A salutogenic approach to physical education teacher education: the link between personality traits and sense of coherence in preservice teachers.

Development of the Self-Regulated Learning Strategies in Physical Education Scale for junior high school students

This cross-sectional experimental study investigated the impact of varying approach-run distances (15 m, 20 m, 25 m, 30 m, and 35 m) on long jump performance among 146 novice early adolescents (aged 11–14 years; 75 boys, 71 girls) with no prior formal training in long jump or athletics. Participants from schools in Nadia district, West Bengal, India, performed randomized long jump trials from each distance following a standardized warm-up. Jump distances were measured from the take-off board to the nearest landing mark in the sand pit. Results showed no statistically significant differences in performance across the five approach distances for any age group or sex (p > 0.05), with mean jump distances remaining largely stable. Boys consistently outperformed girls, reflecting typical sex differences in strength and power, but both groups exhibited similar patterns of minimal variation. Small, non-significant improvements were observed at 20 m for boys, suggesting this distance may offer an optimal balance of acceleration and control. The findings indicate that beginner early adolescents achieve sufficient approach velocity with shorter run-ups (15–20 m) and do not benefit from longer distances due to limitations in technique, neuromuscular control, stride regulation, and maintenance of speed. These results support the use of shorter approach runs in youth training and physical education to prioritize rhythm, take-off mechanics, and consistency over maximal run-up length, particularly in resource-limited settings.

Design of athlete physical training system based on a smart wearable device

Background: The crucial role of physical activity (PA) in public health has long been acknowledged. However,there is a lack of studies examining PA levels in Sylhet, Bangladesh. This study aimed to analyze the patterns of PAamong adolescents in Sylhet. Methods: A descriptive cross-sectional study was conducted, assessing the PA levelsof 250 students aged 14-17 years, attending grades 8, 9, and 10 from two high schools in Sylhet. Data were collectedthrough face-to-face interviews using a semi-structured questionnaire. The study was conducted over a period of sixmonths from September, 2024, to February, 2025. Data were entered and analyzed using SPSS version 25. Results:Physical education (PE) classes had the highest frequency of regular physical activity (52%). However, unstructuredtimes, such as lunch breaks, saw minimal participation in physical exercise. Maximum (70%) students engaged in noexercise during breaks or only took short walks. Sports like football (117) and badminton (179) had relatively higherparticipation rates, whereas activities such as swimming and dancing were less common. Conclusion: The findingsemphasize the need for structured school-based public health programs to promote consistent physical activity. This isparticularly important for older students and females to support their overall health and well-being.

This study aims to describe the effectiveness of the application of Barcode media in learning basic techniques of baseball for phase D grade VII students of SMP Negeri 16 Palembang. The study used a qualitative descriptive method with data collection techniques in the form of observation, interviews, and documentation. Barcode media was developed to contain visual materials in the form of videos, images, and explanations of basic techniques, which were then applied in the Physical Education (PJOK) learning process. The results showed that the use of Barcode had a positive impact on improving student skills, especially in the aspect of catching with a high category achievement of 80.95%. In the aspect of throwing, 76.19% of students were in the high category, while in the aspect of hitting, 47.62% were in the high category and 52.38% were in the medium category. These findings indicate that Barcode media is effective in helping students understand basic techniques through clear, interactive, and easily accessible visualizations, thereby increasing motivation and the quality of learning. Overall, Barcode-based learning has been proven to be able to improve mastery of basic baseball skills and can be used as an alternative innovative learning model in the subject of PJOK.

From the perspective of Self-Determination Theory, this study aimed to investigate the relationships between middle school students' perceived need for support from their physical education (PE) teachers and their basic psychological need (BPN) satisfaction, motivation, and enjoyment through a structural equation modeling (SEM) approach. The study employed a cross-sectional design, with 1,266 public middle school students from various provinces in the Eastern Anatolia region of Türkiye participating in the research. Participants completed measurement instruments to assess the study variables. Preliminary analyses involved computing descriptive statistics for the study variables and conducting Pearson correlation analyses to evaluate their interrelations based on participants' self-reported data. SEM was employed to test the hypothesized mediation effects within the structural models. Our findings indicated that, within the context of PE classes, perceived need for support from teachers positively predicted middle school students' BPN satisfaction. In the model, perceived need support directly and positively predicted students' intrinsic and extrinsic motivation, while negatively predicting amotivation. Furthermore, BPN satisfaction partially mediated the relationships between perceived need for support and all three motivational regulations. Lastly, both BPN satisfaction and intrinsic motivation were found to mediate the effect of need support on enjoyment partially. The findings of the present study provide evidence for the assumption that, within the context of PE, teachers should adopt a need-supportive teaching style to create an environment where students initiate and engage in activities autonomously, experience enjoyment and satisfaction, and where amotivation is minimized or eliminated.

This study assessed the effectiveness of the Revised Physical Activity Readiness Questionnaire (PAR-Q) as a screening tool for movement competency training among Physical Education students at Apayao State College. Using a descriptive-evaluative design, data were collected from 30 student respondents through surveys and open-ended feedback. Quantitative results indicated a neutral perception of the PAR-Q’s accuracy (Grand Mean = 3.67), clarity (3.54), and relevance (3.69), suggesting the need for refinement. Qualitative findings revealed calls for simplified medical terms, inclusion of mental health and lifestyle-related items, removal of irrelevant questions, and availability in both digital and paper formats with multilingual options. Respondents recognized the PAR-Q’s role in promoting safety, preventing health risks, and supporting informed participation in physical activities. The study recommends a culturally adapted, technologically accessible revision to enhance usability and comprehensiveness, thereby aligning the PAR-Q with holistic student wellness and the goals of evidence-based physical education programs.

The Effect of Great Indonesian Children's Gymnastics on Children's Motor Movement Skills in Physical Education Learning in Elementary School

This study examines the impact of the application of Game based Student Response systems (GSRS) in basketball learning on student learning experience. Using a quasi-experimental design with the Pretest-Posstest One Group Design model, the study involved 34 7th grade students of State Junior High Schools 14 Bandung KU 12-13 years old who were selected through random sampling techniques. Data were collected using questionnaire instruments and analyzed using the Paired T-Test statistical test through SPSS version 26. The results showed a significant improvement in the students’ learning experience after the implementation of GSRS, with an average posttest score higher than the pretest (p<0.05). The increase can be seen in the aspects of active involvement, material understanding, and student learning motivation. The results of the study show that the implementation of GSRS has a positive and significant influence on students’ learning experience, which is reflected in increased grades and a more even distribution of abilities among students. These findings indicate that GSRS is an effective method in improving the quality of students’ learning experience in basketball learning. This research makes an important contribution to the development of physical education learning strategies that integrate digital technology, especially in the context of basketball learning at the junior high school level in effectively improving the quality of student learning experience. These findings provide implications for the development of physical education learning strategies that are more adaptive to the needs of the digital native generation in the future.

This study examines the influence of physical activity on the augmentation of social intelligence among secondary school students in Ain Beida, Ouargla. A total of 128 students from both the Arabic Literature and Natural Sciences streams took part. The Social Intelligence Scale and a Physical Activity Questionnaire were used to gather data. Both of these tools were shown to be very valid and reliable. The findings indicated that the majority of students participated in consistent physical activity and exhibited relatively elevated levels of social intelligence. There was a statistically significant positive association (r = 0.399, p < .001) between physical exercise and social intelligence. This means that kids who played sports, especially team sports, were more likely to learn how to communicate, work together, lead, and feel for others. These results underscore the necessity of including physical education and extracurricular sports into school curricula to facilitate adolescents' social and emotional development, while simultaneously advocating for additional longitudinal and experimental research to enhance comprehension of this relationship.

While artificial intelligence (AI)-generated feedback offers significant potential to overcome constraints on faculty time and resources associated with providing personalized feedback, its perceived usefulness can be undermined by algorithm aversion. In-context learning, particularly the few-shot approach, has emerged as a promising paradigm for enhancing AI performance. However, there is limited research investigating its usefulness, especially in health profession education. This study aimed to compare the quality of AI-generated formative feedback from 2 settings, feedback generated in a zero-shot setting (hereafter, "zero-shot feedback") and feedback generated in a few-shot setting (hereafter, "few-shot feedback"), using a mixed methods approach in Japanese physical therapy education. Additionally, we examined the effect of algorithm aversion on these 2 feedback types. A mixed methods study was conducted with 35 fourth-year physical therapy students (mean age 21.4, SD 0.7 years). Zero-shot feedback was created using Gemini 2.5 Pro with default settings, whereas few-shot feedback was generated by providing the same model with 9 teacher-created examples. The participants compared the quality of both feedback types using 3 methods: a direct preference question, the Feedback Perceptions Questionnaire (FPQ), and focus group interviews. Quantitative comparisons of FPQ scores were performed using the Wilcoxon signed rank test. To investigate algorithm aversion, the study examined how student perceptions changed before and after disclosure of the feedback's identity. Most students (26/35, 74%) preferred few-shot feedback over zero-shot feedback in terms of overall usefulness, although no significant difference was found between the 2 feedback types for the total FPQ score (P=.22). On the specific FPQ scales, few-shot feedback scored significantly higher than zero-shot feedback on fairness across all 3 items: "satisfied" (P=.02; r=0.407), "fair" (P=.04; r=0.341), and "justified" (P=.02; r=0.392). It also scored significantly higher on 1 item of the usefulness scale ("useful"; P=.02; r=0.401) and 1 item of the willingness scale ("invest a lot of effort"; P=.02; r=0.394). In contrast, zero-shot feedback scored significantly higher on the affect scale across 2 items: "successful" (P=.03; r=0.365) and "angry" (P=.008; r=0.443). Regarding algorithm aversion, evaluations for zero-shot feedback became more negative for 83% (15/18) of the items after identity disclosure, whereas positive perceptions of few-shot feedback were maintained or increased. Qualitative analysis revealed that students valued zero-shot feedback for its encouraging tone, whereas few-shot feedback was appreciated for its contextual understanding and concrete guidance for improvement. Japanese physical therapy students perceived few-shot feedback more favorably than zero-shot feedback on case reports. This few-shot AI model shows potential to resist algorithm aversion and serves as an effective educational tool to support autonomous writing, facilitate reflection on clinical reasoning, and cultivate advanced thinking skills.

The Perception of Filipino as a Medium of Instruction in Physical Education

Stroke rehabilitation traditionally focuses on restoring motor function through physical exercises and training. However, conventional methods often lack a strong theoretical basis from modern neuroscience. Integrating these technologies into rehabilitation protocols shifts the focus from peripheral movement to a brain-centred model, using objective biomarkers for assessment. The study involved 87 chronic stroke patients divided into three groups: Group A received rTMS and task-oriented training, Group B received sham rTMS and task-oriented training, and Group C received conventional rehabilitation and sham rTMS. The intervention lasted four weeks. Comprehensive assessments, were used to evaluate neurobiological and functional changes. Results showed that Group A exhibited significantly greater improvements in motor function, daily living activities, and muscle tone compared to the control groups. Neuroimaging revealed increased connectivity within the affected motor network and normalised interhemispheric balance in Group A. These findings support the effectiveness of the combined rTMS and task-oriented training approach.

Background: Exercise and physical activity may also experience favourable psychological effects. This study aimed to find out the effects of physical fitness training videos on the self-esteem of children with obesity. Methods: This randomized controlled experiment involved 864 children with obesity aged between 7 and 12. The intervention group was given instructional films that served as the basis for 12-week exercise training program. In both pre-test and post-test stages, parents were asked to fill out the self-esteem measure sheets. Pairwise t-tests and analysis of covariance (ANCOVA) were used to examine the data. Results: After the intervention, the control and intervention groups’ mean self-esteem levels differed significantly (F=3157.211, p<0.001). Following a 12-week intervention, the experiment group’s body mass index (F=202.47) and body weight (F=741.25) decreased (p<0.001). Conclusion: Obese children experienced mass index weight loss, and their self-esteem improved after participating in exercise program using instructional videos. It is hoped that families, schools, therapeutic and educational facilities may benefit from the fitness regimen that we developed through this research.

Literature Review on the Effects of Physical Education on University Students’ Understanding of the Importance of Sports

Empowering Adapted and Inclusive Physical Education Through Artificial Intelligence: A Systematic Review

Background and Study Aim. Water safety remains a major public health issue worldwide, and water rescue personnel play a critical role in drowning prevention, emergency response, and promotion of safe behavior in aquatic environments. Professional water rescuers are exposed to high physical, psychological, and cognitive demands, often working under conditions of time pressure, fatigue, and emotional stress. Previous studies have primarily focused on technical effectiveness, rescue equipment, and training procedures, while socio-behavioral aspects of leisure activities and everyday physical activity among water rescue personnel have received limited scientific attention. In professions characterized by high responsibility and stress, leisure structure and physical activity are recognized as important factors influencing psychophysical condition, resilience, and occupational performance. However, empirical data addressing these relationships in water rescue services are scarce. The aim of this study was to identify the socio-behavioral characteristics of leisure activities and physical activity among water rescue service personnel in Poland and to determine their associations with subjectively assessed psychophysical effects and fulfillment of professionally significant needs. Material and methods. A cross-sectional study was conducted among 100 certified water rescue personnel (58% men, 42% women). Data collection was performed in 2024–2025 using a structured online questionnaire. The instrument included sociodemographic variables, preferred and actual forms of leisure activities, weekly volumes of specialized (swimming-based) and additional physical training, self-assessed psychophysical effects of physical activity, and needs fulfilled through exercise. Participation was voluntary and anonymous, with informed consent obtained from all respondents. Descriptive statistics were used to summarize data. Associations between leisure activity patterns and psychophysical effects were analyzed using the χ² test, with statistical significance set at p < 0.05. Results. Active forms of leisure were preferred by 81% of respondents, whereas 19% reported predominantly passive leisure behavior. Socially oriented activities were the most common form of actual leisure (36%). Weekly swimming-based training of 1–4 hours was reported by 48% of participants; 29% trained 4–8 hours per week, and 23% exceeded 8 hours. Additional non-specialized physical activity of 2–4 hours per week was reported by 30% of respondents. Improved well-being was reported by 37%, improved body appearance by 27%, increased energy levels by 16%, and enhanced resistance to illness by 11%. Positive psychophysical effects were reported significantly more often by individuals preferring active leisure compared to those with passive leisure patterns (p < 0.05). Stress reduction (53%), emotional release (52%), and psychological detachment from professional duties (51%) were the most frequently indicated needs fulfilled through physical activity. Conclusions. The findings indicate that physical activity constitutes a central element of leisure behavior among water rescue personnel and is closely associated with positive psychophysical outcomes. Regular physical activity appears to serve not only a professional training function but also an important psychoregulatory and restorative role. These results highlight the relevance of integrating structured physical activity and active leisure strategies into occupational support programs for water rescue services and justify further longitudinal research using objective assessment methods.

School Physical Education in the early years of Elementary Education is configured as an essential curricular component for the integral development of the child, as it articulates motor, cognitive, affective, and social aspects. However, in many school contexts, this component is still treated in a secondary manner, being limited to recreational and poorly systematized practices. In light of this reality, the following research question emerges: in what way does School Physical Education, in the early years of Elementary Education, contribute to the child’s integral development and to the global formation of students? The objective of this study is to analyze the importance of Physical Education in the early years, discussing its pedagogical contributions in the light of contemporary theoretical frameworks. This is a qualitative study, characterized as a bibliographic review, grounded in classical and current authors in the field. The results show that a systematized pedagogical practice in Physical Education promotes motor development, socialization, the construction of autonomy, and the expansion of bodily experiences, contributing significantly to citizenship formation from early childhood.

Background: The education of students with Giftedness/High Abilities (G/HA) and Twice Exceptionality (2e) represents a challenge in the Brazilian context, especially due to the phenomenon of motor asynchrony. This condition, characterized by a mismatch between advanced cognitive development and fine and gross motor skills, manifests as graphomotor difficulties, poor coordination, and low body confidence. Despite the legal framework guaranteeing educational rights for this population, there is a significant gap between legislation and effective identification and intervention practices in the school environment. Objectives: This scoping review aimed to map and analyze the scientific literature on motor asynchrony in students with G/HA and 2e, as well as to identify psychomotor, pedagogical, and socio-emotional intervention strategies applied in school settings between 2008 and 2025. Methods: The research followed the PRISMA-ScR protocol, covering thirteen national and international databases (PubMed, LILACS, ERIC, Scopus, Web of Science, SciELO, among others). The search yielded 192 initial records, of which 16 articles met the inclusion criteria after screening. Data analysis was based on thematic categorization, yielding three main themes: identification of motor asynchrony, student characteristics, and intervention strategies. Conclusions: The analysis revealed that motor asynchrony is an intrinsic manifestation of the development of students with G/HA and 2e, impacting their academic expression, self-image, and engagement. The most effective interventions were holistic and interdisciplinary, integrating psychomotricity, inclusive physical education, occupational therapy, differentiated teaching strategies, and emotional support. The study proposes an Inclusive Educational Model for Body-Cognition Integration (MEICC) with seven interconnected components, aiming to overcome the mind-body fragmentation and promote the holistic development of these students. It is concluded that integrating the body as a dimension of intelligence is essential to reduce underachievement and broaden the participation and well-being of these students in the school environment.