The influence of teachers' criticism styles on students' intention to improve disruptive classroom behavior: A dual-mediation model of negative academic emotions and teacher-student relationship.

An obesogenic environment that limits physical activity (PA) contributes to rising childhood obesity rates. Schools play a pivotal role in providing structured and unstructured outdoor opportunities for PA. This setting allows policy-driven assessments for potential health and well-being policy modification. In-school elementary PA was assessed using hip-worn accelerometers over five consecutive school days (N = 408 students). Teachers recorded information for physical education (P.E.) and recess, which was analyzed using accelerometry software and MANOVA in SPSS. Students failed to meet the recommended 150 min of in- school moderate-to-vigorous PA per week. Significant differences in PA during recess and P.E. were found based on sex, race, academic grade, and presence of a P.E. instructor. This Implications for School Health Policy, Practice, and Equity. Improving school health requires not just meeting mandated PA minutes but ensuring equitable, high-quality opportunities supported by trained P.E. staff. Strengthening accountability, providing inclusive programming, and using objective monitoring can help schools reduce disparities and promote healthier active learning environments. These findings highlight the need for improved assessment models and targeted interventions for improved policy adherence. Delivering effective, inclusive PA programs is critical for fostering healthier environments and ensuring children have equitable opportunities for PA during school.

Association between behavioral-environmental risk patterns and multimorbidity of chronic non-communicable diseases among Chinese adolescents at schools.

This study examined barriers and facilitators reported by older adults and Physical Education professionals in a home-based exercise program with two types of supervision: video calls and text messages. A qualitative case study was conducted with 12 older adults and three professionals from a randomized controlled trial in Brazil. Interviews, which lasted between 12 and 35 min, were guided by the Theory of Planned Behavior and analyzed using thematic content analysis. Both groups identified well-being and supervision as facilitators. Barriers included scheduling conflicts and mobile device difficulties. Text message supervision led to insecurity in exercise performance, while video call supervision faced barriers like poor internet. Professionals noted older adults' technological unfamiliarity. Video call supervision facilitated social interaction, while text messages offered reduced time commitment and better accessibility. The study concluded that video call supervision supports social interaction, while text message supervision may cause insecurity due to lack of real-time guidance.

Transforming Physical Education teaching through “MotivaDosEF”: A circumplex model-based training program with benefits for teachers and students

This article examines the issue of improving the physical education system for university students in the context of developing competitive and well-rounded professionals. The objective of the study is to theoretically substantiate and develop an acmeological model of physical education in higher education, aimed at enabling students to achieve excellence (acme) not only in physical performance but also in personal and professional development. The relevance of this work stems from the need to shift from the traditional, norm-oriented paradigm of physical education to a personal-activity-based, integrative model that ensures students' agency in the process of physical self-improvement. The theoretical analysis and pedagogical modeling utilized systemic, acmeological, and competency-based approaches. The study resulted in a structural and functional model, the core of which is the student as an active agent, purposefully moving toward an individual "acme" through the unity of motivational-value, operational-activity, reflexive-regulatory, and social-adaptive components. The model is structured in stages (adaptive, productive, and reflexive-creative stages) and is implemented through specific pedagogical conditions. It is concluded that the implementation of the acmeological model fosters a sustainable need for students to engage in physical education as an integral part of their future professional activities and personal lifestyle, which ultimately improves their quality of life and professional fulfillment.

ABSTRACT This paper examines the methodological challenges and issues that arose within a transnational research collaboration between physical education teacher education (PETE) researchers from China and Aotearoa New Zealand. The project sought to enhance school-based Physical Education through collaborative forms of practitioner research. Drawing on reflective journals, meeting transcripts, interviews, and email correspondence, we used thematic analysis to trace how methodological tensions emerged and evolved through the relational, institutional, and cultural dimensions of the research process. Four interconnected challenges were identified: negotiating equitable partnerships, navigating language and cultural differences, addressing issues of positionality, and challenging subject essentialism. These challenges revealed how transnational research collaborations demand sustained reflexivity around power relations, epistemic authority, and contextually embedded norms. Key points of tension included negotiating research design across different institutional and policy environments, managing communication across technological and cultural divides, aligning divergent ethics processes, and resisting dominant, often Eurocentric, framings of Physical Education. The central role of cultural brokers and bilingual team members emerged as crucial in enabling epistemic translation and fostering more equitable collaboration. We argue that transnational research is most productive when understood as a situated, ethical, and relational practice. Rather than proposing universal solutions, we foreground methodological humility, attentiveness to context, and dialogic engagement as essential principles for researchers working across national and cultural borders in Physical Education.

The Ludotechnical Model (LTM), framed within pedagogical models like Sport Education and Tactical Games, emerges as an alternative for teaching sports in K-8 physical education (PE) for children of all abilities. Its goals are for students (a) to learn the technical gestures while having fun practicing the sport, (b) to acquire theoretical knowledge from practice, and (c) to improve social and affective relationships. This model has its own lesson structure (challenge question, ludotechnical proposal, global proposal, sharing) which, accompanied by methodological strategies, contribute to the achievement of its objectives. Finally, assessment tools are proposed, aimed at both teachers and students, not only to determine implementation fidelity of the model, but also to assess student knowledge, behaviors, and enjoyment after participating in the LTM lessons. The initial idea was to implement LTM in track and field, but it has been shown to transfer to other contexts such as swimming, canoeing, and basketball.

Today's educators are searching for various strategies to support the health and well-being of students. Brain breaks stand out as a way to help students be more active during the school day and also recharge mentally during class. This article describes the use of a dynamic online platform called Brain Breaks®, which features interactive videos that PE teachers and other educators can use with their students.

The 2024 Wisconsin Department of Public Instruction (DPI) IDEA Complaint Decision 24-092 highlights the risks that occur when districts fail to properly implement Individualized Education Programs and delegate direct instructional duties to paraprofessionals without supervision. This article analyzes the facts, the DPI's findings, case outcome, and practical implications for physical education professionals.

ABSTRACT Throughout the nineteenth and twentieth centuries, physical education was used as a tool to shape and reshape societies globally. In considering the institutionalisation of standardised physical education in South Africa, this article examines the rise and development of the Physical Training Battalion (PTB) from 1938 to 1947. Admitting white boys and men aged 15 to 35 who presented with ‘remedial bodily defects’, the PTB aimed to transform its recruits into ‘useful citizens’ and industrious men. Focusing on the development of mind and body, the PTB’s training regimen had four focus areas: remedial training, education, military training, and character building. Lurking behind these focus areas was the determination to ensure that recruits would not become dependent on state welfare. While acknowledging that some recruits would never be fully ‘reformed’ or healed of their ailments, the PTB considered the ability to contribute to the nation’s manpower and labour force as inextricably tied to a man’s civic duty and obligation. In efforts to cultivate productive citizens with the capacity to toil, labour, and defend, the PTB aimed to imprint the ideals of the nation on to the very bodies of young white men and boys

Can Blood Flow Restriction Training Improve Mental Health and Quality of Life in Multiple Sclerosis?

ABSTRACT Lack of exercise among youth contributes to the deterioration of their attentional skills. The purpose of this study was to examine acute changes in attention during physical education (PE) lessons in adolescents aged 14–19 years. A total of 51 students (average age 16.45 ± 1.53 years) performed a “Navon task” before and after a PE lesson. Students’ physical activity (PA) during PE was recorded with accelerometers. A significant relationship was found between PE and the improvements in response accuracy (p = 0.012) and speed (p = 0.002). Findings highlight significantly better results for participants engaged in moderate-to-vigorous PA for a longer interval, suggesting a positive acute effect of PE on attention. Nonetheless, its link with different exercise intensities and duration is still not fully clear and demands further investigation.

The universe of the study consists of physical education and sports teachers working in schools affiliated with the Ministry of National Education in the 2024–2025 academic year. The sample group consists of 226 physical education and sports teachers, 80 of whom are female and 146 of whom are male, within the research universe and accessible to the researcher. The Personal Information Form: gender, age, type of school where they work, and years of exercise are included as data collection tools in the study.

Background: Virtual, augmented, and mixed reality (or collectively extended reality, XR) serious games, combined with motion-tracking technologies, are increasingly used for motor and cognitive rehabilitation and training. As XR and tracking technologies advance, a systematic mapping of the related research area could offer relevant insights. Objectives: This review aims to map interactive XR serious games, using motion-tracking technologies for physical or cognitive rehabilitation or training, and describe intervention characteristics and evaluation methods. Eligibility Criteria: Eligible studies were English, peer-reviewed journal articles published between 2015 and October 2025, with more than three participants, using custom XR serious games for rehabilitation or training. Studies were excluded if they focused on technical aspects, passive XR, diagnostic evaluation, psychological therapies, minor participants, procedural training, or education. Charting Methods: Data were charted using a structured form capturing XR characteristics, hardware configurations, study characteristics, and evaluation methods. Results: 61 studies were included. Most employed non-immersive or fully immersive VR interventions, targeting physical upper-body rehabilitation, especially post-stroke and Parkinson’s disease. Usability, acceptability and user experience, and training effectiveness were commonly evaluated with positive outcomes. Conclusions: The findings highlight opportunities for research into augmented and mixed reality approaches, particularly for cognitive function, and use of XR-based interventions across broader populations.

The field of Kinesiology has evolved in many ways, from preparing effective physical educators and coaches to preparing pre-rehabilitation sciences students (e.g., physical and occupational therapy, chiropractic, and physician assistant studies). Throughout our evolution, we have led the charge in developing interdisciplinary departments that engage professors in a wide variety of academic disciplines. Given our need to continue to evolve, and embrace the promise that interdisciplinary collaboration and research (IDCR) hold to help bring our discipline together, the purpose of this paper is to: (a) define and clarify terms; (b) discuss reasons why Kinesiology should engage in and lead IDCR; (c) present some challenges with IDCR; (d) make some suggestions for successful IDCR; (e) propose 4 dimensions for IDCR in Kinesiology and provide some examples of each (e.g., Health & Medicine, Technology & Data Science, Education & Community Engagement, and Business & Industry); and (f) and suggest some future directions for IDCR.

ABSTRACT While Self-Study of Teacher Education Practices (S-STEP) is a widely used research method in Physical Education Teacher Education (PETE), critical friends are often superficially described. This systematic review examined how critical friends are utilized and presented in PETE S-STEP research. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol, we systematically reviewed 52 peer-reviewed journal articles in PETE. The result showed how six roles of critical friends are utilized, along with publication trends and author relationships. The analysis found that critical friends were prevalent but limited in reporting their roles and contributions. Furthermore, critical friends were less involved in data generation in the researcher’s practice. We advocate for future S-STEP research emphasizing the intentional application of critical friendship, including clear articulation of critical friend selection, independent data generation by critical friends, and explicit documentation of their contributions to enhance the rigor and trustworthiness.

Studi purpose. This study seeks to explore how educational tasks performed by self-regulated learning strategy can be used to master the stages of the triple jump among physical education students of the female gender. The research is dealing with the performance variability in these technical stages and aims at improving learning efficiency in a quantitative and qualitative way. Materials and Methods. The experimenters used a sample size of 24 second-stage female students (Section A), half of them experimental (n=12) and half of them control (n=12). The experimental group completed a 6-week program with the use of the self-regulated learning method, which implied two instructional units per week. Evaluation was done according to the stages of the triple jump. Results. Evaluations at the end of the post-test showed that the technical performance of the triple jump phases of experimental and control groups significantly improved. The evidence indicates that self-regulated policy enabled students to internalize the motor skills enhancing the jump sequences better. Conclusions. The paper concludes that self-regulated learning based educational exercises have a specific positive impact on learning to triple jump. This plan is more effective than the conventional ones in minimizing the performance variation and hastening the learning of skills among female learners.

Relevance. The concept for the development of the phygital movement through 2030 encompasses several key areas. In addition to objectives aimed at harmonious personal development and the promotion of a healthy lifestyle, these areas include “Science and Education” and “Creation of Technological Products and Platforms.” The comprehensive development of the phygital movement in higher education includes, among other things, the development of phygital and sports technologies and their implementation in the organization of physical education and sports activities for students. The purpose of this study is to analyze practices supporting the development of sports and phygital technologies in higher education institutions and to identify key issues, needs, and potential for further development in this area. Methods. The study utilized questionnaires, expert surveys, and analysis of scientific, theoretical, and regulatory sources. Results. The findings demonstrate that institutional resistance from the traditional sports industry also serves as a significant constraint, slowing the adoption of promising technologies. This creates a gap between the potential of developments and their practical implementation in real-world sports processes. The lack of specialized educational programs deserves particular attention. The identified gap between academic preparation and real market needs means that teams often lack the necessary competencies for the comprehensive development of projects. Finally, the analysis revealed a lack of networking opportunities for many teams. Limited access to professional communities, industry events, and partner networks hinders the exchange of experience, the search for co-founders, and the attraction of potential clients. Conclusion. Student and youth initiatives in sports and phygital technologies possess significant innovative potential, capable of transforming the industry. However, their development is hampered by a number of systemic barriers: an acute funding shortage, weak integration with the professional sports community, a shortage of qualified personnel, and limited access to industry expertise.

Physical training induces both inflammatory and metabolic changes in professional athletes. The present cohort study aimed to evaluate serum calprotectin and pentraxin 3 (PTX3) concentrations before and after a high-intensity cycling session in professional athletes. We also aimed to explore their relationship with classical inflammatory and metabolic markers such as white blood cells (WBC), glucose, lactate, uric acid and C-reactive protein (CRP). A total of 25 athletes (cyclists and triathletes) participated in the study protocol. Blood was taken from each participant before and immediately after a 2-hour cycling training for glucose, uric acid, calprotectin, PTX3, CRP, complete blood count and lactate measurement. Statistically significant increase after intensive training was found for WBC, neutrophil, mean corpuscular volume, lactate, uric acid, calprotectin and PTX3 concentrations, and a decrease in lymphocyte and eosinophil count when compared to values before training. No statistically significant correlation was found between changes in calprotectin concentration and changes in metabolic and inflammatory biomarkers. For changes in PTX3 concentration, only a poor negative correlation was found between its changes and changes in lymphocyte count. As with calprotectin, no other statistically significant correlation was found between changes in PTX3 concentration and changes in metabolic parameters and other inflammatory biomarkers. Intensive cycling training leads to significant increase in both serum calprotectin and PTX3 concentration in professional cyclists. This increase is not associated with changes in other inflammation and metabolic biomarkers. Calprotectin and pentraxin 3 could serve as a sensitive, early and sports-related biomarkers of physiological stress.