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Research and publications on differentiation instruction in various subjects have developed rapidly in the world. Unfortunately, this trend is not directly proportional to the subject of physical education, even though differentiation instruction is the latest learning trend that is based on student learning needs. This research aims to analyze the metrics and visualization of differentiation instruction publications over the last ten years (2013-2023) using the literature review method. Google Scholar inspection using the Publish or Perish application only found nine articles (out of 16 articles) that met the VOSviewer visualization analysis criteria. As a result, the highest publication metrics were only three articles in 2014 and 53 citations as the highest top citations in 2019 for two articles. Network term differentiation is limited to three terms: analysis, lesson, and education. The VOSviewer visualization confirms that differentiation instruction has great potential to be developed in physical education to contribute to fulfilling students' learning experiences by their learning potential preferences. Future research can consider aspects of differentiation instruction that are not limited to teachers evaluating student learning outcomes based on differentiation instruction, and using differentiation instruction to improve various skills that help students survive in real life.

In this study, a valid and reliable scale was developed to measure parents' perceptions of their children's social development in physical education classes. In the first part of the research, the relevant literature reviewed and student-parent interviews were held. As a result of the data obtained from the interviews, a 30-item draft scale was created. The draft scale was applied to 30 parents of students, and as a result of the feedback received, 5 items were removed from the pool. The remaining draft scale items were submitted to expert opinion and the number of items was reduced to 22. The 22-item scale was applied to 240 volunteer parents for Exploratory Factor Analysis (EFA) and to 216 different volunteer parents for Confirmatory Factor Analysis (CFA). As a result of the analyses, the final scale consisting of 15 items and four sub-dimensions was obtained. The Cronbach's Alpha values of the sub-dimensions were found to be between 0.74-0.79. In the final part, the 15-item scale was applied to 540 volunteer parents. Accordingly, while it was observed that parents' PSDSPEL scores were higher in the sub-dimension of showing positive behavior, it was determined that male parents' perception levels were higher than female parents. As a result of the study, it was found that the validity, reliability and internal consistency coefficients of the scale were at acceptable levels.

Sports and Physical Education (SPE), like any other discipline, contributes to students' education. These students, for a good acquisition of teaching content, should be invited to take notes of the theoretical and technological knowledge conveyed by Physical and Sport Activities (PSA), subject of teaching. This quantitative and qualitative study aims to identify the usefulness of the implementation of theoretical knowledge and note-taking of the information taught in the training of students in Physical Education classes at the secondary school level. To achieve this objective, certain key concepts from "The Anthropological Theory of Didactics" by Chevallard were employed. In accordance with this theoretical framework, a methodological approach was adopted that focuses on administering questionnaires to students in the second cycle. These students meet the criterion of regular attendance at physical education courses in two secondary colleges. This approach includes recording three sessions of physical education courses and conducting interviews with each teacher at the course's conclusion. The results indicated that the students do not have a favorable relationship with the theoretical knowledge transmitted in PE during the practice of the different Physical and Sports Activities (PSA). This is due to the fact that the teacher does not focus the student's attention on what he or she has really learned and what he must retain in order to facilitate the practice of the different Physical and Sports Activities. To summarize, the essential finding derived from this study was that students in PE would greatly benefit from an introduction of theoretical courses combined with written documentation of the pedagogical information provided. The integration of both elements could foster the development of citizens who are proficient both physically and intellectually.

Although the written physical education curriculum is the same throughout the country, the implementation phase in schools differs from each other. Hence the purpose of this study is to examine the implementation process of the 5th-grade physical education and sports curriculum (2018) in different school contexts. Case study pattern was used. The participants of the study are two physical education teachers in Eskisehir. The data collection process consisting of observations, interviews, and field notes was completed in the fall semester of the 2018-2019 academic year. As a result of the analysis, the implementation process of the curriculum sub-theme which is related to the main theme of "taught curriculum", was reached. In conclusion, it can be said that the implementation process in schools is mostly teacher-centred, including the teaching of sports techniques and evaluating the psychomotor domain. It was observed that the game-based and student-centred structure of the updated curriculum was not sufficiently implemented by the teachers in the study. Also, it can be stated that the sufficiency of physical education course materials and the suitability of the areas used in physical education lessons are important factors in the implementation process of the curriculum.

In this paper the author want to focus especially on the education of girls from Hungarian aristocratic families by studying not only the relationship between the parents and the children but also the aim, content, methods of education. The sources were primarily the memoirs that have been more frequently published, that resulted in more detailed, subtle conclusions complete with personal motivations as well. The research method was narrative text analysis. The author concluded that there were practically only some aristocratic girls who had enrolled a secondary school before WW1. After WW1 there were more and more girls taking part in school education, the reason being their financial circumstances and the changed social and cultural situation. Some have already enrolled in university or obtained a vocational qualification. However, working women were very rare among them. The relationship between the parents and children was different by families, but the strict distance increasingly loosened up. One of the most important goal of education was the knowledge of modern languages. Besides practising religion and arts physical education and sports were present in the lives of the girls in the country. Girls could only move around in their own social groups, they put special emphasis on developing social competences. A girl's goal was to find a spouse who is worthy of her rank.

This study aims to demonstrate the effect of a transtheoretical model (TTM)-based physical activity program on the exercise behavior of adolescents using WhatsApp. The study was conducted with high school students (N = 185) in a pre-/posttest, quasi-experimental design. TTM-based text messages were sent to the intervention group (n = 95) over WhatsApp every day for 8 weeks. The intervention group demonstrated more statistically significant progression in the exercising stages of change compared to the control group (n = 90) ([chi-squared] = 20.10; p = 0.00). It was also found that this group had a higher exercising self-efficacy score (t = 2.647; p = 0.009) and a higher physical activity total metabolic equivalent of task score (Z = -3.521; p = 0.000). There was no significant difference in BMI and perception of pros and cons (p > 0.05). The program was found to be effective in terms of recording progress in the exercising stages of change, increasing exercising self-efficacy, and maintaining a physical activity program.

The circumstances and nature of concussions among youth who play tackle, flag, or touch football are not well understood. This study used data from Utah's Student Injury Reporting System (SIRS) to explore suspected concussions among K-12 students sustained during participation in football-related activities (tackle, flag, or touch football). Descriptive statistics and chi-square analyses showed that 54.7% of suspected concussions due to football-related activity were among elementary and middle school and 41.3% were among high school students. Most suspected concussions resulted from being struck by or against something (81.9%) and occurred during school-sanctioned games and practices (37.9%), lunch, lunch recess, and recess (34.8%), or physical education class (22.7%). The type of school activity and context for suspected concussions varied by school level. School nurses and others in Utah may use study findings to customize concussion prevention efforts by school level and activity.

The staffing and outsourcing of the marginalised curriculum area Health and Physical Education (HPE) has been an area of growing concern, alongside rising concerns for the decline of students' health due to increased sedentary behaviour and mental health problems, yet there has been little research attention to the staffing and delivery of HPE in Australian schools. This article addresses that gap in understanding with analysis of data from a larger study examining positioning and implementation of HPE in schools. A mixed methods questionnaire was completed by 30% of government schools in New South Wales (n = 556) providing data on staffing, delivery and outsourcing arrangements. Findings suggested that specialist HPE teachers are not in-charge of teaching HPE; and the majority (67%) of schools outsource at least some HPE, with far-reaching impacts on curriculum coverage and student exclusion from lessons evident. Findings also suggested that students experience varied methods of delivery in Physical Education (PE), and Health Education (HE) lessons. Together, these findings raise questions regarding the assurance of quality and equity, with implications for future policy and practice and the health and wellbeing of school children.

Formative assessment (FA) is an effective educational approach for optimising student learning and is considered as a promising avenue for assessment within physical education (PE). Nevertheless, implementing FA is a complex and demanding task for in-service PE teachers who often lack formal training on this topic. To better support PE teachers in implementing FA into their practice, we need better insight into teachers' experiences while designing and implementing formative strategies. However, knowledge on this topic is limited, especially within PE. Therefore, this study examined the experiences of 15 PE teachers who participated in an 18-month professional development programme. Teachers designed and implemented various formative activities within their PE lessons, while experiences were investigated through logbook entries and focus groups. Findings indicated various positive experiences, such as increased transparency in learning outcomes and success criteria for students as well as increased student involvement, but also revealed complexities, such as shifting teacher roles and insufficient feedback literacy among students. Overall, the findings of this study underscore the importance of a sustained, collaborative, and supported approach to implementing FA.

Grounded in self-determination theory, an integrative and fine-grained circumplex model, based on teachers' autonomy support, structure, control, and chaos, has been proposed. The present study aimed to examine possible differences in students' perceptions of physical education (PE) teachers' motivating and demotivating styles and the eight different approaches, respectively, regarding students' socio-demographic variables, and different affective, cognitive, and behavioral outcomes. A sample of 669 Spanish secondary students aged 12-17 years (mean age (M[subscript age]) = 14.65; standard deviation (SD) = 1.47; 52% girls) participated in this cross-sectional study. Boys reported significantly higher values in the chaotic style and the domineering approach than girls. Second- and third-cycle students (Year 10, Year 11, and Year 12) reported significantly higher values in autonomy-supportive and structuring styles, and significantly lower values in the domineering approach than first-cycle students (Year 8 and Year 9). Second-cycle students (Year 10 and Year 11) reported significantly higher values in the demanding approach than first-cycle students (Year 8 and Year 9). Third-cycle students (Year 12) reported significantly lower values in the awaiting approach than the first-cycle students (Year 8 and Year 9). Finally, as a whole, students who reported positive experiences in PE, high learning, and high intention to participate in physical activity reported significantly higher values in autonomy-supportive and structuring styles, as well as the demanding approach, and significantly lower values in the chaotic style. The results highlight the importance of PE teachers adopting motivating styles and avoiding demotivating styles, especially with boys and lower grade levels, to promote meaningful experiences in PE and an active lifestyle.

Teacher educators shape curriculum in the pedagogical decisions they make (Lunenberg et al., 2007). Yet, evidence is lacking about how physical education (PE) teacher educators make decisions about what to include in their teacher education pedagogies. Four teacher educators in four different PE teacher education (PETE) programmes collaborated to examine their decision-making as they explored ideas related to Meaningful PE and social justice pedagogies. Insight into how teacher educators make decisions can add nuance to understanding pedagogical decision-making in PETE. A self-study of teacher education practices frame supported collective and individual interrogation of our decision-making processes. Data included planning documentation for each teaching episode (n = 42), individual reflections (n = 33), recordings of conversations with critical friends (n = 15), and recordings of collective meetings (n = 8). Pedagogical confrontations (Moran et al., 2019) provided a lens for each teacher educator to gain perspective and insight into their decision-making related to Meaningful PE and social justice pedagogies The findings are presented in the form of four individual cases that illustrate the distinct story of each teacher educator's engagement with Meaningful PE and social justice pedagogies. Teacher educators' decisions were guided by their purposes and influenced by their contexts. Additionally, peers were an important source of pedagogical confrontations to influence decision-making practices. This research contributes to the understanding of innovation in PETE by illustrating how clarity about priorities promotes deliberate decision-making by teacher educators resulting in adoption or rejection of innovation.

This paper reports on the first phase of a longitudinal project investigating the perceived purposes that different stakeholders have for primary physical education (PE). In the study, the views of 19 teacher educators from seven countries across Europe were sought. While teacher educators may have some influence across the layers of an education system, little is known about this stakeholder group and their views about primary PE. Analysis of focus group conversations depicts that, while the teacher educators come from a wide range of contexts, their views on the purposes of primary PE were more similar than different. With primary PE in danger of disconnecting into different schools of thought, this finding is important because it suggests that more coherent and connected approaches have the potential to be developed. In line with most government policies from the seven countries, similarities focused on both an educational and outward-looking view of primary PE. Significantly, while the teacher educators recognised the key role of physical learning in primary PE, they also highlighted how children's social, emotional, and cognitive learning form part of an integrated view of primary PE. Teacher educators recognised the importance of primary PE expanding beyond the hall/gymnasium and into classroom, school, and community settings. However, some concerns were voiced about the influence of outsourcing and sport agendas that currently dominate. The views of these teacher educators offer a useful starting point for further investigation, particularly as they present the purposes of primary PE from both an integrated and educational perspective.

Sustained motivation for Daily Mile participation at higher physical activity intensities may contribute to the attainment of children's daily moderate-to-vigorous physical activity (MVPA) targets and long-term health benefits. However, individual variability exists in the amount of MVPA accumulated by children during the Daily Mile. The current study explored children's motivation for participating in the Daily Mile at MVPA intensity, using a theory of planned behaviour framework. Twenty-five children (mean age = 10.07 ± 0.60 years) from the Northwest of England were recruited to the study; 52% were female and 88% were White. Participants completed a questionnaire, with an open-ended response format, probing behavioural, control, and normative beliefs for participation in the Daily Mile at MVPA intensity. Template analysis was conducted independently by two researchers to identify main themes and subthemes. Findings showed that children possessed a range of behavioural, control, and normative beliefs about MVPA participation during the Daily Mile. Prominent behavioural beliefs included fitness enhancement, implications for concentration and learning, positive affective states, and pain and discomfort. Key control beliefs included weather, space and health restrictions, and distractions from peers. Finally, peers and parents were salient normative beliefs. Children possessed a range of modal beliefs in relation to MVPA participation during the Daily Mile. Implications of the findings, and methods for practitioners seeking to maximise the contribution of the Daily Mile to children's daily MVPA targets are discussed.

Given the important role of feedback in student learning, this scoping review investigated how feedback has been conceptualised and examined, and how the teacher and student have been positioned in feedback processes in physical education (PE) research. Following recommended processes for conducting a scoping review, 110 papers were included, and data were extracted and synthesised to address the aim. Findings identified a lack of conceptual and theoretical underpinnings, and considerable variability in feedback terminology used in PE. Feedback was mainly positioned as being transmitted verbally from the teacher to the student to evaluate performances. Research methods mainly focused on the teacher's feedback behaviours, with less attention given to how the student receives, interprets, and uses feedback to advance their learning. Based on the findings, we recommend that future feedback research in PE is underpinned by theory and frameworks that acknowledge the active role of both the teacher and the student in the feedback process. Additionally, given the critical element of feedback effectiveness is not in the provision of feedback, but how it is interpreted and used, research methods that further consider how students engage with feedback opportunities are required. If we are to maximise feedback's learning potential, future PE research and practices should consider how students can be further activated in the feedback process.

This study aimed to explore the relationships between Finnish early childhood pre-service teachers' (N = 274; aged 20-49; 92% female) self-reported physical activity (PA) and perceptions of their own enjoyment of schooltime physical education (PE), self-evaluation of the content of their current PE studies, perceived importance of PE, and perceived competencies in PE. The one-way analysis of variance revealed that pre-service teachers with higher self-reported levels of PA reported higher scores for perceived importance of PE in supporting a child's physical functionality (p = 0.004), and perceived competencies to support a child's PA (p = 0.017) and teach PE (p = 0.023). Results of independent sample t-tests indicated that pre-service teachers meeting daily PA guidelines reported higher scores for enjoyment of schooltime PE (p = 0.001) and perceived competence to teach PE (p = 0.001). Findings highlighted that pre-service teachers' self-reported PA was positively related to their perceptions of PE, supporting the recommendation within early childhood teacher education to encourage pre-service teachers to engage in PA.

Physical education teacher communities have been studied and implemented as a successful approach to teacher professional development. Despite a wealth of literature, less is known about three aspects: sustained nature of a community over time, power relations among community members, and a comprehensive case study. This study aimed to address these gaps in the literature by investigating the journey of a physical education community of practice (CoP) in South Korea. In this intrinsic case study, seven core members were interviewed using a timeline drawing method to elicit the stories behind the community's history. In addition, field notes from observations and documents from the official community website were used to corroborate the interview data. Inductive and collaborative data analysis organised the community's history into four phases: Beginning, Rise, Fall, and Comeback. Detailed explanations of each phase represent what happened and how the community evolved over time. Discussions suggested, first, that changing power relations facilitate different types of learning in CoPs. Initially, a strong leader drove learning as experiencing and doing, but as power shifted to members, the community changed to learning as belonging and becoming. Second, conflict can be a natural process to revisit the shared vision. Since the shared vision is not static but rather reflects contextual values, community members should revisit and discuss it as conflicts arise. Third, community engagement can be understood as an opportunity to gain recognition. This research underscores the significance of understanding long-term teacher motivation and the collective factors that drive it through community engagement.

Assessment has become a routine feature of school life, internationally. Little is known, however, about the consequences for young people of assessment and grading in physical education (PE) -- a subject often associated with physical recreation. This paper explores young Norwegian's perceptions of assessment and grading in PE from a sociological perspective. In doing so, it contemplates the penetration of neo-liberal discourses as part of wider processes of globalization and Europeanization in school PE in Norway. The study utilizes data generated by 31 focus groups involving 148 youngsters from the 10th grade (15-16-year-olds) in eight purposively sampled secondary schools in Norway. Norwegian PE teachers continue to use tests in order to set grades in PE. The upshot is that students' enjoyment of and engagement in PE, as well as their self-identities and self-esteem, can be compromised by apprehension towards assessment and grading. These processes seem likely to undermine or even erode the potential sociopsychological benefits of PE for some young people by reinforcing the impression that the subject is fast becoming just one more outcome-oriented subject on an academic treadmill. In this regard, the ascendancy of neo-liberalism -- associated with the twin challenges of globalization and European integration -- appears to merely reinforce the hegemony of competitive individualism within PE in Norway, as elsewhere.

Since the 2000s, the Joint Action framework in Didactics (JAD) has been developed in the context of the expansion of the French-speaking research in Comparative didactics. Studies carried out with this framework typically investigate how knowledge content develop in teacher-student classroom interactions. From a quite different perspective, classroom research on teaching quality has also developed considerably in recent years. Despite the many efforts to better understand relations between generic versus subject-specific dimensions of teaching, this dichotomy remains strong in the debates on teaching quality. This contribution explores a comparative model for characterizing the quality of teaching practices from the conceptual categories of the Joint Action framework in Didactics (JAD-MTQ). Based on the comparison of teaching and learning practices in two school subjects--physics and contemporary dance--this paper pursues a twofold objective: (1) proposing a provisional set of generic criteria for capturing content-specific dimensions of teaching quality; and (2) highlighting certain methodological conditions for ensuring qualitative analyses of these dimensions of teaching quality.

Professionals in the authors' setting -- The Children's Center for Communication/Beverly School for the Deaf (CCCBSD) -- embed foundational language comprehension strategies within language-rich environments. This occurs in traditional classrooms as well as in a variety of other settings, such as therapeutic services, programs in related arts (e.g., art, music, physical education) and STEAM (science, technology, engineering, the arts, math), and community-based activities. Professionals in these settings strive to make their learning environments not just language-rich but also rich in fostering the development of foundational language comprehension skills. At CCCBSD, all professionals -- including teachers, teaching assistants, related service providers/therapists, and specialists -- participated in professional development on building language comprehension across contexts. A solid foundation in language fosters the ability to understand and engage with the world. While many deaf learners acquire foundational language comprehension skills through daily interactions, this may not be true for all learners, particularly those with limited language access and those who are deafdisabled. For these students, foundational skills may need to be taught. Training educational professionals throughout the school to recognize opportunities for developing these skills promotes not just a language-rich environment but one that is language comprehension-rich.

The study of 'technological readiness and online learning self-efficacy' has been thoroughly examined across multiple fields in recent years. Most investigations on this topic have consistently shown a contradictory relationship between the two factors. Moreover, there is a dearth of studies undertaken in the field of Physical Education within higher education, particularly in the setting of the Philippines. This study aimed to investigate the correlation between Technological Readiness (TR) and Online Learning Self Efficacy (OLSE) among a sample of 305 Physical Education Teacher Education (PETE) students in a higher education institution in the Philippines. Correlational and predictive analyses, specifically Pearson-r and Multiple Regression, were employed to ascertain the association between the four aspects of TR (Optimism, Insecurity, Innovativeness, and Discomfort) and OLSE. The findings indicate a positive and direct correlation between TR and OLSE. Moreover, the four dimensions of TR, exhibit a positive correlation with OLSE. According to the results, PETE students' inclination to utilise advanced tools through online learning platforms could greatly enhance their online learning self-efficacy. The following recommendations and prospective research initiatives are hereby provided.

Teacher Professional Education (known as PPG) is an Indonesian government programme to produce professional teachers who can implement Higher-Order Thinking Skills (HOTS) in learning so that students in Indonesia can be expected to have high HOTS. However, in reality, students' HOTS in Indonesia are still low, raising questions about the effectiveness of PPG in producing teachers who can implement HOTS. This study aimed at investigating the implementation of HOTS in physical education learning by teachers who participated in the online PPG programme based on gender and tenure, so that it can be a benchmark by the Indonesian government for the effectiveness of the PPG programme. This was a comparative study and the population comprised 35 physical education teachers who participated in the PPG programme online at Padang State University in 2022 Batch I. The research sample of 30 people was determined by the purposive sampling technique. HOTS implementation data was taken from video documentation of participants' teaching practice and then assessed using 19 items of the Teaching Performance Guidelines. Data were analysed with an independent sample t-test and ANOVA test. The results showed that physical education teachers who participated in the online-based PPG programme were able to implement HOTS into the learning process well, and the implementation of HOTS, based on gender and tenure, was not significantly different.

The deficiency in providing quality education is a significant challenge across many developing nations. This study examines the connection between the education system and the level of socioeconomic issues in the context of Nepal. The main argument is that Nepal's gender-related issues, the training gap among its populace concerning pro-environmental behavior, lateness habits, skill deficiency among the young generation, and unstable economic growth are directly or indirectly connected to the country's education system. Nepal's school-level educational programs and teaching methods are less practical for fostering human capital and economic progress than Japanese educational programs. Based on the context of Nepal, human capital theory, and research literature pertaining to educational programs, we propose a comprehensive intervention model composed of several non-academic programs, including physical education, community cleaning, and school textiles, designed to augment Nepal's social and economic development.

In this study, it was aimed to reveal the ideas of physical education teachers about students' participation in the course and to examine the attitudes of secondary school students towards physical education and sports course. Sequential transformational research model was used in the study. The qualitative part of the research group consisted of 60 physical education and sports teachers working in Balikesir province and the quantitative part consisted of 462 secondary school students studying in Bandirma district. When the qualitative research results are analyzed, it is seen that "negative situations and thoughts" and "negative situations and thoughts" are divided into two categories. When the results of the quantitative research were examined, it was concluded that the attitudes towards physical education and sports course were statistically different in favor of female students according to the gender variable, in favor of students who like physical education and sports course according to the liking status, in favor of students with family members who do sports according to the variable of doing sports in the family, and according to the class category variable; there was no difference according to the variable of being a licensed athlete.

This article advocates for a transformative shift in physical education (PE) from Eurocentric paradigms towards a holistic approach. Drawing on Canadian perspectives prioritizing academic physical, mental, and social development, it underscores the necessity of embracing holistic PE to foster inclusivity, cultural relevance, and lifelong wellness. Through a comprehensive review of literature and research, the article explores the integration of holistic methods for PE by promoting student-centred practices and diverse activities, cultivating physical literacy while embracing self-esteem, resilience, and ecological awareness. This pedagogical approach aims to create a more inclusive and impactful learning environment, nurturing lifelong wellbeing for all students.

Interest has been globally established as a powerful predictor that triggers engagement, especially in fostering physical culture among students. Scholarly works in PE have already shown that situational interest triggers individual interest, which can lead to highly engaged students. However, little is known about the impact of individual interest alone on students' school engagement. In this regard, this study is focused on determining the significant difference between the sex and institution of students concerning individual interest and school engagement. Moreover, it aimed to assess the relationship and direct influence of individual interest on school engagement. After obtaining data from 1659 samples of undergraduate students from the most prominent local colleges in Pampanga, it was revealed that there is no significant difference concerning individual interest and school engagement between sex and institution. Fascinatingly, a significant association between students' individual interests and school engagement was observed. Lastly, individual interest, along with its three factors, predicts school engagement. It can be concluded that individual interest has a direct positive influence on school engagement. Recommendations for future research direction and PE teachers to fully translate physical culture to students to improve their overall well-being are hereby presented. [Note: The page range (78-90) shown on the PDF citation is incorrect. The correct page range is 79-91.]

Physical education classrooms reflect a range of learners, movers, and abilities. Incoming physical educators report lacking confidence and knowledge in their ability to create inclusive lesson plans. Many undergraduate and liberal studies students are required to take one adaptative physical education pedagogy course; thus, incoming educators tend to lack an array of instructional tools to ensure all students are participating in activities and engaging with peers. The goal of Universal Design for Learning (UDL) is for teachers to use a range of strategies by removing barriers to learning and giving students opportunities to experience physical education to the best of their ability. Physical educators have the foundational tools; they just need to envision using those tools differently. The purpose of this article is to demonstrate how, by combining the physical education and UDL frameworks, educators can implement an inclusive lesson with a skills rubric and a summative assessment.

Research shows that videoconferencing tools can be used for delivering high-quality instruction in real-time to a large number of students simultaneously during and even in the aftermath of the pandemic. However, there is a lack of data on how favourable it is among students, particularly in the Philippine setting, in the field of Physical Education (PE). In this regard, this study aimed at inspecting exogenous factors linked to students' acceptance of a video-conferencing platform in learning knowledge- and skill-based concepts in Physical Education through the adaptation of the Technology Acceptance Model. After performing the Partial Least Square-Structural Equation Modelling from a purposively selected sample of 250 teacher education students, the results showed that perceived ease of use (PEOU) positively affected perceived usefulness (PU). It was also found that PEOU and PU impacted behavioural intention. Lastly, behavioural intention (BI) positively leverages actual use of the Zoom platform. It can be inferred that students can benefit greatly from using the video-conferencing platform to learn various PE concepts. Moreover, another surprising discovery was that students could use the platform to efficiently learn, thus capitalising on the university's educational system, even in the New Normal.

Due to its constructivist nature, interdisciplinary teaching appears ideal for increasing students' interests in subjects (Brassler, 2020; Kramer & Wegner, 2021). Although many argue in favor of a more comprehensive implementation of interdisciplinary teaching in schools, many practical barriers arise during the realization that need to be resolved following the design-based research approach (DBR) (Kramer & Wegner, 2022b). Especially at the upper secondary school level, implementation seems to be difficult. The question arises of how interdisciplinary instruction can be usefully implemented in the upper grades. As a first potential solution, interdisciplinary project days were developed in the subject combination of biology and physical education and evaluated with the help of an initial study. The prototypes developed increased both students' situational interests and their perceptions of the utility value of the subjects involved (Kramer & Wegner, 2021; 2022a). However, the implementation process could be optimized, as it currently depends on reducing other school subjects. Therefore, following the iterative cycle of DBR, a new prototype was developed involving interdisciplinary units within the regular subject lessons. The second prototype was empirically evaluated with a control-group design. In contrast to the first prototype, only descriptive trends were found, indicating that the interdisciplinary units trigger situational interest and stabilize individual interest. However, this cannot be supported statistically. Due to a high data dropout, the sample size should be increased, and the trends should be further investigated. In terms of practical feasibility, the second prototype has an advantage as it does not require any cancellation of subject lessons. However, implementing a second subject may reduce the time available for subject-specific content.

A mixed-methods study was used to determine if an online, mastery-based learning resource was successful in improving content knowledge and retention of critical elements and developmental stages of 16 fundamental movement skills (FMS); a secondary purpose was to determine participant perceptions of their experience with the online resource. Participants (N = 323; motor development (MD) = 94; movement education (ME) = 124; elementary physical education (EPE) = 105) were Teacher Candidates (TCs) in a Physical Education Teacher Education (PETE) Program. Pre- and post-survey data, and pre-, post-, and retention test scores were used to evaluate the program's effectiveness. Paired samples t-tests indicated higher post-test scores for MD ([delta]37.23, p < 0.001, d = 2.32) and ME ([delta]32.12, p < 0.001, d = 1.72). Results from a one-way ANOVA indicated significant improvement and retention of test scores over time, F(3, 331) = 27.761, p < 0.001, [eta-squared] = 0.963. Perceptions of PETE TCs reported positive reactions to the use of the online modules to improve their ability to analyze FMS. Based on these findings, the authors propose that implementing an online, mastery-based resource to analyze FMS may be a positive learning experience for TCs and could lead to long-term content knowledge acquisition of critical elements of FMS.

Nowadays, we face a profound fragmentation of knowledge, which is addressed in distinctive ways, conforming to the specifics of each field of knowledge and having a specific lexicon and ways to interpret reality. To better understand and communicate the complexity of the reality of motor and sports sciences in Italy, it is necessary to study its ontology based on a holistic and comprehensive approach such as System Thinking (ST). So, this preliminary review aimed to verify the coherence of terminology used by Italian academics (who study methodologies related to teaching) and practical communities (who live the reality of daily teaching) in motor and sports sciences, specifically regarding the didactic of physical and sports education. For this purpose, according to Design Based Research (DBR), a first investigation of the interpretative semantics of the discipline's specific terms was accomplished with the support of multiple sources of information such as documents, databases, and brainstorming performed by experts (representing the guiding team and stakeholders from all considered communities). Moreover, the frequency of some terms and keywords considered in European (ERC) and Italian (CUN) legislation was assessed to contextualize better the impact of common practice community keywords on the scientific and regulatory community. Successively, the studies that analyzed the terms from 2000 to 2020 in the leading scientific search engines (SCOPUS and Web of Science) were also investigated. Results indicate that in the CUN and ERC areas, there is a total absence of the most relevant lemma to the community of practice. Furthermore, significant terms such as play, sports education, psychomotricity, and gymnastics are less considered or unconsidered in the specific scientific and didactic fields. Possible solutions for a specific semantic model to reduce the gap are finally hypothesized and presented.

COVID-19 significantly contributed to increasing use of online assessment in education, including physical education. Teachers still need online assessments in face-to-face learning because they help them improve a practical, objective, and credible assessment process for students' learning performance. This research aimed at tracking the publication trends of OA in PE in four years, 2019-2023, from the Scopus database. The investigation began on October 11, 2023, using the title, abstract, and keywords of "online AND assessment AND in AND physical AND education," and the researchers succeeded in collecting 985 documents (articles = 82.74%, conference papers = 8.83%, reviews = 6.19%, book chapters = 1.32%, and conference reviews = 0.91%). The publication trend metrics were highest in 2021 with 277 articles (28.12%) and began to decline by 0.10% in 2022 (to 28.02%) and 9.04% in 2023 (to 18.98). Over the four years 2019-2023, there were 2,698 citations from 277 documents (average citations per document = 9.74). VOSviewer analysis proves that the title words "online assessment" and "physical education" have a small item load, so the visualisation was not visible in the VOS viewer output. Apart from that, the two title words also did not have a connection. This means that this study proved the results of online assessment investigation in physical education still has potential for future research. Future research can explore and project the various needs for developing OA in PE to help teachers organise effective, efficient and credible assessment activities.

Experts in public health and education alike have long advocated for the engagement of youth in nature to foster movement, human-nature connectedness, and mental wellbeing. Physical and health education teachers in school-based programs continue to find a variety of ways to help their students be physically active in the natural environment due to the plethora of positive benefits. This paper describes a unit entitled Nature-Based Physical Activity in Pictures that utilized Photovoice to engage youth and foster human-nature connectedness.

SDG 2030 Goal No. 3 highlights the importance of good health and well-being. The promotion of this goal cannot be fully realized in basic education without paying attention to physical education. The purpose of this study is to explore the implementation of the physical education curriculum using the hyflex learning modality. This study utilized a qualitative research method using a case study analysis employing focus group interviews. Purposive sampling was used to identify the participants in the study. Hyflex served as a practical modality for teachers to become efficient in responding to the context of the school. There were several opportunities observed such as accessibility and flexibility of class sessions and familiarity on the use of technology. However, challenges were also observed in technological resources, assessment and monitoring of online distance learners (ODLs), and equity and equality in learning needs. The hyflex learning modality is a practical guide for curriculum innovations in physical education and a practical modality in times of disasters or pandemic.

News and media reports indicate that the perceived value of university education is declining amongst students -- one of the indicators being an increase in apprenticeships. As educators, we need to identify the reasons for this and ask ourselves whether we provide holistic education to students. Based on this rationale, this forward-looking and solution-focussed opinion article invites the educators to think beyond the subject-specific threshold concepts and teach students the 'threshold concepts for life'. This proposed term implies, includes, and collates teaching-learning of multiple concepts that are often outside the discipline/subject-specific boundaries of several curricula, but can help develop lifeskills and thought-processes that promote mental, physical, and societal well-being. To enable such teachings, six domains of education can be embedded within the curricula of ALL disciplines. These domains include education on sustainability, equality, diversity and inclusion, arts, resilience, moral science/personal integrity, and physical activity. To support the inclusion of these domains, this article discusses the significance of each domain and provides evidence of the positive impact of its application on students. Logistics of embedding these within the curricula of ALL students have been suggested and the core benefits of including these domains in university education are mentioned.

This study aims to examine the perceptions and effectiveness evaluations of blended learning environments among university students majoring in sports education at Inönü University and Firat University. The research, conducted in the 2022-2023 academic year, is descriptive using quantitative methods, with a sample of 674 students from the Faculties of Sports Sciences at Inönü University and Firat University. Data collected through the Blended Learning Environments Effectiveness Scale were analyzed using the SPSS program. The research findings indicate that students perceive face-to-face learning environments as more effective and contribute more to the learning experience (x=4.062). Blended learning environments are considered the second most effective learning environment (x=3.841). However, online learning environments (x=3.342) and technical issues (x=2.957) present some challenges. Correlation analysis reveals a moderate positive relationship between face-to-face learning environments and blended learning environments (r=0.435, p<0.01), as well as between online learning environments and blended learning environments (r=0.540, p<0.01). The effectiveness of blended learning environments for university students in sports education is associated with factors such as student motivation, student-teacher interaction, technical support, and communication. Face-to-face learning environments are perceived as the most effective by students and contribute significantly to the learning experience. Blended learning, as an effective method, has the potential to adapt to different learning styles and address technical challenges. However, careful attention is required regarding the effectiveness of online learning environments and technical support issues.

The study determined the self-reported Zoom exhaustion and fatigue (ZEF) levels of physical education teacher education (PETE) students in the Philippines who are attending a flexible learning setup (i.e., synchronous and asynchronous learning) offered by their university as a solution to continue classes during the coronavirus disease (COVID)-19 pandemic. Utilizing a cross-sectional comparative research design, the study indicates that PETE students were very tired and exhausted both in general and visually after a series of video conferencing within a semester. Furthermore, they were socially-, motivationally-, and emotionally- moderately tired and exhausted. It was observed that students in the PETE program experienced moderate to very tired and exhausted levels of fatigue whenever they participated in synchronous online classes, such as attendance at a video teleconferencing platform. Exploration of how specific mental aspects relate to their general health with regard to their culture and habits is worth exploring, either for students, teachers, or professionals in general.

This article explores the potential for martial arts to support transformation and community building for women. Findings indicate women can derive many individual benefits from learning martial arts. Yet, the benefits must extend beyond the individual level to create social change. Based on an evaluation of literature on women's experiences learning martial arts, I use my perspective as an adult education researcher and a feminist lens to propose creative approaches to supporting women in learning martial arts. Supporting women in learning martial arts requires promoting creativity and invention in practice. Feminist new materialism, transformative learning theory, and communities of practice are the theories that guide the direction of this article. The major contribution of this article is to offer creative approaches for imagining a feminist praxis through martial arts that could foster learning environments that encourage self-determination and build social support and resistance to hetero-patriarchal power and gender inequity, which has relevance to broader educational settings and communities.

Basketball, as one of the most popular sports courses in Chinese colleges and universities, has always been taught in a traditional ball teaching method, which has caused many problems in students' learning effects, such as poor basketball tactics, weaker physical fitness and so on. Therefore, it is imperative to reform the basketball courses in colleges and universities. Accordingly, this paper is aimed to explore the effects of the Teaching Games for Understanding (TGFU) method in basketball courses on male students from the Class of 2023, a university in Shanghai, China, in terms of their basketball tactics and physical fitness. The study sampled 60 students randomly selected from 1850 students who took the optional basketball courses. The selected students were divided into two classes, either with 30 students: the experimental classes taught with the TGFU method and the control class taught with the traditional method. The data were collected from the pre-tests and post-tests of both classes and analyzed by the tool Statistic Package for Social Science (SPSS 24.0). Including the calculation of average values and standard deviation for T-test. It is found that the TGFU adopted in the basketball courses has significantly improved students' basketball tactics and physical fitness, and that this method is advised to apply in college courses for students of all grades.

Interprofessional Education (IPE) prepares students in the healthcare field for collaborative practices. Faculty perceptions of IPE have been investigated among several health professions. We assess athletic training (AT) faculty perceptions of the importance of the four IPE competencies, their attitudes towards IPE, their attitudes and beliefs about IPE in the academic settings, their perceived barriers, and opportunities towards implementing IPE in AT curricula; and how these have changed. This study utilized a cross-sectional online survey administered anonymously in 2017 and 2022. The study population was faculty from accredited AT education programs in the USA identified through the National Athletic Trainers' Association (NATA). We find that in the last five years, faculty perception of IPE has shifted to a more positive attitude toward understanding and implementing IPE in AT programs. However, data showed no significant differences between the initial and follow-up studies. Values and ethics and teams and teamwork were the two competencies ranked the highest in both studies. Younger respondents ranked communication higher than older respondents. Barriers to IPE implementation included lack of resources, allocated funding, and institutional support. The creation of an IPE program coordinator was one of the opportunities highlighted. Faculty of AT programs are aware of the importance of IPE and demonstrated a general positive attitude toward implementing IPE in their AT curricula. However, several barriers have been identified, including a perceived negative attitudes toward AT from other health professions.

Background: The use of the Curriculum Assessment Policy Statement (CAPS) and delivery of Physical Education (PE) concerning time allocation, resources and number of learners per class is crucial for optimal delivery to the intermediate-phase (IP) learner. Aim: This study aimed to determine the gap between the understanding and the interpretation of the content and requirements of the CAPS document, and the delivery of PE in the IP, in selected public schools in the Alberton region of Gauteng province, South Africa. Setting: Alberton, a suburb of Johannesburg, was identified. This geographical area was divided into four segments. Two primary schools from each segment were purposefully selected according to the quintile levels. Methods: A mixed method of data gathering was used. Questionnaires were administered and focus-group discussions (FGDs) were held. Participants were selected using a purposive sampling method. Quantitative data were analysed using descriptive statistics. Qualitative data were analysed using direct quotes and themes. Results: The findings are in line with the results of the South African Universities Physical Education Association (SAUPEA) National Research Project in that teachers require further training on the interpretation of the CAPS document. Aspects of the CAPS document cannot be executed because of time allocation, class size, and a lack of resources and equipment. Conclusion: To adhere to the expectations of the CAPS document, the use of available facilities, equipment, number of learners per class, and time allocation in PE need improvement. Contribution: Enriching the PE curriculum through collaborating with stakeholders in local communities and governmental support.

This research aims to explore the experiences of nonphysical education teachers in implementing physical education in the primary grades as a basis for creating feasible capability-building initiatives. Employing a qualitative-descriptive research design, in-depth interviews were conducted with twenty non-physical education generalist teachers using a guided interview questionnaire validated by experts. Through the triangulation of results, this study uncovers the creativity and resourcefulness exhibited by generalist teachers in lesson preparation. However, several challenges impede their successful implementation of physical education, including the risk of injuries, inadequate equipment, a lack of training or seminars, insufficient teaching strategies, and personal health issues. The findings inform the development of conclusions and recommendations to enhance the effectiveness of generalist teachers in teaching physical education in primary grades.

This design case details a seven-year iterative design process to create an app for use in online physical education classes. Each iteration addresses the shortcomings of the previous version. The most recent iteration of the app allows students to use Fitbit™ devices to record heart rate data, which each student sees as progress toward course goals on the homepage of the course. The current version of the app has evolved to provide a seamless student experience using a web application programming interface (API) and data standards such as learning tools interoperability (LTI). The student experience of using the app is thoroughly documented, as are design processes and principles for engaging in similar design processes.

Engaging with physical education teachers who were compelled to integrate technology into their lessons during the COVID-19 pandemic is crucial to understanding how the pandemic has presented this 'new normal' circumstance. It is vital to gain insight into the initial experiences of physical education (PE) teachers who transitioned to online physical education (OLPE) teaching, as well as to identify potential areas for improvement in the future. This study investigated the perspectives of secondary school PE teachers on OLPE teaching during the COVID-19 lockdown, their professional development, online training opportunities and future perceptions. Using a mixed-methods approach, this study analysed data from 35 secondary school PE teachers in Fiji, using Google Forms to collect quantitative data and semi-structured interviews for qualitative data. The quantitative data was categorized by age, gender, school setting, qualifications, and teaching experience, while the qualitative data was analysed by themes. The study found that teachers struggled with OLPE due to lack of preparedness, poor Internet connectivity, and lack of emphasis on PE during lockdown. Despite their readiness, integrating technology remains challenging due to a lack of incentives, limited support, and fear of the unknown. The study emphasises the vital importance of technology in creating engaging and relevant PE experiences and recommends the provision of specialised resources, personalised curriculum guidance, and a change in teacher training institutions' paradigms to incorporate contemporary technological applications in PE.

In this study, we frame learning in the tertiary-level contemporary dance class as a process of developing culturally situated shared patterns of skilled action and attention through dynamic engagement with kinetic experience. Extending existing scholarship on dance learning, we adopt the framework of cultural affordances to understand the developmental relationship between physical and general categories of attention during the learning process. Based on qualitative analysis of student and teacher interviews, we contend that the dance classes were laboratories in which cross-domain mapping (physical and general) was leveraged to develop students' kinetic and attentional skills. Understood in this way, the physical concepts and the general concepts worked in a helical fashion, cycling through dynamic engagement with kinetic experience and the development of attentional awareness, not as pure repetition, but as a progression toward more complex, skilled, and nuanced ways of moving.

The ongoing underrepresentation of Iraqi school students in science, mathematics, and PE (physical education) (SMPE) in general, and especially in PE demonstrates the need to develop and implement strategic high impact practice, such as new effective teaching strategies that not only improve students' academic outcomes but also foster student development holistically. In Iraqi schools, there is a need to help students persist and remain interested in their discipline and academic level; hence, this study aims to explore the effects of various PE STA (spectrum teaching approaches), the TGFU (teaching game for understanding), and TTA (traditional teaching approach) on intermediate school students' HBS (basic handball skills). A total of 90 male students participated in the present study. In EGs (experimental groups), the STA and TGFU were employed for EG1 (experimental group one) and EG2 (experimental group two), while the TTA was used for CG (control group). The results of the SPANOVA test showed a significant effect of the STA and TGFU approaches in enhancing the BHS in favour of the STA. However, there were no statistically significant differences in the interaction between Test time and teaching groups. The value of research does not require only coming up with solutions to a problem (under study) but also revealing new concerns worthy of investigation and analysis, such as investigating this tool's effectiveness in teaching other sports.

The development of digital technology in leaps and bounds has resulted in offering different learning options and alternatives in physical education. In this regard, technology techniques, like gamification, have been utilized in several areas of education, leading to the identification of its several usage benefits. Nevertheless, there is a lack of studies concerning how gamification would enhance students' skills in physical education. Therefore, this study systematically reviews gamification in the physical education literature from 2015 to 2022, focusing on 27 indexed papers published in international databases. Based on the results, most studies had positive findings on gamification effectiveness in physical education samples. Besides, based on the findings, gamification studies primarily focused on how physical skills can be enhanced among physical education students. The findings contribute to the way technology enhances students' skills in physical education. To this end, more studies are required to mitigate the remaining gaps in gamification literature.

The prediction of physical ability is a key point to understand the physical training effect of college students. This paper uses the error Back Propagation neural network algorithms to investigate the college students' physical test results, and predicts the future trends of the results. The findings indicate that, in future ten years, the physical test grades of both men and women will slip to a certain extent. It implies that the indicators of speed, power, endurance level and physical strength of college students keep going down. This phenomenon should be paid attention to. It is necessary to strength the exercise consciousness, and stimulates the enthusiasm of students' exercise.

The present study intends to investigate the determinants influencing students' behavioral intention and use of Google Classroom as an instrument for enhancing the learning experience in the domain of physical education. This investigation employed the Technology Acceptance Model (TAM) as a conceptual framework. The results revealed that perceived ease of use positively predicts perceived usefulness of the learning management system (LMS). Moreover, perceived ease of use and perceived usefulness positively influences behavioral intention and actual use. Lastly, behavioral intention to use leverages actual use of the educational platform. The results indicate that Google Classroom is a viable and efficient technology for facilitating online learning.

With the extensive development of various tennis events, tennis is gradually gaining popularity among the masses in China. Many colleges and universities have also introduced specialized tennis courses. However, as the education system undergoes deepening reforms, the traditional teaching methods are no longer able to meet the demands of education. In light of this, we propose implementing the Two-Phase Teaching Method of "short tennis + standard tennis" in colleges and universities to cultivate students' interest in tennis, enhance the overall teaching quality of tennis, and promote its development in the academic setting.

CIPP, as a decision-oriented new model of curriculum evaluation, is suitable for the evaluation needs of information-based physical education courses. The evaluation of teaching in information-based physical education courses based on the CIPP model is divided into four categories: context evaluation, input evaluation, process evaluation, and product evaluation. This study explores the evaluation system of information-based physical education courses to fully leverage the guiding function of course evaluation, aiming to better optimize the construction of information-based physical education courses and improve the quality of teaching in these courses.