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Education Sciences
Special Issues
Exploring Teaching and Learning in Physical Education and Sport
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Exploring Teaching and Learning in Physical Education and Sport

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: 31 July 2024 | Viewed by 2710

Special Issue Editors

Prof. Dr. Pedro Jesús Ruiz-Montero

E-Mail Website
Guest Editor
Department of Physical Education and Sport, Faculty of Education and Sport Sciences, Campus of Melilla, University of Granada, 52071 Melilla, Spain
Interests: service-learning in physical education; formative assessment; teaching physical education; physical education and sport pedagogy
Special Issues, Collections and Topics in MDPI journals
Dr. Antonio Baena-Extremera

E-Mail Website
Guest Editor
Department of Didactic of Corporal Expression, Faculty of Education Sciences, 18071 Granada, Spain
Interests: physical education; learning and didactic in physical education; motivation; neuroscience; physical activities in the natural environment
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Teaching and learning in physical education and sport encompass active and experiential pedagogical methods, providing a specific experience while promoting learning about contents specified in the academic curriculum among students (Backman et al., 2023). Moreover, the practice of PEA helps students during physical education lessons and non-scholar time to acquire better feelings of personal satisfaction, PA motivation, and self-perception regarding physical fitness (Ruiz-Montero et al., 2020).

This new PEA curriculum aims to develop physically educated individuals who possess the knowledge, skills, and confidence to enjoy a lifetime of healthful physical activity, instead of solely educating the physical body (Chiva-Bartoll and Fernández-Rio, 2021).

According to Sartore-Baldwin et al. (2020), the participatory and globalising nature of physical education and sport is associated with feelings of cooperation, help, and support among students of a certain class group. Physical activity and sport can make it easier for students to express themselves freely and spontaneously, adopting rules and customs that can help them in their social inclusion. Thus, this Special Issue primarily aims to showcase experiences from students of all educational stages and areas related to PES.

Backman, E., Tolgfors, B., Nyberg, G. & Quennerstedt, M. (2023) How does physical education teacher education matter? A methodological approach to understanding transitions from PETE to school physical education. Physical Education and Sport Pedagogy,28(4),411–424.

Chiva-Bartoll O. & Fernández-Rio, F.J. (2021) Advocating for service-learning as a pedagogical model in physical education: Towards an activist and transformative approach. Physical Education and Sport Pedagogy, 27(5), 545–558.

Ruiz-Montero, P.J., Chiva-Bartoll, O., Baena-Extremera, A., & Hortigüela-Alcalá, D. (2020). Gender, Physical Self-Perception and Overall Physical Fitness in Secondary School Students: A Multiple Mediation Model. International Journal of Environmental Research and Public Health, 17(18), 6871.

Sartore-Baldwin, M.L., Das, B.M., and Schwab, L.M. (2020). Undergraduate Students’ Physical Activity Levels and Experiences in a Service-Learning Dog Walking Class: An Exploratory Pilot Study. Journal of American College Health, 69(6), 617–624.

Prof. Dr. Pedro Jesús Ruiz-Montero
Dr. Antonio Baena-Extremera
Guest Editors

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 double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education 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 1800 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

  • active methodology
  • teaching process
  • physical activity
  • sport performance
  • cognitive process
  • health promotion
  • curriculum
  • innovation

Published Papers (2 papers)

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Research

20 pages, 320 KiB  
Article
Analysis of the Practice of Nautical Activities in Schools
by Daniel Medina-Rebollo, Eduardo José Fernández-Ozcorta, Pedro Sáenz-López Buñuel and Jesús Fernández-Gavira
Educ. Sci. 2023, 13(12), 1202; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci13121202 - 30 Nov 2023
Viewed by 815
Abstract
This study focuses on the analysis of nautical activities in school environments. The primary objective is to highlight the pivotal role of educators in optimizing the benefits and mitigating the risks associated with water activities in educational settings. To achieve this goal, ten [...] Read more.
This study focuses on the analysis of nautical activities in school environments. The primary objective is to highlight the pivotal role of educators in optimizing the benefits and mitigating the risks associated with water activities in educational settings. To achieve this goal, ten interviews were conducted, evenly distributed among men and women from different countries who work in nautical activities with students in aquatic settings. Additionally, the Delphi method was employed to validate the interviews with expert opinions in the field from a group of nine experts. The analysis of the interviews revealed three significant dimensions, including safety, benefits, and sports-related aspects. The results demonstrate that nautical activities offer physical and cognitive benefits, promote ecological awareness, and foster values such as group cohesion, leadership, and respect. Furthermore, these activities have a positive impact on the physical and mental health of participants, encouraging socialization and conflict resolution. In conclusion, nautical activities in school environments provide a wide range of benefits but require continuous attention in terms of safety and adaptation for individuals with disabilities. These findings underscore the importance of promoting these practices as an integral part of the school curriculum. Full article
(This article belongs to the Special Issue Exploring Teaching and Learning in Physical Education and Sport)
14 pages, 287 KiB  
Article
Educating Teachers for Sustainability and Social Justice: A Service-Learning Project in Physical Education Initial Teacher Education
by Elsa Ribeiro-Silva, Mariana Amaral-da-Cunha and Paula Batista
Educ. Sci. 2023, 13(12), 1173; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci13121173 - 22 Nov 2023
Viewed by 1443
Abstract
The Sustainable Development Goals are a mission for all societies. Higher education has an essential role in preparing citizens for this global challenge by adopting student-centred approaches and active methodologies. Service Learning (SL) is recognised as having educative value in promoting values, teamwork, [...] Read more.
The Sustainable Development Goals are a mission for all societies. Higher education has an essential role in preparing citizens for this global challenge by adopting student-centred approaches and active methodologies. Service Learning (SL) is recognised as having educative value in promoting values, teamwork, and social awareness. The pedagogical project reported in this study was built with the underpinnings of the SL and active learning methodologies and aimed to describe and analyse the experience built on the principles of SL for Society within the theme of Olympics values. This study took place during the school placement curricular unit of a master’s programme in the Physical Education Teacher Education programme at (blinded for review). Seventy-two preservice teachers, organised in groups, were invited to develop an SL for Society project subordinated to the theme of “No one should be left behind” (ASD 2030). An analysis of the 22 projects revealed a spectrum of seven themes: (1) Inclusion, (2) Environment and Sustainability, (3) Gender Equality, (4) Health and Wellness, (5) Olympic and Social Values, (6) Cultural Heritage and Intergenerational Relations, and (7) Learning Communities. While conceiving, planning, implementing, and evaluating the projects, the preservice teachers understood the importance of embracing inclusion, equity, sustainability, and social justice in teaching. Full article
(This article belongs to the Special Issue Exploring Teaching and Learning in Physical Education and Sport)
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