Children's Individual Differences in the Responses to a New Method for Physical Education.

Children's fundamental movement skills (FMS) require planned and guided interventions to develop appropriately. We investigated the effect of a novel Physical Education (PE) method to develop children's object control, locomotor skills, and motor competence. Further, we examined children's trainability, i.

The development of an "Engagement in Physical Education" scale.

Purpose: The purpose of this paper is to present a scale that assesses students' perceptions of their engagement in physical education. The scale assesses all four dimensions of engagement (agentic, cognitive, behavioral, and emotional) in order to be consistent with the contemporary notion of engagement used in current educational research.

Method: A total of 231 eighth and ninth-grade students (108 boys, Mage = 14.

A Hybrid Framework for Maritime Surveillance: Detecting Illegal Activities through Vessel Behaviors and Expert Rules Fusion.

Maritime traffic is essential for global trade but faces significant challenges, including navigation safety, environmental protection, and the prevention of illicit activities. This work presents a framework for detecting illegal activities carried out by vessels, combining navigation behavior detection models with rules based on expert knowledge. Using synthetic and real datasets based on the Automatic Identification System (AIS), we structured our framework into five levels based on the Joint Directors of Laboratories (JDL) model, efficiently integrating data from multiple sources.

Associations of obesity, movement behaviors, and socioeconomic status with fundamental movement skills in children: Results from the REACT project.

Objective: To investigate the relationship of biological characteristics (age, sex, and obesity), movement behaviors (physical activity and sedentary time), and family socioeconomic status with fundamental movement skills (FMS) in primary school children.

Methods: This cross-sectional study sampled 1014 children (537 girls) aged 6 to 10 years from 25 primary schools in Matosinhos, north of Portugal. Five object control skills (dribbling, kicking, catching, throwing, and underarm rolling) were assessed with a categorical scale using the Meu Educativo® platform.

A multivariate multilevel approach to unravel the associations between individual and school factors on children's motor performance in the REACT project.

Objective: The aim was to (1) estimate the relationship between physical fitness (PF) and object control fundamental movement skills (FMS), (2) identify child characteristics that relate with PF and FMS, and (3) examine associations between the school environment, PF, and FMS.

Methods: The sample included 1014 Portuguese children aged 6-10 years from the REACT project. PF was assessed via running speed, shuttle run, standing long jump, handgrip, and the PACER test.

Individual and school correlates of body mass index and cardiorespiratory fitness in primary school children from the REACT project: A multivariate multilevel analysis.

Objective: This paper examines the relationship between body mass index (BMI) and cardiorespiratory fitness (CRF) using a multivariate multilevel approach and investigates the links between individual and school-related correlates with children's BMI and CRF.

Methods: This cross-sectional sample included 1014 children (6-10 years) from 25 Portuguese primary schools. BMI was calculated, and CRF was assessed with the PACER test.

Sleep and fundamental movement skills in primary schoolchildren: The REACT project.

Objective: Whether sleep is related to fundamental movement skills (FMS) in the pediatric population is largely unknown. The objective of this study was to examine the association between sleep characteristics (duration, efficiency, regularity) and FMS proficiency levels in school-aged children.

Methods: This cross-sectional study included 996 children (mean age: 8.

Statistical analysis of the longitudinal fundamental movement skills data in the REACT project using the multilevel ordinal logistic model.

Objectives: The REACT project was designed around two main aims: (1) to assess children's growth and motor development after the COVID-19 pandemic and (2) to follow their fundamental movement skills' developmental trajectories over 18 months using a novel technological device (Meu Educativo®) in their physical education classes. In this article, our goal is to describe statistical analysis of the longitudinal ordinal motor development data that was obtained from these children using the multilevel ordinal logistic model.

Methods: Longitudinal ordinal data are often collected in studies on motor development.

Portuguese research on physical education and sport didactics-a critical discussion.

This article presents a discussion of research in Physical Education and Sport Didactics in Portugal. It starts by situating it from an historical perspective, placing the 1980s as the beginning era, mainly based on the studies provided by the two first Physical Education higher education institutes of the country. The initial research, first based on master and doctoral dissertations, progressed to ongoing projects that have been disseminated in international and national journals and books.

Background, rationale, and methodological overview of the REACT project-return-to-action on growth, motor development, and health after the COVID-19 pandemic in primary school children.

Objectives: The REACT project was designed around two main aims: (1) to assess children's growth and motor development after the COVID-19 pandemic and (2) to follow their fundamental movement skills' developmental trajectories over 18 months using a novel technological device (Meu Educativo®) in their physical education classes. In this introductory article, the first of the Journal's special issue dedicated to REACT, our goal was to present the project rationale, its methodology, training and certification of the team, statistical approach, quality control, governance, and study management.

Methods: We sampled 1000 children (6-10 years of age) from 25 of the 32 primary schools in Matosinhos, northern Portugal.

A Novice Teacher as Facilitator of Learning During a Hybrid Sport Education/Step-Game Approach Volleyball Season.

This study aimed to examine how a novice Physical Education teacher unfolded her pedagogical practice as a facilitator of learning during a hybrid Sport Education/Step-Game-Approach volleyball season; and to investigate students' perceptions about their lived learning experiences and active involvement in building their own learning process. For this purpose, an insider action-research design was implemented throughout one school term (20 lessons of 45 minutes each in total). Twenty-five students (aged between16 and17 years old), enrolled in the 12 grade at a Portuguese high school took part in this investigation.

Aligning Physical Literacy With Critical Positive Youth Development and Student-Centered Pedagogy: Implications for Today's Youth.

The purpose of this article is three-fold: (1) revisit the concept of life skills to position physical literacy as a social justice life skill; (2) make the argument that physical literacy is particularly relevant within a critical positive youth development perspective; and (3) propose a novel critical praxis for developing physical literacy amongst youth. When considering emergent social issues, youth programming has the potential to integrate concepts from a range of theoretical frameworks, which may help youth transform into social change activists and competent movers. Such critical perspectives may guide sport and physical education programming as contemporary society poses numerous challenges concerning youths' diverse emotional, mental, physical, and social needs.

How Can Learner-Oriented Scaffolding Strategies Be Implemented in Coach Education? A Case Study.

: Although emerging research has explored the development of coach education curricula, coach learning and how a deep learning approach can be made accessible to aspiring coaches, the study of coach educators' scaffolding of micro-pedagogies in action remains a missing link in the field. Therefore, the purpose of this study was to explore scaffolding strategies adopted by an experienced coach educator to encourage aspiring coaches to adopt an active approach to learning. : A case-study was conducted for a full semester of twelve practical lessons in the unit "Sports Methodology I-Volleyball" of a renowned sport sciences coach education program.

Adolescents' Perspectives on the Barriers and Facilitators of Physical Activity: An Updated Systematic Review of Qualitative Studies.

Listening to adolescents' voices has been important to promote meaningful physical activity (PA) opportunities. Therefore, an updated systematic review of the available qualitative literature on adolescents' perspectives on the barriers and facilitators of PA was conducted, according to Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. Studies published between 2014 (date of the last systematic review) and 2020 were searched in the Web of Science, EBSCO, and SCOPUS databases.

"The Project Changed My Life": Sport Education's Transformative Potential on Student Physical Literacy.

: This longitudinal study provided a retrospective examination of the impact of student participation in a year-long Sport Education curricular experience on physical literacy development. A focus was placed on students' reported motivation, attitudes and disposition to participate in physical education (PE) and sport, and their re-actualizations of a healthy sport culture in the years following the Sport Education experience. : Three years following the Sport Education experience, a cohort of 24 tenth-grade students (nine girls and 15 boys) were traced back and invited to share their recollected memories and accounts of their PE experience and subsequent attributes of physical literacy.

Sport Education as a Curriculum Approach to Student Learning of Invasion Games: Effects on Game Performance and Game Involvement.

The teaching and learning of games and sport-based activities has historically been the dominant form of the physical education curricula. With an interest in providing to students meaningful and culturally situated sporting experiences, Sport Education is probably the most implemented and researched pedagogical model worldwide. However, although there is considerable evidence that the model as a curriculum approach can benefit the development of social goals and healthy sport behaviors, not a single study as to date examined students' game-play development beyond participation in single and isolated teaching units.

Mediating Peer Teaching for Learning Games: An Action Research Intervention Across Three Consecutive Sport Education Seasons.

Purpose: The purpose of this study was to provide an integrated analysis of a teacher's peer-teaching mediation strategies, the student-coaches' instruction, and the students' gameplay development across 3 consecutive seasons of sport education.

Method: Twenty-six 7th-grade students participated in 3 consecutive sport education seasons of invasion games (basketball, handball, and soccer). The research involved 3 action research cycles, 1 per season, and each cycle included the processes of planning, acting and monitoring, reflecting, and fact finding.

Sport Education and Direct Instruction Units: Comparison of Student Knowledge Development in Athletics.

This study conducted a comparative analysis of students' knowledge development on athletics in Sport Education and in a Direct Instruction unit taking into account sex and initial skill level. The participants were an experienced Physical Education teacher and two sixth-grade classes totaling 47 students (25 boys and 22 girls). Each class was randomly placed in either Sport Education or Direct Instruction classes and participated in 20, 45-minutes lessons focused on shot put, hurdles and triple jump.

A comparative study of students' track and field technical performance in sport education and in a direct instruction approach.

This study examined students' technical performances improvements in three track and field events (hurdles, shot put, and long jump) following either a Sport Education season or a Direct Instruction unit. An experienced Physical Education teacher taught two classes totalling 47 sixth-grade students (25 boys and 22 girls, aged between 10 and 13 years old) in 20, 45-minute lessons over 10 weeks. The students' technical performances were analysed and evaluated through systematic observation of videos.