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Physical Activity, Education and New Methodologies

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A special issue of Sustainability (ISSN 2071-1050).

Deadline for manuscript submissions: closed (31 December 2021) | Viewed by 34119

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Prof. Dr. Pedro Valdivia-Moral

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Faculty of Education, Department of Didactics of Musical, Plastic and Body Expression, University of Granada, 18071 Granada, Spain
Interests: teacher training; physical education; physical activity; education
Special Issues, Collections and Topics in MDPI journals

Prof. Dr. José Luis Ubago-Jiménez

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Guest Editor

Faculty of Education, Department of Didactics of Musical, Plastic and Body Expression, University of Granada, 18071 Granada, Spain
Interests: physical activity; higher education; health; psychosocial factors; sports; emotional intelligence
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Nowadays, Physical Activity has been influenced by new methodologies. The new methodologies provoke new developments in the area of Sports Performance, Healthy Physical Activity, Sports Management and Physical Education, always from a sustainable perspective.
The school context provides new strategies, resources and experiences on a daily Basis to create a new understanding of the teaching of sport and physical activity at school from a personal and sustainability learning perspective.
Focusing on Physical Education classes, didactic and sustainable aspects such as inclusive education, evaluation, equal education, psychological aspects and many additional elements affecting students and teachers. The scientific community needs to study these issues in order to promote Physical Education Didactics development. To this aim, cross-sectional, longitudinal and intervention studies that analyse motivation and teaching methodologies in the context of physical education, physical activity and sports for different ages can be presented. Furthermore, validations of measurement instruments linked to the study topic of this special issue are of interest. Systematic reviews and meta-analyses are also of great interest to the scientific community.

Dr. Pedro Valdivia-Moral
Dr. Jose Luis Ubago
Guest Editor

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Keywords

Physical Education
Sport Psychology
Coeducation
Healthy Lifestyle
Sustainability
New teaching methodologies

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Published Papers (10 papers)

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Research

11 pages, 1352 KiB

Open AccessArticle

Effects of Verbal Encouragement and Performance Feedback on Physical Fitness in Young Adults

by Martin Pacholek and Erika Zemková

Sustainability 2022, 14(3), 1753; https://doi.org/10.3390/su14031753 - 3 Feb 2022

Cited by 17 | Viewed by 4259

Abstract

This study evaluates the effects on the performance of young adults undergoing physical fitness tests with external stimuli (verbal encouragement (VE), performance feedback (PF), goal-oriented (GO) and a combination of external stimuli (CS)) and without external stimuli (WS). A group of 432 male students (age 19.1 ± 2.1 y, BMI 24.72 ± 5.97) was randomly selected for this study. They underwent a battery of fitness tests (bench press, 10 and 30 m sprints, and vertical jump) with and without external stimuli. The results showed greater improvements in mean power in bench press after PF compared to attempts WS (14.93 W, 3.43%, p = 0.005), and after CS compared to WS (13.84 W, 3.18%, p = 0.015). The time in the 10 and 30 m sprints decreased more profoundly after a combination of VE and GO compared to WS (0.021 s, 1.07%, p = 0.000 and 0.06 s, 1.23%, p = 0.001, respectively) and after CS compared to VE (0.015 s, 0.76%, p = 0.004 and 0.074 s, 1.52%, p = 0.000, respectively). Furthermore, the height of the jump improved more after VE than WS (1.36 cm, 5.46%, p = 0.000), after CS than WS (1.94 cm, 7.79%, p = 0.000), and after CS than VE stimulus (0.58 cm, 2.21%, p = 0.000). These findings indicate that external stimuli and their combination are more effective for achieving better results in physical fitness tests than without external stimuli. Therefore, practitioners should use verbal encouragement, performance feedback, goal-oriented stimuli, and their combinations during physical fitness testing in physical education classes in order to enable their students to achieve a better performance. Full article

(This article belongs to the Special Issue Physical Activity, Education and New Methodologies)

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13 pages, 471 KiB

Open AccessArticle

The Impact of Agile Management and Technology in Teaching and Practicing Physical Education and Sports

by Adin-Marian Cojocaru, Marilena Cojocaru, Anca Jianu, Rocsana Bucea-Manea-Țoniş, Dan Gheorghe Păun and Paula Ivan

Sustainability 2022, 14(3), 1237; https://doi.org/10.3390/su14031237 - 22 Jan 2022

Cited by 32 | Viewed by 4890

Abstract

The context of the COVID-19 pandemic has caused educational institutions and sports clubs to change their management strategy. Due to the modernization of computer technology, physical education and sports (PES) teachers decided to include this technology in their teaching activity to help students and athletes to acquire PES-specific transversal skills and digital skills, and also to increase the attractiveness of the lessons. The present research aims at assessing the challenges and opportunities of technology and adopting an Agile Management style to improve the teaching, learning, and practice of PES. Therefore, a survey was conducted on PES teachers and trainers, as they have a clear perspective on the field and their views are therefore very important and relevant to our study, even if they do not have solutions for all the challenges facing them. They were asked to share their professional opinions regarding the implementation of digital methods and applications on the sportive results of performance sportsmen, athletes, and students. The survey, conducted on 144 respondents, contained mostly multiple-choice questions rated on a Likert scale and open-ended questions allowing respondents to offer solutions and express their opinion freely. This article demonstrates the positive influence of Agile Management in the choice and implementation of technology dedicated to PES. Full article

(This article belongs to the Special Issue Physical Activity, Education and New Methodologies)

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10 pages, 272 KiB

Open AccessArticle

The Influence of Small-Sided Football Games with Numerical Variability in External Training Load

by Honorato Sousa, Élvio Rúbio Gouveia, Adilson Marques, Hugo Sarmento, Marcelo Pestana, Tomás Quintal, Helder Lopes and Andreas Ihle

Sustainability 2022, 14(2), 1000; https://doi.org/10.3390/su14021000 - 17 Jan 2022

Cited by 4 | Viewed by 2807

Abstract

Small-sided games (SSGs) are a motivational strategy and effective training method to develop skills and physical fitness at optimal intensity. This study investigates the influence of variability in the number of players on the physiological response using SSGs. The sample was composed of 10 field players with an average age of 15.9 ± 0.50 years old. Three sessions were held on 3 different days to collect information. The 10 min SSG exercise with temporal numerical variability was repeated twice on each day. The numerical ratio of players involved changed every 2 min without disrupting the practice. In a game space with 35 × 25 m, the exercise always started in a situation of 3 vs. 3. External training load metrics (i.e., physical activity counts, activity intensity, and energy expenditure) were assessed using Actigraph WGT3X accelerometers. The 3 vs. 3 format game had higher physical activity counts (i.e., higher vector magnitude) and requested more time spent in very vigorous physical activity intensity. Consequently, the 3 vs. 3 format in young football players had higher energy expenditure (i.e., a higher METs) than that in the other studied game formats. This study confirms the influence of SSGs with numerical variability in external training load. Full article

(This article belongs to the Special Issue Physical Activity, Education and New Methodologies)

15 pages, 322 KiB

Open AccessArticle

Effects of a Sport Education Model-Based Teaching Intervention on Students’ Behavioral and Motivational Outcomes within the Physical Education Setting in the COVID-19 Scenario

by Evelia Franco, Carlota Tovar, Alba González-Peño and Javier Coterón

Sustainability 2021, 13(22), 12468; https://doi.org/10.3390/su132212468 - 11 Nov 2021

Cited by 11 | Viewed by 2971

Abstract

The sport education model (SEM) has been suggested to have a positive impact on students’ motivational processes within the physical education setting. However, there is no evidence about how this methodology can affect such processes in the unconventional scenario provoked by the COVID-19 pandemic. The aim of the present study was to analyze the effect of a SEM-based teaching intervention on students’ basic psychological needs (BPN), intrinsic motivation, and behavioral engagement in physical education. For this purpose, a quasi-experimental study was carried out in which two groups of secondary students (M_age = 14.61, SD = 0.5) were taught a basketball unit following either the SEM or traditional teaching. Previously validated questionnaires were administered both before and after the intervention. The results showed that students following the SEM methodology significantly improved their autonomy satisfaction (MPre = 3.09 vs. Mpost = 3.63), competence satisfaction (Mpre = 3.48 vs. Mpost = 4.17), and relatedness satisfaction (MPre = 3.79 vs. MPost = 4.43), as well as their behavioral engagement (MPre = 4.05 vs. MPost = 4.48), while students in the control group reported lower relatedness satisfaction after (M = 3.54) than before (M = 4.13) the intervention. This study thus contributes to the understanding of how teaching in a COVID-19 scenario has affected students’ motivational responses, and interesting implications for the current situation are provided. Full article

(This article belongs to the Special Issue Physical Activity, Education and New Methodologies)

12 pages, 1849 KiB

Open AccessArticle

Higher Physical Activity of School Personnel Is Related to More Positive Attitudes towards Children’s Physical Activity at School

by Getter Marie Lemberg, Merike Kull, Katrin Mägi, Henri Tilga, Kerli Mooses and Evelin Mäestu

Sustainability 2021, 13(19), 10909; https://doi.org/10.3390/su131910909 - 30 Sep 2021

Cited by 1 | Viewed by 2067

Abstract

School personnel can struggle with meeting the daily physical activity recommendation; however, they are role models for students, and their attitudes towards physical activity can impact students’ physical activity habits. The aim was to assess school personnel’s physical activity and their attitudes regarding the importance of physical activity among students. The physical activity levels of 1030 school employees in Estonia were assessed using an accelerometer. Participants also responded to a questionnaire about physical activity habits, overall health, and attitudes about the importance of physical activity among students. About 92.6% of the participants met the World Health Organisation’s weekly physical activity recommendation. However, 69.1% of the accelerometer wearing time was spent being sedentary. Only 5.8% of the wearing time was spent in moderate to vigorous physical activity. More active school personnel believed their lead affects students’ attitudes towards physical activity (r = 0.072–0.156, p < 0.05) and being active at recess facilitates a peaceful learning environment in the classroom (r = 0.064–0.072, p < 0.05). Whereas more sedentary school personnel did not encourage students to be active at recess (r = −0.073, p < 0.05). More active school personnel had more positive attitudes towards physical activity, which demonstrates the importance of focusing on encouraging physical activity among school personnel as they can affect the behaviour of students. Full article

(This article belongs to the Special Issue Physical Activity, Education and New Methodologies)

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18 pages, 682 KiB

Open AccessArticle

Cooperative Learning Contribution to Student Social Learning and Active Role in the Class

by Rita Silva, Cláudio Farias and Isabel Mesquita

Sustainability 2021, 13(15), 8644; https://doi.org/10.3390/su13158644 - 3 Aug 2021

Cited by 10 | Viewed by 4863

Abstract

An emphasis on providing authentic and inclusive educational experiences to students has been recommended in many educational systems as essential for motor, social, and psychological development. Despite the focus of recent studies on the preparation of physical education (PE) teachers for entering the profession, little attention has been paid to beginner teachers and how these teachers can promote educationally rich PE experiences. Therefore, this study sought (1) to understand how a novice PE teacher implemented the cooperative learning model and shared the responsibility for teaching–learning processes with students; and (2) to examine students’ perspectives about their cooperative experiences and student-centered learning. Participants included 25 high school students and one novice PE teacher. Through an action-research design, data were collected by utilizing three qualitative techniques and analyzed using thematic analysis. CL was found to be a complex model that needed time to be implemented effectively and allow students to take advantage of its potential. The development of cooperative relationships allowed students to assume greater responsibility in the lessons. Novice teachers should be encouraged to adopt CL and promote a gradual process of sharing responsibility with students. Full article

(This article belongs to the Special Issue Physical Activity, Education and New Methodologies)

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16 pages, 1347 KiB

Open AccessFeature PaperArticle

The Coach–Athlete Relationship and Self-Talk in Turkish Athletes

by Elif Nilay Ada, Nikos Comoutos, Hasan Ahmad, Rabia Yıldız, Sophia Jowett and Zişan Kazak

Sustainability 2021, 13(11), 5764; https://doi.org/10.3390/su13115764 - 21 May 2021

Cited by 1 | Viewed by 3157

Abstract

Background: The first purpose of the study was to evaluate the validity and reliability of the Automatic Self-Talk Questionnaire for Sports (ASTQS) in the Turkish language and the secondary purpose was to examine the relationship between the quality of the coach–athlete relationship and athletes’ self-talk. Methods: 477 athletes (females = 252, males = 225) completed the Turkish versions of the Coach–Athlete Relationship Questionnaire (CART-Q) and the ASTQS. Results: ASTQS showed good psychometric properties in the Turkish language. Findings on the construct validity of the scale were consistent with the original scale’s 8-factor structure. The Cronbach’s alpha coefficients ranged from 0.65 to 0.91. Furthermore, path analysis results showed that closeness had a direct effect on disengagement, psych-up, and anxiety control. The commitment had a direct effect on somatic fatigue, and complementarity had a direct effect on worry, confidence, and instruction. Conclusions: Finally, the results from the present study indicated that the Automatic Self-Talk Questionnaire provided a reliable and valid measure for Turkish athletes. The results revealed the importance of the coach–athlete relationship in sport and its’ role in shaping athletes’ self-talk. Full article

(This article belongs to the Special Issue Physical Activity, Education and New Methodologies)

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12 pages, 1521 KiB

Open AccessArticle

Effects of Motor-Games-Based Concurrent Training Program on Body Composition Indicators of Chilean Adults with Down Syndrome

by Claudio Farías-Valenzuela, Cristian Cofré-Bolados, Gerson Ferrari, Sebastián Espoz-Lazo, Giovanny Arenas-Sánchez, Sebastián Álvarez-Arangua, Alexis Espinoza-Salinas and Pedro Valdivia-Moral

Sustainability 2021, 13(10), 5737; https://doi.org/10.3390/su13105737 - 20 May 2021

Cited by 10 | Viewed by 2954

Abstract

Background: Concurrent training of strength and endurance has been widely ued in the field of health, with favorable effects on body composition. However, the effect on the body composition of a ludic-motor concurrent proposal in adults with Down syndrome has not been quantified yet. The aim of this study was to determine the effect of a concurrent training program based on motor games on body composition indicators and cardiometabolic risk on schooled male adults with Down syndrome. Methods: The sample is composed of 15 male adults with Down syndrome from Chile. Body composition variables such as body mass index, waist circumference, height to waist ratio, skin folds, perimeters, and muscle areas were assessed at the beginning and end of the program. Subsequently, a program of motor games was designed and implemented for 10 months. Results: Mean and standard deviation for body fat were pre (25.36 ± 5.60) and post (23.01 ± 6.20)%; waist circumference pre (86.00 ± 8.97) and post (82.07 ± 8.38) cm. Brachial perimeter and muscle area were pre (22.30 ± 2.80) and post (23.61 ± 2.28) cm; pre (40.19 ± 10.09) and post (44.77 ± 8.48) cm², respectively. Our findings showed significant results (p < 0.05): body fat %; sum of folds; waist circumference; height to waist ratio; brachial perimeter and brachial muscle area. Conclusion: A concurrent training program implemented through motor skills games decreases body fat and cardiovascular risk and increases the muscle mass in male adults with Down syndrome. Full article

(This article belongs to the Special Issue Physical Activity, Education and New Methodologies)

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11 pages, 266 KiB

Open AccessArticle

Abdominal Obesity in Overweight Schoolchildren from Portoviejo (Ecuador). Conicity Index Cut-Points for Sustainable Health

by Ricardo Arencibia-Moreno, Damaris Hernández-Gallardo, Daniel Linares-Girela, Johanna Sabrina Párraga-Acosta, José Gabriel Pilay-Chávez and Marta Linares-Manrique

Sustainability 2021, 13(10), 5583; https://doi.org/10.3390/su13105583 - 17 May 2021

Cited by 1 | Viewed by 1856

Abstract

(1) Background: Abdominal obesity describes the accumulation of visceral fat. Monitoring of abdominal obesity in children aids prognosis of atherogenic risk and prediction of the emergence of different comorbidities, many of which persist into and throughout adulthood. For this reason, it is of great diagnostic value to the sustainability of health in populations. The aim of this study was to evaluate abdominal obesity in overweight schoolchildren from Portoviejo (Ecuador) and propose conicity index cut-points for sustainable health. (2) Methods: The sample was formed by 356 schoolchildren whose BMI z-score deemed them to be overweight. Height, weight, waist circumference (wstC), various skinfolds, percent body fat, conicity index (CI) and overweight classification according to wstC were determined. (3) Results: The mean age was 6.83 ± 1.2 years, 17.4% were obese, 34.8% were overweight and 47.8% were at risk of being overweight according to their BMI z-score. The mean height was 1.29 ± 0.12 m, whilst the mean weight was 35.21 ± 11.57 kg. When classifying according to wstC, 37.9% were identified as obese, 28.1% had high-risk abdominal adiposity and 34% were normal. The average CI was 1.16 ± 0.06, whilst that of body fat was 19.34 ± 6.03, with 56.2% of individuals having body fat values lower than 20%. (4) Conclusions: The sample showed a high prevalence of central obesity. Significant agreement was not found between classifications of nutritional status according to BMI z-score and wstC. Full article

(This article belongs to the Special Issue Physical Activity, Education and New Methodologies)

12 pages, 264 KiB

Open AccessArticle

Effect of Basket Height Adaptation on Technical–Tactical Skills, Self-Efficacy, Cooperation, and Students’ Perception in a Basketball Unit

by Enrique Ortega-Toro, Jose Maria Gimenez-Egido, Isidro Verdu-Conesa and Jose Manuel Palao

Sustainability 2020, 12(23), 10180; https://doi.org/10.3390/su122310180 - 6 Dec 2020

Cited by 7 | Viewed by 2770

Abstract

The adaptation of sports equipment seeks to adjust the learning environment to students’ characteristics. The purpose of this study was to assess the effect of adapting the basket height on the execution and decision-making of technical–tactical skills, self-efficacy, cooperation, and students’ perception in a basketball unit. A quasi-experimental design with a control group, pre-test, and post-test was carried out in an eight-session basketball unit. The control group completed the tasks with a basket height of 3.05 m, and the experimental group completed the tasks with a basket height of 2.80 m. The execution and decision-making involved in passing, shooting, and one-on-one situations, students’ self-efficacy, and cooperation were assessed before and after the basketball unit. Students’ perception was assessed throughout the basketball unit. The use of an adapted basket height promoted better execution, more occurrence, and more efficacy for shooting, as well as an increase in the specific individual self-efficacy. The use of the standard basket height involved different technical and tactical solutions by the students as well as an increase in the occurrence and efficacy in one-on-one situations. The students in the control group did not increase their specific individual self-efficacy. The scaled equipment resulted in more variability in the solutions performed by the students (balance between shooting and one-on-one actions). Full article

(This article belongs to the Special Issue Physical Activity, Education and New Methodologies)

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