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Special Issue "Sports Pedagogy and Physical Education Practises for Health"

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A special issue of International Journal of Environmental Research and Public Health (ISSN 1660-4601). This special issue belongs to the section "Health Behavior, Chronic Disease and Health Promotion".

Deadline for manuscript submissions: closed (31 August 2023) | Viewed by 7157

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Special Issue Editors

Dr. Luis Branquinho

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Guest Editor

Department of Sport Sciences, University of Beira Interior, 6201-001 Covilhã, Portugal
Interests: soccer; football; exercise performance; physiology; strenght and condition; physical education
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Dr. Pedro Miguel Forte

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Guest Editor

1. Department of Sports, Douro Higher Institute of Educational Sciences, 4560-708 Penafiel, Portugal
2. Research Center in Sports, Health and Human Development, CIDESD, 6201-001 Covilhã, Portugal
Interests: biomechanics; energy cost; exercise; health promotion; training
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Dr. Ricardo Ferraz

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Guest Editor

1. Department of Sport Sciences, University of Beira Interior, 6201-001 Covilhã, Portugal
2. Research Center in Sports, Health and Human Development, CIDESD, 6201-001 Covilhã, Portugal
Interests: football, soccer, physiology, exercise prescripton; psycophysiology; physical education; padagogy; fatigue; sports performance analysis; physical conditioning
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Currently, it seems to be widely accepted in society that regular physical activity is an essential component of a healthy lifestyle and that this should be encouraged from an early age. Therefore, the enhancement of the teaching process in physical education classes plays a fundamental role in stopping the signs of a decrease in the level of motor skill and an increase in pathologies as a consequence of the decrease in the level of physical activity in young populations verified over the last few decades. Younger populations must grow based on sustained development that allows them to reach their full physical and cognitive potential. Therefore, structured intervention programs during physical education classes can be a good strategy for optimizing general motor development, health and for promoting healthy lifestyles and habits. Authors are invited to contribute to this Special Issue by submitting reviews and descriptive or experimental studies of high quality, focusing on physical education intervention programs in school environments with assumed pedagogical innovation and potential benefits for health. Studies on trends and comparisons between school-based physical education programs that report using different variables (e.g., physical, physiological, motor development, skill development, motivation, and interpersonal relationships) are highly recommended. Potential topics include, but are not limited to:

Physical education: didactic and methodological dimensions of teaching;
Motor learning: trends and perspectives;
Concepts, theories, and models of motor development;
Learning theories and pedagogical development models;
Analysis and development of strategies to encourage the practice of physical activity;
Biopsychosocial factors of behavior and physical exercise;
Physical growth: description and evaluation;
Implications of physical education on cognitive and affective-social development;
Cardiovascular and musculoskeletal adaptations to physical exercise.

Dr. Luis Branquinho
Dr. Pedro Miguel Forte
Dr. Ricardo Ferraz
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 single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. International Journal of Environmental Research and Public Health is an international peer-reviewed open access semimonthly 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 2500 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
teaching models
pedagogical innovation
healthy lifestyles
young populations

Published Papers (4 papers)

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Editorial

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Open AccessEditorial

Pedagogical Concerns in Sports and Physical Education for Child Growth and Health Promotion

Luís Branquinho

Pedro Forte

and

Ricardo Ferraz

Int. J. Environ. Res. Public Health 2022, 19(13), 8128; https://doi.org/10.3390/ijerph19138128 - 02 Jul 2022

Cited by 3 | Viewed by 1579

Abstract

Participation in physical activities plays an important role in and positively influences health and well-being [...] Full article

(This article belongs to the Special Issue Sports Pedagogy and Physical Education Practises for Health)

Research

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Open AccessArticle

A Randomized Trial of a Swimming-Based Alternative Treatment for Children with Attention Deficit Hyperactivity Disorder

and

Int. J. Environ. Res. Public Health 2022, 19(23), 16238; https://doi.org/10.3390/ijerph192316238 - 04 Dec 2022

Cited by 2 | Viewed by 2618

Abstract

Attention deficit hyperactivity disorder (ADHD) is considered a highly prevalent neurodevelopmental childhood disorder extending from ages 1–2 to 12–13, associated with impairment across multiple domains, including social, emotional, and cognitive functioning. Little is known about alternative treatments for this disorder. Interest has grown in physical activity as a potential intervention for rehabilitating children with ADHD. This study aimed to investigate the impact of adapted swimming activity on cognitive functions, academic performance, and related behavior of Tunisian children with ADHD. The study was conducted on school children aged 9 to 12 years (n = 40, 5 female and 35 male) diagnosed with ADHD. They were randomly assigned to an experimental group (exercise intervention) or the control group. The Hayling test was used to assess cognitive performance, the Children Behavior Check List (CBCL) was used to assess ADHD-related behavior, and the change in reading and numeracy proficiency was assessed pre- and post-intervention. After 12 weeks of the intervention, the results revealed that there were significant improvements in behavior (p < 0.001), inhibition process (p < 0.001), and academic performance (p < 0.001) in the experimental group compared with the control group. These findings suggest that adapted swimming activity may have positive implications for cognitive function, behavior, and academic performance. This research may provide preliminary support for alternative therapeutic interventions that could be used by practitioners. Moreover, the results support active practice of recreational physical activities as a strategy to support children in overcoming ADHD deficiencies. Full article

(This article belongs to the Special Issue Sports Pedagogy and Physical Education Practises for Health)

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Open AccessArticle

Exploring South Korean Elementary School Classroom Teachers’ Beliefs and Practices in Physical Education

Jongho Moon

and

Yongnam Park

Int. J. Environ. Res. Public Health 2022, 19(22), 15033; https://doi.org/10.3390/ijerph192215033 - 15 Nov 2022

Cited by 1 | Viewed by 996

Abstract

Physical education (PE) is beneficial for the development of elementary school-age children through its promotion of different educational learning outcomes, which in turn affects the long-term development of physically active lifestyles. In many countries, PE is taught by classroom teachers (CTs), who are thought to be in a unique position to positively impact students’ learning. While a substantial body of studies examines the challenges that CTs encounter when teaching PE, less research has been directed towards gaining a comprehensive understanding of how CTs visualize PE and, in turn, how to promote various types of PE. The purpose of this study, therefore, was to explore elementary school CTs’ beliefs about and practices in PE in South Korea. To achieve the research goal, a semi-structured face-to face interview with six CTs was performed to collect the qualitative data source, using the ground theory as an analysis method. Three themes emerged from these interviews concerning the CTs’ beliefs in PE: (a) the importance of understanding students’ characteristics, (b) the importance of centering internal perceptions in PE method, and (c) the importance of meaningful experiences. The results also identified two themes for teaching practices in PE that corresponded to CTs’ beliefs: (a) crafting personalized instructional methods and (b) connecting PE experiences. This study lends important insights to future practices and research recommendations for CTs’ PE teaching and teacher education programs. Full article

(This article belongs to the Special Issue Sports Pedagogy and Physical Education Practises for Health)

Other

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Open AccessBrief Report

The Association between Training Frequency, Symptoms of Overtraining and Injuries in Young Men Soccer Players

and

Int. J. Environ. Res. Public Health 2023, 20(8), 5466; https://doi.org/10.3390/ijerph20085466 - 11 Apr 2023

Viewed by 1074

Abstract

Overtraining is a prevalent issue among young men soccer players, particularly those who are driven to enhance their skills. While an intense training volume and effort might contribute to athletic growth, it can also have negative implications, including injury. The current study aimed at examining the association between training frequency, symptoms of overtraining and injuries in young men soccer players. A path analysis approach was used to examine the causal relationships between variables. The sample consisted of 189 young men soccer players aged 13–17 years old (age = 14.81, SD = 1.37). Participants reported that they were training, on average, 5.77 days (SD = 1.53) per week. Athletes were competing at a regional (n = 100) or national (n = 89) level. Concerning injuries, participants indicated, on average, 2.03 (SD = 1.16) injuries since they started practicing soccer. The results displayed a significant association, as theoretically expected, namely: (i) training frequency was significantly associated with overtraining symptoms (β = 0.15 [IC95% = 0.01, 0.29]); (ii) overtraining symptoms were significantly associated with the number of injuries (β = 0.19 [IC95% = 0.02, 0.35]). An indirect effect between training frequency and injuries was also observed (β = 0.15 [IC95% = 0.01, 0.29]). Thus, there is preliminary evidence that overtraining symptoms could play a mediating role. In conclusion, investigating the links between overtraining symptoms and injury in young men soccer players is critical, as it can assist in identifying overtraining warning signs, promote young players’ health and safety, customize training regimens to individual needs, and contribute to a better understanding of sports-related injuries. Full article

(This article belongs to the Special Issue Sports Pedagogy and Physical Education Practises for Health)

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