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Sustainable Physical and Sports Education: Observation, Assessment, and Teaching Strategies

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A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".

Deadline for manuscript submissions: 14 May 2024 | Viewed by 8213

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Special Issue Editors

Dr. Jesus Adrian Ramon-Llin

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Guest Editor

Department of Teaching of Physical Education, Artisitic and Music, University of Valencia, 46022 Valencia, Spain
Interests: physical education; inclusion; digital competence; coaches education; racquet sports

Prof. Dr. Rafael Martinez-Gallego

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Guest Editor

Department of Sport and Physical Education, University of Valencia, 46010 Valencia, Spain
Interests: physical education; coaches education; racquet sports
Special Issues, Collections and Topics in MDPI journals

Dr. Miguel Crespo

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Guest Editor

International Tennis Federation, London SW15 5XZ, UK
Interests: physical education; coaches education; racquet sports
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Physical and sports education plays a crucial role in the pursuit of sustainable development goals outlined in the Agenda 2030. These goals encompass a wide range of social, economic, and environmental aspirations aiming to create a more equitable and sustainable future. Physical and sports education provides a foundation for fostering healthier lifestyles, promoting inclusivity, and empowering individuals to lead active lives. Furthermore, sport serves as a powerful tool for promoting social cohesion, gender equality, and peaceful coexistence. Through sports activities, individuals can learn valuable skills such as teamwork, discipline, and respect for others, fostering a sense of community and collective responsibility. By harnessing the potential of physical education and sport, we can make significant strides towards achieving the sustainable development goals, creating a better world for future generations.

This special issue, titled "Sustainable Physical and Sports Education: Observation, Assessment, and Teaching Strategies", aims to address emerging research issues and share the latest developments in sustainable teaching strategies, assessment methods, and inclusive practices in physical and sports education.

In this Special Issue, original research articles and reviews are welcome. Research areas may include (but are not limited to) the following:

The role of observation in physical and sports education: exploring its sustainability in understanding learner needs, behaviour, and progress.
Sustainable assessment methods in physical and sports education: examining alternative approaches beyond traditional evaluations to measure learning outcomes effectively.
Sustainable teaching strategies in physical and sports education: investigating pedagogical techniques that foster engagement, motivation, and skill development.
Inclusive practices in physical and sports education: strategies to ensure equal participation and opportunities for individuals with diverse abilities and backgrounds.
Technology-enhanced approaches in physical and sports education: assessing the impact of digital tools and resources on teaching and learning experiences.
Adapting physical and sports education for remote or blended learning environments: exploring sustainable approaches and strategies for effective delivery.
Professional development and training for educators in sports-related fields: initiatives to enhance sustainable teaching competencies and pedagogical knowledge.
Cross-disciplinary perspectives on physical and sports education: integrating insights from psychology, sociology, neuroscience, and other relevant disciplines.
Best practices and success stories in education and sport: sharing exemplary cases that demonstrate positive outcomes and sustainable approaches.

We look forward to receiving your contributions.

Dr. Jesus Adrian Ramon-Llin
Prof. Dr. Rafael Martinez-Gallego
Dr. Miguel Crespo
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. Sustainability 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 2400 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

sustainable physical education
sustainable sports education
sustainable teaching strategies
sustainable assessment methods
inclusive practices

Published Papers (8 papers)

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Research

18 pages, 335 KiB

Open AccessArticle

Analysis of Socio-Emotional Competencies as a Key Dimension for Sustainability in Colombian Elite Athletes

by Fabián Humberto Marín-González, Iago Portela-Pino, Juan Pedro Fuentes-García and María José Martínez-Patiño

Sustainability 2024, 16(5), 2066; https://doi.org/10.3390/su16052066 - 01 Mar 2024

Viewed by 693

Abstract

Socio-emotional, cognitive, and behavioral learning are emphasized by UNESCO as being essential to the advancement of sustainability. Sports are big events that have a big social, economic, and environmental impact. This study examined the socio-emotional competitiveness of elite Colombian Olympic and Paralympic athletes in relation to their academic background, gender, age, sport type, and modality. Methods: Colombian elite athletes who were members of the “Support to the Excellence Coldeportes Athlete” participated in the study. The total population studied included 334 Colombian elite athletes: mean age 27.10 ± 6.57 years old with 13.66 ± 6.37 years practicing his/her sports modality. The socio-emotional competencies of the participants were assessed using the Socio-emotional Competencies Scale (SECS). Results: In the areas of conflict resolution, emotional control, self-awareness, and interpersonal regulation, men performed better than women. Athletes under 25 years old showed more self-consciousness. Sports, whether individual or team, did not differ. Higher levels of drive, self-awareness, cooperation, and emotional control were displayed by Paralympians. Athletes with a university education demonstrated more drive, self-awareness, empathy, and collaboration. Every competency showed a favorable correlation. Conclusion: Tailored interventions aimed at enhancing socio-emotional functioning are essential for sustainability and should consider variations in gender, age, level of education, and handicap status. The article aims to facilitate and optimize the creation of specific programs to help Olympic and Paralympic athletes in their preparation through socio-emotional competences. Full article

(This article belongs to the Special Issue Sustainable Physical and Sports Education: Observation, Assessment, and Teaching Strategies)

15 pages, 7159 KiB

Open AccessArticle

Assessment of Pedagogical Contributions toward Enhancing Physical Activity within the Secondary School Physical Education Curricula in Southwestern China

by Yu Li and Hongli Yu

Sustainability 2024, 16(5), 1862; https://doi.org/10.3390/su16051862 - 24 Feb 2024

Viewed by 528

Abstract

Students enrolled in secondary schools often fail to engage in moderate to vigorous levels of physical activity (MVLPA) due to inadequacies in their physical education programs. Physical education teachers (PETs) foster student involvement in MVLPA. Consequently, it becomes imperative to identify and scrutinize factors pertaining to PETs that could influence students’ MVLPA within secondary school settings, an area that has been relatively overlooked in China. To address this gap, the present study delved into MVLPA among secondary school students in southwest China with the following objectives: (i) to assess students’ MVLPA alongside PET characteristics and teaching behaviors during physical education classes; (ii) to explore discrepancies in PET behaviors and characteristics; and (iii) to establish connections between students’ MVLPA and PET behaviors and characteristics during physical education sessions. A questionnaire survey was administered to 54 full-time PETs across nine secondary schools in Chengdu, China, aimed at gathering data on their personal and professional attributes. Additionally, a system for observing fitness instruction time was employed to document PET instructional traits, while accelerometers were utilized to track students’ MVLPA. The study objectives were investigated using multiple statistical analyses. The findings indicate that PETs do not meet the recommended 50% MVLPA time allocation during physical education sessions. Noteworthy patterns emerged, revealing that PETs with 1–5 years of teaching experience allocated less time to student observation and more time to classroom management compared to their counterparts with 6–10 years and over 10 years of teaching experience. Moreover, MVLPA time invested in lessons led by male PETs (B = −3.221) was significantly higher than time spent in lessons led by female PETs, which was attributed to PET gender. Furthermore, students under the tutelage of PETs with 6–10 years of teaching experience (B = 3.101) and those with over 10 years of experience (B = 2.989) exhibited significantly higher MVLPAs than under those with 1–5 years of teaching experience. Additionally, PET attitudes such as observation (B = 1.621) and promoting (B = 1.317) behaviors during physical education sessions were positively correlated with students’ MVLPA. A regression analysis revealed that PET characteristics and behaviors explained 21.3% of students’ MVLPA variance. This study offers insights into PETs’ pivotal role in promoting physical activity. It underscores the ramifications for students’ MVLPA in the Chinese educational context. Full article

(This article belongs to the Special Issue Sustainable Physical and Sports Education: Observation, Assessment, and Teaching Strategies)

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23 pages, 1223 KiB

Open AccessArticle

Utilizing Topic Modeling to Establish Sustainable Public Policies by Analyzing Korea’s Sports Human Rights over the Last Two Decades

by Na-Young Choi, Young-Vin Kim and Hyunkyun Ahn

Sustainability 2024, 16(3), 1323; https://doi.org/10.3390/su16031323 - 04 Feb 2024

Viewed by 976

Abstract

Human rights violations in sports reveal that athletes are continuously exposed to violence. In Korea, the negative effects of its sports powerhouse paradigm are increasingly apparent. Although discussions on human rights in sports have progressed, academic research on this has not. Sourcing information from Korea’s Press Foundation’s big data news system from 2006 to 2023, this study used term frequency, term frequency-inverse document modeling, topic term matrix extraction through latent Dirichlet allocation (LDA), and LDAvis to analyze sports human rights issues and policies over time. The results revealed topics in three timeframes: in the first policy establishment period (2006–2010), the topics ranged from “Sports Human Rights Education” to “Minimum Education for Student Athletes”. In the policy transition period (2011–2018), the topics included “Strengthening Sports Human Rights Education”, “Women’s Human Rights Issues in Sports”, and “Government-Level Investigation into Sportsdom Controversies”; and in the second policy establishment period (2019–2023), the topics included “Athlete Harassment”, “Sportsdom #MeToo Movement”, “Guarantee of Student Human Rights Convenience Facilities”, and “Guarantee of Sports Human Rights”. Better mid- to long-term plans, national efforts, and education that improve awareness of human rights in sports are needed for sustainability. Full article

(This article belongs to the Special Issue Sustainable Physical and Sports Education: Observation, Assessment, and Teaching Strategies)

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0 pages, 690 KiB

Open AccessArticle

Development of a Sustainable Educational Programme for Judo Coaches of Older Practitioners: A Transnational European Partnership Endeavor

by Simone Ciaccioni, Flavia Guidotti, Federico Palumbo, Roberta Forte, Envic Galea, Attilio Sacripanti, Nuša Lampe, Špela Lampe, Toma Jelušić, Slaviŝa Bradić, Maria-Loredana Lascau, Alina Rodica-Borza, Raúl Camacho Pérez, Fernando Diéguez Rodríguez-Montero, Mesut Kapan, Kaya Gezeker, Laura Capranica and Antonio Tessitore

Sustainability 2024, 16(3), 1115; https://doi.org/10.3390/su16031115 - 28 Jan 2024

Cited by 2 | Viewed by 1306

Abstract

Following the European recommendations on sustainable educational skills, a strong need has emerged to provide judo coaches with solid and updated knowledge, competences, and attitudes to train older judo practitioners (≥65 years old). This study illustrates the participatory research methodology used to develop and validate the content of the “Educating Judo Coaches for Older practitioners” (EdJCO) online educational programme. From seven countries, 22 judo and sport science experts of the EdJCO team engaged in a four-phase iterative process: (i) a systematic literature review; (ii) seven national focus groups involving 88 experts and an online survey involving 470 judo coaches; (iii) the online EDJCO programme development; and iv) the educational programme evaluation engaging 51 judo coaches as potential end-users. The EdJCO programme encompasses six modules on organization, aging, safety, physiology, psychology, and coaching methodology. Despite the overall positive evaluations, the experts were required to streamline the online programme to meet the coaches’ demands, and to provide a comprehensive handbook to further deepen their knowledge. The cooperation among university scholars, experts from the International Judo Federation Academy, national-level sports clubs, and the judo coaches of older practitioners of different backgrounds and nationalities built a sustainable educational programme suitable for end-users to boost their teaching and training potential across their lifespan. Full article

(This article belongs to the Special Issue Sustainable Physical and Sports Education: Observation, Assessment, and Teaching Strategies)

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14 pages, 260 KiB

Open AccessArticle

The Hierarchy of Sustainable Sports Coaching Competencies in Korea

by Jusun Jang, Wi-Young So, Namki Cho and Minhye Shin

Sustainability 2024, 16(2), 718; https://doi.org/10.3390/su16020718 - 14 Jan 2024

Viewed by 738

Abstract

This study aimed to identify the significant overarching sports coaching competencies and their underlying components in contemporary Korean society and into the future. In addition, the hierarchical order of these competencies and components was investigated to assess their relative importance. This knowledge can improve pre-service and in-service sports coach training programs and their sustainability. A literature review in Korean and English related to sports coaching was performed initially to understand which competencies and components have already been researched and recognized. The subsequent study surveyed 20 experts using the Delphi process and 28 experts using the analytic hierarchy process (AHP), considering seven sports competencies and 23 components based on the literature. All the competencies and components were considered appropriate sustainable measures of a sports coach’s competence based on the Delphi content validity ratio (CVR) > 0.500. The AHP results ranked “pedagogical” competence the highest, with a weight of 0.329 in the competence hierarchy, while “operational and managerial” competence ranked at the bottom with a weight of 0.057. In relation to the rank order of the components under each competence, “pedagogical communication” (0.136) and “sport-specific skill performance” (0.086) ranked first and second, respectively. In contrast, “facilities and equipment management” (0.008) ranked at the bottom and “public relations and marketing” (0.008) ranked right above it. The values of the consistency index and the consistency ratio were <1.000, indicating that the competencies and components hierarchies were reliable. The results confirm that in Korea’s pre- and in-service sports coach training programs, comprehensive and in-depth pedagogical knowledge, as well as sports knowledge in areas like sports biomechanics, sports physiology, and sports nutrition, need to be reinforced for ongoing success. Full article

(This article belongs to the Special Issue Sustainable Physical and Sports Education: Observation, Assessment, and Teaching Strategies)

15 pages, 3115 KiB

Open AccessArticle

Perceptions of “Sports for All” Instructor Competence in the Republic of Korea: A Big Data Analysis Approach

by Jusun Jang and Wi-Young So

Sustainability 2023, 15(20), 14788; https://doi.org/10.3390/su152014788 - 12 Oct 2023

Viewed by 809

Abstract

Background: This study examined the perceptions regarding the competency of “sports for all” instructors using big data analysis. Given the increasing number of everyday participants in sports in the Republic of Korea, this study aimed to identify sports for all instructor competency requirements and gaps and thus help to develop and foster such instructors’ competence. Methods: This study employed big data analysis, specifically, text mining, opinion mining, term frequency–inverse document frequency analysis, and degree centrality analysis. Semantic network analysis was also performed using Textom and UCINET 6’s NetDraw program. The data collection period was from 1 January 2016 to 31 December 2020. This five-year study was initiated following the reorganization of the sports for all instructor qualification system in the Republic of Korea in 2015. Results: First, eight groups were formed by extracting 80 words with the highest frequency and conducting a convergence of iteration correlation analysis. Second, categorization based on the results yielded four factors: certification of sports for all instructors, coaching competency, competency education, and emotions. Conclusions: The analysis of perceptions of the competencies of sports for all instructors revealed a great deal of interest in a qualification system that can develop competencies and in education that strengthens them. To become an effective sports for all instructor, corresponding competencies are required and a qualification system to acquire and strengthen these competencies is necessary. The state should focus continuous attention and effort on the qualification system to nurture such competencies. Full article

(This article belongs to the Special Issue Sustainable Physical and Sports Education: Observation, Assessment, and Teaching Strategies)

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23 pages, 3222 KiB

Open AccessArticle

Research on the Construction of Index System to Promote the Sustainable Development of Core Literacy of Physical Education Teachers in Chinese Universities from the Perspective of Higher Education Modernization

by Wenliang Li and Ti Hu

Sustainability 2023, 15(18), 13921; https://doi.org/10.3390/su151813921 - 19 Sep 2023

Cited by 1 | Viewed by 1099

Abstract

This study aims to comprehensively explore the core competencies required of physical education teachers in universities, within the context of modernizing higher education. The goal is to build an index system that conforms to the development of the core literacy of college PE teachers. With the vigorous development of higher education, increasingly higher requirements are placed for college teachers. Starting from the perspective of higher education modernization, this study comprehensively explores the corresponding core qualities of physical education teachers in colleges and universities, which has certain research value. The research utilizes qualitative analysis, the Delphi method, and the analytic hierarchy process to construct a comprehensive indicator system that includes four primary indicators: moral character, educational ability, teaching competence, and research expertise. These primary indicators are further divided into 15 secondary indicators, such as political morality, information literacy integration, research concept literacy, and educational and teaching philosophy, and 53 tertiary indicators, such as the integration of ideological and political education into the curriculum, information ethics and morality, research values, and pre-class teaching decision-making data. The analytic hierarchy process is employed to determine the weight coefficients of each level of indicators, as well as the comprehensive weight coefficients of the secondary and tertiary indicators. The primary indicators of the system are representative and used to determine the appropriate weight of the indicator system for different types of physical education teachers. The study found: 1. That moral character and educational ability occupy the first and second proportions, respectively, in the weight coefficients of the core competencies of different types of physical education teachers. 2. Teaching and research-oriented teachers have a considerable proportion of teaching and research expertise, respectively. 3. Research-oriented physical education teachers have a much higher proportion of research expertise than teaching expertise. 4. Teaching-oriented physical education teachers have a higher proportion of teaching expertise than research expertise. Discuss: The constructed indicator system is scientifically sound and structurally reasonable, providing theoretical reference and guidance for the evaluation and cultivation of core competencies of physical education teachers in universities, and effectively helps the sustainable development of college physical education teachers. Full article

(This article belongs to the Special Issue Sustainable Physical and Sports Education: Observation, Assessment, and Teaching Strategies)

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11 pages, 810 KiB

Open AccessArticle

Analysis of the Problem-Based Learning Model’s Application for the Sustainable Development of Sports Education

by Ju-Sun Jang

Sustainability 2023, 15(18), 13684; https://doi.org/10.3390/su151813684 - 13 Sep 2023

Viewed by 1041

Abstract

The purpose of this study was to analyze importance and performance levels by applying the problem-based learning (PBL) education model for the sustainable development of sports education. In this study, 331 university sports majors who received PBL education at least once were administered a questionnaire from 15 July to 20 September 2022. Frequency analysis (using SPSS 25.0), exploratory factor analysis, reliability analysis, descriptive statistical analysis, and IPA were used for data processing. The results are as follows: The first quadrant of the IPA matrix comprised attributes such as determining the cause of the problem, acquiring sufficient knowledge through learning, gathering information related to the problem, getting to the heart of the matter, and building intimacy among team members. The second quadrant included planning for oneself when learning, considering the importance of self-learning, and actively answering questions. The third quadrant included enthusiasm and sincerity toward team learning. The fourth quadrant included 11 attributes: proper planning and execution, understanding others’ points of view, the joy of team learning, prioritizing problem-solving methods, creative communication, communication with team members, proactive communication, everyone on the team working hard, feeling a sense of accomplishment, a sense of challenge, and an increase in self-confidence. Full article

(This article belongs to the Special Issue Sustainable Physical and Sports Education: Observation, Assessment, and Teaching Strategies)

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