Physical Education Research Articles

Physical Educators' Training and Confidence in Implementing Evidence-Based Practices for Students With ASD.

Educators working with students with autism spectrum disorder (ASD) should be utilizing evidence-based practices (EBPs) that have been identified for this group of students to promote better outcomes. Physical education (PE) teachers are highly likely to work with students with ASD in educational settings, yet little is known about their level of training and confidence in implementing EBPs for students with ASD. This study used survey methodology to ask PE teachers about their training in EBPs and their perceived confidence in implementing such practices. The results indicate that, although there was little reported training on individual EBPs specific to students with ASD, PE teachers reported feeling relatively confident in supporting students with ASD. Further findings and implications are discussed.

Lifestyle interventions for dementia risk reduction: A review on the role of physical activity and diet in Western and Asian Countries.

Dementia, is a critical global public health challenge with no effective pharmacological treatments. Recent research highlights the significant role of lifestyle interventions, particularly physical activity and dietary habits, in mitigating cognitive decline among the elderly and preventing the progression to dementia in individuals with Mild Cognitive Impairment (MCI). This comprehensive review explores the impact of physical exercise and dietary approaches on cognitive health, comparing strategies adopted in Western and Asian countries. Physical activity, including aerobic, resistance, balance training, and dual-task exercises, has been shown to enhance neurogenesis, improve cerebral blood flow, and delay cognitive decline. In Western countries, structured regimens such as the Mediterranean (MedDiet) and MIND diets are prominent, while Asian countries often integrate traditional mind-body practices like Tai Chi and culturally relevant diets rich in antioxidants and polyphenols. Although both regions recognize the importance of lifestyle changes in reducing dementia risk, their approaches differ significantly, shaped by cultural norms and dietary preferences. This review underscores the need for culturally tailored public health strategies to promote cognitive health globally, highlighting the importance of individualized approaches in MCI and dementia prevention.

A Comparative Study of Physical Education and Health Outcomes in China, Japan, and India

A Comparative Study of Physical Education and Health Outcomes in China, Japan, and India

The Impact of Physical Therapy Postprofessional Education Programs on Productivity in a Large Academic Medical Center.

Emerging evidence shows positive impact of postprofessional physical therapy education (residency and fellowship) specific to participants; however, outcomes on organizational impact are largely unknown. The purpose of this project was to describe the impact residency and fellowship training has on financial metrics. A secondary purpose of this case study was to describe trends associated with higher productivity. Previous studies have demonstrated positive professional behavior and generalized operational impact of postprofessional education. No studies have evaluated the impact of residency and fellowship training on individual physical therapist (PT) productivity. Individual productivity from 191 PTs was collected over a 10-year time frame from a large, ambulatory, rehabilitation department within an academic medical center. Productivity was compared between 4 groups: nonresidency- or fellowship-trained clinicians; residency-trained clinicians; fellowship-trained clinicians; and dual residency and fellowship-trained clinicians. Physical therapists' productivity data were manually extracted retrospectively from operational reports over a 10-year period. Additional data elements extracted included the following: board specialty certification and years employed at the medical center. Data were then categorized as nonresidency/fellowship -trained, residency trained, fellowship trained, or dual residency and fellowship trained. Data were analyzed using descriptive statistics and 1-way analysis of variance (ANOVA). Forty-five clinicians with postprofessional training collectively produced $253,617 more in financial annual return to the organization. Fellowship-trained clinicians demonstrated the highest productivity followed by residency-trained and dual residency and fellowship-trained clinicians. Specialty board certification also positively increased productivity regardless of postprofessional training. Postprofessional training within physical therapy continues to be evaluated in the spectrum of professional development. Evidence supports positive professional behaviors and patient outcomes; however, little is known regarding its impact on productivity metrics. Although no significance was found between the groups with and without postprofessional training, meaningful financial return was demonstrated in clinicians with postprofessional training. The lack of significance may have been influenced by compression because of departmental productivity guidelines. This preliminary data may assist organizations in justifying resources for sustaining and sponsoring future programs.

The impact of physical training on the Fontan circulation population: A systematic review and meta-analysis of randomized controlled trials.

The impact of physical training on the Fontan circulation population: A systematic review and meta-analysis of randomized controlled trials.

Are physical education teachers’ autonomy-supportive behaviors related to high-school students’ actual game-play performance?

ABSTRACT Background Although studies based on self-determination theory have shown a relation between teachers’ autonomy-supportive teaching behaviors and students’ positive outcomes in physical education (PE), only a few studies have tested the relation between autonomy support and students’ actual game-play performance in a PE context. Purpose The purpose of this study was to examine whether physical education (PE) teachers’ autonomy-supportive behaviors would predict high school students’ actual game-play performance in PE activities. Method A total of 286 students (M age = 15.24, SD = 3.99) reported on their perceptions of their teachers’ autonomy-supportive behaviors, their experience of need satisfaction, and their autonomous motivation toward learning PE activities questionnaires. Teachers (N = 7, female = 3, M age = 38.57) and an expert rater measured students’ actual game-play performance with a comprehensive behavioral assessment tool. Results The results revealed that teachers’ autonomy support correlated positively with students’ psychological variables of need satisfaction, and autonomous motivation. Need satisfaction and autonomous motivation positively correlated with game performance either measured by teachers or measured by the expert rater. A path analysis showed that autonomy support positively predicted actual game performance measured by the expert rater (β = .05; p < .05) through need satisfaction and autonomous motivation. Conclusion The results suggest that PE teachers’ autonomy-supportive teaching styles promote not only students’ need satisfaction and autonomous motivation in PE activities, but also their actual game-play performance.

Problematising young people’s bodies: a critical discourse analysis of China’s national physical education and health curriculum policies

ABSTRACT China's national physical education and health curriculum policies are the regulatory and guiding policies for China's school physical education and health curriculum. The policies highlight physical education and health as of great significance in building a healthy China (健康中国) and a sports powerful nation (体育强国). Most academic commentary on these policies to date focused on the content and the application of teaching on student learning, but few have analysed the socio-political imperatives and how the policies construct young people's bodies in particular ways. Policy embodies contested meanings and values, privileging certain positions, whilst silencing others; it thus makes a ‘problem' exist as a particular type of ‘problem' that rationalises and legitimises the ‘suggestions' proposed by the policy. According to Foucault, discourses are the socially produced forms of ‘knowledge' that set limits upon what is possible to think, write, or speak about; it creates an epistemic ‘reality'. In this sense, China's national physical education and health curriculum policies produce ‘problems' with particular meanings that affect what gets done or not done, and how young people live their lives. In this article, we draw on Foucauldian concepts, particularly notions of ‘discourse', ‘problematisation' and ‘governance', and adopt Bacchi's ‘What's the Problem Represented to Be' approach to explore what is the specific kind of ‘problematic' body of young people that are constructed and reflected in China's physical education and health curriculum policies. We argue that by representing the ‘problem' of young people's bodies as poorly performing, the policy documents construct a sense that good-performance bodies in sports are desirable and capable of contributing to the rejuvenation of the Chinese nation. Importantly, this prioritisation of the good-performance body in sports prioritises not only good motor abilities in sports competitions, but also the body's ‘intrinsic’ sports morality.

‘There’s nothing wrong with me’: experiencing Physical Education at the intersections of disability, ethnicity and gender

ABSTRACT Background: School populations in England continue to diversify, particularly in relation to ethnicity, language, and Special Education Needs and Disabilities (SEND). Yet research demonstrates that Physical Education (PE) often remains structured, organised and delivered in ways that privilege White, male, cisgender, heterosexual, non-disabled students. Whilst the experiences of those students marginalised within PE have been explored, a single-issue approach dominates. That is, disability, ethnicity or gender have often been researched in isolation. More recently an intersectional lens has been used to consider young people’s multiple identities and how these simultaneously influence experiences of PE. However, much of this research has focused on two identities, for example, gender and ethnicity, or gender and disability. Purpose: This paper offers insights regarding the ways that disability, ethnicity and gender intertwine to influence the PE experiences of five girls attending an English secondary school, Hillside High. Methods: Data were generated over two years through focus group interviews and observations of PE lessons. Using a narrative approach to data re-presentation, five stories are presented to reflect the girls’ experiences. Findings and Conclusion: Following the narratives, three themes are discussed: the (ir)relevance of PE; the importance of peer relationships; and school-imposed labels. In concluding, we explore how privilege, inequality, and difference operate; the differences between girls who share identity categories; and consider the utility of adopting an intersectional lens.

Exploring practitioner inquiry among health and physical education teachers: insights from teachers’ perspectives

ABSTRACT Introduction: Existing research suggests that practitioner inquiry (PI) can positively influence teachers’ professional learning. Within the context of Health and Physical Education (HPE), however, we know little about the influence of PI on HPE teachers and their students, and HPE colleagues. Aim: This study responds to the research question: in what ways do HPE teachers believe that PI influences their teaching practices, their students and their HPE colleagues? Context and participants: This study presents a case study of a year-long, government-funded teacher professional learning programme called Teaching Excellence Program (TEP) offered by the Victorian Academy of Teaching and Leadership. The TEP is intended to advance teacher professional knowledge in a range of ways, including through individual and collaborative PIs. This paper examines the outcomes that ensued from the teachers’ individual and collaborative PIs. The study involved seven Australian HPE teachers with varying levels of experience (6–30 years). We employed an exploratory, multi-method case study approach, and data consisted of interview transcript, participant-designed cartoons, and artefacts (e.g. framing a problem of practice and action planning documentation). Findings: Within the broader context of the TEP, PI was identified as particularly engaging for the participating HPE teachers. The HPE teachers believed that engaging in PI: (a) enhanced their own teaching practices; (b) therefore improved students’ engagement; and in some cases (c) influenced HPE colleagues’ teaching practice. Implications: This study underscores the potential influence that PI can have on HPE teachers when scaffolded and sustained support is available and accessed. Furthermore, this study highlights the significance of adopting the concept of inquiry as stance, emphasizing the role of teachers as researchers. Positioned as teacher-researchers, they generate localized knowledge, reimagine and theorize their own and potentially others’ practice, and critically engage with the theories and research of others.

Optimizing athletic engagement and performance of obese students: an adaptive approach through basketball in physical education

Optimizing athletic engagement and performance of obese students: an adaptive approach through basketball in physical education

Navigating Excellence in Philippine Tertiary Physical Education: Insights and Suggestions of Grassroots Teachers Towards an Improved PATH-Fit Implementation

Navigating Excellence in Philippine Tertiary Physical Education: Insights and Suggestions of Grassroots Teachers Towards an Improved PATH-Fit Implementation

Learning with Digital Tools vs. Learning Through Digital Tools in Physical Education: Impacts on Student Perceptions

Learning with Digital Tools vs. Learning Through Digital Tools in Physical Education: Impacts on Student Perceptions

The Influence of Pro Evolution Soccer Game-Based Learning on Understanding Football Rules among Tenth Grade Students

The purpose of the study. This study investigates the impact of Pro Evolution Soccer on tenth-grade students' comprehension of football regulations at SMA Dharma Pancasila Medan. Materials and methods. The employed research methodology is experimental, utilizing a pretest-posttest framework devoid of a control group. The participant cohort includes 36 students, consisting of 17 males and 19 females. Data collection involved assessments of football rule comprehension pre- and post-intervention, facilitated by the Pro Evolution Soccer game. Results. Data analysis indicates a substantial effect on comprehension of football rules following the educational intervention utilizing the Pro Evolution Soccer game. This is supported by paired t-test findings, demonstrating that the posttest mean score (74.792) notably exceeds the pretest mean score (60.347), yielding an average difference of 14.4444 and a significance level (p &lt; 0.05). Conclusions. The study concludes that Pro Evolution Soccer effectively enhances students' comprehension of football rules. Incorporating video clips into the learning approach further enriches students' understanding. The research advocates for the broader implementation of such innovative educational methods in physical education and sports to enhance learning quality and student motivation.

Beyond the Case Study: Laboratory Activities to Complement Integumentary Education.

To present a full scope of detailed and engaging laboratory activities recommended by physical therapist clinicians and educators from across the US to assist health professions faculty to develop new or improve current integumentary/wound management (IWM) instruction. A three-round Delphi survey was conducted to update IWM curriculum recommendations for entry-level doctor of physical therapy education. First-round participants provided ideas for laboratory activities. Activity responses were discussed, edited for redundancy, and clarified. Missing information (eg, estimated cost and time required) was added to increase usability. A total of 139 laboratory activities were recommended by survey participants. Many of the suggestions included inexpensive and readily available, do-it-yourself wound models requiring food or other moulage techniques. These simulations are elucidated to facilitate translation of ideas into classroom and community laboratory activities to promote student learning. The literature supports that most entry-level healthcare profession programs report limited IWM education, emphasizing the need for effective and efficient use of IWM contact hours. Developing engaging and meaningful hands-on laboratory activities is vital to increasing student knowledge and skill in this area of clinical practice.

Exploring multi-level factors determining social participation of students with intellectual disabilities in inclusive physical education classes

Exploring multi-level factors determining social participation of students with intellectual disabilities in inclusive physical education classes

Utilizing Bland and Interactive PowerPoint during Mathematics Class: Physical Education Students’ Perceptions

PowerPoint is a widely used presentation software capable of displaying multimedia elements such as images, videos, audio, and text through visually engaging and creative slide shows. This study explored the perceptions of Physical Education students regarding the use of bland and interactive PowerPoint during their Mathematics classes. Specifically, it aimed to determine whether students’ perceptions varied in terms of active participation, motivation, and learning when exposed to these two types of PowerPoint presentations. The study involved 36 first-year Bachelor of Physical Education students at a university in Pampanga, Philippines, comprising 22 females and 14 males. Using a closed-ended questionnaire, quantitative data were collected and analyzed. The findings revealed a significant difference in students' perceptions, with more students strongly agreeing that interactive PowerPoint (iPPT) significantly enhanced their active participation, motivation, and learning compared to bland PowerPoint (bPPT). It was concluded that the use of iPPT in teaching Mathematics provided greater support to students, particularly by fostering higher levels of engagement, motivation, and improved learning outcomes.

NEP 2020: Transforming Physical Education and Sports in India

NEP 2020: Transforming Physical Education and Sports in India

Enhancing Physical Education in Indian Schools: Challenges and Opportunities

Enhancing Physical Education in Indian Schools: Challenges and Opportunities

The Potential of Spinal Cord Stimulation in Treating Spinal Cord Injury.

In the United States, spinal cord injuries affect approximately 18,000 individuals annually, most commonly resulting from mechanical trauma. The consequent paraplegia severely impairs motor functions, creating an urgent need for innovative therapeutic strategies that extend beyond traditional rehabilitation and pharmacotherapy. This review assesses the effectiveness of Spinal Cord Stimulation (SCS) in improving motor function in patients with spinal cord injuries, with a particular focus on paraplegia. SCS, an emerging intervention, has gained attention for its ability to activate paralyzed muscles and enhance the effects of physical therapy. Our review demonstrates that SCS can lead to significant functional improvements when optimally combined with rehabilitation strategies. The success of SCS depends largely on the precise placement of electrodes with individualized parameters and the integration of stimulation with intensive physical training. This review underscores the considerable potential of SCS to improve motor outcomes in individuals with paraplegia caused by spinal cord injury, emphasizing the need for further research to optimize SCS parameters, electrode placement, and its integration with rehabilitation protocols. This review highlights the potential of SCS as a therapeutic intervention for improving motor function in individuals with paraplegia caused by spinal cord injuries.

The influence of the pre-test instruction content on the result of the six-minute walk test in schoolchildren with congenital heart defects

Background. The 6-minute walk test (6MWT) is a widely used instrument for assessing the patient’s functional status and selecting parameters of physical training. The distance covered in 6 minutes is the main result of 6MWT, however, this indicator is influenced by many factors: age, gender, weight, height of the patient, the methodology of the test. Objective. To assess the influence of various pre-test instructions on the distance value covered during the 6MWT by schoolchildren with congenital heart defects. Material and methods. 67 patients with corrected congenital heart defects and congestive heart failure aged 12.8 (7–16) years were included, 59.5 % were boys. Everyone underwent two 6MWT with different instructions for implementation. Test 1: the patient was given the goal to walk the maximum possible distance in 6 minutes (the “Further” test — FT). Test 2: The patient was instructed to walk as fast as possible in order to cover the maximum possible distance in 6 minutes (the “Faster and Further” test — FFT). The sequence of tests was random. Results. The distance covered in FFT was greater than in FT in 79.2 % of the surveyed, amounting to 505 [439; 570] meters and 580 [507; 648] meters (p &lt; 0.0001) or 69 [57; 79] % and 79 [70; 87] % of the required values (p &lt; 0.0001) respectively for FT and FFT tests. The heart rate measured in the first 10 seconds after physical activity in 89.6 % of patients was higher in FFT — 126 [110–139] BPM, in FT — 104 [92–120] BPM (p &lt; 0.0001) or 60.2 [53.2; 67.5] % and 50.3 [44.5; 56.7] % of the maximum calculated heart rate (220-age). The increase in heart rate was 40 [25; 48] BPM and 15 [10; 28] BPM or 31.1 [20.1; 41.7] % and 12.9 % [8.8; 22.8] of the heart rate reserve, respectively, in the FT and FFT groups, p &lt; 0.0001. Conclusion. The instruction to walk “as fast as possible in order to cover as much distance as possible” increases the distance of the 6MWT by increasing the intensity of physical effort without reducing the safety of the study. This increases the informativeness of the test in assessment the patient’s functional status and the formation of a physical rehabilitation program.