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Education Sciences
Special Issues
Current Challenges and New Perspectives on Physical Education
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Current Challenges and New Perspectives on Physical Education

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

Deadline for manuscript submissions: closed (31 March 2023) | Viewed by 8680

Special Issue Editor

Dr. Valérian Cece-Fleury

E-Mail Website
Guest Editor
Physical Education Department, University of Teaching Education (HEP Vaud), State of Vaud, Avenue de Cour 33, 1007 Lausanne, Switzeland
Interests: physical education; physical activity; learning; well-being; emotions; motivation; psychosocial skills; quantitative approaches

Special Issue Information

Dear Colleagues,

The social role of physical education has been highlighted during recent years because of the increase in physiological troubles and diseases related to the sedentary time of children and adolescents. In addition to this traditional purpose, physical education is today involved in a wide variety of new physical, psychological, and social challenges, including physical engagement but also mental health, social interactions, and self-awareness.

These new purposes apply to school policies, innovations in pedagogy, and advances in research. Thus, the aim of this Special Issue is to provide new scientific perspectives on physical education, in accordance with current challenges of the discipline (e.g., long-term promotion of physical activity, understanding ourselves and each other, students’ and teachers’ well-being, psychosocial skills, environmental change). How can physical education cope with these new challenges? What are the specific opportunities for physical education for the future? We are pleased to invite you to contribute to this Special Issue, “Current Challenges and New Perspectives on Physical Education”, using various methodological approaches (i.e., quantitative, qualitative, mixed) and scientific disciplines (e.g., human sciences, social sciences, intervention research).

Studies addressing cooperative learning, bio-psycho-social approaches to health, psychosocial skills, digital tools, multidisciplinary approaches, sustainability, PE teacher training, gamification, or other innovative teaching methods are particularly welcomed for submission to this issue.

Dr. Valérian Cece-Fleury
Guest Editor

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 1800 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 education
  • current challenges
  • physical activity
  • health
  • learning
  • innovative teaching methods

Published Papers (5 papers)

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Research

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13 pages, 503 KiB  
Article
The Collective Dimension in the Activity of Physical Education Student-Teachers to Cope with Emotionally Significant Situations
by Magali Descoeudres
Educ. Sci. 2023, 13(5), 437; https://doi.org/10.3390/educsci13050437 - 24 Apr 2023
Cited by 1 | Viewed by 898
Abstract
The entry into the teaching profession is identified in the literature as a special, complex, and emotionally intense stage. Some teachers adopt turnover or attrition as coping tactics. The aim of this study is to understand the effect of the collective dimension on [...] Read more.
The entry into the teaching profession is identified in the literature as a special, complex, and emotionally intense stage. Some teachers adopt turnover or attrition as coping tactics. The aim of this study is to understand the effect of the collective dimension on the professional development of physical education student-teachers in how they deal with emotionally significant situations. To avoid dropping out and to foster their well-being, beginners should develop their abilities by sharing their experiences. A mixed research design using a questionnaire and implementing a clinical activity procedure was adopted. Student-teachers (n = 139) had to write about 2 emotionally significant situations that they experienced during teaching, and they then shared or not with others. The second part of the study involved following up five student-teachers over the course of one year. A total of 32 filmed lessons with an emotionally significant situation served as support to self-confrontation and crossed interviews. The data were processed using the method of Bruno and Méard. The results show that student-teachers experience many emotionally significant situations, and this highlights the importance of using a collective dimension to help them cope with this emotional overload. Finally, these results open the potential value of a hybridised teacher education model of student-teachers, particularly when considering the emotional nature of the teaching profession and the necessity of sharing experiences in order to better deal with them. Full article
(This article belongs to the Special Issue Current Challenges and New Perspectives on Physical Education)
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14 pages, 1075 KiB  
Article
Effect of the Jigsaw Method on Self-Reported Practices by Physical Education Teachers: A Textual Analysis
by Océane Cochon Drouet, Patrick Fargier, Nicolas Margas and Vanessa Lentillon-Kaestner
Educ. Sci. 2023, 13(4), 415; https://doi.org/10.3390/educsci13040415 - 19 Apr 2023
Cited by 1 | Viewed by 1432
Abstract
Jigsaw is a cooperative teaching method that is easy to implement and may engage teachers who use it. Previous studies have mainly focused on the effects of the Jigsaw method on students and rarely on teachers. The present study aimed to determine whether [...] Read more.
Jigsaw is a cooperative teaching method that is easy to implement and may engage teachers who use it. Previous studies have mainly focused on the effects of the Jigsaw method on students and rarely on teachers. The present study aimed to determine whether Jigsaw implementation influenced the discourses of physical education (PE) teachers related to their teaching practices. Six volunteer teachers used the Jigsaw method during three PE teaching sequences with various physical activities practiced, and semi-directive interviews were conducted before and after the Jigsaw implementation. Each interview was recorded and transcribed with the aim of performing textual analysis using Alceste2018®. The qualitative content analysis performed from the outputs of the automatic textual analysis led to determine the emergent themes in the interviewees’ discourses and the focuses used to address these themes, before and after the Jigsaw implementation. The themes in the discourses were found to be teacher-centered before the Jigsaw implementation (e.g., the guidelines and principles for teaching) and student-centered after the implementation (e.g., the student activity during learning). The focuses were found to vary accordingly (e.g., teachers’ intentions, before the implementation, and students’ characteristics, after the implementation). Such changes in the teachers’ discourse thus suggest that the Jigsaw method might be a useful tool for the development of teaching practices. Full article
(This article belongs to the Special Issue Current Challenges and New Perspectives on Physical Education)
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14 pages, 299 KiB  
Article
Interdisciplinarity in Physical Education: Effect on Students’ Situational Interest
by Benoit Tonnetti and Vanessa Lentillon-Kaestner
Educ. Sci. 2023, 13(4), 373; https://doi.org/10.3390/educsci13040373 - 05 Apr 2023
Viewed by 1506
Abstract
The purpose of this paper is to estimate the effect of interdisciplinary teaching in physical education (PE) on the interest of upper secondary students by considering the extent to which different disciplines are integrated. Three interdisciplinary projects are studied and compared to their [...] Read more.
The purpose of this paper is to estimate the effect of interdisciplinary teaching in physical education (PE) on the interest of upper secondary students by considering the extent to which different disciplines are integrated. Three interdisciplinary projects are studied and compared to their discipline-based counterparts. Depending on the extent to which the disciplines are integrated, some sequences are considered interdisciplinary (project 1), while others are considered multidisciplinary (projects 2 and 3). The experimental design includes a total of 90 students and six teachers. Student interest is measured using a situational interest (SI) scale and an individual interest (II) scale. Paired t-tests show significant differences for Maintained-SI Feelings in PE (p = 0.008) in favor of the interdisciplinary sequence for project 1 (PE and art), as well as for Maintained-SI Feelings (p = 0.004) and Maintained-SI Value (p = 0.002) in art (project 1). However, when integration is limited (projects 2 and 3), higher Maintained-SI Feelings (p < 0.001) are measured in the disciplinary sequence during the PE lessons. These results show that interdisciplinary sequences have positive effects on students’ interest when the disciplines are sufficiently integrated, indicating that training must be initially developed and maintained accordingly. Full article
(This article belongs to the Special Issue Current Challenges and New Perspectives on Physical Education)
15 pages, 6142 KiB  
Article
Adolescents’ Participation in School Physical Activity before and during the COVID-19 Pandemic: An Educational Priority
by Karel Frömel, Dorota Groffik and Josef Mitáš
Educ. Sci. 2023, 13(3), 304; https://doi.org/10.3390/educsci13030304 - 14 Mar 2023
Cited by 2 | Viewed by 1709
Abstract
The aim of this study was to identify the structure of weekly physical activity (PA) of adolescents with varying degrees of participation in school PA and motivation for PA before and during the COVID-19 pandemic. PA was assessed using the IPAQ-long form and [...] Read more.
The aim of this study was to identify the structure of weekly physical activity (PA) of adolescents with varying degrees of participation in school PA and motivation for PA before and during the COVID-19 pandemic. PA was assessed using the IPAQ-long form and motivation by using the MPAM-R questionnaire. Participants (N = 1257) were divided into groups involved and not involved in school PA. During the pandemic, the greatest decrease was observed in vigorous and moderate PA in boys (H = 98.52, p < 0.001, η2 = 0.179) and girls (H = 56.86, p < 0.001, η2 = 0.075) involved in school PA and in boys involved and not involved in school PA and in transportation PA. Physical education (PE) teachers should focus on promoting vigorous PA and home PA for boys and girls in the post-pandemic period. Student participation in school PA and an increase in overall PA should be supported through distance PE, which should be a mandatory part of PE programs and comprehensive school PA programs. Full article
(This article belongs to the Special Issue Current Challenges and New Perspectives on Physical Education)
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Review

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14 pages, 399 KiB  
Review
Teaching Life Skills in Physical Education within Different Teaching Traditions: A Narrative Review
by Benoît Lenzen, Yoann Buyck and Axelle Bouvier
Educ. Sci. 2023, 13(6), 605; https://doi.org/10.3390/educsci13060605 - 14 Jun 2023
Viewed by 2366
Abstract
This narrative review of the latest papers on life skills development in physical education (PE) aims to identify and discuss different types of life skills programmes in PE in relation with four PE teaching traditions (PETTs), their variation across contexts (e.g., primary school, [...] Read more.
This narrative review of the latest papers on life skills development in physical education (PE) aims to identify and discuss different types of life skills programmes in PE in relation with four PE teaching traditions (PETTs), their variation across contexts (e.g., primary school, secondary school, teacher education), and the inherent tensions between the teaching and learning of subject knowledge and the development of life skills. We have carried out an identification and selection process close to those used in systematic reviews, resulting in 13 papers meeting all the inclusion criteria. These peer-reviewed articles show that teaching life skills in PE covers a wide range of possible combinations between three types of programmes (isolated, juxtaposed, or integrated) and the respective PETTs in which they are rooted (sport-techniques, health education, values and citizenship and/or physical culture education). These combinations as well as the (groups of) life skills targeted in the 13 programmes we reviewed do not seem to depend on the contexts in which they are implemented. The relationship between subject knowledge, in particular sports/motor skills, and life skills is approached differently depending on the combinations that have been identified. Full article
(This article belongs to the Special Issue Current Challenges and New Perspectives on Physical Education)
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