientific training also emphasizes periodization, which organizes training into cycles to optimize performance and prevent overtraining. By integrating knowledge from exercise science, nutrition, and psychology, sports training enhances not only physical abilities but also mental resilience and skill acquisition. Ultimately, the application of scientific principles in training ensures safe, effective, and long-term athletic development.

Objective This study aimed to explore the motivational factors influencing physical activity among college students majoring in Science, Technology, Engineering, and Mathematics (STEM) in Saudi Arabia. Methods An observational, cross-cultural, and cross-sectional study was conducted at two universities in Saudi Arabia, Prince Sultan University (PSU) and King Fahd University of Petroleum and Minerals (KFUPM). Data were collected on family and PE teacher influence, availability of sports facilities and resources, persistence in physical activity, social interaction, and physical activity frequency across life stages. Results Significant differences were observed between PSU and KFUPM students in family and teacher influence, access to facilities, and engagement in physical activity. PSU students reported higher levels of family support, teacher influence, and access to facilities and resources, which correlated with greater engagement in physical activities. Conversely, despite having fewer resources, KFUPM students demonstrated higher social interaction in physical activities. Regression analysis revealed that for KFUPM, social interaction within physical education was a key predictor of physical activity frequency, while for PSU, persistence and engagement were primary, with family influence as a secondary factor. Conclusion The findings underscore the role of institutional support, resource availability, and social factors in promoting physical activity among STEM students. PSU's supportive environment and access to sports facilities significantly contribute to higher physical activity engagement. In contrast, KFUPM's emphasis on social interactions highlights the role of peer networks in fostering engagement. These insights emphasize the importance of universities establishing comprehensive support systems designed to enhance student engagement in physical activities.

This article contributes to the reflection on the body as an active and living subject of theatrical and paratheatrical practice, as observed in the pedagogical research of 'embodied education'. Educational experience, rooted in aesthetic and performative action, is nourished by Dewey's theory of experience (1934, 1938), thereby bringing unity to educational and aesthetic experience. If experience can generally be said to relate to the reciprocal interaction of the individual with nature, punctuated by the rhythm of life itself-the heart beating, the flowing of the tides, the cycle of the seasonsthen in the laboratory practice under investigation in this article, 'exercise' and thus aesthetic and performative practice can be considered to assume the form of "body-theatre" (Corpsthéâtre, Nancy, 2010). Embedded in its potential for experiential knowledge, as awakened through memory and listening, the body becomes the agent of a transformative action towards the unfolding of an encounter with both the self and the other.

Introduction: Motivation among university students in sports-related programs is key to un derstanding their academic performance, continuity in studies, and professional development.
Objective: To explore the scientific production on the motivation of university students in sports-related programs between 2020 and 2025, based on available evidence in Scopus and SciELO.
Methodology: A bibliometric research design with a descriptive and analytical approach was applied, based on a systematic review of the literature published between 2020 and 2025.
Results: A total of 18 scientific articles related to the motivation of university students in sports related programs were identified. Asia and Europe showed greater dynamism in this field, although Latin America presented specific contributions, particularly in Mexico, Brazil, Chile, and
Ecuador.
Discussion: The reviewed studies confirm the relevance of self-determination theory as the dominant framework to explain motivation in the university sports context.
Conclusions: The main findings highlight the influence of intrinsic factors (such as personal interest and satisfaction with the program) and extrinsic factors (such as teacher support, institutional infrastructure, and professional development opportunities) on students’ motivation.

Background: Treatment disengagement and non-completion poses a major problem for the successful treatment of patients with severe mental illness. Motivation for treatment has long been proposed as a major determinant of treatment engagement, but exact mechanisms remain unclear. This current study serves three purposes: 1) to determine whether a feedback intervention based on the patients' motivation for treatment is effective at improving treatment engagement (TE) of severe mentally ill patients in outpatient psychiatric treatment, 2) to gather insight into motivational processes and possible mechanisms regarding treatment motivation (TM) and TE in this patient population and 3) to determine which of three theories of motivation is most plausible for the dynamics of TM and TE in this population. Methods/design: The Motivation and Treatment Engagement Intervention Trial (MotivaTe-IT) is a multi-center cluster randomized trial investigating the effectiveness of feedback generated by clinicians regarding their patients' treatment motivation upon the patients' TE. The primary outcome is the patients' TE. Secondary outcomes are TM, psychosocial functioning and quality of life. Patients whose clinicians generate monthly motivation feedback (additional to treatment as usual) will be compared to patients who receive treatment as usual. An estimated 350 patients, aged 18 to 65 years, with psychotic disorders and/or severe personality disorders will be recruited from outpatient community mental health care. The randomization will be performed by a computerized randomization program, with an allocation ratio of 1:1 (team vs. team or clinician vs. clinician) and patients, but not clinicians, will be blind to treatment allocation at baseline assessment. Due to the nature of the trial, follow-up assessment can not be blinded. Discussion: The current study can provide important insights regarding motivational processes and the way in which motivation influences the treatment engagement and clinical outcomes. The identification of possible mechanisms through which changes in the outcomes occur, offers a tool for the development of more effective future interventions to improve TM and TE.

Physical education (PE) curricula, to be sustainable in the educational process and, more widely, during physical activity (PA) at school, must adapt to the specific needs of the actual related context. This paper addresses the assumptions and the possible approaches for a successful teachers’ training for leading physical activity in the primary school. They might be proposedto both generalists and specialists. PE sustainability, teaching processes, PA organization and conduction from teachers expected to be competent and proficient because of their background, are also deepened. Therefore, proper teaching methods to involve the students and to promote the interest in learning and acquiring the motor competence for daily life are considered.In particular, we described the background, the procedure and the results of a pilot study within the “Multi-Teaching Styles Approach and Active Reflection” research program. A promising effective direction of teachers’ educational programs outc...

A key component of the formal educational process, physical and health education is essential to a person's overall development. Since most private schools cannot afford to hire full-time physical and health education teachers, they have decided to hire part-time teachers instead. This allows physical and health education teachers to work profitably in three to five schools each week, which can help lower Nigeria's alarming unemployment rate. Therefore, this study looked at physical and health education programs in private schools and their potential for Nigerian instructors without jobs. The ideas of physical and health education in the classroom were examined. The idea of teaching physical and health education part-time was examined critically. Related topics were also covered, including Nigeria's unemployment rate, sports facilities and equipment in private schools, and physical education and health education in private schools. Among other conclusions drawn from the literature review, the researchers determined that physical and health education programs should be properly implemented in private schools because they are essential for fostering the physical, social, and psychological development of all children. Therefore, among other things, It was suggested that education regulatory bodies ensure that private schools hire certified physical and health education teachers and that unemployed teachers take advantage of the opportunity to teach part-time in private schools.

Andijon state university, doctoral student Annotation. The article is dedicated to study of problems of women's sport. In this work we have considered an affect of physical exercises on a woman organism in traditional and "nontraditional" kinds of sport. There are stated biological differences in nature of men and women which should be taken info account at making choice of specialization and differentiated structure of training loadings according to regime of trainings.

This article examines issues related to modern trends in the development of physical education and sports education in primary school, in contact with various types of cognitive and play activities in a children's group under the guidance of an experienced and enthusiastic teacher.

Le sport est un phénomène culturel presque universel dans le temps et dans l'espace : que ce soit dans la Grèce antique, dans la Rome antique, dans l'Occident médiéval puis moderne, en Amérique précolombienne ou en Asie, toutes ces cultures sont marquées par l'importance de pratiques physiques 1 . Pourtant, le terme sport n'est utilisé qu'à partir du XIXe siècle. Bien qu'il reste un objet mal identifié 2 , le Conseil de l'Europe en donne la définition suivante en 2001 : « On entend par « sport » toutes formes d'activités physiques qui, à travers une participation organisée ou non, ont pour objectif l'expression ou l'amélioration de la condition physique et psychique, le développement des relations sociales ou l'obtention de résultats en compétition de tous niveaux. » 3 Selon une étude de l'Injep (Institut national de la Jeunesse et de l'Éducation populaire) en 2023, 70% des Français de quinze ans ou plus déclarent pratiquer un sport et y consacrent quatre heures par semaine, contre deux heures par semaine en 2012 4 . De fait, le sport comme phénomène de société suscite un intérêt croissant de l'Église catholique. Nous allons nous intéresser à la manière dont l'Église catholique a mis en valeur et a promu la pratique sportive comme contribuant de la cohésion des vertus morales. On émet l'hypothèse que lorsque la pratique du sport, par son exigence globale sur la personne humaine (corps, volonté, intelligence, persévérance, etc.) est vécue dans un esprit et un cadre sain, elle favorise simultanément la formation et la cohésion des vertus cardinales -prudence, tempérance, force et justice -dans la vie morale de la personne humaine. Nous appuyons notre définition de la « cohésion des vertus morales 5 » sur celle de Thomas d'Aquin dans la Somme de théologie. Il dit que les vertus sont liées entre elles et que la vertu de prudence dirige les trois autres 6 . Pour répondre à cette problématique nous adopterons une approche chronologique en trois grandes parties : (I) XIXe siècle, (II) XXe siècle, (III) XXIe siècle 7 . Dans chacune de ces parties nous analyserons (1) le contexte socio-historique du sport, (2) les positions et initiatives de l'Église à cette époque, et (3) la manière dont le sport est compris comme contribuant à la cohésion des vertus morales.

This study investigates the relationship between social appearance anxiety and holistic self-esteem among students at a premier state university in the Southern Philippines. The purpose was to explore how social appearance anxiety, a psychological concern related to the fear of being judged on one's physical appearance, correlates with holistic self-esteem, encompassing security, identity, belonging, purpose, and competence. Using a quantitative research design, specifically descriptive correlation, the study involved 689 respondents selected through simple random sampling. Data were collected using the Social Appearance Anxiety Scale and a holistic self-esteem questionnaire, which were validated for reliability. Descriptive and inferential statistical methods, including the Pearson correlation coefficient, were used to analyze the relationship between the two variables. The results indicated that the respondents experienced moderate levels of social appearance anxiety (mean=2.53) and moderately high holistic self-esteem (mean=3.05). A significant negative correlation (r=-.322; p=.001) was found between social appearance anxiety and holistic self-esteem, suggesting that higher anxiety about one's appearance is linked to lower overall self-worth. These findings have important implications for understanding students' psychological well-being, particularly in terms of how body image issues may impact their broader self-esteem. The study highlights the need for a comprehensive approach to student support, where physical appearance concerns and self-esteem are addressed simultaneously. In conclusion, the research underscores the interconnectedness of body image and self-esteem, calling for further investigation into the factors influencing these variables and the potential for interventions to promote healthier student outcomes.

This study examines the relationship between physical activity engagement and personal growth initiative among Filipino students. Adopting a quantitative research design, particularly descriptive correlation, the study gathered data from 821 respondents using simple random sampling. The instruments utilized for data collection included the International Physical Activity Questionnaire to assess physical activity engagement and the Personal Growth Initiative Scale to measure the respondents' personal growth initiative. Descriptive and inferential statistical analyses, including the Pearson Correlation Coefficient, were employed to evaluate the relationship between the variables. Results revealed significant relationships between certain dimensions of physical activity engagement and specific areas of personal growth initiative, notably in resource usage. These findings suggest that physical activity positively influences certain aspects of personal growth, especially in areas requiring proactive strategies. The study's implications highlight the importance of incorporating physical activity into educational practices to foster holistic development, emphasizing enhancing students’ resourcefulness and self-driven behavior. This research contributes to the broader understanding of how physical activity can catalyze personal development and underscores the importance of aligning physical education programs with personal growth objectives. Ultimately, this study emphasizes that integrating physical activity into educational policies and practices can promote greater student well-being and personal advancement, supporting academic and developmental goals.

Az élet minden területén állandó a verseny, mindenki a győzelemre törekszik. A versenyzők minden lehetőséget megragadnak annak érdekében, hogy eredményesebbek legyenek, ebben pedig nagy szerepet játszik az edzés mellet az életmód, a táplálkozás. Úgy véljük, hogy a helytelen táplálkozás károsan hat a fiatalok fejlődésére, és nem segíti az elvárható sporteredmények elérését. Vizsgálatunk a versenyúszók hétköznapi, illetve a versenyek előtti táplálkozási szokásainak elemzésére összpontosul. A vizsgálati mintába (n=50) (72% lány, 28% fiú), az alacsony elemszám miatt, Eger városában versenyúszó összes sportoló beletartozott. A minta átlagéletkora 12,2 év, (min. 8 év, max. 26 év) versenyzési tapasztalat 3,7 év. Az adatgyűjtéshez önkitöltéses kérdőívet, az adatok kiértékeléséhez SPSS 16.0 Windows statisztikai programot alkalmaztunk. Az eredmények azt mutatták, hogy az egri úszók táplálkozási szokásai átlagosnak tekinthető, nem fordítanak kellő figyelmet a versenyek előtti étkezésük kialakítására annak ellenére sem, hogy ennek szükségességét belátják. Az étkezésük kialakításához a szülőkön kívül szakmai segítséget nem kapnak.

This study aimed to identify the effect of harmonic exercises on some variables of sensory-motor perception and the level of technical performance of the skills of serving and receiving the ball in table tennis. The experimental method was used for its relevance to the nature of the study. The study sample consisted of 42 students of the racket games course students at the Department of Sports Sciences and Physical Activity. They were divided into two equal groups, 21 for the experimental group and 21 for the control group. The harmonic exercises were applied for 8 weeks, with one lecture per week. Each lecture lasts for 100 minutes, and it’s divided into three parts (warm-up part, for about 10 minutes; main preparation part, for about 80 minutes, which is divided into 35 minutes for physical preparation and 45 minutes for technical preparation; and the final part, for about 10 minutes). After analyzing and tabulating the data, the researchers concluded that practicing harmonic exercises led to an improvement in some variables of the sensory-motor perception and the level of technical performance of the skills of serving with the forehand and backhand and receiving the table tennis ball. Also, the students of the experimental group exceeded the students of the control group in reducing the percentage of estimation errors for the factors of power, time, and estimated distance in the techniques. These findings have practical implications for table tennis training, as they demonstrate the effectiveness of harmonic exercises in improving sensory-motor perception and technical performance. Based on the results of the study, the researchers recommend applying the harmonic exercises since they improve the students’ variables of sensory-motor perception and their level of technical performance in the skills of serving with the forehand and backhand and receiving the table tennis ball.

This article explores the role of physical educators in mitigating the health risks associated with increasing screen time among adolescents. With the rise of technology, young people are spending more time engaged with digital devices, leading to a range of health issues. Physical educators can play a vital role in promoting healthy habits, physical activity, and social and emotional development to mitigate the negative effects of screen time. The paper provides an overview of the impacts of excessive screen time on physical and mental health. Physical health problems such as obesity, cardiovascular disease, and other health issues, as well as mental health issues such as stress, anxiety, and depression, are associated with excessive screen time. The paper highlights the critical role of physical educators in promoting a balanced lifestyle by incorporating technology-free activities and encouraging physical activity to promote overall health. The paper also discusses the various roles of physical educators, including providing personalized physical activity plans, promoting mindfulness, educating on nutrition and healthy habits, and advocating for physical education. The paper emphasizes the need for physical educators to collaborate with other health professionals, such as school nurses and counsellors, to develop comprehensive health and wellness programs for students. The paper concludes with prospects for physical educators to address the issue of excessive screen time among adolescents. Physical educators can integrate technology into physical education programs and advocate for increased physical education and reduced screen time in schools. They can also work to promote access to technology and provide resources for students who may not have access to digital devices at home.

The use of Information Technology (IT) in Physical Education (PE) has become increasingly popular in recent years. This paper provides an overview of the current state of the use of IT in PE, including its benefits and challenges. It also acknowledges some of the challenges associated with the use of IT in PE, including issues related to access, equity, and digital literacy. The paper concludes by suggesting ways in which educators and policymakers can address these challenges and fully realize the potential of IT in PE. In addition to enhancing teaching and learning in PE, IT can also play a role in promoting physical activity and healthy lifestyles among students. Mobile apps and wearable devices can be used to track students' physical activity levels and provide personalized feedback and motivation. Social media and other online platforms can also be used to create a supportive and inclusive community that encourages students to be active and healthy.

Background: Physical education (PE) has been traditionally considered as a practical and 'hands-on' subject in schools, where close proximity and physical contact is common, particularly in Spain which has a high proximity culture. Significantly, the delivery of PE has changed because of the Covid-19 pandemic, and this brings significant consequences for preservice PE teachers. Purpose: The aim of the paper is to explore the changes of PE during Covid-19 and the effects on pre-service teachers. Methods: Semi-structured interviews were used to produce data with a group of 12 preservice PE teachers from Spain (four women and eight men) who were undertaking their practicum in PE when the Covid-19 lockdown was imposed in Spain [14 March 2020]. Dredging was used as an analytical technique to identify the relations and affects that comprised assemblages of bodies, things and social formations. Findings: Results suggest that preservice teachers are having difficulties in re-assembling PE in the age of Covid-19, and that this produces the affects of precarity, fear and insecurity. Furthermore, the PE reassemblage also results in a shift of pedagogical affects. The participants particularly struggled to think on a PE assemblage that does not include the affect of physical encounters with their students. The new assemblage of PE also included encounters with digital technologies, which allowed for particular openings and closings for a re-alignment into the shifted PE. Conclusions: Pre-service teachers were unfamiliar with the way the PE assemblage has shifted, and this shifting affected their ability to produce affects in the 'new PE'. The new PE assemblage leads to a significant change in the culture of PE teaching in Spain, where physical contact between teachers and students was previously normal and taken for granted.

Peer teaching is recognized as a powerful instructional method; however, there is a paucity of studies that have evaluated the outcomes experienced by peer-teachers and their student recipients in the context of trained, non-reciprocal, high school physical education (PE). Accordingly, the effectiveness of a formalized and trained non-reciprocal peer teaching (T-PT) program upon psychosocial, behavioral, pedagogical, and student learning outcomes within high school PE classes was investigated. Students from eight intact classes (106 males, 94 females, M age = 12.46, SD = 0.59) were randomly assigned to either a T-PT intervention group (taught by a volunteer peer-teacher who was trained in line with a tactical games approach) or untrained group (U-PT; where volunteer peer-teachers received no formal training, but did receive guidance on the game concepts to teach). Data were collected over 10 lessons in a 5-week soccer unit. Mixed-model ANOVAs/MANOVAs revealed that, in comparison to U-PT, the T-PT program significantly enhanced in-game performance actions and academic learning time among student recipients. Those in the T-PT also provided greater levels of feedback and structured learning time, as well as reporting more positive feelings about peer teaching and fewer perceived barriers to accessing learning outcomes. These findings show that non-reciprocal peer-teachers who receive formalized support through training and tactical games approach-based teaching resources can enhance behavioral, pedagogical, and motor performance outcomes in PE.

This paper reviews research and theory relating to aspirations for higher education as a cultural capacity. Understanding the social and cultural dimensions of aspirations for higher education is important as they are increasingly becoming part of social commentary and more recently educational policy, research and practice. This paper synthesises the empirical literature, conceptual understandings and theory relating to aspirations as a capacity in a way that will be useful to others who are engaged in practical initiatives and research targeting educational equity. We focus on recent and current developments regarding the capacity to aspire as a conceptual framework, analyse studies that evaluate programs based on the capacity to aspire, and consider what evidence and lessons can be used in current and future equity initiatives. This paper draws on the authors' current research about the educational and career aspirations of students from under-represented backgrounds in higher education.

Bracken-for their encouragement, support and guidance throughout the process of completing my thesis. First, I would like to extend a special thank you to Dr. Rudd who served as my advisor and thesis chair. Dr. Rudd, your encouragement, high expectations and belief in my abilities were invaluable. Whenever I felt overwhelmed with this process, you held my hand and guided me through, providing me the reassurance I needed to press forward to completion. You are not only an amazing professor and scholar, but a wonderful human being as well, and I can't thank you enough for the significant role you played in my reaching this milestone in my academic career. I would also like to thank Dr. Regoeczi for unselfishly sharing her methodology expertise and wisdom. You pushed me to explore various analyses and dig deep to uncover the significance of the data I collected. Because of your availability and willingness to answer multiple questions and assist me through complex analyses, I am now a better researcher and I thank you. Dr. Bracken, your high expectations forced me to stretch beyond my comfort zone and strive for perfection. Your professionalism and attention to detail are unmatched, and I thank you for helping my thesis reach a level of quality that I couldn't have been more proud of.

SO WHAT? • Empathy is crucial for coaches to safeguard gymnasts' mental health and enhance coaching effectiveness • Targeted interventions can improve coaches' leadership style, fostering a healthier and more respectful coaching environment Empathy enhances the coach's communication with the athlete Psychological assessment of empathic accuracy as a basis for efficient leadership in elite sports, a case study

Bu araştırmanın amacı Tokyo 2020 Olimpiyatları'nda Türkiye'yi 4x100 metre bayrak yarışında temsil eden atlet Oğuz Uyar'ın deneyimlerini öyküleyici bir yaklaşımla incelemektedir. Araştırmada ayrıca, Uyar'ın olimpiyatlara hazırlık sürecinde karşılaştığı sosyal, fiziksel ve psikolojik zorlukları ve bunlarla baş etme yöntemlerini anlamaktır. Çalışmada nitel araştırma yöntemlerinden anlatı araştırması kullanılmış ve veriler, yarı yapılandırılmış görüşmeler yoluyla toplanmıştır. Görüşmeler, tematik analiz yöntemi kullanılarak incelenmiş ve beş ana tema belirlenmiştir: atletizme başlangıç, olimpiyat deneyimi ve beklenmedik fırsatlar, aile ve çevrenin desteği, psikolojik ve fiziksel mücadele olarak tespit edilmiştir. Uyar, atletizme öğretmenlerinin yönlendirmesiyle başlamış, kısa sürede milli takıma seçilmiştir. Olimpiyatlar ise planlanmış bir hedef olmaktan ziyade beklenmedik bir fırsat olarak ortaya çıktığı tespit edilmiştir. Olimpiyatların ertelenmesi, hazırlık süresini artırarak performansını geliştirme şansı tanımıştır. Ayrıca, ailesi ve sosyal çevresinin desteği, başarılarıyla birlikte güçlenmiştir. Bununla birlikte, fiziksel antrenmanların zorluğu, psikolojik baskılar ve profesyonel destek eksikliği yaşadığı görülmüştür. Ancak antrenörünün rehberliği ve elde ettiği başarılar, Uyar'ın spora devam etme motivasyonunu pekiştirmiştir. Araştırmada, Türk sporcuların olimpiyatlara hazırlanma sürecinde yaşadıkları bireysel ve sistemsel zorlukları ortaya koyarak, spor altyapısının geliştirilmesi ve psikolojik destek mekanizmalarının güçlendirilmesi gerektiği sonucuna ulaşılabilir. Bu bulgular, spor politikalarının iyileştirilmesi için önemli çıkarımlar sunmaktadır.

La teoria del bienestar subjetivo, clasifica las emociones en positivas y negativas, lo cual ha servido como base para el estudio de las emociones en la educacion fisica, con el fin de orientar la practica pedagogica hacia el desarrollo integral del ser humano. Estos planteamientos educativos son analizados desde un enfoque historico-cultural, argumentandose la problematica de reducir el valor educativo de las emociones a un plano solamente psicologico, debido a que no contribuiria a la formacion integral del alumnado. Se concluye que en la formacion escolar, como en la del profesorado, se requiere contribuir en el desarrollo o transformacion de los esquemas emocionales que generan consecuencias negativas a nivel personal y social.

Il candidato illustri lo sviluppo di una lezione sul relativismo culturale in una classe quarta di un liceo delle scienze umane, tenendo conto che si tratta di una classe di 24 allievi, di cui 6 con DSA. OBIETIVO FORMATIVO Indicatori del Global Learning prevalenti: interconnessione; interdipendenza; decentramento, mens critica; attivismo responsabile. TRAGUARDI DI COMPETENZE DISCIPLINARI Legge, comprende e interpreta testi scritti di vario tipo. Padroneggia gli strumenti espressivi ed argomentativi indispensabili per gestire l'interazione comunicativa verbale in vari contesti. Produce testi di vario tipo in relazione ai differenti scopi comunicativi. Comprende il cambiamento e la diversità dei tempi storici in una dimensione diacronica attraverso il confronto fra epoche Colloca l'esperienza personale in un sistema di regole fondato sul reciproco riconoscimento dei diritti garantiti dalla Costituzione, a tutela della persona, della collettività COMPETENZE TRASVERSALI Sa interagire nel gruppo Ha capacità di lavorare in coppia e/o in piccolo gruppo Sa gestire i conflitti e negoziare i diversi punti di vista Rispetta gli altri e la diversità Sa progettare Ma … prima di tutte le teorie Cosa occorre?

The topicality is to study, analyze and scientifically justify the diagnostic system which should be an objective indicator of formation of appropriate levels of a graduate student's readiness for organizing sports-and-recreation activities of youth in a place of residence. Objective: selection of optimal diagnostic methods of research; collecting information with the help of diagnostic methods; quantitative and qualitative processing of obtained results. It is proved that the formation of corresponding levels of a graduate's readiness will be effective on the condition of sports-and-recreation direction of content, forms and methods of future social workers' professional training; working out and implementation of the model of social workers' training aimed at formation of readiness for sports-and-recreation activities; strengthening of sports-and-recreation values as the basis ofan uotlook of a in social-and-pedagogical field. According to the consolidated results of research-and-experimental work the dynamics of changes in the levels of readiness according to the developed criteria was determined. It is proved that it is necessary to assess the formation of future social workers' research skills in a strict sequence which in a certain system creates the algorithm of their measurement. It is determined that the number of students with high and medium levels of readiness increased, while the number of students with low levels of readiness decreased. The author determined that the experimental group significantly increased in quality and its quantitative indices are significantly higher than the corresponding figures before the experiment. It was found out that the significant educational achievements of the experimental group are explained by the implementation in the educational process of the proposed experimental methods that proves their effectiveness. This fact confirms the working out and implementation in the educational process of higher educational establishments of the necessity to create and realize an integrated scientific-and-methodological support of the content of future social pedagogists' and social workers' professional training aimed at forming sportsand-recreation values of modern youth as the basis of an outlook of a professional of social-and-pedagogical areas, preparation for the organization of sports-and-recreation activities of youth in the place of residence.

Background: There are deeply relevant questions concerning how to integrate and organise various nonlinear pedagogical strategies and methods in order to structure training in the professional development of Physical Education (PE) teachers and sport coaches. To promote the emergence and development of innovative and adaptive performance behaviours in sport, nonlinear pedagogy advocates the methodology of constraints manipulation to facilitate learning. Sport pedagogues have to manage and apply different constraint manipulations at varying times in practice contexts, that is, while planning before/following a learning session (i.e., designing the micro-structure of practice) and in interactions during the session. In nonlinear pedagogy, the design of practice micro-structure is predicated on the continuous, intertwined relationships between decision-making, action, perception and cognition in sport performance and learning contexts. Purpose: Here, we present an analysis of the activities that pedagogues engage in to facilitate learning and performance in sport (i.e., the micro-structure of practice) during practical interventions in sport and exercise contexts, based on use of a Constraints-led approach by PE teachers and coaches. Method: Based on data from illustrative studies on performance analysis and constraints manipulation, we exemplify some of the main principles and assumptions of nonlinear pedagogy. This synthesis, framed in a nonlinear pedagogy, aims to reveal how adopting a constraint led approach can straightforwardly enhance learning designs of sport practitioners. Conclusions: This article shares insights from a nonlinear pedagogy that can frame the micro-structure of practice during interventions, compared to utilisation of traditional pedagogical practices. It is proposed that PE teachers and coaches are designers of learning environments and that both learning and performance improvement are seen as emerging from the interaction of key constraints (related to task, learner and environment).

Introduction: Falls are one of the most significant healthcare problems among elderly individuals. The purpose of this study was to investigate the effects of multisensory balance training on static and dynamic balance performance and fall risk reduction in elderly women. Methods: This quasi-experimental study with pre-test and post-test design with control group was conducted on 20 elderly women (mean age: 67.2 ± 4.8 years). Participants were randomly divided into training (n=10) and control (n=10) groups. The training group performed multisensory balance exercises for six weeks, three sessions per week. Research variables included fall risk (Biodex), static balance (Berg Balance Scale), and dynamic balance (TUG) which were measured before and after the intervention. Results: After six weeks of multi-sensory balance training, the fall risk index in the training group significantly decreased. Berg Balance Test scores significantly increased, and TUG test times significantly decreased. No significant differences were observed in the control group (p>0.05). Conclusion: Multisensory balance training is an effective method for improving static and dynamic balance performance and reducing fall risk in elderly women. These exercises can be used as a safe and efficient intervention in fall prevention programs for elderly individuals.

reviewing preprints, leading to raising the level of classification of Yemeni and Arab universities in scientific indicators related to publishing scientific research on preprint platforms. The study came out with recommendations, the most important of which is supporting the culture of preprint publishing by codifying joint bilateral procedures between universities and platforms publishing preprints, providing independent and supported resources in the long term to avoid the closure of platforms, and educating publishers of preprints to open accounts on scientific platforms in order for their research papers to become known, and to obtain evaluations of Scientific research community, which leads to improving their papers submitted in peer-reviewed journals.
Keywords: PrePrint;Yemen;Servers;Journal;Review.

Background and Aims Motor proficiency plays a crucial role in preparing children for school entry, and deficiencies in these skills can hinder academic success. Research has shown that motor skills can predict academic achievement in elementary school children. One of the factors influencing the relationship between motor competence and academic performance is gender. Biological and social differences between boys and girls may lead to varied development of their motor skills. Accordingly, this study examines the role of gender in the relationship between motor proficiency and school function in elementary school students. Methods In this study, the Bruininks-Oseretsky test of motor proficiency, second edition, short form was employed to assess gross motor skills, fine motor skills, and upper limb coordination. Additionally, the school function assessment was used to evaluate the students' school performance. The sample consisted of 225 students, 115.85±19.79 (in months) from regular schools in Tehran City, Iran, comprising 84 girls and 141 boys. Results Data analysis and statistical results revealed a significant difference in the relationship between motor competence and school function among boys and girls (P<0.05). The findings indicated that in boys, gross motor skills were more strongly associated with school function, whereas in girls, upper limb coordination and fine motor skills demonstrated a stronger relationship with school function. Conclusion Gender significantly influences the relationship between motor proficiency and school function. Gross motor skills in boys and fine motor skills and upper limb coordination in girls were strongly associated with school performance. These differences may be attributed to biological factors, hormonal variations, as well as social and environmental influences, such as the role of parents and educators. These findings can inform the design of educational programs tailored to the specific motor needs of each gender, thereby supporting improved academic outcomes.

Social cohesion preserves the spirit of society and provides its members with a unified identity. With the increasing social challenges of differing values, norms of behavior, and the spread of cultural globalization, national curricula have become an effective role in consolidating social cohesion among learners and providing them with the skills necessary to confront social challenges. This is because national curricula reflect society's philosophy of educating young people and contribute to shaping learners' personalities. Hence, this research aims to identify the ability of national curricula to enhance social cohesion and their relationship to the skills within the areas and elements of this cohesion.
      The research aimed to clarify the role of national curricula in confronting social challenges based on supporting the skills within the areas and elements of social cohesion. It also aimed to clarify the relationship between these curricula and national curricula.
      The researcher examined the research problem according to the axis of how to build educational curricula at standard levels by defining common objectives and competencies in the "General Framework" document. The axis of social cohesion identified the importance of preserving identity and citizenship, as well as the number of its fields and elements. The axis of the relationship between national curricula and social cohesion clarified the role of curricula in defining a collective identity and promoting the values of citizenship. In addition, the axis of global transformations that support social cohesion was also addressed.
        The researcher used the descriptive approach to describe national curricula and their relationship to social cohesion.
      The research concluded with proposals for designing national curricula, such as establishing a "general framework" for curricula based on the principle of comprehensive sustainable development, unifying the value system to support cultural identity and citizenship, and focusing on the history curriculum due to its common denominators that enhance social cohesion.
Keywords: Educational Curricula, Social Cohesion

Background: Daily stressors have a significant impact on students' educational outcomes. However, research on students perceived and common contextual stressors in physical education (PE) lessons is limited. Purpose: To identify potential contextual stressors in PE contexts and what students perceive as stressors. Participants: Ninth-grade students (age 14-15) and their PE teachers recruited from three classes in one lower secondary school in Norway. Research Design: This qualitative case study used data generated from descriptive field notes from participant observations in PE lessons, formal interviews and informal conversations with PE teachers, focus group and individual interviews with students, and a supplementary survey using the TurningPoint student response system. Conversations were transcribed verbatim and analyzed using reflexive thematic analysis and the NVivo 12 Pro analysis software. The survey was analyzed using IBM SPSS Statistics 21. Findings: This study supports and expands previous research exploring students' stressors in PE and highlights the volume and variety of potential stressors in PE contexts. The findings shed light on certain similarities and differences that may exist between students of different genders and grades and with different past physical activity experiences. In the present study, spectators, in addition to difficult tasks and low self-efficacy, seemed particularly stressful for girls. This article presents nuances revealed by various qualitative approaches and a supplementary survey. Students in this study experience a multitude of stressors during PE lessons. These include stressors in the teaching, physical, and social environments, as well as personal factors. The stressors experienced depend on the situation, the lesson content, the parties involved, students' past experiences, and their appraisal of these stressors. In our sample, girls seemed to be more vulnerable to contextual stressors in PE than boys.

Background: From a sports perspective, pedagogical researchers have suggested questioning is an effective instructional tool and pedagogical strategy for developing critical thinking, problemsolving and decision-making skills. Questions enable coaches to contextualise athlete learning by encouraging and guiding them to identify and explore solutions to game-based problems. While previous investigations have explored the frequency of questions and provided some understanding of the interactions within a coaching session, there is still limited empirical knowledge related to the structure and profile of coach questioning strategies. Purpose: This study aims to explore how youth soccer coaches, implementing the FFA National Curriculum, have used questioning techniques within specific coaching contexts/activities to promote athlete learning. Method: Australian youth soccer coaches (i.e., U12 -U16; n = 19) were filmed during regular training sessions. A questioning profile coding system was developed and used to provide a detailed profile of the types of questions asked by the coaches in different coaching situations. The frequency of each coded event (i.e., type, context, who, what, knowledge, proximity, prompts, responses, activity, and effective) was recorded. Data Analysis: Descriptive statistics (mean ± standard error) were used to describe all coded information. Association rule models were generated to determine the extent to which questioning profile descriptor (i.e., Question Type, Knowledge, Context, Who, What) occurred in the presence of another. Results: Coaches asked on average 71 questions per session (0.88 questions per minute), with slightly greater use of convergent (i.e., closed) questions (52.2%) than divergent (i.e., open) questions (47.8%). Coaches use convergent questions that are instructional and promote lower STRUCTURE OF QUESTIONING IN FOOTBALL 2 order thinking. In contrast, divergent questions are generally related to a game tactic or principle and are asked when the team has stopped an activity. The rule models indicated there is a general trend when considering the structure and profile of the type of question (i.e., convergent; divergent) asked in the different training session activity types. During drills and small-sided games, coaches asked convergent questions to the team, which were instructional in nature and required lower level knowledge. For large games, the question was more targeted to the individual while the activity was on-going, but still required lower level knowledge. Divergent questions generally related to game tactics although only 7% of these questions asked players to problem solve. The results of the current study indicate that coaches are posing more questions within a coaching session, compared to previous studies, possibly reflecting the emphasis placed on questioning as an athlete learning strategy within the FFA National Curriculum. Association rule models provided greater insights into the distinct 'styles' or profiles typically implemented by coaches during specific types of activity. From a learning perspective, coaches should consider the players needs and wants when determining which type of question best suits the situation and be prepared to move between types of questions depending on player responses. Future research should consider the perspectives of coaches and athletes to determine why questions were asked, and how effective they were in reaching their intended purposes.

The purpose of this study was to investigate the implementation of physical education learning based on the 2013 Curriculum in the 11th grade at Senior High Scholl “SMAN 8 Malang”. The method used in this research was non-experimental research design in the form of descriptive survey. The subjects used were 3 physical education teachers as well as 110 students of 11th graders, and there were 10 students taken from each class. The sampling technique used was proportionate sampling. The instruments used for collecting data were observation techniques, questionnaires, interviews and documentation. Meanwhile, the technique used to analyze the data was qualitative descriptive. From the results obtained of the questionnaires, it was found that only 88% the acquisition of the physical education learning based on the 2013 Curriculum was used, while 12% were not implemented. Suggestion that could be given to the teacher was teaching physical education should be given in accordance to the 201...

Hello and welcome to tonight's performance. Do you need any assistance finding your chosen seat, Madam? [The secondary authors greet the audience as they come in, acting as critical friends throughout the data analysis, on-thespot guidance, and representation process Yes, that is right, this way please, the fifth row on the left. May I also offer you this (happy) theatrical mask? 1 It's complementary to this production. Hello girls. You are friends with the main characters, aren't you? 'Yes, we're, we came to see them and support them.' That's lovely. Over there, at the front, those are your seats. . . .yes, I see, you've got your own masks. Go, go. . . [While all gathering, some people still in the theatre foyer purchasing the play programme, and others reading some of the pages already: The Abstract. . . But let's leave the audience reading before the lights go out.]

Planning and programming are the basis of every coach, regardless of his experience and knowledge. Plan and program are the basic document used for realization of the process of the sports preparation and control effects achieved by their implementation. Planning and programming are impossible to determine without a certain degree of precise school of volleyball, while the schedule of goals and tasks for each level is going to determine the curriculum of a given degree. This study is about annual planning and programming for the fi rst level of volleyball school for girls, aged 8 to 10 years. The aim is to defi ne the tasks of volleyball school for fi rst degree, to make the annual plan of training volume and determine the annual program of sports preparations.

Biomotor is a physical component that has to do with speed, flexibility, strength, and endurance. Carbohydrates are a type of energy that can be transformed into other forms of energy. These carbohydrates will be used for metabolism of other biomolecules such as proteins, fats and nucleic acids.The goal of the study was to see how carbohydrates affected adolescents physical and biomotor abilities. The descriptive correlational approach was applied in this study. Carbohydrates are the dependent variable, whereas biomotor ability in teenagers is the independent variable. A total of 100 youths between the ages of 18 and 20 were employed in the study. Purposive sampling was employed as a sample strategy. Test instrument using food recall and biomotor components. Results show that the relative contribution of carbs to speed was 43.2 %, flexibility 35.6 %, power 25.6 %, and endurance 6.7 %, according to the findings. The conclusion of this study is that carbohydrates have a dominant effect on the biomotic components of adolescents.

Children and adolescents’ regular participation in sports can help them to increase their physical activity (PA) levels and fitness and to adopt healthy behaviors in adulthood. The purpose of this study was to examine the relationship of self-reported PA and enjoyment of youth basketball players with their well-being variables (self-rated health, self-esteem and subjective vitality). Participants were 208 male athletes (Mage: 13.88 ± 1.38 years), members of seven Greek basketball clubs, who voluntarily participated in this research. Data were collected prior to training with several valid and reliable questionnaires measuring PA, self-rated health, subjective vitality and self-esteem (Cronbach’s α = .66 to .82). The findings suggested that 71.5% of youth basketball players spend 6 to 7 days per week in moderate to vigorous PA (MVPA) and 73.1% of them reported spend 5 to 6 hours per week in MVPA. There was no significant effect of age on players’ MVPA. Correlation analysis revealed t...

Background: Relatively few studies have provided information about coaches’ verbal aggressiveness in PE context and sport settings generally. These findings revealed with consistency the negative outcomes of verbal aggression in instructor-student relationship. Nevertheless, the perceived coaches’ verbal aggressiveness has not been related to athletes’ intrinsic-extrinsic motivation in basketball team sport. Aims: To examine how coaches’ verbal aggressiveness, as perceived by the athletes of basketball team sport, is related to athletes’ intrinsic-extrinsic motivation. Method: One hundred eighty basketball athletes (144 boys and 36 girls), 15-19 of age (M=15.74, SD=1.22) completed two questionnaires, during their training sessions from Athens, Thessaloniki and Trikala region. All participants were asked to retrieve from their memory their experiences from a specific training session that they took part previously in order to fill in the questionnaires. The 8-item Verbal Aggressivene...

Письменные памятники древности и средневековья характеризуются
уникальными текстовыми особенностями. Некоторые специфические качества
единиц, относящихся к разным уровням языка, — фонемы, слога, интонации,
слова, словосочетания, предложения — проявляются только в пределах
художественного текста, а в ряде случаев играют роль структурной детали в
пределах художественного текста, обеспечивают формальную связность
компонентов текста, а также могут создавать гармонию и ритм.