Recent Advances in Physical Education and Sports

Abstract submission deadline

31 January 2025

Manuscript submission deadline

31 March 2025

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Topic Information

Dear Colleagues,

This Topic aims to present the latest research results on advances in the teaching of physical education and sports training in the school context.

Research results in this area must be disseminated to facilitate the intervention that teachers and coaches carry out with school-aged children.

The use of active and participatory teaching and training methodologies is improving the training of school-aged children. The advantages that these practices have for young people on a motor, physiological, psychological, or social level have been demonstrated.

It is evident that the practice of physical activity is essential for the development of children and adolescents. To do this, these practices must be in line with the recommendations of the World Health Organization to guarantee the health of children and adolescents.

Physical education classes and training with children must be carried out in sustainable environments, considering the formal elements of teaching, as well as contextual, local, and national factors, which allow a better implementation of teaching and training processes, as well as a better adaptation to the characteristics of young people.

This Topic includes theoretical works and reviews of the established literature on the object of study. It will also examine works that collect the results of empirical research developed with populations of children and adolescents in the school and training context, showing new trends and advances in the teaching and training processes which improve the teaching−learning processes and facilitate sustainability.

Prof. Dr. Sergio José Ibáñez Godoy
Prof. Dr. Sebastian Feu
Prof. Dr. Pedro Saenz-Lopez Buñuel
Prof. Dr. Juarez Vieira do Nascimento
Prof. Dr. Jesus Medina-Casaubón
Topic Editors

Keywords

Participating Journals

Journal Name	Impact Factor	CiteScore	Launched Year	First Decision (median)	APC
Children children	2.0	2.7	2014	14.4 Days	CHF 2400	Submit
Education Sciences education	2.5	4.8	2011	26.8 Days	CHF 1800	Submit
Sports sports	2.2	4.1	2013	20.4 Days	CHF 1800	Submit

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Published Papers (2 papers)

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All Children Education Sciences Sports

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15 pages, 1886 KiB  

Open AccessArticle

Analysis of Tactical Knowledge for Learning an Alternative Invasion Sport

by Olga Calle, Antonio Antúnez, Sergio José Ibáñez and Sebastián Feu

Educ. Sci. 2024, 14(10), 1136; https://doi.org/10.3390/educsci14101136 - 20 Oct 2024

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Abstract

The study of declarative and procedural knowledge in sport allows us to assess students’ tactical learning processes. The aim of this study was to analyze and compare the level of declarative and procedural knowledge acquired by students according to the pedagogical model and [...] Read more.

The study of declarative and procedural knowledge in sport allows us to assess students’ tactical learning processes. The aim of this study was to analyze and compare the level of declarative and procedural knowledge acquired by students according to the pedagogical model and gender, after the application of two intervention programs for an alternative invasion sport, “Rosquilla”. This study involved 136 students distributed into six groups of Primary Education (fifth and sixth year) and Secondary Education (first year). Each group in the same year participated in a different intervention program, one based on the Game-Centered Model and the other on a hybrid model of the Game-Centered Model and the Sports Education Model. A descriptive analysis was carried out to determine the characteristics of the participants. Subsequently, an independent samples Mann–Whitney U-test was applied to compare the level of knowledge between the models and genders in the pre- and post-test periods. A Linear Mixed Model was used to analyze the level of knowledge of students within each group and compare them according to methodology and gender. The results indicate that both programs generated improvements in declarative and procedural knowledge. Therefore, students learn equally regardless of the methodological perspective and gender. Full article

(This article belongs to the Topic Recent Advances in Physical Education and Sports)

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19 pages, 1490 KiB  

Open AccessArticle

Modified Handball in Physical Education: Investigating Opportunities for Inclusion and Relatedness

by Luisa Estriga, João Freitas, Guilherme Vieira, Amândio Graça and Paula Batista

Educ. Sci. 2024, 14(9), 985; https://doi.org/10.3390/educsci14090985 - 6 Sep 2024

Viewed by 850

Abstract

This paper addresses the challenge of assessing relatedness and functional interdependence through connecting passes within invasion games, which may offer valuable pedagogical insights into gameplay for accessibility and inclusiveness. Hence, the purpose of this paper is twofold. Firstly, it presents preliminary work on [...] Read more.

This paper addresses the challenge of assessing relatedness and functional interdependence through connecting passes within invasion games, which may offer valuable pedagogical insights into gameplay for accessibility and inclusiveness. Hence, the purpose of this paper is twofold. Firstly, it presents preliminary work on the methodology for computing open passing lanes and derived metrics, integrating spatiotemporal data analysis with event data. Secondly, using a within-subject design, it investigates how modified handball games influence game play opportunities. Data were collected during handball matches in a pre-teens Physical Education (PE) class with mixed-skill-level teams. Game actions (e.g., passes, receptions, and shots) were manually recorded through systematic observation of video footage, while players’ positional data were captured with ultra-wideband technology. Findings provide evidence that employing a numerical advantage (one player up) enhances overall opportunities for individual attacking actions (i.e., more passing, catching actions, and goal-scoring opportunities) and relational actions (i.e., more open passing lanes) compared to equal numbers. Conversely, equal numbers with individual marking appeared more challenging, as fewer secure passing lanes were observed, and the ball possessor spent more time with the ball before releasing it. The developed approach holds promise for studying designed games to enhance inclusion and learning opportunities for all. Full article

(This article belongs to the Topic Recent Advances in Physical Education and Sports)

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