Search for Articles:
Title / Keyword
Author / Affiliation / Email
Journal
Article Type
 
 
Advanced Search
 
Section
Special Issue
Volume
Issue
Number
Page
 
4.0
3.0
Journals
Education Sciences
Special Issues
Contemporary Research in Sport, Physical Activity, and Physical Education
share announcement

Special Issue "Contemporary Research in Sport, Physical Activity, and Physical Education"

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: 31 October 2023 | Viewed by 3100

Special Issue Editors

Prof. Dr. Susana Carla Alves Franco

E-Mail Website
Guest Editor
1. Department of Physical Activity and Health, Sport Science School of Rio Maior – Polytechnic Institute of Santarém, 2040 Rio Maior, Portugal
2. Life Quality Research Center, 2040 Rio Maior, Portugal
Interests: exercise pedagogy; health and fitness; physical activity
Prof. Dr. Vera Alexandra Da Costa Simões

E-Mail Website
Guest Editor
1. Department of Physical Activity and Health, Sport Science School of Rio Maior – Polytechnic Institute of Santarém, 2040 Rio Maior, Portugal
2. Life Quality Research Center, 2040 Rio Maior, Portugal
Interests: health and fitness; exercise pedagogy; children; physical activity

Special Issue Information

Dear Colleagues,

The United Nations Educational, Scientific and Cultural Organization (UNESCO) recognize education and sport as a way of value education and enhancing social skills, in line with the Sustainable Development Goals of the United Nations.

Physical activity is decreasing in society alongside the increase in non-communicable diseases and their costs to the economy and the decrease in children’s motor literacy. In this regard, the World Health Organization (WHO) suggest people should be more active through sports and physical activity, not only to improve their physical and mental health but also for the benefit of societies, environments and economies.

It is a fact that technology innovation is a trend. Professional and education sectors can use it and take advantage of it as a driver of growth.

The quality of sports and exercise services is a concern for different stakeholders; the qualifications of professionals who work in these areas are important.

Research regarding “Contemporary Research in Sport, Physical Activity, and Physical Education” will help professionals, through proper education and training, to develop tools to improve interventions, using innovation and new technologies, to enhance individuals’ quality of life and help overcome wider societal issues such as sport values and ethics, social inclusion, sustainable development, building cohesive societies, physical activity promotion and health lifestyle, with the aim of educating citizens worldwide.

The Special Issue entitled “Contemporary Research in Sport, Physical Activity, and Physical Education” will provide a platform of research and knowledge regarding the qualifications of health and fitness, physical activity and leisure instructors, sport coaches and physical education teachers. It will also include teaching methods and strategies, innovations, technologies and policies in the education and training of these professionals. Additionally, this issue includes themes related to the role of physical activity, sport and physical education professionals in the education of society in relation to sports values and ethics, social inclusion, sustainable development, motor literacy and healthy lifestyle, and the education and training of these professional to do so.

Areas of interest for this Special Issue include “Contemporary Research in Sport, Physical Activity, and Physical Education” AND:

  • Higher education;
  • Vocational education;
  • Training;
  • Qualification;
  • Innovation in education;
  • Technology in education;
  • Teaching methods and strategies;
  • Promoting physical activity;
  • Health-enhancing physical activity (HEPA);
  • Healthy lifestyle;
  • Policies;
  • Education of society;
  • Sports values and ethics;
  • Social inclusion;
  • Sustainable development;
  • Motor literacy.

I look forward to receiving your contributions.

Prof. Dr. Susana Carla Alves Franco
Prof. Dr. Vera Alexandra Da Costa Simões
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • physical activity
  • sport
  • physical education
  • education and training
  • qualifications
  • professional intervention
  • educate citizens

Published Papers (3 papers)

Download All Papers
Order results
Result details
Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:

Research

get_app
Article
A National Audit of Typical Secondary School Provision of Physical Education, Physical Activity and Sports in the Republic of Ireland
by
Padraic Rocliffe
,
Brendan T. O’ Keeffe
,
Ian Sherwin
,
Patricia Mannix-McNamara
and
Ciaran Mac Donncha
Educ. Sci. 2023, 13(7), 699; https://doi.org/10.3390/educsci13070699 - 09 Jul 2023
Viewed by 703
Abstract
Evaluating the extent of implementation and variation of typical school provision of physical education, physical activity and sports in the Republic of Ireland is a public health priority. Therefore, a national audit into the different levels of typical school provision of physical education, [...] Read more.
Evaluating the extent of implementation and variation of typical school provision of physical education, physical activity and sports in the Republic of Ireland is a public health priority. Therefore, a national audit into the different levels of typical school provision of physical education, physical activity and sports was conducted. To date, this has not been evaluated. A cross-sectional, nationally representative sample of 112 secondary schools were included. A school provision of physical education, physical activity and sports evaluation index, validated via a concept mapping methodology, was utilized to measure variation of provision in the context of school personnel, curriculum, facilities and equipment, budget, partnerships, ethos and prioritization. A proposed grade for each indicator of provision was established using an internationally standardized grading system. Overall, physical education was the indicator with the highest national average grade (B−); physical activity was the indicator with the lowest national average grade (D+); while the indicator for sports received a C− grade. An overview of the national averages in terms of provision, paralleled with national and international comparisons and recommendations to support provision, is illuminated for each indicator. Future country comparison and benchmarking on key components of provision is envisaged. Full article
(This article belongs to the Special Issue Contemporary Research in Sport, Physical Activity, and Physical Education)
►▼ Show Figures

Figure 1

get_app
Article
Fighting Discrimination through Sport? Evaluating Sport-Based Workshops in Irish Schools
by
Louis Moustakas
and
Lisa Kalina
Educ. Sci. 2023, 13(5), 516; https://doi.org/10.3390/educsci13050516 - 19 May 2023
Viewed by 645
Abstract
Discrimination based on ethnicity, gender, or sexual orientation remains a pressing challenge throughout Europe, including within Ireland. Despite this, anti-discrimination education is lacking and uneven within school settings. Responding to this gap and seeking to capitalise on the perceived social potential of sport, [...] Read more.
Discrimination based on ethnicity, gender, or sexual orientation remains a pressing challenge throughout Europe, including within Ireland. Despite this, anti-discrimination education is lacking and uneven within school settings. Responding to this gap and seeking to capitalise on the perceived social potential of sport, one Irish NGO has begun delivering sport-based anti-discrimination workshops to students in primary and secondary schools nationwide. This paper presents an evaluation of these workshops, putting a specific focus on the learning outcomes generated. Data were obtained from standardised, open-ended student feedback forms and qualitatively analysed using a Framework Analysis. The results illustrate fairly consistent learning outcomes, but these outcomes generally focus on individual behaviours and attitudes. This contrasts strongly with literature on anti-discrimination education, which recognises a need to reflect on privilege and social structures while also developing clear strategies to address discrimination. To conclude, we propose recommendations and ways forward to help address both individual and structural realities within such sport-based workshops. Full article
(This article belongs to the Special Issue Contemporary Research in Sport, Physical Activity, and Physical Education)
get_app
Article
Norwegian Physical Education Teacher Education Students’ Perceptions of the Subject Physical Education: A Qualitative Study of Students’ Reflections before Starting Their Studies
by
Ove Østerlie
and
Geir Olav Kristensen
Educ. Sci. 2023, 13(5), 499; https://doi.org/10.3390/educsci13050499 - 15 May 2023
Viewed by 1096
Abstract
Studies show that students’ view of the subject of physical education (PE) is often dominated by sports discourse, and that the profession of higher education often fails to balance this view, which, in many contexts, does not align with the aims of governing [...] Read more.
Studies show that students’ view of the subject of physical education (PE) is often dominated by sports discourse, and that the profession of higher education often fails to balance this view, which, in many contexts, does not align with the aims of governing documents in PE. The purpose of this study was to gain insight into how future students in physical education teacher education (PETE) perceive the subject. Written responses from 112 students at the start of their PETE study were analysed within the framework of reflexive thematic analysis. Based on questions about activity habits, we found that most students were active individuals who engaged in traditional physical activities such as ball games and basic training in their leisure time. Analysis of the students’ answers generated four themes: (1) Activity and bodily learning, (2) Motivation and joy of movement, (3) Health for life, and (4) “Bildung”. We argue through these four themes that the students’ perception of the subject with a focus on much physical activity through a variety of activities—physical learning, motivation, and joy of movement—are in line with governing documents and physical literacy. It is also clear that health discourse is strongly represented in the students’ perception of the subject and that physical education is an important contributor in the students’ formation process. However, some aspects of the curriculum seemed to be of lesser interest to the students. In conclusion, the students’ perceptions and experiences can serve as a starting point for change, learning, and development in physical education teacher education. Full article
(This article belongs to the Special Issue Contemporary Research in Sport, Physical Activity, and Physical Education)
Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:
 
Displaying articles 1-3
Back to TopTop