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Sport and physical exercise are vital components of preventive measures against illnesses, promoting well-being and a high quality of life within communities. To achieve these goals, educational actions through sports practise must be implemented, considering the unique characteristics and needs of the participants. Understanding the true nature of the sports educational process requires in-depth investigation, leading to interventions that incorporate knowledge and techniques from the sports sciences. As a result, nurturing research competencies among sports professionals within their educational paths becomes crucial. This study reflects on recent methodological approaches in educational-sports research and their potential in the academic settings of Sports and Exercise Sciences degree courses. One approach that stands out is Mixed Methods Research, which combines qualitative and quantitative methods to gain a comprehensive understanding of complex phenomena in sports education. By utilising both types of data, researchers can explore the nuances of participants' experiences and gather statistical evidence to support their findings. This integrative approach allows for a more holistic analysis, strengthening the credibility and reliability of the research outcomes. Moreover, the inclusion of critical-reflexive components in educational-sports research adds depth and context to the findings. By encouraging researchers to critically examine their assumptions, biases, and positionality, this approach acknowledges the influence of personal perspectives on the research process and outcomes. It fosters a more self-aware and accountable approach to research, promoting transparency and authenticity in reporting results. The academic contexts of Sports and Exercise Sciences degree courses offer fertile ground for fostering research competencies among aspiring sports professionals. Incorporating research-oriented modules, seminars, and workshops into the curriculum can provide students with essential tools and skills for conducting rigorous and insightful research. By engaging students in hands-on research projects, they can apply theoretical knowledge to real-world situations, developing their analytical and problem-solving abilities. Integrating research competencies into the educational paths of sports professionals is vital to advancing the field of sports education. The adoption of Mixed Methods Research and critical-reflexive components enhances the quality and depth of educational-sports research. By nurturing research skills in academic settings and fostering collaboration with established researchers, we can cultivate a new generation of sports professionals who are equipped to contribute meaningfully to the well-being and development of individuals and communities through sports and physical exercise. [ABSTRACT FROM AUTHOR]

Physical education and sports foster, amplify, and enrich opportunities for experiential learning, while also facilitating interaction and communication with others, enabling expression through diverse means of communication. These disciplines constitute an indispensable component within educational settings, allowing for interdisciplinary encounters in the realm of education. The instruction and acquisition of physical education within educational institutions present a formidable challenge in the contemporary era. Despite the exhaustive endeavors of researchers and scholars to examine the efficacy of diverse instructional methods, harmonizing educational objectives with pedagogical strategies remains a prominent area of investigation. Three fundamental conflicts with the traditional paradigm of multi-activity and sport technique-centered physical education have been identified, encompassing the inclusion of less-skilled students, the employment of brief learning sessions, and the pursuit of unattainable benefits for all student profiles To tackle these concerns, various alternative pedagogical approaches have been explored and this article presents a comprehensive overview of the significance of physical activity and physical education in promoting a well-balanced lifestyle and enriching children's educational experiences. It assesses the efficacy of both traditional teacher-centered and innovative student-centered frameworks in physical education instruction and learning. The article delves into the challenges associated with aligning educational objectives with instructional strategies and provides an extensive survey of models-based practice approaches in physical education, encompassing Sport Education (SE), Cooperative Learning (CL), Teaching Games for Understanding (TGfU), and Teaching for Personal and Social Responsibility (TPSR). The potential advantages and limitations of these pedagogical models in enhancing students' physical education experiences are thoroughly examined, and suggestions for future research and implementation in this field are put forth. Despite the advantages of physical activity, recent studies reveal that a considerable majority of adolescents, particularly girls, fail to meet the recommended one-hour daily threshold of moderate to vigorous physical activity. The optimal duration of physical education classes and the teaching styles and methodologies employed therein can significantly influence their effectiveness in promoting physical activity. [ABSTRACT FROM AUTHOR]

Background: In today's technological society, children are exposed to electronic devices from an early age. During the Italian national lockdown from 8th March to 3rd May 2020 (56 days) in response to Covid-19, screen time increased significantly due to people's confinement at home and their consequent inability to physically interact with others. Virtual communication has provided some compensation to the problem of social distancing but at the same time, it has increased the amount of daily time both adults and children spend in sedentary activities, in contradiction to the daily movement and physical activity targets prescribed in the WHO guidelines. This preliminary research has investigated whether the highly sedentary lifestyle induced by theCovid-19 lockdown, combined with an increase in screen time, affected the sleep and Body Mass Index (BMI) of children aged 0-6 years. Methods: An anonymous questionnaire containing32 questions was sent by e-mail to parents of children aged 0-6 years. Where parents had more than one child, they were asked to fill in a form for each child. Results: Considering all the study subjects (n=125), there was no significant relationship between screen time and BMI in children aged 0-6 years (r=0.09) and between screen time and hours of sleep (r=-0.03). Conclusions: Despite the fact that during the period of health emergency the lockdown reduced the opportunities for movement and the physical activity prescribed by the WHO guidelines, no significant changes were found in the relationships between screen time and hours of sleep and between screen time and BMI. The high percentage of children with habits that conflict with those suggested by the WHO guidelines, both in terms of sleep and screen time, suggests that there is a need to increase parental awareness of the importance of the WHO health recommendations. It is important to attempt to subvert the constant demands of children to spend many hours sitting in front of a screen, by daily encouraging more dynamic play activities that involve greater expenditure of physical energy. [ABSTRACT FROM AUTHOR]