Biomechanics teachers can be animals

Aim: The purpose of this study is to evaluate the relationship between academic motivation levels and career decisions of physical education and sports science students. Methods: In accordance with the aim of the study, the research model was designed based on correlational survey model. The universe of the research is made up of students of Istanbul City Public and Foundation Universities, Physical Education and Sports Vocational School of Higher Education and Faculty of Sports Science, while the sample is made up of 398 voluntary students. Participants were asked to fill personal information forms, academic motivation scales and career decision scales. The data gathered were transferred to the SPSS 25 packaged software, and correlation and regression analyses were performed. Conclusion: In conclusion, it was determined that students of physical education and sports science have a good level of academic motivation while the perception of career decision is at medium level. It was determined that, there is a low level relationship between academic motivation and informed career decision and uninformed career decision, a medium level relationship between academic motivation and career decision general score, and that the academic motivation level predicts the career decision and explains 22% of the total variation. Keywords: Physical Education and Sports, Academic Motivation, Career Decision, University Students

BackgroundOn the basis of the integration constructs from self-determination theory (SDT) and achievement goal theory (AGT), this study aims to investigate the relationship among classroom motivational climate from four perspectives (i.e. autonomy support, relatedness support, task-involving climate and ego-involving climate), three psychological needs (i.e. autonomy, competence and relatedness), self-determined motivation and physical activity (PA) in secondary physical education (PE).MethodsParticipants consisted of 1186 Chinese students aged 11 to 16 years from three secondary schools in Shanghai. Accelerometers were utilized to measure moderate to vigorous physical activity (MVPA). Questionnaires were used to measure SDT variables (i.e. classroom motivational climate, perceived competence, autonomy, relatedness and self-determined motivation). Structural equation modelling (SEM) was adopted to analyse the hypothesised relationship.ResultsSEM analysis revealed that task-involving climate and autonomy support were positively associated with autonomy, relatedness and competence. Relatedness support was positively related with autonomy and relatedness, whereas ego-involving climate was only associated with competence. The three psychological needs positively affected self-determined motivation, and self-determined motivation positively affected the MVPA time of secondary school students in PE lessons.ConclusionThese findings support a model of motivation that integrates SDT and AGT, provides new insight into understanding MVPA in Chinese PE, and establishes a solid basis for intervention research.

Music is a daily influence in our lives. One aspect of music is being used in a physical activity (PA) setting. One specific area where music is being used is in K-12 physical education (PE) classes. Previous research has been conducted in elementary and junior high school PE. For this study, the effect on high school PE students’ PA was investigated when music was played and when it was not. For this study, 75 high school students (49 males and 26 females) participated. Participants wore pedometers to measure steps taken and time in activity. Student enjoyment in the activities was also measured. The participants participated in two activities: pickleball and badminton. Generally, it was found that high school students took more steps and had more time in the activity when music was playing. This study is the third study dealing specifically with K-12 PE, investigating music’s effect on PE students’ rates of PA.

This study examines the psychometric properties of Fantini’s (2000) Intercultural Communicative Competence (ICC) Questionnaire, focusing on its applicability in assessing intercultural competence among sports educators. The study aims to examine the factorial structure of the questionnaire and evaluate its reliability. The sample consisted of 315 physical education and sport science students. Participants completed the adapted to Greek language version of the ICC comprising 28 items measuring four factors, namely Knowledge, Behavior, Awareness, and Skills. An exploratory factor analysis (EFA) was conducted on the ICC Questionnaire, revealing a four-factor structure accounting for 60.5% of the total variance. All items loaded on the original factor provided preliminary evidence on the factorial validity of the scale. The reliability of the extracted factors was assessed using Cronbach’s alpha, and the analysis revealed adequate scores for all subscales (α > .78). A confirmatory factor analysis (CFA) further supported the four-factor model, indicating a satisfactory model fit (CFI = .920). All factor loadings were statistically significant, aligning with the theoretical structure of the questionnaire. The results suggest that the ICC Questionnaire is a valid and reliable tool for assessing intercultural competence in sports education contexts and provide a foundation for further research on cross-cultural applicability and intervention-based competency development.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0972/a.php" alt="Hit counter" /></p>

The current study intends to determine the degree of academic self-motivation and cognitive-emotional regulation among the College of Physical Education and Sports Sciences instructors and students. It also aims to highlight how teachers and students perceive academic self-motivation and cognitive-emotional regulation differently. The descriptive survey approach was chosen by the researcher because it was appropriate for the problem and nature of the investigation. Faculty and students at the University of Babylon's College of Physical Education and Sports Sciences for the academic year 2025-2026 made up the research population. Two groups were included in the study sample: the first group was faculty members, of which 88 male and female instructors were chosen at random, and the second group was students, of which 480 male and female students were chosen at random from the second, third, and fourth academic years because they were regular college attendees and had enough exposure to the behaviors of their instructors. 48 physical education teachers and 280 physical education and sports science students made up the final research sample. Using the 24-item questionnaire created by Mubarak Mohammed Adam, the researcher created the surveys pertaining to the opinions of teachers and students. The 36-item cognitive regulation scale was developed based on Ghufran Hassan Mohsen's research. The 24-item academic self-motivation measure was modified from the Arabic version created by Ahmed Falah Al-Alwan and Khalid Abdulrahman Al-Attiyat (2010). Following the implementation of the study procedures, the researcher came to the conclusion that most faculty members had sound and higher perceptions than their pupils on the ethical nature of the chosen behaviors. Additionally, there was a high degree of similarity between male and female faculty members' assessments of ethical behavior, suggesting that their perceptions are sound.

This research examined the role of value orientations in curricular decision making from the perspective of high school physical education teachers and students. Educational value orientations served as the theoretical base for the research. Teachers who exhibited one of two paired orientations, disciplinary mastery/learning process (DM/LP) or ecological integration/social reconstruction (EI/SR), were interviewed to examine the extent to which their value orientations influenced their stated (a) goals for student learning, and (b) expectations for academic performance and behavior. Students were also interviewed to investigate the extent to which they acknowledged these goals and expectations. Data were analyzed using constant comparison. Results suggested that goals and expectations of DM/LP and EI/SR teachers were distinctly different and that comments from students in the EI/SR teachers' classes did not reflect their teachers' goals and expectations. Dynamical system theory was used to conceptualize value orientations as attractors within the educational ecosystem. Teachers working from weak EI/SR value attractors may be limited by learner, instructional, and contextual constraints.

Background In recent years, the number of Japanese Language Learner (JLL) students, or children who speak a language other than Japanese and require Japanese language instruction, has been rapidly increasing in Japanese schools. Successful inclusion of students who use Japanese as a second language in the classroom creates opportunities for all students to engage with multiple languages and learn new cultures, backgrounds, history, and aspects of diversity that help them strengthen their overall cognitive abilities [Sato, T., and S. R. Hodge. 2009. “Asian International Doctoral Students’ Experiences at Two American University: Assimilation, Accommodation, and Resistance.” Journal of Diversity in Higher Education 2(3): 136-148]. In particular, physical education (PE) is considered an academic subject that can be a powerful tool to promote peace, tolerance, and understanding by bringing people together across boundaries, cultures, and religions by promoting the concepts of teamwork, fairness, discipline, and respect for the opponent in a game or activity [Beutler, I. 2008. “Sport Serving Development and Peace: Achieving the Goals of the United Nations Through Sport.” Sport in Society 11 (4): 359–369]. The purpose of this study is to describe and explain Japanese high school health and physical education (HPE) teachers’ positioning of themselves and others, as shown through a storyline, when they teach and assist Japanese Language Learner (JLL) students in academic and social contexts. Participants and setting Seven HPE teachers participated in this study by sharing their thoughts, opinions, and experiences related to teaching JLL students in PE. The teachers had between 3 and 23 years of experience teaching PE, and 2–9 years of experience teaching JLL students in high school PE. Research design This study utilized a descriptive-qualitative design using an in-depth, semi-structured interview approach [Seidman, I. 2019. Interviewing as Qualitative Research: A Guide for Researchers in Education and the Social Sciences. 5th ed. New York: Teacher College Press]. A constant comparative analysis method was used to analyze the data. In this study, the process of constantly comparing data from several sources led to tentative categories that were compared to each other and to other data in order to construct categories. In this study, meaningful narrative phrases were those related to PE pedagogical content and teacher development. Findings Explainable by concepts in positioning theory [Harré, R., and L. van Langenhove. 1999. “The Dynamics of Social Episodes.” In Positioning Theory: Moral Contexts of Intentional Action, edited by R. Harré, and L. van Langenhove, 1–13. Oxford: Blackwell], three major interrelated and complex themes emerged from the data analysis: (a) teachers’ positioning in securing a safe learning environment for JLL students in PE, (b) teachers’ dilemma in assessing JLL students’ learning outcomes based on performance assessments and written exams in PE, and (c) teachers’ positioning in their responsibilities as both teacher and host parent. To enhance the quality of PE classes, school districts need clear and focused goals related to assessment and evaluation, instructional planning, and responsibilities involved in teaching JLL students.

A 14-item test of Acrobatics and Balance was previously developed to assess gross motor skills of high school physical education students. This study examined the factor structure of an 8-item version of the test based on exploratory and confirmatory factor-analytic techniques. The 8-item short-form of the Acrobatics and Balance test was administered to 334 Italian boys, ages 14 to 16 yr. (M = 15.0, SD= .8), during physical education lessons. The sample was then randomly split into two groups of equal size. Data from Group 1 were subjected to principal components analysis followed by oblimin rotation. Two factors emerged without overlapping items, accounting for 65.6% of variance. Factors included items of Acrobatics and Balance, matching the scales of the whole version of the 14-item test. Confirmatory factor analysis on data from Group 2 confirmed the two factor structure of the 8-item test. The test had a Cronbach coefficient alpha of .84. The Balance and Acrobatics scales had Cronbach alphas of .84 and .78 for Group 1 and of .84 and .77 for Group 2. Findings provided preliminary support for the use of the 8-item test, especially when there is a need to shorten assessment time.

Traditionally associated with physical wellness, Physical Education (PE) is now recognized as a platform for holistic education aligned with sustainable development goals (SDGs). Spanish universities are committed to integrating these goals into their curricula. In this sense, a key challenge for Education for Sustainable Development (ESD) lies in transforming teaching approaches to integrate sustainability within specific subjects like PE, where pre-service teachers’ perceptions play a vital role in shaping innovative and effective strategies for this integration. This study explored the perspectives of key informants on the integration of sustainability into the core elements of the Spanish PE curriculum. The study sample included 75 final-year Physical Activity and Sport Sciences students. Adopting a phenomenological approach, data was collected through semi-structured interviews focused on practical applications of sustainability competencies in PE. The qualitative data was analysed in three stages using Atlas.ti v.7.5.18 software: data organization, category coding, and semantic network structuring. The findings, categorized into six meta-categories – objectives, content, methods, student roles, learning environment, and assessment – highlighted the importance of cultivating awareness about the long-term consequences of actions, promoting healthy lifestyles and reducing waste. Content focused on traditional sports, values, and non-polluting transport, while teaching methods included cooperative learning, problem-solving, and roles simulation. Formative assessment, particularly self – and peer-assessment, emerged as crucial for promoting reflection and growth in sustainability competencies. In conclusion, a sustainability-focused pedagogical approach in PE requires diverse, student-centred, and reflective teaching methods to develop environmental, economic, and social competencies. From the pre-service teachers’ perspective, this study offers a foundation for creating a pedagogical model to incorporate competencies for sustainable development in PE. Future research could refine, implement, and evaluate the effectiveness of this model in fostering sustainability competences.

Background and Study Aim. The research validation in sports science and physical education is essential for performance measurement. This validation is also important for developing innovative educational tools and ensuring rigorous evaluation criteria in academic and school settings. The aim of the study is to evaluate and validate the research activities carried out by students in bachelor's and master's programs in sports science and physical education. Material and Methods. The study included 103 students (75 undergraduate and 28 master's) from the Physical Education and Sports Department, analyzed based on their study program and sports specialization. The content of the Research Methodology (RM) course was monitored using the e-learning platform of the university center. Knowledge evaluation was based on the requirements in the syllabus for each study program. It followed the guidelines regarding assessment rules in the credit system and gradebook completion. Each study program focused on indicators S1 for elective and compulsory activities, which included course and seminar participation (A1, A2, and A3), final evaluation (F.E.), and S2. The final grade (FG) was rounded in favor of the student. The portfolio (Project) included 3 reports (R) regarding the thematic content of the research methods addressed: literature review method (R1), survey method based on questionnaires (R2) and experimental method (R3). Statistical indicators were calculated using the KyPlot 6.0 software. To calculate the differences in means between groups (study programs), the nonparametric Kruskal-Wallis test was used. The differences between bachelor’s study programs were calculated with the Wilcoxon Rank Sum Test (Mann-Whitney U Test) for unpaired data. Statistical significance was set at p < 0.05. Results. The students from Physical Education and Sport (PES) had higher attendance (p<0.05) and better performance in course activities (p<0.05), seminars (p<0.05) and mandatory activities (p<0.01). However, the differences in final evaluation and final grade were not significant (p>0.05). The students in the master's program showed greater involvement in seminars compared to courses (+2.5%). The confidence interval analysis (0.95) pointed out lower variability for indicators A1, A2 and A3, while the final evaluation and final grade highlighted greater dispersion. Statistical tests indicated significant differences between groups (p<0.001), with a higher average for the PES program (8.00 points), suggesting the impact of different requirements and evaluation weights on academic performance. The opinions of students about the course "Research Methodology and Methods in Physical Education and Sport Science" showed a high level of appreciation (72.9% excellent, 20.4% very good). This confirmed the quality of teaching and identified opportunities to improve teaching methods meant to enhance academic motivation. Conclusions. This study aimed at evaluating and validating the research activities carried out by students in sports science and physical education. Significant differences were identified between undergraduate and master's programs regarding student involvement in academic activities and evaluation results. It is necessary to adapt teaching methods and evaluation strategies for optimizing learning and student motivation in the field of physical education and sports science.

To analyze health, physical education & sports sciences students' perception and their experience in online learning. A cross-sectional study was conducted among 220 students of Health, physical education & sports sciences which fulfilled the inclusion criteria. The questionnaire which was used in this study was "Students' perception of online learning units", "Students' experience in online learning" and "Attitudes towards and experience of e-learning and learning of clinical skills". Most students reported positive perception and experience with online learning however, lack of interaction with teachers, and negative influence on gaining clinical skills was also observed. The study revealed that there is a significant association of online learning with the perception and experience of health, physical education & sports sciences students as the p value was found to be <0.05. The majority of students faced problems in utilizing the mode of online learning although overall satisfaction was found in more than 50%.

이 연구는 체육수업에서 지각된 학습환경이 중학생의 행동활성화/억제 및 도움요청행동에 미치는 영향을 규명하는 데 목적이 있다. 이 연구에 참여한 연구대상자는 K시에 소재하고 있는 중학교 2개교를 임의로 선정한 후유층무선표집방법을 이용하여 360명(남학생 180명, 여학생 180명)의 자료를 표집하였다. 회수된 설문 자료 중에서 미흡한 34명의 자료를 제외한 326명의 자료를 최종적으로 실제분석에 이용하였다. 연구도구는 체육수업 학습환경 검사지, 행동활성화 및 억제 검사지, 그리고 도움요청행동 검사지를 이용하였다. 수집된 자료는 빈도분석, 탐색적 요인분석, 신뢰도 분석, 상관분석, 중다회귀분석을 이용하여 분석하였다. 분석한 결과를 토대로 다음과 같은 결론을 도출하였다. 첫째, 지각된 학습환경의 도전지각 환경과 유능지각 환경은 행동활성화의 긍정적 수업태도, 친구관계, 교사행동, 정서전환 모두에 정적 영향을 주며, 위협지각 환경은 친구관계와 정서전환에 부적 영향을 준다. 그리고 지각된 학습환경의 도전지각 환경과 유능지각 환경은 유능감 부족에 부적 영향을 주며, 위협지각 환경은 유능감 부족, 부정적 교사태도, 획일적 수업구조, 처벌 모두에 정적 영향을 준다. 둘째, 지각된 학습환경의 도전지각 환경과 유능지각 환경, 위협지각 환경 모두는 도움요청에 정적 영향을 준다. 그리고 도전지각 환경은 도움회피에 부적 영향을 주는 반면에, 위협지각 환경은 정적 영향을 준다. 셋째, 행동활성화의 교사행동은 도움요청에 정적 영향을 주며, 긍정적 수업태도는 도움회피에 부적 영향을 준다. 그리고 행동억제의 유능감 부족은 도움회피에 정적 영향을 준다. 이상의 결론으로 보아, 체육수업에서 지각된 학습환경이 중학생의 행동활성화 및 억제, 그리고 도움요청행동에 영향을 주고 있음을 확인하였다.

High School Physical Education Students' Heart Rates During Different Activities

The Self-Presentation Motives for Physical Activity Questionnaire: Instrument Development and Preliminary Construct Validity Evidence.

The purpose of this study was to investigate the effects of coed (coed) and single-gender game-play settings on the activity levels of Caucasian and African American high school physical education students. Students participated in flag football, ultimate Frisbee, and soccer units. Classes were as follows: there were two coed classes, two coed classes were split into male and female teams for game play, one class was exclusively female, and one class was exclusively male. Digi-walker pedometers were worn by students to monitor activity levels calculated as steps per minute. High school males, on average, had higher step counts than females in all settings, and Caucasian students were more active, on average, than African American students. There were no differences in activity levels for females between coed and single-gender game-play settings. There was some evidence, however, that in ultimate Frisbee and soccer units, male students in males-only classes were less physically active than were males in coed and split coed classes. Teacher interaction rates and team-sport preferences rather than the gender composition might have contributed to differences in activity levels of the classes.