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Behavioral Sciences
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Psychological Advances in Physical Education and Sport Teaching
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Psychological Advances in Physical Education and Sport Teaching

A special issue of Behavioral Sciences (ISSN 2076-328X). This special issue belongs to the section "Educational Psychology".

Deadline for manuscript submissions: closed (17 November 2023) | Viewed by 10655

Special Issue Editor

Dr. Antonio Granero-Gallegos

E-Mail Website
Guest Editor
Department of Education, University of Almeria, 04120 Almeria, Spain
Interests: sport; physical education; body image; motivation; teaching; psychometric properties; validation
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

It is important to offer today's society a quality physical and sports education based on empirical scientific evidence. Therefore, the current Special Issue of Behavioral Sciences, “Psychological Advances in Physical Education and Sport Teaching”, seeks to provides an opportunity for researchers to submit high-quality studies focusing on new advances and psychological approaches to physical education and sport teaching. There is room for research on different psychological and behavioral aspects of the physical education classroom, such as those related to teaching, social variables, motivational variables, and academic performance, among other areas. In addition, we welcome studies that address the influence and relationship of the different psychological variables of students with the practice of physical activity outside the classroom in their free time. In addition, research into different aspects of the promotion moderate and vigorous physical activity for students, as well as for the creation of healthy and permanent physical exercise habits, will also be important in this Special Issue. Further, we intend to have a special impact on innovation, as well as the application of pedagogical models in the classroom. Papers about the validation process instruments and tools used to measure and evaluate physical education (i.e., including the validation of the instrument and the process of reliability) are welcome, as are systematic review articles and meta-analyses. Finally, this Special Issue will also include research that reflects developments in sports learning.

Prof. Dr. Antonio Granero-Gallegos
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Behavioral Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2200 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • physical education
  • physical activity and sport
  • teaching
  • motivation
  • validation
  • classroom and extracurricular physical activities
  • health education

Related Special Issue

Published Papers (5 papers)

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Research

11 pages, 314 KiB  
Article
Body Mass Index: Influence on Interpersonal Style, Basic Psychological Needs, Motivation, and Physical Activity Intention in Physical Education—Differences between Gender and Educational Stage
by David Manzano-Sánchez, Alberto Gómez-Mármol and Manuel Gómez-López
Behav. Sci. 2023, 13(12), 1015; https://0-doi-org.brum.beds.ac.uk/10.3390/bs13121015 - 15 Dec 2023
Viewed by 1052
Abstract
The present research study’s main objective was to find out whether there is a relationship between the body mass index (BMI) and the psychological aspects related to motivation, needs such as autonomy, competence, and social relationships, and the intention of being physically active [...] Read more.
The present research study’s main objective was to find out whether there is a relationship between the body mass index (BMI) and the psychological aspects related to motivation, needs such as autonomy, competence, and social relationships, and the intention of being physically active in Physical Education students in Primary and Secondary Education. To achieve this, a total of 574 students (mean = 13.66; standard deviation = 1.96) participated in this study, to whom a series of questionnaires was administered once permission had been obtained from the centers the students attended, alongside the latter’s acceptance to participate in the study. The main results showed that the students with a higher BMI were those who had lower self-determined motivation values with regard to the three basic psychological needs observed and the intention of physical activity. In turn, our differential analysis identified that the students attending Primary Education had lower values of BMI, motivation, and intention to be physically active than the students attending Secondary Education, without finding differences based on the gender of the participants. The need to keep on investigating this topic is consequently gathered, using direct techniques for measuring BMI or proposing mixed research designs. Full article
(This article belongs to the Special Issue Psychological Advances in Physical Education and Sport Teaching)
10 pages, 299 KiB  
Article
Relationship between Physical Fitness and Cyberbullying Patterns (Cybervictimization and Cyberperpetration) in Spanish Adolescents
by Juan de Dios Benítez-Sillero, Diego Corredor-Corredor, Luis Manuel Martínez-Aranda, Oriol Abellán-Aynés, Iago Portela-Pino and Javier Raya-González
Behav. Sci. 2023, 13(11), 952; https://0-doi-org.brum.beds.ac.uk/10.3390/bs13110952 - 20 Nov 2023
Viewed by 1215
Abstract
(1) Background: Cyberbullying is a growing problem among adolescents, and deeper knowledge of this phenomenon could facilitate the implementation of adequate prevention and intervention strategies. Therefore, the aim of this study was to analyze the relationships between victimization and aggression patterns in cyberbullying [...] Read more.
(1) Background: Cyberbullying is a growing problem among adolescents, and deeper knowledge of this phenomenon could facilitate the implementation of adequate prevention and intervention strategies. Therefore, the aim of this study was to analyze the relationships between victimization and aggression patterns in cyberbullying and physical fitness levels in Spanish adolescents. (2) Methods: A total of 741 adolescents aged 12 to 19 years from two high schools in Andalusia, Spain (mean = 14.52 ± 1.96 years; 50.9% girls, 49.1% boys) participated in the study. The participants underwent the EUROFIT battery test and completed the Spanish version of the European Cyberbullying Intervention Project Questionnaire (ECIPQ) scale. T-test, bivariate correlations and a linear regression analysis were used for statistical analysis. (3) Results: The study results indicated positive relationships between cyberbullying patterns, especially cybervictimization, and age, as well as several physical fitness measures, including BMI, sit-ups, sit-and-reach, and handgrip tests. On the other hand, cyberperpetration was positively related only to age and the specific grip strength test. Further statistical analysis revealed that cybervictimization was primarily influenced by age, while cyberperpetration was mainly influenced by age and performance in a functional test (sit-and-reach). (4) Conclusions: Cyberbullying roles, both as victims and aggressors, may not be strongly influenced by isolated physical fitness factors. Thus, in order to reach a more comprehensive understanding and better explanations of individual involvement in cyberbullying behavior, future studies should analyze psychological and social factors along with the variables considered in this study. Full article
(This article belongs to the Special Issue Psychological Advances in Physical Education and Sport Teaching)
13 pages, 953 KiB  
Article
The Influence of a Girls’ Health and Well-Being Program on Body Image, Self-Esteem, and Physical Activity Enjoyment
by Kellie Walters, Chrissy Chard, Esmeralda Castro and Devin Nelson
Behav. Sci. 2023, 13(9), 783; https://0-doi-org.brum.beds.ac.uk/10.3390/bs13090783 - 21 Sep 2023
Viewed by 3125
Abstract
Adolescent girls report low physical activity levels and poor body image and self-esteem. This study evaluated the impact of a girls’ health intervention on body image, self-esteem, and physical activity enjoyment. The intervention was grounded in self-determination theory, resulting in lessons designed to [...] Read more.
Adolescent girls report low physical activity levels and poor body image and self-esteem. This study evaluated the impact of a girls’ health intervention on body image, self-esteem, and physical activity enjoyment. The intervention was grounded in self-determination theory, resulting in lessons designed to promote autonomy, competence, and relatedness. The two primary components of the intervention included opportunities for girls to learn about resistance training as well as ways to improve their psychosocial health (i.e., body image, self-esteem, and physical activity enjoyment). Girls (n = 590), in the intervention (Mage = 12.79, SD = 0.69) and control group (Mage = 12.92, SD = 0.73), completed pre and post measures. A repeated measures MANOVA was conducted to assess changes in body image, self-esteem, and physical activity enjoyment. The intervention resulted in a significant increase in body esteem-appearance, F = 9.23, p = 0.003, and body esteem-weight, F = 4.77, p = 0.029, and a greater, non-significant, increase in self-esteem (3.22%), and physical activity enjoyment (4.01%) compared to the control group. This highlighted the use of the intervention for significant improvements in appearance and weight-related body image. The results support implementing psychosocial lessons, as well as physical activity, in health programming for girls. Full article
(This article belongs to the Special Issue Psychological Advances in Physical Education and Sport Teaching)
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19 pages, 1505 KiB  
Article
Intrinsic Motivation: Knowledge, Achievement, and Experimentation in Sports Science Students—Relations with Emotional Intelligence
by Isabel Mercader-Rubio, Nieves Gutiérrez Ángel, Sofia Silva, Guilherme Furtado and Sónia Brito-Costa
Behav. Sci. 2023, 13(7), 589; https://0-doi-org.brum.beds.ac.uk/10.3390/bs13070589 - 14 Jul 2023
Cited by 2 | Viewed by 3421
Abstract
In this paper, we have focused on the Self-Determination Theory, paying special attention to intrinsic motivation, which is understood as the motivation that leads the subject to perform a task without the expectation of obtaining an external reward. In the field of sport, [...] Read more.
In this paper, we have focused on the Self-Determination Theory, paying special attention to intrinsic motivation, which is understood as the motivation that leads the subject to perform a task without the expectation of obtaining an external reward. In the field of sport, motivation is one of the most studied variables and one of the most researched, since it is closely related to the reasons that lead the athletes to start, maintain, and abandon sports practice. The main objective of this study is to analyze the relationship between intrinsic motivation (IM) and emotional intelligence from the theoretical contributions of the Self-Determination Theory. The specific objectives are to analyze attention, clarity, and emotional regulation, as well as intrinsic motivation to acquire knowledge. Additionally, we aim to explore the relationship between attention, clarity, and emotional regulation and the intrinsic motivation to achieve something. Lastly, we investigate the correspondence between attention, clarity, and emotional regulation and the intrinsic motivation to experience stimuli. The sample consists of 163 undergraduate and master’s students related to Physical Activity and Sports Sciences, studying at a Spanish public university, located in the southeast region of Andalusia—specifically, in the city of Almería. The participants had a mean age of 20.33 years. In terms of gender, 70.9% (n = 117) were men and 27.9% (n = 46) women. In terms of degree, 76.7% (n = 147) were undergraduate students and 23.3% (n = 18) were postgraduate students. The Sports Motivation Scale (SMS/EMD) was used to assess intrinsic motivation, and the TMMS-24 was used to assess emotional intelligence. The main findings of this research demonstrate the existence of a relationship between the three dimensions of emotional intelligence (emotional attention, emotional clarity, and emotional regulation) and intrinsic motivation (intrinsic motivation to know something, intrinsic motivation to achieve something, and intrinsic motivation to experience stimulation). These findings emphasize the importance of emotional intelligence for intrinsic motivation. Full article
(This article belongs to the Special Issue Psychological Advances in Physical Education and Sport Teaching)
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9 pages, 254 KiB  
Article
Goals and Success in Sport: The Perspectives of Parents and Adolescent Girls in Kayaking
by Orr Levental, Yosi Yaffe and Dalit Lev Arey
Behav. Sci. 2023, 13(7), 580; https://0-doi-org.brum.beds.ac.uk/10.3390/bs13070580 - 12 Jul 2023
Cited by 1 | Viewed by 1060
Abstract
Setting objectives and evaluating success are intrinsically linked to motivation in sports and behavior during training and competition. According to social cognitive theory, the perception of success is divided into “task” and ”ego”, which indicate an inner orientation versus an external perspective when [...] Read more.
Setting objectives and evaluating success are intrinsically linked to motivation in sports and behavior during training and competition. According to social cognitive theory, the perception of success is divided into “task” and ”ego”, which indicate an inner orientation versus an external perspective when analyzing an athlete’s achievements. These impressions can be influenced by various factors such as maturity level, gender, and the type of activity in which they participate. The current study compares perceptions of success among parents and adolescent girls competing in kayaking in Israel. To this end, a qualitative study was conducted with 20 in-depth interviews emphasizing goal setting and individual perceptions of success. The research findings reveal that contrary to previous studies, there is a perceptual gap between the two groups, with parents measuring success primarily in terms of enjoyment and self-fulfillment, and girls referring to perceived success in the context of achievements. It was also found that there is a discrepancy between setting goals and defining success, following experience and interactions within the training. The article discusses the reasons behind these gaps and the potential ramifications for sports activity and participation. Full article
(This article belongs to the Special Issue Psychological Advances in Physical Education and Sport Teaching)
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