Development Of Physical Education Research Articles

Mapping research trends in physical education pedagogies: a bibliometric analysis using scopus database

This study aims to provide a comprehensive and systematic review of research trends in applying pedagogical models in physical education (PE) pedagogy. Furthermore, there are ongoing challenges facing teaching and learning in PE to deliver effective learning and achieve current learning objectives. This study used a bibliometric analysis approach by examining publication growth patterns, distribution of publication growth, distribution of authors, countries, affiliations, and network analysis based on the appearance of keywords. A search for articles in the Scopus database with specific keywords related to PE pedagogy yielded 419 relevant articles analyzed using CSV and VOSViewer applications. The results revealed a positive trend of increasing the number of published articles starting in 2018 and peaking in 2022. Keith Davids is a famous and influential author with the most publications and the highest citations. His article titled Algorithmic Skin: Health-tracking Technologies, Personal Analytics and the Biopedagogies of Digitized Health and Physical Education, written by Ben Williamson, was the most popular article with 123 citations. China has the most productive authors, and the United Kingdom is the country of origin for the most popular authors with the highest citation rates. The current and emerging trends demonstrate the integration of innovative teaching practices, alternative pedagogical approaches, and the promotion of holistic student development to cope with the development of PE. At the same time, the co-word analysis presents further research streams that include technology utilization and integrative approaches to transformative PE. In conclusion, this study has practical and theoretical implications in the research and practice of physical education pedagogies to identify integration and strategies and PE pedagogies. Keywords: physical education pedagogy; the trend of research; the integration of innovative and alternative pedagogical approaches; technology utilization and integrative approaches

Optimization of Learning Physical Education In Digital Era: A Systematic Review

In the digital era, the evolution of physical education is imperative to meet the changing technological landscape. This study aims to explore strategies for enhancing physical education learning by integrating technology to foster student motivation and participation. Employing a systematic review with the PRISMA framework, we critically examined the intersection of technology and physical education. Our findings reveal that a multifaceted approach involving educational management, cooperative and blended learning, and curriculum innovation is essential. We also recognize the challenges and potential drawbacks of digitalization, ensuring a balanced perspective. The study concludes that optimizing physical education in the digital age requires not only embracing technological advancements but also addressing their complexities to enrich the learning experience. Keywords: Digital era, e-learning, physical education pedagogy, student engagement, technology integration, blended learning, educational technology, cooperative learning.

The Effect of Using Water Wireless Aqua Com System on the Development of Dolphin Kick Movements on the Female Swimming Team at the Faculty of physical Education

The study's goal was to see how the use of water wireless Aqua Com System and its accompanying music affected the Female Swimming Team at the Faculty of Physical Education's development of dolphin kick movements. To that end, a training program consisting of (12) training units spread out over four weeks, three units per week, was created and applied to a study sample of (10) students from the swimming pool enrolled in the first semester of the academic year 2023. Pre-measuring and timing the movements of dolphins kicking with and without fins above and below measuring the water's surface over a distance of 25 meters.The results showed that there are statistically significant differences in favor of telemetry from the start within the limits of the area specified for a distance of 15 m after the comparison between the pre and post measurement using the test (T) of the double samples, and this indicates the impact of the training program using the Aqua Com System in the swimming team (Female) at Faculty of physical Education, and in light of this a set of recommendations was developed.

Quality Physical Education (QPE) Measurement Tool Development

The research on the measurement tool development for Quality Physical Education (QPE) started in 2010 with the collection of statements on QPE involving 436 professionals from 44 countries. These statements were sorted into 105 items, and a two-stage content-validity process narrowed the number down to 65 items under eight dimensions. The selection of 65 items served as the basis for developing the questionnaire survey in late 2014, with 1669 responses collected from physical education (PE) professionals across 24 countries. The data were analysed by continent, and exploratory factor analysis (EFA) was adopted to exclude items with low factor loadings. The Asian model comprises 48 items in eight dimensions and exhibits a good fit structure for research purposes. This pattern differs from the structure of Europe and Latin America, in which fewer dimensions were retained. The Asian model was independently accessed and matched expectations from works by UNESCO and other vital documents for QPE improvement. The discovery facilitates the establishment of a good tool for QPE study. This paper shares the different stages to inform initiatives for the quality development of PE in schools.

Voices from PE Professionals in Mindanao: Expectations Underlying Quality Physical Education Development

The Republic of the Philippines has been striving for quality physical education (PE). The country’s 2016 PE curriculum framework sought to optimise the promotion of active lifestyles, habitual behaviour in physical activities, and competency in physical development. This study explored the gap between PE professionals’ expectations and the reality of quality physical education (QPE) in Mindanao. The ‘Global Index of Quality Physical Education (GIQPE)’ survey was adopted to explore the practice of PE in schools from the perspectives of local PE teachers and professionals for PE curriculum development. Discussing whether their understanding of QPE is consistent with policies may help identify the barriers to local PE development. This research involved 558 participants from six cities of Mindanao to assess the eight dimensions of QPE development: skill development and bodily awareness, facilities and norms in PE, quality teaching of PE, social norms and cultural practice, governmental input for PE, cognitive skill development, and habituated behavior in physical activities. There was no statistically significant difference in QPE perceptions among the sexes, work experience, and positions. Differences appeared in all dimensions between the cities, with Marawi City achieving the lowest score. Sustainable peace against conflicts, sufficient national and local educational budget allocation, and efficient governance of local governments seem crucial to advancing QPE in Mindanao. A thorough investigation of PE in the country and a comparison of its development across the three major islands of the Philippines is recommended to help establish a culturally nuanced approach to QPE development.

Perceptions of the motivational climate, basic psychological needs, and life skills development in Chinese physical education students.

Life skills can have a positive impact on young people's mental health, academic performance, and overall well-being. Physical education (PE) is viewed as a promising setting for developing students' life skills, but less is known about this in non-English speaking countries such as China. Based on the integration of Self-Determination Theory (SDT) and Achievement Goal Theory (AGT), we aimed to examine the relationships between students' perceptions of the teacher-initiated motivational climate (mastery- or performance-oriented) and their life skills development in PE, as well as the mediating role of their basic psychological needs (BPNs) (satisfaction or frustration). We employed a cross-sectional survey. Chinese students (N = 533, Age range = 13-18 years) completed measures assessing these variables. We fulfilled correlational and mediational analyses. These findings showed that mastery climate was positively associated with needs satisfaction (r = 0.66) and eight life skills (r range = 0.44-0.61), whereas negatively associated with needs frustration (r = -0.49). Performance climate was positively related to needs frustration (r = 0.52), but negatively related to needs satisfaction (r = -0.38) and eight life skills (r range = -0.28 - -0.15). Needs satisfaction was positively (r range = 0.44-0.65), while needs frustration was negatively (r range = -0.50 - -0.34) linked with eight life skills. Furthermore, needs satisfaction positively mediated the effect of mastery climate on life skills development, but it is not found that needs frustration mediated the effect of performance climate on life skills besides goal setting, social skills, and time management. In conclusion, our study extended the previous literature on life skills in PE, and highlighted the roles of motivational climate and BPNs on students' life skills development. In practice, PE teachers should be encouraged to create a mastery climate as well as avoid a performance climate, to foster students' BPNs satisfaction, which in turn, promote their life skills development.

Überzeugungen angehender Sportlehrkräfte zu nachhaltiger Entwicklung im Sportunterricht – Skalenentwicklung und -validierung

AbstractClimate change poses a major challenge to people and ecosystems and calls for action across all areas to contribute to a sustainable transformation of society. To shape this transformation, it is crucial that teachers implement education for sustainable development (ESD) in schools for a more sustainable future generation, which also applies to physical education (PE) teachers. However, little is known about PE teachers’ beliefs, a key dimension of professional competence, regarding the implementation of ESD in PE. Hence, the goal of this study was to 1) develop a scale to capture PE teachers’ beliefs about the relevance of sustainable development generally and in the context of PE, and 2) investigate its psychometric properties and criterion validity. The analysis using exploratory structural equation modeling in a cross-sectional sample of 206 preservice teachers resulted in a 10-item instrument with good psychometric properties (comparative fit index [CFI] = 0.976; root mean square error of approximation [RMSEA] = 0.047; standardized root mean square residual [SRMR] = 0.057) and reliability across three factors: a) general beliefs about the relevance of sustainable development, b) positive, and c) critical subject-specific beliefs about sustainable development in PE. Based on the value-belief-norm theory, criterion validity was confirmed through associations between biospheric values and beliefs. We conclude that the newly developed scale is appropriate for assessing PE teacher’s beliefs about the implementation of ESD in PE.

Validation of the Teaching Beliefs Scale of postmodern Physical Education

For physical education (PE) teachers, teaching beliefs are vital to improving students’ aptitude, encouraging teachers and students to develop an equal relationship, and identifying and eliminating the differences between students’ perspectives and learning styles through consultation and dialogue to improve and advance teaching. Therefore, developing a PE-related teaching belief scale from a postmodern perspective is essential for PE development. This study adopted stratified random sampling to select 144 PE teachers for the exploratory factor analysis. We distributed a second round of questionnaires to 418 PE teachers from Taipei, who were randomised into two clusters for confirmatory factor analysis in terms of competing models (n=209) and cross-validation (n=209). The Teaching Beliefs Scale of Postmodern Physical Education demonstrated satisfactory reliability and validity. The internal model structure showed factor loadings of .70–.90, composite reliability values of .89–.94, and average variance extracted values of .62–.74. In adherence to the concept of postmodernism, all statistical data met the threshold conditions and hierarchy, and the four constructs (innovation, reflection, pluralism and criticism) were met. In the future, this scale can be applied to evaluate the development of teachers’ beliefs about teaching PE in the postmodern era.

The Relationship Between Early Childhood Teachers’ Professional Development in Physical Education and Children’s Fundamental Movement Skills

ABSTRACT Research Findings: The influence of early childhood teachers’ professional development on fundamental movement skills remains unknown in the literature. The purpose of the present study was to examine how early childhood teachers’ professional development in physical education (PE) contributes to predicting children’s fundamental movement skills. For this purpose, sixty early childhood teachers from Spain completed the Questionnaire Professional Development in Infant PE (QPD-IPE) to assess the teachers’ professional development concerning PE. The Test of Gross Motor Development-2 was applied to evaluate the fundamental movement skills of their children (N = 300). Two separate hierarchical linear regressions were conducted to examine the effect of teachers’ professional development in PE on locomotor and object control skills. The results illustrated that 18% of the variance in locomotor skills was predicted by minutes of PE, training and professional development, and external perception. Additionally, 22% of the variance in object control was predicted by minutes of PE, training and professional development, personal perspective, and years of teaching experience. Age and sex were controlled for in both models. Practice or Policy: Early teachers’ professional development should receive attention to support preschoolers’ fundamental movement skills.

Profil Gerak Dasar Manipulatif Melempar Siswa di Sekolah Menengah Pertama

This study analyzes throwing in the basic manupulatif movements of junior high school students in the Bandung city environment. The research method used by researchers uses descriptive research methods with a quantitative approach. The sample in this study was 23 class IX students aged 15-16 years. The data collection used in this study was using a research instrument in the form of observation sheets based on a book by David L Gallahue entitled Developmental Physical Education for Today's Children. These students are likelier to do all the fundamental movement skills given in the early and transitional stages. The results obtained from basic manupulatif movements in the form of throwing motion skills are divided into three groups, including the initial stage (10.62%), transitional stage (5.31%), and mature stage (0%). In conclusion, the results of the study obtained an overview of the various kinds of abilities possessed by students in carrying out various basic manupulatif movements with throwing motion skills.
 Keywords : Basic manupulatif movements, physical activity, and the COVID-19 pandemic

What about physical education and Sustainable Development Goals? A scoping review

ABSTRACT Introduction The current economic, social and environmental problems faced by society are some of the most emerging concerns of the main governmental institutions. In this sense, Education for Sustainable Development and integration of the Sustainable Development Goals (SDGs) into the education system seems to be a key link for its mitigation. Within education, physical education (PE) could provide positive synergy and contribute to achieve the SDGs. However, the relationship between PE and Sustainable Development is still in its nascent stage. Objective Overall, we aim to explore the ways in which the literature has addressed the SDGs and PE. To this end, this scoping review has two objectives. The first is to provide a synthesis of the research to date on PE and the SDGs, presenting the results in terms of the types of literature, methods, samples, provenance of authorship and the main findings. The second is to investigate which specific SDGs and targets have appeared most frequently in research within the field of PE. Method Due to the emergent nature of the topic under examination, we present a scoping review. After identifying the parameters to be analysed, we redefined the topic of study. We applied a number of criteria and selected relevant studies the introduction of the SDGs (2015) until June 2022. We searched Web of Science, SPORTdiscus, Scopus, Google Scholar and PROquest using words such as ‘Sustainable Development’, ‘SDGs’ and ‘PE’. Results and discussion We reviewed 22 papers that met the inclusion criteria. We noted several characteristics in these studies. Most studies published between 2015 and 2022 come from international institutions (Commonwealth, UNESCO, etc.), and critical view articles, which theorise about the potential relation between PE and the SDGs. Beginning in 2021, there has been much more empirical research, mainly in the form of qualitative and quantitative cross-sectional studies. Most of this empirical research has been developed with undergraduate students in Physical Education Teacher Education (PETE). Some researchers have used pedagogical models such as service learning and cooperative learning as valid didactic tools to work on the SDGs. On the other hand, the countries that seem to show the greatest interest in research on the SDGs and PE are European, especially Spain and Sweden. Finally, SDGs 3 (Health and Wellbeing), 4 (Quality-Education) and 5 (Gender-Equality) have the greatest relationship with PE, specifically target 4.5 on inclusion and equity, target 5.1 to avoid discrimination based on sex and target 3.6 concerning physical and mental health. Conclusions The relationship between PE and the SDGs is an emerging topic. While papers published within the five years after definition of the SDGs have a strong theoretical character, empirical research has begun to predominate since 2021. The focus of future research should be to deepen the ways in which PE can contribute to the SDGs (pedagogical perspectives, content, objectives …). Researchers should use practice-based models to look for more sustainability-related content and, above all, to try to get students to reflect on how their daily actions can contribute to a more sustainable and durable world.

Олімпізм в історії фізичної культури України

The Relevance of the Research. Ever since ancient times, Physical Education (PE) has been undergoing a process of formation, development, and enhancement in the territory occupied by modern Ukraine, and now it has become an integral part of ethnic culture. In current Research Papres, the historical aspects of PE and the contemporary applications of the physical culture traditions have been researched. However, the atmosphere of Olympism which has been present during the various historical periods of the physical culture development in Ukraine has never been the subject of specifically-focused study. Objective of the Research: To reveal the essence of Olympism in the history of PE in the territory of modern Ukraine. The Research Methods: analysis and generalization of scientific and ethnographic literature, induction and deduction, historical and logical methods, method of extrapolation. The Research Results. PE, in general, followed the tradition of ancient Greece and took place in gymnasia and palaestra, under the supervision of specially trained personnel. The program of the competition was quite broad and included pentathlon, pugilism, horseback riding, archery, swimming, dancing, and outdoor games, among others. Pentathlon consisted of wrestling, running, jumping, javelin throw, and discus throw. Extensive development of PE and sport in the Northern Seaside of the Black Sea led to close relationships with other sports policies in the Greek world. Athletes participated in the most prestigious competitions in Greece. Vicory was considered the highest achievement and brought fame and universal respect for fellow citizens. Conclusions. The tradition of Olympism in the history of PE in Ukraine reached the northern Black Sea area from the 7th century BC to the 2nd century AD. Over time, it created a unique PE system, based on national ideals of physical perfection, on the domestic and traditional ceremonies and customs of Olympism.

Physical Education Teacher Educators’ Curricular Beliefs

ABSTRACT Given the potential influence on preservice teachers’ future teaching practices, it is important to understand physical education teacher education faculty’s beliefs and intention in selecting physical education (PE) curriculum. However, it remains unclear what physical education teacher education faculty’s beliefs about and intention toward two curricular priorities (i.e., health promotion and skill development) are. This study aimed to examine the physical education teacher education faculty’s beliefs about and intention toward two curricular priorities of PE and to identify potential factors influencing their attitudes toward curriculum priorities. 141 faculty in the United States participated. Online and offline surveys were utilized to collect the faculty’s beliefs, intentions, and demographic information. Descriptive statistics, ANOVA, MANOVA, and multiple regression analysis were used to analyze the data. The results revealed that faculty have more positive attitudes, receive more perceived social pressure, and have higher confidence toward a curriculum focusing on achieving skill development in PE rather than one focusing on health promotion, such as efforts to improve physical activity participation. Also, the results suggested that faculty have a higher intention to deliver a curriculum toward achieving skill development in PE over one delivering health promotion. The types of teaching resources might significantly influence faculty’s attitudes on the curriculum taught in PE. Providing faculty with professional development opportunities is essential to supporting the call for public schools to help youth meet physical activity recommendations.

Dilemma and countermeasure of sustainable leadership in physical education development in southern rural Ningxia, China.

Globally, above 1.4 billion adults did not reach the recommended level of physical education in their daily life, thus triple intendent reforms are proposed by the Ministry of Physical Education for the development of sporting leadership in schools, colleges, and universities, which are essentially important for the development of physical and mental health of the students. This article analyzes the situation of lacking sustainable sporting leadership among other factors related to Physical Education (PE) resources in the southern areas of Ningxia. A mixed and multi-method approach was adopted to conduct the study. First, an in-depth but an open-ended qualitative interview with the professionals was carried out, followed by cross-sectional data collected from the respondents in two districts of the southern mountainous area of Ningxia. Moreover, a case study was included to support the phenomenon from a contextual perspective. The study present that PE education needs a modernization and rejuvenation plan to link with PE development and its sustainable execution and implementation for the physical and mental development of the learners. Moreover, it is suggested to strengthen the development of physical education with/through the fields of regional integration of educational resources sharing, cultural elements and integration, latest technological tools, research-based and cultural supported curriculum, and endogenous strength construction to promote the development of school physical education. Furthermore, continuous monitoring and evaluation mechanisms need to be adopted to develop physical education in the region.

Development and Psychometric Evaluation of the Chinese Version of the Life Skills Scale for Physical Education.

Research on life skills in physical education (PE) has gained great attention in recent years. However, there is a need to translate life skills measures for PE into other languages. This research adapted the Life Skills Scale for PE (LSSPE) into Chinese and provided evidence for its validity and reliability. In Study 1, the scale was cross-culturally adapted through translation and back-translation, expert feedback, pilot testing, and scale refinement to provide evidence for the content validity of the scale. Study 2 provided evidence for the factorial validity, internal consistency reliability, and test–retest reliability of the scale by testing it with 583 students. Study 3, with 390 students, provided evidence for the nomological validity of the measure, with results showing perceived teacher autonomy support and students’ basic need satisfaction were positively associated with life skills development in PE, and that controlling teaching and basic need frustration were negatively associated with life skills development. In conclusion, the results illustrate that the LSSPE can be used to evaluate Chinese-speaking students’ life skills development in PE.

Health First: The Sustainable Development of Physical Education in Chinese Schools

Strengthening school physical education (PE) is of great strategic significance in enhancing students’ all-round development, which mainly includes their morality, intelligence and physique development. School PE has upheld the guiding ideology of ‘health first’ and continuously enhanced PE development in China. The guiding ideology of ‘health first’ has involved three stages: (1) improving students’ physical conditions; (2) enhancing students’ physical health, mental health and ability to socially adapt; and (3) promoting students’ all-round human development. This paper provides a comprehensive review of the social and political contexts, aims, policies and practice of Chinese school PE, and goes on to analyze different sports views that reshape the value orientation of ‘health first’. Moreover, this paper shows that a regulated and institutionalized Chinese school PE system has gradually formed with the evolving ideology of ‘health first’ and policy changes, but it has a long way to accomplish the new mission of ‘foster virtue through education’ in students’ all-round development. For students’ all-round development, Chinese school PE needs to prioritize the value proposition of ‘foster virtue through education’, advance the theoretical research on PE curriculum and teaching materials, and further enhance the reform of the assessment and evaluation system of constitutional health. Eventually, a new national school PE core curriculum needs to be established to integrate the mission of ‘foster virtue through education’ and guiding ideology of ‘health first’ together.

A Historical Review of Physical Education in China (1949-2020)

With the drastic changes in the historical context, political and social reconstructions played a significant role in the formation of the contemporary education system in China as well as other countries around the world. Based on the chronicled outline of past revolutions in the Chinese society, this paper aims to provide a broad historical overview of the history and development of physical education (PE) in China since the founding of the People's Republic of China (PRC) in 1949. The process of PE reform in China occurred in four distinct stages, including the Initial Establishment Stage (1949 to 1956), the Exploration Period (1956 to 1966), the Regression Era (1966 to 1976), and the Era of Renaissance and Transformation (1979 to present). This historical review describes the development of PE as a curriculum area across these four critical periods and includes an analysis of historical contexts, policies, faculty training, curriculum settings, and pedagogical content in PE. This paper focuses mainly on PE within elementary and secondary schools in China, accompanied by a brief introduction to college PE in China. Through an examination of the four distinct stages of PE reform in China, a comprehensive understanding of the overall development of PE within these historical periods is presented. Inspired by the development of the educational system in China, a touch on the physical education concepts in countries around the world will also be included. The systematic review on international PE establishments serves to provide a general idea of how future improvements can be adapted to the trend of globalization and other potential public transformations.

What makes a physical education teacher? Personal characteristics for physical education development.

The physical education (PE) teacher is a decisive factor for PE development and teaching. Reflecting on and making the best possible use of the PE teachers' personal resources positively influence teacher effectiveness and student achievement. This requires a comprehensive analysis of PE teachers' personal characteristics. Consequently, this study aimed to describe PE teachers by using an aggregated examination of PE teachers' synergistic personal characteristics and analysing gender, age, and school type differences. 1,163 German PE teachers (61.9% female; M = 43.16 ± 10.8 years) from six different school types participated in the study. Participants completed self-report questionnaires assessing PE teachers' General Personality Traits, General Interests, and Motivational Characteristics (Teacher Self-Efficacy, Enthusiasm, and Interests). Descriptive analyses, between subjects MANOVAs, and univariate ANOVAs with pairwise multiple comparison tests were applied. Multivariate gender differences occurred for General Personality Traits (η2 = .04), General Interests (η2 = .07), and Motivational Characteristics (η2 = .03); age differences for General Personality Traits (η2 = .03); school type differences for General Personality Traits (η2 = .05); and Motivational Characteristics (η2 = .11). Considering individual dimensions, gender revealed most univariate differences, especially in General Personality Traits and General Interests. School types revealed most univariate differences in Motivational Characteristics. The educational personnel can (1) make use of the PE teachers' general stable factors by aligning teaching accordingly, for example considering teachers' gender and (2) specifically foster PE teacher personal development regarding Motivational Characteristics by, for example adapting teacher education or professional training to the particular school type.

Design of a physical education training system based on an intelligent vision

AbstractAfter the party's 18th National Party Congress, our party put forward the call to "strengthen physical stress and promote the healthy development of young people's physical and mental health," and prioritized the health of young people at a strategic level. Schools are in an optimal position to cater for the physical and mental development of young people, and the traditional teaching system does not generate interest among students. Physical education (PE) teaching will not be too beneficial. In the proposed PE, it is necessary to continuously innovate the content, methods, and means of teaching. In PE teaching, students' interest in learning should be continuously cultivated so that they can be motivated to participate in physical exercise. With the development of information technology, the school's educational curriculum and teaching methods have also been greatly affected. Modern communication technology, because of the Internet and mobile 4G, has led to breakthrough developments in PE and sports in schools, an intelligent vision based on intelligent vision technology. Sports equipment have been widely used in sports and fitness. For example, the American company Zepp has developed some intelligent vision devices for baseball, tennis, and golf. An athlete can use a lightweight motion sensor to record his or her actions. The relevant data can be uploaded to a server or mobile terminal.

História do esporte em Moçambique: um olhar dos profissionais de Educação Física

Propomos com este escrito apresentar a evolução histórica da estrutura do esporte em Moçambique. Para tanto, foram selecionados três professores e quatro dirigentes que viveram a história e a evolução da área da Educação Física (EF) e esporte no país. Utilizamos documentos históricos e entrevista semiestruturada com os participantes. A análise de conteúdo foi utilizada para análise e interpretação dos materiais encontrados e das entrevistas. O contexto sociocultural da EF e esporte em Moçambique foram marcados por dois períodos históricos: a era colonial (1927-1974), na qual se estabeleceram as bases para a estruturação da EF vigente em Moçambique e a era pós-independência (1975-2016), caracterizada pela regulamentação, criação de políticas e formação de profissionais de EF e esporte visando a dinamização da área. Nesse processo, apesar das condições sociais e econômicas precárias vivenciadas no período colonial e pós-independência, o governo moçambicano desempenhou um papel mediador que contribuiu para o desenvolvimento da área.