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Martial arts and combat sports (MA&CS) are lifelong nontraditional activities seldom available for youth in school settings. Research has found that MA&CS can promote a variety of benefits to youth with novel experiences that promote nonviolent, psychological, affective, cognitive, and physical outcomes. Objective: The objective of this scoping review was to identify and categorize the peer-reviewed research with a pedagogical focus on MA&CS for youth across 10 years. Methods: The key terms used related to MA&CS and young people. We followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses for scoping review guidelines and included peer-reviewed empirical articles from six databases in English and Portuguese from 2013 to 2022. Results: The Results section was divided into a quantitative description of the literature analyzed and a discussion of the psychological, social, affective, physical, cognitive, and academic benefits of MA&CS interventions. Conclusion: MA&CS interventions can provide multiple benefits for youth in physical education and out-of-school settings. [ABSTRACT FROM AUTHOR]

Purpose: To describe the impact of secondary organizational socialization on 10 early career faculty members' (FMs) delivery of physical education teacher education (PETE). Method: The FMs worked in universities situated on three different continents. Data were collected with four qualitative techniques (formal interviews, written ideal PETE program, document analysis, and prerecorded film) and analyzed by using analytic induction and constant comparison. Findings: FMs delivered PETE that was a hybrid of the behavioristic, traditional/craft, critical-inquiry, and personalistic orientations to teacher education. The cultures and conditions in which FMs worked were mainly positive and favorable and aided them in delivering PETE. FMs coped with negative cultural elements and unfavorable conditions that constrained them through strategic compliance, strategic redefinition, or finding a new position. Conclusion: Findings were similar across continents and should help with efforts to improve the transition of neophyte FMs into the workplace. [ABSTRACT FROM AUTHOR]

Purpose: To describe the following: (a) the impact of a progressive coach education program (CEP) on two grassroots youth soccer coaches' perspectives and practices, and (b) the factors that helped and hindered the CEP's effectiveness. Methods: Occupational socialization theory framed the study. Andros and Christian were observed during the CEP and pre- and post-CEP while coaching practices and games. Data were collected with four qualitative techniques and two systematic observation instruments. Qualitative data were reduced to themes by employing analytic induction and constant comparison. Descriptive statistics were computed for the categories in the systematic observation instruments. Findings: The CEP had a significant impact on Andros and a negligible one on Christian. The two coaches' occupational socialization helped explain these differential effects. Conclusions: The study suggests that CEPs should have a greater impact on coaches if they are relatively lengthy, include follow-up support, and coach educators are aware of coaches' acculturation and organizational socialization. [ABSTRACT FROM AUTHOR]

Purpose: To describe nine youth soccer coaches' pedagogical responses to the implementation of the new guidelines on heading introduced by the United States Soccer Federation. The specific research questions we attempted to answer were: (a) What were the coaches' perspectives and practices regarding the coaching of heading? and (b) What factors shaped the coaches' perspectives and practices? Method: The theoretical framework employed was occupational socialization. Data were collected using four qualitative techniques and reduced to themes using analytic induction and constant comparison. Findings: Key findings were that the coaches fell into one of three groups: rejectors, acceptors, and skeptics. Differences in the coaches' acculturation, professional socialization, and organizational socialization were responsible for the coaches' differing responses to the new guidelines on heading. Conclusions: Should they transfer to other coaches, these findings should help coach educators to develop stronger programs. [ABSTRACT FROM AUTHOR]

The purpose of this study was to describe the impact of secondary organizational socialization on six late-career faculty members’ (FMs) delivery of physical education teacher education (PETE). Our specific research questions were: (a) What forms of PETE did late-career FMs deliver? and (b) What factors reinforced or impeded late-career FMs’ delivery of PETE? We collected data through three qualitative techniques (i.e. formal interviews, documents, and a written description of FMs’ ideal PETE program). Data were reduced to themes by employing analytic induction and constant comparison. Findings revealed that FMs delivered three distinct forms of PETE that were combinations of the behavioristic, traditional/craft, personalistic, and critical-inquiry orientations to teacher education. While their university cultures were largely positive, the conditions in which FMs worked were mainly unfavorable and impeded their delivery of PETE. To counter this situation, FMs employed a number of tactics in an attempt to strategically redefine their workplaces for the better. These findings may be a catalyst for change in terms of inspiring other FMs to fight back when they face adverse conditions and to reflect on the forms of PETE they deliver. The findings may also serve to make administrators aware of the difficulties sport pedagogy FMs face in general. [ABSTRACT FROM AUTHOR]

BackgroundPurposeMethodsResultsConclusionsThe use of the Game Performance Assessment Instrument (GPAI) in schools has increased in recent years. Other instruments have been employed to measure tactical-technical components in sports such as the Game Performance Evaluation Tool. However, it is necessary to consider the context for employing each instrument because it is important to consider learners’ skill level to adjust the criteria definitions for evaluation.The objective of this systematic review was to review interventions using the GPAI instrument in the physical education educational field (2015-2024), and to deepen how the instrument has been used and how it has been attended to some critical issues related to this implementation. This study updates the Aguilar, Martín and Chirosa’s (2016, “The Assessment in Physical Education through the “Game Perfomance Assessment Instrument” (GPAI).” Estudios Pedagógicos 42 (2): 7–19) systematic review.A systematic search of the literature was conducted across 5 databases (WoS, ERIC, ProQuest, SPORTDiscus, SciELO) using key words related to the Game Performance Assessment Instrument, Physical Education (Spanish or English), and the Boolean operators ‘OR’ and ‘AND’. The authors conducted a manual search of reviews including instruments evaluating game performance in young people. All searches were exported to Mendeley®, and duplicated documents were removed. The first level of exclusion criteria was to remove not original articles reading titles and abstracts. The second exclusion criteria were: (1) using GPAI out of PE lessons/fields (i.e. sports training), (2) articles not applying intervention on PE (i.e. theoretical articles or data collection only), and (3) interventions on PE but not using GPAI. The PRISMA guidelines was followed during the process. Finally, the quality of the included articles was measured using the Mixed Methods Appraisal Tool.27 papers were identified as meeting the inclusion criteria. The results showed most of the included articles analysed the influence of pedagogical models on the students’ learning. In comparison to previous reviews, there was greater use of this instrument along with the implementation of the models’ hybridization that seemed to have better results than the application of one model. Conversely, invasion or net games were evaluated while previous reviews included more sport categories. The most analysed game components were Decision-Making and Skill execution and most researchers employed indexes of these components despite it could mask the nature of the students’ learning. 23 papers used video recordings to evaluate the GPAI but only 12 studies detailed the training time received by expert coders. Only one paper used the GPAI in live situations by students, and explained they received a previous training session. Knowledge tests were linked to the GPAI to measure cognitive/physical learning among students.The evaluation of game performance and its components has been linked to the application of pedagogical models and within the school context. It is suggested that the GPAI be used teaching-learning by involving the student in the peer evaluation process and with knowledge tests to confirm learning acquisition. The benefits of using technology can facilitate the implementation of GPAI through standardized software by students and teachers. Future studies should explore the involvement of students in their assessment, use of technology, and different games. [ABSTRACT FROM AUTHOR]

Background: The philosophy of the discipline of physical education among school, further and higher education curriculums remains misunderstood, understudied and underdeveloped. With growing levels of uncertainty concerning its philosophical nature, general future (e.g. eradication, more of the same, radical change), and the role the profession plays within modern educational institutions, there is an urgent need to acknowledge, problematize, interpret and to study the unavoidably philosophical nature of the subject. Purpose: The purpose of this paper is to strengthen the justification for movement-oriented character education in schools by articulating a neo-Aristotelian interpretation of physical education. Key Concepts: Aligned with this goal, I begin by clarifying my guiding philosophical framework of neo-Aristotelian virtue ethics by synthesizing the concepts of virtue, character, phronesis and eudaemonia. Subsequently, I deconstruct contemporary practices associating character education to physical education circles with the goal of illuminating the potential of a philosophically informed approach compared to the dominant practice-driven and anecdotal view of character. In summary, I address the field's; overreliance on caught character; overemphasis on performance virtue; disproportionate focus on résumé virtues over eulogy virtues; the use of character as a peripheral curriculum activity; and lack of emphasis on wisdom and eudaemonia. Thereafter, I articulate one Aristotelian interpretation of physical education as if (neo) Aristotle was the teacher himself. From this position, I describe an education fixated on the affective domain, primarily concerned with helping youth to comprehend their moral potential in life through movement and inspired by the view that the cultivation of virtuous skills, agency, and reasoning are foundational to a flourishing society. Conclusion: By taking this approach, I philosophize the concept of the 'Virtuous Mover' and the potential ways in which school-based physical educators might begin to help future generations of youth to flourish. [ABSTRACT FROM AUTHOR]

This study aimed to verify the influence of 25 training sessions based on tactical principles and small-sided and conditioned games (SSCG) in developing cognitive and motor decision-making skills of U-12 soccer players. Participants were 25 U-12 elite male soccer players from a Brazilian first division national club. Perceptual-cognitive decision-making skills (quality and response time) were assessed with an objective video-based test (TacticUP®). Perceptual-motor decision-making skills (tactical efficiency) were assessed with the System of Tactical Assessment in Soccer (FUT-SAT). Both instruments were developed based on the same theoretical background (core tactical principles). The 25 training sessions were organised based on tactical principles and SSCG. The sessions were designed considering the individual needs to improve decision-making skills. Results showed improvements (p <.05) in: 1) perceptual-cognitive decision-making skills related to the decision-making time for both offensive and defensive actions and 2) perceptual-motor skills for defensive actions. We also found unexpected results for the quality of decision-making. It decreased for the defensive phase in post-test. We concluded that 25 training sessions based on core tactical principles and SSCG improved perceptual-cognitive related to decision time and perceptual-motor decision-making skills. Improvement of decision-making time apparently is related to improvement in tactical efficiency of U-12 soccer players. [ABSTRACT FROM AUTHOR]

The study aimed to investigate the impact of game formats on the running and technical–tactical performance of young soccer players, as well as on players' dynamics of spatial occupation during competitions. Eleven players of a U-11 team (11.10 ± 0.39 years old) participated in three competitions specifically designed to analyze the impact of different game formats: 5vs5 (F-5), 7vs7 (F-7) and 11vs11 (F-11). Players' running performance and dynamics of spatial occupation were analyzed using the GPSs devices from WIMU PRO™ devices (10 Hz). Players' and team's technical–tactical performance was also analyzed using the Team Sports Assessment Procedure (TSAP) and the Offensive Sequence Characterization System (SCSO), respectively. It was observed that the teams tended to adopt a less direct style in the F-11 (LpW : F7 vs. F-11 p = 0.001 and F-5 vs. F-11 p = 0.002), with a lower rate of spatial exploration (F-7 vs. F-11 p = 0.001 and &&F-5 vs. F-11 p = 0.001) and lower running demand (Sprint : F-7 vs. F-11 p = 0.001 and F-5 vs. F-11 p = 0.014; HSR : F-7 vs. F-11 p = 0.001 and F-5 vs. F-11 p =.001). In addition, the F-11 allowed the players to have less involvement during the match (F-7 vs. F-11 p = 0.003; F-5 vs. F-11 p = 0.001), as well as a lower technical–tactical performance (F-7 vs. F-11 p =.003 and F-5 vs. F-11 p =.005). Our results highlight the importance of adjusting the game formats used in youth competitive environments to players' intrinsic dynamics. [ABSTRACT FROM AUTHOR]

The purpose of this study was to investigate the influence of secondary organizational socialization on how physical education teacher education program coordinators execute their administrative roles and responsibilities. Two female program coordinators located within the United States were individually interviewed and provided documentation for analysis. Data analysis was conducted using analytic induction and constant comparison techniques. Both participants acted as customizers, persuaders, and interpreters. The factors influencing the socialization of physical education teacher education coordinators were department faculty, college administration, student enrollment data, and cooperating teacher feedback. Although working at very different institutions, the roles, responsibilities, and socialization influences for both participants were similar. In addition, and despite the prevalence of low enrollments and the educative teacher performance assessment, program coordinators appeared to negate these issues and were effective in executing their administrative roles and responsibilities. These findings would be of interest to those interested in and/or currently maintaining administrative positions in physical education teacher education. [ABSTRACT FROM AUTHOR]

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BackgroundPurposeMethodFindingsDiscussionWorldwide, to play sports is proclaimed a right. Yet its sexist practices insist on cultivating a hegemonic gender culture to keep ‘others’ away and deprive them from its potential educational benefits. Sport feminisms have been vocal on the gender oppressions operated in the field and have claimed pedagogy has a role to play in social transformation through a liberating education.We aimed at analyzing the academic production about sport pedagogy and feminism published in articles globally, to answer when, where how and by whom the studies were developed; what is known and what is missing.We conducted a scoping review searching for sport pedagogy and feminism and their related terms combined. Selection was delimited by studies informed by feminist approaches discussing sport pedagogy from recreational to elite level.Our review covered 46 studies from the last three decades when Global North English-speaking countries have dominated the scene, both as investigation settings and authorship. Studies presented two main trends. The most substantial were investigations reporting gender inequalities, especially with women coaches; followed by others exploring pedagogical alternatives for more equitable sport experiences. Together, studies have demonstrated that the ‘patriarchal gender game’ is still on and the ‘deviants’ from the cis-hetero-white-able-bodied-male ideal continue to suffer systematic prejudice and discrimination in sport, inclusive through sexist coaching. But they also showed ‘the tactics of the equity gender game’ is counterattacking with pedagogical strategies to welcome girls, women and gender-diverse people in sport.Undoubtedly, the dialogues between sport pedagogy and feminisms have contributed greatly to challenge sexism through education, but the game is not over. The invisibility of black women, women with disabilities and queer people in studies evidenced the need for more intersectional approaches. Coach development initiatives should be critically examined and rethought. The predominance of studies and researchers from Global North English-speaking countries denoted that voices and knowledges from Global South are missing. More than empathizing with gender inequalities, we long to see feminist sport pedagogy engaging in the reinvention of the ways we learn, practice, teach and coach sport. More democratic, diverse and audacious research designs grounded in the commitment to guarantee sport as an educational experience for everyone seem promising ways to be explored. [ABSTRACT FROM AUTHOR]

Researchers are actively recommending optimal modes of usage for techno-pedagogical tools to ensure that athletes reap the benefits of technology in their training. In this study, we investigated the most effective video feedback viewing speed among normal-speed (NS), half-speed (HS), and quarter-speed (QS), for technical error correction in young weightlifters during the snatch movement. A total of 37 weightlifters (25 boys and 12 girls), aged 11–12 years, were randomly divided into three groups, namely the normal-speed (control group), the half-speed, and the quarter-speed group. Participants completed a pretest (T0), a seven-week snatch learning unit, and a posttest (T1), as well as a retention test one week later (T2). Video-mediated technical analysis of the snatch movement was conducted using the Kinovea motion analysis software. The main results showed that weightlifters who viewed their feedback videos at a quarter of the normal speed (QS) achieved significantly greater improvements in the displacement of the bar in the first pull Dx2 (T1 vs. T0: 27.41 ± 26.10%, Hedges' g = 0.87, p < 0.05; T2 vs. T0: 24.34 ± 27.11%, Hedges' g = 1.07, p < 0.05) and the vertical displacement VTR (T1 vs. T0: 22.89 ± 14.16%, Hedges' g = 1.16, p < 0.05) compared to those who viewed the videos at NS or HS. These findings suggest that slowing down video feedback playback to a quarter of the normal speed can be an effective strategy for enhancing technical error correction in young weightlifters. [ABSTRACT FROM AUTHOR]

This article aims to present the construction of a project called Feminist Futsal. Based on the experiences of female futsal coaches, this study aimed to analyze and reflect on some of the situations in which feminism was present throughout futsal seasons. For that, five specific moments were selected from field diaries: ‘The construction of the Feminist Futsal Project’; ‘The first season’; ‘Where is “Feminism”?’; ‘The second season: The uncertain path persists’ and ‘Seeds that have already been planted’. Many questions and challenges were encountered, such as how can we address important social issues and connect them to the planning of a futsal training session that does not directly deal with these topics? Do you need to link critical issues directly to the theme of the futsal training session? Where is Feminism? As a result, it was identified that feminism in the project gave women the opportunity to practice a sport, as well as the presence of a female coach; feminism was, also: in the reflections shared in the initial training sessions; in the learning community established with the research group; in the athletes sharing of knowledge with the project. In addition, feminism was at the heart of the project’s belief that men and women should have equal opportunities to participate in sports, paving the way for a fairer world. Feminism was there, facing the risks. Feminism is in the courage to put that name to a sports project. I do not know what the future holds for Feminist Futsal, nor do I have all the answers for other sports projects that might look to us. What I do know is that love and the courage to change how we view the world are the driving forces behind this project. And yes, we are already revolutionizing it. [ABSTRACT FROM AUTHOR]

University curricula of Physical Activity and Sport Sciences usually strengthen different areas of professional intervention to their students. Physical activity for health, sports training, physical performance, sports management, and physical education stand out. Meanwhile, the sports referee role is commonly perceived by society as an authority that favors or limits the performance of athletes, as well as a rigid, non-flexible entity without major contributions to society in addition to those performed within their work context. The objective of this study was to compare the training on sports refereeing considered by the main university curricula of Physical Activity and Sports Sciences in Spain and Mexico; therefore, a qualitative and quantitative analysis was carried out, according to the National Agency for Quality Assessment and Accreditation in Spain and the Mexican Council for the Accreditation of Physical Culture Education, A.C. in Mexico. The results indicate that only two of the curricula analyzed out of fifty institutions offer content related to referee training in Spain, while in Mexico there are three out of sixteen. In addition, differences were observed in the approaches to the competencies and content of the subjects. It is concluded that the vast majority of university curricula of Physical Activity and Sport Sciences do not include subjects that develop knowledge or skills in sport refereeing, which implies that a large number of students do not receive competencies on the formative and disciplinary role that this figure can play both in the sport context and in society.

The aim of this research was to examine the effectiveness of the Tactical Games learning model combined with the Teaching by Invitation technique in boosting both learning motivation and physical activity among elementary school students. This quasi-experimental study included three groups: the first group utilized the Tactical Games model integrated with the Teaching by Invitation technique, the second group applied solely the Tactical Games learning model, and the third group, serving as the control, followed the conventional learning model. Participants were fifth-grade students from three different schools in Tasikmalaya, Indonesia. To measure outcomes, three research instruments were employed: the Electronic Rubric for Motivation in Physical Education (eRMoPE) to assess learning motivation, the Polar GPS RC3, and the Polar Heart Rate Sensor H3 to evaluate the category of students' physical activity. Findings indicated that while all three approaches effectively enhanced learning motivation and physical activity, the combination of the Tactical Games model with the Teaching by Invitation technique yielded superior improvements. This integrative method grants students the autonomy to select skills they wish to learn and master, aligning with their abilities and understanding of game tactics adapted to specific game situations and environments. This freedom fosters a more engaging and personalized learning experience, ultimately enhancing both motivation and physical activity levels among students. The study highlights the potential benefits of blending tactical learning strategies with motivational techniques, suggesting a valuable approach for educators aiming to improve physical education outcomes in elementary schools. [ABSTRACT FROM AUTHOR]

Current efforts to design an effective method of detecting talent are now focused on the differing interests of children (preferences) and not just their sport-related motor skills (ability). When a person-oriented approach is used, it is important to profile different types to design movement offers that effectively target the relevant groups and prevent dropouts. The aim of this study was to investigate in the elementary school context what types it is possible to identify in terms of both interests and ability. A total of 159 children (age 8–11.5) were assessed to determine their interests and their ability using a sequential design approach. 'Preferences' were scored on a seven-point Likert scale during a video-assisted interview. 'Ability' was assessed using seven sport-related motor skills tests. The mixed-methods approach consisted of a quantitative step 1, a cluster analysis (SPSS27, Ward's method, squared Euclidean distance). Based on the clusters, in-depth qualitative interviews were conducted in step 2. Analysis revealed five clusters of children that exhibited significant differences in terms of ability and interests. The qualitative interviews clarify the characteristics of the types (e.g. special interest in recreational activities or in competing at a high level with high or low own performance) and describe their experiences and desires. The data indicates that children's interests are determined by positive experiences and prior knowledge. Schools, sports practice, and sports science are faced with the task of responding suitably to children with different combinations of ability and preferences in the early phase of talent detection. [ABSTRACT FROM AUTHOR]

Arguments relating moral and character education to the field of physical education are not novel. Despite this, there are few studies dedicated to studying how and why physical education teachers use character education in schools. The purpose of this study, therefore, was to address this literature gap by studying how seven teachers employed character education and the extent to which their upbringing, experiences in teacher education, and formal teaching career impacted their enthusiasm for, and use of, character and virtue pedagogies in physical education. Data were collected with three techniques (formal interviews, documents, and artifacts) and were analyzed through thematic methods. Guided by either a multi-sport or health/ physical literacy curriculum, data revealed that the teachers employed a range of character concepts and strategies to promote character development. Moreover, the acculturation phase, especially the impact of one's family and religious upbringing, appeared to have the most influence on teachers’ motivation for becoming a moral and character educationalist, while the organizational phase had the most impact on how they embodied this role and practice. In addition, while the professional socialization phase, or lack thereof, appeared to impact the type of curricula being promoted in schools, this phase had relatively little impact on how the participants employed character education with young people. In conclusion, the search for a physical education program and a group of physical educators espousing a well-informed and theoretically robust curriculum for teaching character education in schools, remains. Finally, future research concerned with providing and studying the impact of school and university-based professional development programs on department-wide initiatives and (moral) curriculum development would be helpful. [ABSTRACT FROM AUTHOR]

The purpose of this article is to overview the history of research in physical education teacher education (PETE), discuss contemporary trends, and identify future directions for scholarship and teacher education practice. Teacher education is defined as formal and informal experiences that contribute to teachers' education across their careers. Using the phases of occupational socialization and Kosnik and Beck's "seven priorities of teacher education" to frame an analysis of literature from the 1980s through to the present, a brief summary of research on PETE is provided, using the chronological categories of past and present. The analysis takes into account implications for PETE that were left by the global pandemic, where traditional PETE practices were significantly disrupted by a shift to online learning. The chapter is concluded by listing questions regarding PETE that researchers and teacher educators might tackle in the future. [ABSTRACT FROM AUTHOR]

Recently, the Tactical Assessment Instrument in Football (TAIS) was developed to address football's tactical requirements in terms of game phases, learners' roles, and organizational levels of play. In this study, we sought to evaluate the psychometric properties of this existing instrument in the Physical Education (PE) context and for youth sport teams (ages 8 – 12 years). Our research design involved: (a) participants playing 37 football games, (b) assessing participants via observation with the TAIS and (c) conducting psychometric analysis on the obtained assessment data. For the psychometric analysis, we carried out our work in four phases: (a) a statistical analysis of the evaluation criteria, (b) analysis of the instrument's structural dimensions, (c) internal item reliability analysis, and (d) provision of evidence for external validity. Participants were 592 children (156 girls, 436 boys; ages 8 – 12 years) from 74 PE classes or sport teams (from three institutional contexts - schools, community-based sports, and sports clubs) in Spain. We selected 12 tactical criteria and grouped them into four theoretical dimensions (appropriate attack, inappropriate attack, appropriate defense, inappropriate defense) to confirm the instrument's structural dimensions. The Cronbach alpha and Omega McDonald coefficients were greater than.70. The TAIS discriminated between participants from the three institutional contexts, offering evidence of the instrument's external validity. Thus, the TAIS now has sufficient psychometric support for assessing learning of football tactics in PE and youth sport teams. This instrument facilitates an ecological assessment of youth players' understanding of football tactics through four theoretical tactical dimensions and 12 criteria involving information about four learners' roles (both attack and defense, on- and off-the-ball) and three organizational tactical levels of play (whole team, small groups of learners, and individual learners). [ABSTRACT FROM AUTHOR]

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.)

The present study aimed to test different designs of counter-attacking training on tactical behaviour by manipulating the number of players and time pressure (limitation on the duration of the players' offensive action). Specifically, we compared the influence of time pressure and numerical superiority (through an additional player) on the players' performance and tactical behaviour in small-sided games (SSGs). Forty under-17 soccer athletes participated in the study. The athletes performed 4 SSGs in the following configurations: numerical equality and time pressure (GR-4 × 4-GR – TP); numerical equality and no time pressure (GR-4 × 4-GR – NTP); numerical superiority and time pressure (GR-5 × 4-GR – TP) and numerical superiority and no time pressure (GR-5 × 4-GR – NTP). Tactical performance was evaluated using the Game Performance Evaluation Tool (GPET), and tactical behaviour using positional data measured by the Global Positioning System. The statistical analysis was performed using two-way repeated measures analysis of variance. There was a better tactical performance in decision-making (0.669 ± 0.135, p =.02 and r =.27) and execution (0.602 ± 0.134, p =.002 and r =.44) of technical-tactical actions in the SSG without the time pressure rule. Furthermore, the space exploration index showed lower values (5.634 ± 0.604, p =.007 and r =.32) in games with time pressure than in games without this rule, and there were no significant differences for player length and width behaviour between protocols. It is concluded that the time pressure rule reduces the exploratory behaviour of the players. Understanding these effects allows coaches to plan better training sessions that address the contents of counter-attacks in SSG. [ABSTRACT FROM AUTHOR]

From an ecological dynamics perspective, careful manipulation of task constraints can provide opportunities for action, exploited by functional movement variability of participants. The constraints-led approach (CLA) induces functional movement variability in practice designs, supporting athlete performance in satisfying task constraints and finding performance solutions to achieve intended task goals. Young male volleyball players were randomly assigned to either a traditional approach (TA) or CLA practice group. Selected spatial-temporal movement coordination variables were recorded, to explore their relations to successful performance outcomes in the attacking phase. Binomial logistic regression was used to verify the association of spatial-temporal movement variables with the percentage of successful attacks. Six spatial-temporal variables were included, and a manual backward stepwise regression was used to remove those which did not contribute to the best predictive model of successful performance. After a 6-week intervention programme, the CLA practice group displayed a significantly higher percentage of successful attack actions, when facing the opposition block. The TA group showed a small increase in successful attack actions after the intervention. The final binomial logistic regression model revealed that the variables 'lateral deviation of the participants' centre of mass' at the planting step and 'longitudinal deviation of the participants' centre of mass' at point of ball contact were the main predictors of successful attacking outcomes. To overcome the opposition's block in volleyball, infusing functional variability in a CLA task design, promoted superior performance in practice. Presumably, greater movement pattern variability emerged in participants to satisfy performance constraints in successful volleyball attacks. [ABSTRACT FROM AUTHOR]

La pratica di attività sportiva assume un significato rilevante all’interno del processo educativo di ogni individuo. La Sport Pedagogy (SP) si realizza in una varietà di contesti, tra cui la scuola, l’associazione sportiva, la famiglia e comprende l’educazione fisica, l’analisi del processo d’insegnamento-apprendimento, gli studi sull’allenamento sportivo e le politiche dello sport. Obiettivo del seguente contributo è presentare i rapporti tra SP e Physical Literacy (PL), quali presupposti degli interventi metodologici che promuovono le fasi di transizioni dal gioco allo sport. La variazione degli stili d’insegnamento promuove negli allievi differenti modalità di apprendimento ed una didattica non-lineare attraverso la proposta di compiti aperti, trasferibili e adattati alla persona. La PL attraverso il gioco promuove la partecipazione all’attività fisica a lungo termine e la transizione dal gioco allo sport, purché ben sostenuta metodologicamente. Si presenta il modello Long Term Athletic Development (LTAD) in cui è fondamentale l’approccio metodologico.

This study sought to propose the Undesirable Behavior Strategies Questionnaire – Physical Education (UBSQ-PE), based on Doyle, W. (1977). Paradigms for research on teacher effectiveness. Review of Research in Education, 5(1), 163–198. classroom ecology paradigm, and validate its use within Physical Education. 289 physical educators participated in the study (80 of them in the pilot study) and completed a survey evaluating the strategies they used across the classroom ecology task systems. An exploratory factor analysis proposed a four-factor solution that measured teachers’ strategies for Differentiation of Instruction, Interaction for Students, Classroom Management, and Interaction with Students and explained a cumulative 47.45% of the total explained variance (KMO = 0.809, χ2312{\chi }_{231}^{2} = 1,266, 684, p < 0.001). A confirmatory factor analysis indicated a good fit of the data to the four-factor solution (χ2/df ratio = 1.52, comparative fit index = 0.906, Tucker Lewis index = 0.890, standardized root mean square residual = 0.079, root mean square error of approximation = 0.05), providing evidence for the instrument’s internal consistency. Multiple analyses of variance showed that there were differences in teachers’ strategies based on their gender, age, studies, professional knowledge, and school level. The use of UBSQ-PE asserts that teachers use undesirable behavior (UB) strategies according to their personal and professional characteristics. Teacher education programs could use this information for supporting PE teachers to adjust their UB strategies in response to each classroom’s interrelated task systems.

Purpose: In the United States, after-school programs have been found to improve healthy behaviors and increase time in safe, structured environments for youth, but less is known about Latin American contexts. The purpose of this study was to examine the implementation of an educational program in an underserved school in Latin America. Method: A qualitative case study was used for this study. A Peace Corps volunteer was the main participant in the study. Data collection included interviews, field notes, artifacts, and reflective notes. Data were coded using constant comparative methods. Results: Three themes emerged that represent program implementation in a Latin American country: (a) learning to teach in a new country with new rules, (b) expectations and going with the flow, and (c) extending the positive youth development model to international outreach programs in rural communities. Conclusion: Relational developmental systems metatheoretical approach to positive youth development through sport model is effective in Latin American settings. [ABSTRACT FROM AUTHOR]

Purpose: To examine the impact of an out-of-school swimming program on children and youth from one underserved community. Method: Participants were 200 children and youth who attended the out-of-school swimming program during two consecutive summers. The theoretical framework employed drew from previous research on socialization. A mixed-methods design involved participants' aquatic skill and knowledge of water safety being assessed at the beginning and end of each summer. These data were examined through descriptive and inferential statistical procedures. Qualitative methods employed were nonparticipant observation, informal interviews, and focus groups. Standard interpretive methods were employed to analyze the data these techniques yielded. Findings: Participants improved their aquatic skill and knowledge of water safety. They moved from being concerned for their safety to being confident in their aquatic ability and knowledge. The key socialization agents responsible for this shift were the instructors. Conclusion: The study suggests that an out-of-school swimming program taught by well-trained instructors can be effective. [ABSTRACT FROM AUTHOR]

The concept of models-based practice has arguably provided the field of sport pedagogy with the means, lens, and tools with which to start to transform the discipline into a more desirable, equitable, and purposeful space. Despite this, there remains a need to experiment with this concept further in non-traditional ways and to continue to construct new pedagogical models meant to serve youth in ever-changing pluralist societies. The purpose of this paper, therefore, was to outline an affective-oriented composite pedagogical model, titled The Spectrum Model, by drawing from Mosston and Ashworth's theory for the spectrum of teaching and learning and neo-Aristotelian virtue ethics. To achieve this goal, I begin by highlighting the need for studying the synergy between the spectrum and models-based practice more closely. Thereafter, I attempt to clarify spectrum theory, virtue ethics, and the concept of models-based practice. Finally, I conclude by presenting two broad main ideas, three critical elements, six intended learning aspirations, and a series of suggested pedagogies acting to inform the proposed Spectrum Model. This model has the potential to influence how practitioners and scholars understand the spectrum of teaching and learning within the broader notion of models-based practice. The application and integration of moral philosophy into a well-established pedagogical framework might also help pedagogues of all kinds to envision how they could help youth to obtain a fully flourishing lifestyle through their teaching. [ABSTRACT FROM AUTHOR]

This article draws on the Long-Term Program Development framework [Siwik, M., A. Lambert, D. Saylor, R. Bertram, C. Cocchiarella, and W. Gilbert. 2015. "Long Term Program Development (LTPD): An Interdisciplinary Framework for Developing Athletes, Coaches, and Sport Programs." International Sport Coaching Journal 2 (3): 305–316. doi:] to examine the strategies employed by a Brazilian sport program to address complex issues faced by children and young people from socially vulnerable backgrounds. This study took place in a non-governmental organization (NGO) sport program in Brazil. Participants included the founder of the sport program, a manager, two coordinators, five coaches, and a social worker. In addition, parents participated in a focus group. This research adopted a case study design. Data collection included: (a) individual interviews with program employees; (b) focus group interviews with parents; (c) lead researcher observations collected as field notes; and (d) document analysis. The findings highlighted three distinct themes. First, the program employees showed sensitivity to the specific characteristics of the socially vulnerable context, understanding that violence and lack of access were the main issues children and young people faced in their communities. Second, the program management team and the coaches recognized and agreed on a shared purpose for the sport program. They collaboratively reflected on a shared purpose, moving from focusing on teaching sport-techniques to include developing socio-emotional learning that would contribute to success in different aspects of life. Finally, a learning community had a central role in the program's functioning. The learning community was the reason why there was a shared purpose among providers and a recognition and sensitivity of the specific characteristics of the socially vulnerable context. The Long-Term Program Development framework provided a unique insight into the strategies employed by the NGO to achieve its goals and the key points that helped the NGO to succeed in its actions. This framework stressed the intricate parts of program managing, from the need to establish and share a purpose, to the context where one will be acting, to the importance of supporting these two parts with a learning environment and a sense of community. [ABSTRACT FROM AUTHOR]

The purpose of this practical advances article was to describe a successful process involving youth athletes in the development of shared core values for a club swim team and share lessons learned and applications found therein. A purposeful, convenience sample of local USA Swimming club swimmers participated in the development of the shared core values for their team. Data were collected through the administration of three sequential worksheets during the swimmers' winter holiday break from school. All responses were analyzed using a simplistic mixed methods approach. Results presented five shared core values with associated definitions, actions, and expectations derived directly from the athletes; the primary researcher/head coach added simple quotes from the athletes, when applicable, as an easy memory tool. Lessons learned from the process of this study and practical applications are discussed. [ABSTRACT FROM AUTHOR]

Physical education (PE) is rooted in a historically evolved subject culture that goes largely unquestioned in everyday teaching and learning. It is characterized by a normative primacy of movement practices, placing it in a precarious relationship with the intellectual practices required by sports pedagogy and school curricula. The present case study is based on praxeological classroom research and examines how didactic interferences between intellectual reserves and movement reserves are represented in the principle of "reflective practice" in PE. To reconstruct key orientations toward the interfering practices of teaching and learning that guide teachers' actions, we conducted six expert interviews in a PE development project in North Rhine-Westphalia (Germany) and analyzed the interview data based on the coding procedure of grounded theory. The reconstructed orientations guiding PE teachers' actions can be described according to three key dimensions: On the temporal level, one key interference is the scarcity of time for movement. On the spatial level, the space of the gymnasium often stands in the way of establishing and routinizing intellectual practices. On the media level, the use of written forms in PE classes appears to be regarded as a requirement that is imposed upon teachers and that should be kept to a minimum. The results are particularly relevant to research on the institutional professionalization of PE teachers. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to introduce the First Special Issue of our Double Special Edition on LGBTQIA+ Topics in Health, Wellbeing and Education. This special issue focuses on LGBTQIA+ Topics in Physical Education. We introduce the Special Issue by describing the sociopolitical backdrop around the world more broadly and specifically in relation to LGBTQIA+ rights. Afterwards, we reflect on the process of choosing Sport, Education and Society as the journal to publish the Special Edition. Moving forward, we briefly summarise the different streams of LGBTQIA+ research in physical education and how this special issue extends our knowledge in these areas. Lastly, we contend that this Special Issue adds a new stream of research on LGBTQIA+ Topics in Physical Education. We conclude the introduction by considering how future research may continue to capitalise on the momentum that LGBTQIA+ research has built in the field. [ABSTRACT FROM AUTHOR]

Background Purpose Method Findings Conclusion Despite the field’s rich history and relationship with the concept of character education, to date, there would appear to be no in-depth empirical case studies that describe in pedagogical terms, how a physical educator can cultivate character through a school-based physical education setting.The purpose of this investigation, therefore, was to describe how one teacher deployed character education in the context of middle school physical education.An in-depth case study design was used to study how Joseph, a first-year teacher located in the Mid-South region of the United States attempted to cultivate character through physical education. Data were collected using eight interpretive techniques (formal and informal interviews, observations and field notes, film of teaching, critical incident reports, documents, and artifacts) and analyzed using thematic analysis. Data trustworthiness and reliability of the data analysis were established using four techniques.Joseph deployed a ‘thematic approach’ to teaching character education. The organizational structure, methods, and content used to inform this approach were identified. The factors acting to support Joseph’s character-related pedagogies of affect included school support and teacher autonomy. Components undermining Joseph’s efforts were factors outside of his control.This case study provides one in-depth insight into how a school-based physical educator attempted to cultivate character in the context of physical education. It would appear that Joseph’s experience deploying character education was overwhelmingly positive and that more factors acted to compliment his efforts as opposed to undermine it. To that end, much more in-depth empirical research utilizing philosophically informed interpretations of character formation are needed if we are to continue to use this terminology within the language of physical education. [ABSTRACT FROM AUTHOR]

In basketball, children's main reason for playing is to have fun, whereas outcomes such as skill acquisition and long-term development are often perceived by adults as the main motive for children's engagement in sport. However, no studies have yet examined whether the game outcome could influence motivational variables longitudinally over the course of a season. The novelty of the present study resides in the longitudinal exploration, the multilevel approach, and the analysis of motivational climate as a mediator variable between game outcome and enjoyment, perceived competence, and intention to be physically active. The purpose of this study was to analyze whether under-12 basketball players' who won versus lost games had different perceptions of their enjoyment, perceived competence, and intention to be physically active throughout a season, considering motivational climate as a mediator. The participants were 94 boys and two girls from eight basketball clubs (Mage = 9.72 years, SD = 1.70 years, age range = 9–11 years). The study followed a six months longitudinal design. The independent variable was the game outcome (win-loss). The dependent variables were enjoyment, perceived competence, and intention to be physically active. Motivational climate was a mediator variable. Data were collected at the end of each of the 56 games throughout 14 game days over a basketball formal season. Longitudinal multilevel regression analysis was conducted within player-level and between player-level with the repeated measures representing the game-to-game variability. We found that at the within player level, motivational climate mediated the effect of game outcome as follows. On game days, when the game is won, players perceive the climate as more ego-related, which in turn reduced enjoyment and increased perceived competence. On game days, when the game is lost, players perceive the climate as more task-related, which in turn increased enjoyment, perceived competence, and intention to be physically active. Game outcomes did not directly affect players' feelings, but motivational climate mediated the effect between game outcomes and motivational elements within players throughout a season. This study shows that the competitive nature of sport is not a deterrent to youth positive experiences provided adults minimize the emphasis of game outcomes over personal factors such as competence and enjoyment, through motivational climate. [ABSTRACT FROM AUTHOR]

This Special Issue focuses on technology and how people are making sense of this related to body, movement, exercise and health through a sport pedagogical lens. [ABSTRACT FROM AUTHOR]

In sport pedagogical contexts, body, movement and experience can be seen as fundamental issues. The conceptualization of these issues--often based on anthropological, phenomenological, or otherwise philosophical considerations on how human beings act and perceive the world--is crucial for sport pedagogical work on the theoretical, practical, and empirical levels. The authors' thesis is that, in an increasingly digitized world, body, movement, and experience are gaining more and more new meanings. Therefore, this paper seeks to (re-)locate body, movement, and experience in a digitized world, confronting traditional sport pedagogical conceptualizations with philosophical and sociological considerations on digitality. The aim is to build a solid base and to open new doors for sport pedagogical work in the 21stcentury. [ABSTRACT FROM AUTHOR]

Within team sports, players' ability to inhibit inappropriate behavioral responses and flexibly adapt to upcoming challenges relates significantly to their game performance. As such, there have been calls for cognitively fostering programs to form the basis of game teaching and coaching practice. However, only few studies have tested so far the effects of purposefully designed perceptual-cognitive interventions on players' tactical performance. The purpose of this study was to evaluate whether a chess-based intervention designed to train invasion-game athletes' executive functions (EFs) could positively impact their tactical game behaviors. Twenty-six invasion-game athletes, 19 to 20 years old (M = 20.58, SD = 1.74) participated in the study and were randomly assigned to a chess group (ChG) (n = 13) and a control group (CG) (n = 13). The ChG participated in a 10-week chess training program designed to foster EFs, while the CG received no special treatment. Pre-and-post measures were completed using: (a) core EF tests and (b) the game performance assessment instrument. After the intervention, the ChG group showed improvement in working memory and selective attention (cool EFs; higher memory span, fewer errors on incongruent stimuli), as well as decision-making and flexibility in passing (tactical behaviors; more appropriate passes, variety in passes), whereas no such changes were recorded for the CG. Further, there were no differential changes in cognitive flexibility and affective decision making (cool and hot EFs), as well as support, originality and fluency in passing (tactical behaviors) for the two groups as a function of time. By embracing the idea of situated cognition, the current study provides some initial evidence for the linkage between perceptual-cognitive training and team sport performance, suggesting that EFs – as fundamental cognitive processes – can be trained to work in conjunction with the cognitive components of game performance within sport settings. The results of this work are discussed in the context of cognitive and game teaching research, extending current knowledge and understanding of how lab-based and sport training methods can be effectively combined and delivered. [ABSTRACT FROM AUTHOR]

Copyright of Educación Física y Ciencia is the property of Universidad Nacional de La Plata 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.)

Copyright of Educación Física y Ciencia is the property of Universidad Nacional de La Plata 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.)

Copyright of International Journal of Medicine & Science of Physical Activity & Sport / Revista Internacional de Medicina y Ciencias de la Actividad Física y del Deporte is the property of Revista Internacional de Medicina y Ciencias de la Actividad Fisica y del Deporte 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.)

Copyright of Educación Física y Ciencia is the property of Universidad Nacional de La Plata 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.)

Copyright of Educación Física y Ciencia is the property of Universidad Nacional de La Plata 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.)

PURPOSE Sport pedagogy (SP) has established itself as a subdiscipline in Human Movement Studies since the 1970s. It has become an academic labyrinth as a result of its rapid flourishing. Most researchers are extremely confused about this disorderly research complex. This study aimed to evaluate the characteristics of SP in stages in the western (mostly English speaking) countries. METHODS Analysis of literature published in English from 1990 to 2022. RESULTS The developmental versions were divided as follows: SP1.0 is positivistic in nature, SP2.0 is multi-paradigmatic as it includes all paradigms, and SP3.0 (current version). Many academic journals have been launched, and a variety of books on divergent topics are being published. Currently, research has exploded. In SP3.0, research performed by British scholars are notable in terms of number and quality, overpowering those by scholars in the USA and other countries. Youth sport and sport coaching are regarded as new legitimate areas. Additionally, signs for SP4.0 have been indicated. CONCLUSIONS In order to find way outs in the SP labyrinth, it is necessary to recognize the current research trends in international SP.

This Special Issue focuses on technology and how people are making sense of this related to body, movement, exercise and health through a sport pedagogical lens.

In ultimate games governed by the World Flying Disc Federation (WFDF), all competitors also take on the role of referee. The players discuss disputed calls with each other during the game, and then follow rules designed for these situations to determine how the play continues. The number one rule of the sport is to respect the spirit of the game (SOTG), which encourages competitive play while preserving mutual respect and minimizing the risk of injury. The use of SOTG in ultimate in the framework of self-arbitration as a moral practice aligns well with other tools of critical pedagogy. For this study, the SOTG scores of the WFDF Joint Junior Ultimate Championship (JJUC 2022) were analyzed. A total of 1009 players from 19 countries competed in 434 self-refereed games (29 national teams in the WJUC Under-20 (U20) tournament and 20 teams in the EYUC Under-17 (U17) tournament). All the scores from the individual criteria correlated well with the overall scores, but for the most part, they did not correlate with each other. Our experience with the scoring system has highlighted the importance of participants understanding the meaning of the results and how they may lead to a constructive reflection to improve exceptions, including scores representing fouls and rules knowledge. The findings provide important information for physical education teachers, coaches, and sport consultants and may be of use to design SOTG programs that could foster the experience of sportsmanship and to facilitate the ethical conduct of athletes in either recreative or in competitive contexts. [ABSTRACT FROM AUTHOR]

Background Theoretical approach Purpose Conclusion In the international sport pedagogical discourse, practising is a marginal research topic. Nevertheless, it should be considered as an elementary component of PE. To fill this gap, we discuss the international discourse against the background of Bildung-theoretical work on practising in German-language educational studies and sport pedagogy.The article is based on a phenomenologically informed perspective on Gestalt, lived-body and practising. We use a hermeneutical-phenomenological approach that focuses on the meaningful and embodied processes in the experience of practising. In the tradition of a theory of Bildung, both, systematic, e.g. semantic and theoretical analyses, as well as didactical and methodological perspectives for practising, are developed.An alternative view on practising is developed which, contrary to conventional perspectives on automatisation, memorisation and optimisation of motor skills, focuses on the meaningful and formative (bildend) experiences in practising. We argue that in practising, two meaningful and embodied processes arise: repetition and not knowing-how. Both are identified as productive and creative potentials. We argue that in practising not only skills can be improved but also abilities and attitudes can be developed and transformed. Moreover, in practising the relation to oneself and to the world is challenged and possibly changed. In practising as a process of Bildung, a subjectivation takes place: It’s about becoming a self. To make this clear, three aspects of a theory of practising in sport pedagogical research are highlighted: First, the differences to psychological theories are worked out. This is done in the context of a critical reconstruction of international and German-speaking research in PE. For this reason, a semantical and conceptual differentiation is proposed by distinguishing practice, exercise and training from practising. While exercise and training as outcome-oriented and technological terms strongly aim at automatisation and optimisation, practising is based on embodied experiences that give meaning and aresubjectively and holistically experienced. Second, the particularities and specific characteristics, as well as the productive potentials of practising, are carried out from both a philosophical and a pedagogical perspective. Based on teaching examples, the theoretical and phenomenological foundations of the lived body (Leib) in practising as well as the moments of repetition and negativity are elaborated. Third, the redefinition of the term and concept of practising opens up significant educational and didactic possibilities but also challenges for sport pedagogy.A theory of practising should not be reduced to psychological models, but should also not stop at philosophical thoughts. If practising is systematically related to pedagogical contexts, then not only the characteristics in the experience of practising, such as negativity and repetition but also the specific actions and settings must be included. Practising as a social and educational activity, therefore, requires a reflection on the premises and goals of pedagogical actions. A didactics of practising is necessary, which is carried out in the last chapter. [ABSTRACT FROM AUTHOR]

The purpose of the study was to construct the life history of Mateo, an American Latino/Hispanic college basketball coach. The study was guided by elements from Latino/a/x critical race (LatCrit) theory. Data were collected through formal semi-structured interviews, informal interviews, and documents and artifacts. They were analyzed by employing analytic induction and constant comparison. Key findings were that Mateo faced considerable marginalization and was frequently subjected to microaggressions. He was able to overcome this racism due to his determination and support from his family and mentors. Mateo's experiences of racism and the political and cultural context led him to develop an activist element in his coaching pedagogy. His life history may inspire other Latinos/as/x and Hispanics to consider coaching as a career or help those who are struggling to realize this goal. It may also play a part in improving the coaching culture for Latinos/as/x and Hispanics. [ABSTRACT FROM AUTHOR]