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Studies on gender gaps in research have reported several differences favoring males over females. Women scholars face many more barriers and biases in their professional career when compared to their men colleagues. This descriptive study aimed to provide, for the first time, a contemporary picture of women's representativeness in high-quality physical education research (JCR-Q1-Q2 journals) from 2000 to 2020. Based on prevalent metrics, the following specific research questions were used to guide the concern and direction of this gender-gap analysis: (RQ1) What is the women/men first authorship ratio? (RQ2) What is the women/men authors' ratio in the top 1-2% contribution? (RQ3) What are the women/men citation rates and "h-index" ratios? (RQ4) What is the women/men ratio in the roles of editor-in-chief or editorial board members? A total of 1,815 published articles from six top peer-reviewed journals ("European Physical Education Review, Journal of Teaching in Physical Education, Physical Education and Sport Pedagogy, Quest, Research Quarterly for Exercise and Sport, and Sport, Education and Society") and their respective editorial board members (n = 258) were examined. A gender-gap analysis was conducted on four elements: first authorships, contributions, citations and "h-index," and editorial board membership. The results reported: (1) 41.6% of women first authorship; (2) 27.7% of the top 1-2% of total contributions were women; (3) 29.62% of articles with more than 100 citations were published by women as first authors; (4) no gender differences in "h-index" of the top 1-2% researchers; (5) no women held the editor-in-chief position; and (6) 46.9% of editorial team members were women. These findings show that women are still underrepresented in high-quality research in physical education, and they represent a critical starting point to trace working paths. Administrations should activate mechanisms to seek gender equality. In particular, gender-equity policies should be promoted in physical education research.

Purpose: The aim was to assess how two contextual variables, number of students per class and in-class global cooperation, affect students' academic performance in physical education. Method: Multilevel analysis was performed given the data's hierarchical nature (L1 = 1,185 participants and L2 = 64 classrooms), including regression analysis to assess how the contextual variables at the classroom level affected students' grades. Results: Results showed that the differences observed between classrooms in students' academic performance can be attributed largely to the perceived in-class global cooperation and not to the number of students per class. Group processing, promotive interaction, and individual accountability were the strongest predictors because these cooperative learning essential elements showed significant differences between classrooms. Discussion/Conclusion: Academic performance in physical education is not only determined by personal factors but also by contextual factors like perceived in-class cooperation. Group processing, promotive interaction, and individual accountability can be considered the most relevant critical features. Cooperative learning contexts are not easy to build, and depending on how successfully they are constructed, the outcomes can be very different.

The Self-Determination Theory argues that individuals are optimally motivated when their three Basic Psychological Needs (BPNs) are satisfied, which can be influenced by the learning environment created by the teachers. Student-centered frameworks are permeating worldwide. Thus, the study aimed to evaluate the effects of pedagogical models-based interventions in the promotion of students' BPNs. Four databases were searched, and twenty-five articles were retrieved. It was found that most programs had a positive impact on the students' BPNs, but they also uncovered interventions with no effects and a few with mixed results. The present review provides information not only to understand the effects of pedagogical models on the students' BPNs, but also to recognize the elements that could increase the success of future intervention programs. [ABSTRACT FROM AUTHOR]

Pedagogical models have been described as suitable for promoting positive outcomes in the physical domain of learning. Is this enough in the battle against sedentary lifestyles? To answer this question, a systematic search of four scientific literature databases was conducted. The articles were included if they met the following criteria: (1) interventions using the four most widely implemented pedagogical models (and their hybridizations), (2) analyzed physical activity (PA) and/or intention to be physically active (IPA), and (3) indexed in the Journal Citation Reports. As a result, twenty-eight articles were included. Some studies showed positive outcomes (in both PA and IPA); others showed ambiguous results (increases in one and no effects in the other) and, finally, some showed no effects. Most studies that assessed individuals' IPA produced positive effects. IPA can lead to goals, and through goals, individuals shape their life. Thus, pedagogical models can become a major input in terms of health for future adults. [ABSTRACT FROM AUTHOR]

Purpose: This paper aimed to examine moderate-to-vigorous physical activity (MVPA) levels in physical education. Method: A review of reviews was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. The screening process, data extraction, assessment of the risk of bias, and analysis of the results were carried out independently by two reviewers. A total of eight systematic reviews from six databases, which included 224 studies, involving more than 80,000 students (elementary, middle, and high school), enrolled in more than 450 schools worldwide were unpacked. Results: Students fail to meet the 50% recommendation of MVPA lesson time, irrespective of country, school stage, gender, or MVPA measures. Physical education-based interventions increased students' MVPA during lessons (range 14.3%–24%) compared with control groups. Conclusion: Physical education is uniquely positioned to provide physical activity opportunities for students, but teachers must target the provision of adequate MVPA levels, which is not currently happening. [ABSTRACT FROM AUTHOR]

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Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

A recent systematic review reported positive associations between parents and children's physical activity participation. Moreover, parents' perceptions of the importance and value of physical activity can influence their children's participation in it. Our aim in this study was to develop and validate an instrument to assess parents' perceptions of the importance of physical activity and physical education. After first creating the instrument, we conducted content and exploratory factorial validation and reliability analyses of it with 93 parents (M age = 44.76, SD = 6.05, range = 31–66 years; 73 females, 20 males). The result was a 9-item instrument, with items assessed on a 5-point Likert scale and grouped into three factors: (a) importance of physical education; (b) importance of engaging in physical activity or sport; and (c) importance of joining your children in physical activity or sport. In a second confirmatory factor analysis with 224 parents (M age = 44.53, SD = 6.07; 174 or 77.7% females and 50 or 22.3% males) we confirmed the factor validity and reliability previously analyzed (χ 2 = 42.77, df = 24, p =.011, GFI = 0.96, NFI = 0.98, NNFI = 0.99, CFI = 0.99, RMSEA = 0.06 (90% CI: 0,04, 0.08), SRMR = 0.04, ECVI = 0.04, CR = 0.70–0.87). Thus, the new Physical Activity and Physical Education Importance for Parents Scale (PAPEIPS) is a valid and reliable instrument for measuring parents' perceived importance of physical activity and physical education. [ABSTRACT FROM AUTHOR]

BackgroundPurposeMethodFindingsConclusionFidelity is an essential component of research, theory and practice in pedagogical models in physical education [Hastie, P. A., and A. Casey. 2014. “Fidelity in Models-based Practice Research in Sport Pedagogy: A Guide for Future Investigations.” Journal of Teaching in Physical Education 33 (3): 422–431. https://doi.org/10.1123/jtpe.2013-0141]. Reporting fidelity data has been recognized as a way to know whether student learning outcomes can be attributed to the practical architectures of pedagogical models [Casey, A., and D. Kirk. 2020. Models-based in Physical Education. London: Routledge]. However, research that examines the effectiveness of pedagogical models rarely reports this valuable information about the authenticity of implementation [Casey, A., V. Goodyear, and B. Dyson. 2015. “Model Fidelity and Students’ Responses to an Authenticated Unit of Cooperative Learning.” Journal of Teaching in Physical Education 34 (4): 642–660. https://doi.org/10.1123/jtpe.2013-0227]. To date, no overall data have been published on how researchers reported fidelity data in cooperative learning literature in physical education. Therefore, it seems necessary to examine whether researchers have attended to fidelity to offer insights about the quality of the model delivery.To conduct a model fidelity check in cooperative learning research in physical education using checklists.First, a literature review was conducted to capture intervention studies focusing on cooperative learning in physical education. Second, a quality assessment was performed to obtain a global methodological score for the selected studies. Third, a model fidelity check was implemented to examine the quality of model delivery.A total of 28 studies (11 qualitative, 13 quantitative, and 4 mixed methods) fulfilled the inclusion criteria and were selected. Regarding checklist-1, only 10 studies (35.7%) reported the complete information of all items. Most presented a rich description of the curricular elements of the unit (71.4%) and a detailed description of the program context (68.7%). Information concerning teacher expertise (60.7%) and students’ previous experience (46.4%) was the lowest reported. Data from the validation of model implementation was reported at 50% (14 studies). Regarding checklist-2, no study reported the assessment of all five components of fidelity of implementation. More than 90% reported information about program adherence to intervention components (model features, lesson plans, learning tasks and teacher/students’ behaviors) and duration. Less than 50% of the studies reported information related to program differentiation (41.1%), delivery quality (35.2%) and participant responsiveness (11.7%).Model fidelity remains a prominent theme in cooperative learning research in physical education. Findings, at least as captured in this study, indicated a notable lack of attention to and reporting of model fidelity in this research area. It is highly recommended to report information on model fidelity to enhance its validity with trustworthy guidelines. Therefore, documenting meaningful information about model fidelity is required to bridge the gap between planning and delivery. Additional research is needed to gain a better understanding of how the model is delivered. [ABSTRACT FROM AUTHOR]

Background: Research on pedagogical models in physical education has exponentially increased over the last two decades [Casey, A., and D. Kirk. 2020. Models-Based Practice in Physical Education. London: Routledge]. Moreover, several literature reviews on the effectiveness of the different pedagogical models have been conducted. Due to the large amount of research conducted on pedagogical models, there seems to be a need to organize and evaluate the existing evidence to assimilate the main ideas, produce higher-level synthesis of evidence and provide a more solid identification of strengths, weaknesses and gaps of this methodological approach. Purpose: To critically examine what is currently known on pedagogical models to provide a broader and contemporary picture on their implementation conducting an umbrella review. This paper aimed to answer the following research questions: (RQ1) Which pedagogical models have been systematically reviewed? (RQ2) Which strengths have been observed? (RQ3) Which weaknesses have been perceived? (RQ4) Finally, which research gaps have been identified? Method: The protocol was registered at the International Platform of Registered Systematic Review and Meta-Analysis Protocols (INPLASY) with the number 202130025 and the DOI number 10.37766/ inplasy2021.3.0025. Review studies met the following inclusion criteria: (1) Peer-reviewed journal articles (Journal Citation Reports) published and written in English before 31 December 2020, (2) included participants from elementary, middle and/or high school, (3) conducted in the physical education context, and (4) interventions studies implementing one, several or combined pedagogical models. Exclusion criteria were (1) Not review studies, and (2) Not about pedagogical models’ implementation. Findings and conclusion: Seventeen review articles were identified, involving 22,109 students (elementary, middle, high school), 1050 teachers and 171 preservice teachers. Two hundred and nine studies involved Sport Education, 84 Games-Centred Approach, 74 Cooperative Learning, 48 Teaching Personal and Social Responsibility, and 23 hybridizations among pedagogical models. A comprehensive literature synthesis is presented on the different pedagogical models and their learning outcomes. Findings showed strong evidence supporting the effectiveness of pedagogical models’ implementation to improve students’ learning in the different domains (cognitive, social, physical, affective). Nevertheless, some weaknesses were also uncovered by the umbrella review: length of the implementation, time for skilful play, struggle to implement pedagogical models, poor performance of studentcoaches and model fidelity. Teachers and researchers must be aware of these weaknesses uncovered to conduct intervention programs that can really work and produce the claimed outcomes. Finally, reviews also identified several gaps in our understanding of pedagogical models: individuals with special educational needs, girls, low-skilled children, the dynamics of the peer-teaching tasks, body expression and individual sports, and what happens after the initial unit of implementation. They are all discussed to provide guidelines and future lines of research. [ABSTRACT FROM AUTHOR]

The present study aimed to analyze the impact of maintaining or not social distancing on the satisfaction of basic psychological needs and the intention to be physically active of Primary Education students in Physical Education. A quasi-experimental design with pre-test-post-test measures was used. A total of 149 students (72 boys, 77 girls; 9-12 years old) from eight classes of a school in northern Spain (75 in 5th grade, 74 in 6th grade) participated. The data obtained are the result of the comparison between two eight-session educational interventions: one in the experimental group (n = 74), in which social distancing was maintained at all times, and another one in the control group (n = 75), where the same proposals were developed, but social distancing was not maintained. It was found that no variable was affected by the maintenance of social distancing and, in addition, the students' competence-satisfaction increased significantly only in the group that experienced it. Thus, this study found that, contrary to expectations, due to the "social" nature of the subject, the imposed distancing had no negative effects in the short term. [ABSTRACT FROM AUTHOR]

This study examined women representation in editor-in-chief (EiC) position at physical education (PE) journals. A total of twenty-five PE journals were selected from Web of Science (Social Science Citation Index and Emerging Sources Citation Index) and Scopus. Each journal was classified based on indexation [Journal Impact Factor-Journal Citation Reports (JIF-JCR)/Journal Citation Indicator-Journal Citation Reports (JCI-JCR)/Scimago Journal & Country Rank (SJR)], subject category, quartile (ranking year 2020), region, language(s) and EiCs' gender. Only five journals (20%) listed women as EiCs: Apunts Educación Física y Deportes (JCI-JCR-Q2, SJR-Q1, Spain), Educación Física y Ciencia (JCI-JCR-Q4, Argentina), Motriz. Revista de Educação Física (SJR-Q4, Brazil), Retos. Nuevas Tendencias en Educación Física, Deportes y Recreación (JCI-JCR-Q4, SJR-Q3, Spain), and South African Journal for Research in Sport, Physical Education and Recreation (SJR-Q4, South Africa). Gender disparities are evident in EiC position at the PE discipline. Gathering and reporting data on malefemale representation in EiC position is a necessary first step to move towards a more equitable scientific community. A joint effort from editorial boards in PE journals must be done to address this gender gap. A more gender diversity in leading journals might create a publishing environment that can reduce bias in how papers are selected and approved in the PE discipline. [ABSTRACT FROM AUTHOR]

This paper is a review of the research literature on decision-making in sports, especially tennis. It successes the theoretical constructs underpinning the different approaches and the most frequently used methodological procedures and their limitations and shows the need for this practice to be based on scientific evidence and the performance of high-level tennis players. Based on the theoretical rationale of ecological dynamics, we put forward a new proposal for decision- making training based on the manipulation of constraints. To wind up, the paper proposes several methodological suggestions to be taken into account in future research in the area of decision-making training in tennis. [ABSTRACT FROM AUTHOR]

In this theoretical and methodological review of decision making in tennis, we describe some of the explanatory theories of the decisional process by using two approaches: cognitive psychology and ecological psychology. Within the former approach, based on models of information processing, we focus on the importance of visual and perceptual behaviour as mediators of anticipation and decision-making skills in tennis, as well as related concepts such as attention and visual acuity. Subsequently, we explain other cognitive theories based on mental representations and the development of different types of knowledge and memory as a central and decisive component in decision making. The latter approach describes decision making on the basis of ecological psychology, using a decision making approach to the ecological dynamics, heightening the importance of the setting and constraints and understanding tennis as a non-linear, dynamic and self-organized system. We discuss various methodological approaches for evaluating decisions in tennis, regardless of the framework that sustains them. We present different ways of evaluating the decision-making process by analysing verbal protocols and questionnaires, observational analysis, kinematic variables analysis and perceptive analysis. Finally, we conclude by presenting the need to overcome several limitations and study decision making in a holistic manner in which decision making is linked directly to game action. [ABSTRACT FROM AUTHOR]

Motivational characteristics are influential in shaping adolescents' desire to persist in sport or to discontinue their sport participation. Self-determination theory (Deci & Ryan, 2000) was utilized as the theoretical framework for this study. This theory examines whether sustained participatory involvement, defined as continued participation in the sport through the next year, was influenced by individuals' self-determined motivation and by the fulfillment of the three basic psychological needs of autonomy, competence, and relatedness. Four hundred ninety two soccer players between the ages of 13 and 17 years comprised the sample. Results indicated sport dropout was explained by higher levels of amotivation, external regulation, and introjected regulation and by lower satisfaction of relatedness and autonomy needs. The findings of this study contribute to the knowledge base on sport dropout as they supported many of self-determination theory.