Physical Education Theory and Methodology

The Meta-Problem in Scientific Research in Physical Education and Sport: Architecture and Pathways to Knowledge

Oleg Khudolii — 2026-06-16

Purpose. To systematize approaches to understanding the meta-problem and its operationalization in research on physical education and sport.

Materials and Methods. The study was conducted as a theoretical-methodological analysis with elements of retrospective empirical verification. The logic of the work was based on the assumption that productive research programs are formed not only around local hypotheses, but around higher-order concepts that determine research architecture, sequence of proof, and pathways to new knowledge. Conceptual analysis, comparative methodological synthesis, and retrospective examination of completed doctoral studies devoted to modeling learning, training, and motor development processes were applied.

Results. The meta-problem was interpreted as a higher-level conceptual construct preceding the formulation of topic, aim, hypothesis, and methods. It determines the framework within which these elements acquire coherence and scientific meaning. It was shown that in physical education and sport, learning, upbringing, and training may be interpreted as derivative forms of a unified process of detecting deviations from a functionally optimal mode and correcting them. The central contradiction of development lies in the need to change while preserving functional stability. Under conditions of local and limited positive factor effects, classical two-group designs have restricted explanatory value, whereas factorial designs, repeated measurements, and response-surface approaches are more productive for identifying optimal regimes.

Conclusions. The meta-problem should be considered as a methodological level organizing the critical path of scientific inquiry. Its practical value lies in improving research design, manuscript evaluation, and the production of cumulative scientific knowledge.

Learning and Development in Digitally Mediated Physical Education: A Bibliometric and Thematic Evolution Analysis of Online, Open Distance, and Technology-Enhanced Learning (2015–2025)

Joseph Lobo — 2026-07-08

Objectives. As physical education increasingly intersects with digital learning, artificial intelligence, and flexible modes of delivery, the field faces a critical question of how movement-based education can remain pedagogically meaningful in technologically mediated environments. This study mapped the global scholarship on digitally mediated physical education from 2015 to 2025, focusing on online, open-distance, and technology-enhanced learning.

Materials and Methods. Using a bibliometric design with thematic evolution analysis, 1,358 Scopus-indexed documents were examined using Bibliometrix/Biblioshiny and VOSviewer.

Results. The results revealed a rapidly expanding and interdisciplinary field shaped by the convergence of pedagogy, educational technology, artificial intelligence, public health, and computational learning systems. Conceptually, the literature was anchored in artificial intelligence, COVID-19, online learning, higher education, blended learning, distance learning, virtual reality, physical activity, digital technology, and educational technology. Bibliographic coupling and co-citation analyses showed that the field is sustained by both core pedagogical traditions and emerging technological knowledge bases. Thematic evolution indicated a progression from early ICT and blended learning applications toward pandemic-responsive online physical education and, more recently, AI-supported, immersive, teacher-oriented, and learner-centered digital pedagogies.

Conclusions. The study positions digitally mediated physical education as a developing learning-and-development field requiring stronger pedagogical, ethical, and theoretical grounding.

Structural-Functional Model of Social Support for Athletes Across the Stages of Long-Term Athletic Development: A Bibliometric and Network Analysis (1981–2026)

Mariia Pryimak — 2026-07-18

Background. Preserving athletes’ mental well-being and social functioning under conditions of intensified training demands has become a critical challenge in contemporary elite sport. Annual training loads at the highest levels of performance may reach 1,500 hours, increasing vulnerability to burnout, social isolation, and identity-related difficulties. In response to the global transformation of elite sport in the 2020s, there is a growing need for integrated athlete support systems grounded in established theoretical frameworks of long-term athlete preparation.

Objectives. To develop a theoretically grounded structural-functional model of social support for athletes based on V. Platonov’s long-term athlete preparation framework using bibliometric and network analysis.

Materials and Methods. Bibliometric metadata were retrieved from the Scopus database, yielding 550 scientific publications published between 1981 and March 2026. Science mapping was conducted using VOSviewer (version 1.6.20), applying keyword co-occurrence analysis and Louvain clustering. Following screening and normalization procedures, 134 keywords meeting the inclusion threshold (n ≥ 5) were included in the network analysis. Cluster structures were subsequently interpreted in relation to V. Platonov’s eight-stage model of long-term athlete preparation.

Results. The analysis identified eight thematic clusters reflecting the major domains of athlete social support across the athletic life course. The network structure indicated a progression from early-stage family- and school-based support toward institutional support mechanisms associated with dual career development, mental health, health maintenance, and career transition. The integrated athlete domain demonstrated the highest network centrality (TLS = 1146), highlighting the central conceptual role of athlete-centered support within the identified knowledge structure. Recent publication trends suggest increasing scholarly attention to athlete well-being, dual career pathways, and mental health as key priorities in contemporary sport science.

Conclusions. The proposed structural-functional model provides a conceptual framework for integrating psychosocial support into long-term athlete preparation systems. The findings suggest that social support should be considered a strategically important structural component of athlete development, with potential implications for burnout prevention, career sustainability, and post-sport reintegration. The model may serve as a practical reference for sport organizations and higher education institutions in designing stage-specific athlete support strategies.

Modern Karate Technology Landscape: Bibliometric Mapping and Literature Network Visualization Based on Scopus Database 2000-2025

Fajar Awang Irawan — 2026-07-20

Objectives. The current landscape of karate technology is beginning to mature, marked by an abundance of recent studies. Previous analyses have primarily focused on original investigations, and mapping research trends in karate through bibliometric analysis has not received adequate attention. Therefore, this study aimed to conduct a bibliometric analysis of research trends in karate technology through the Scopus database for the period 2000–2025.

Materials and Methods. Data were collected using specific Boolean keywords in the Scopus database. A total of 122 RIS-format documents were retrieved and filtered using the Mendeley application, then visualized using the VOSviewer and Biblioshiny applications.

Results. (1) Literature development, where productivity increased during 2021–2025, while journal citations tended to fluctuate. (2) Journal performance, where the most productive journals were in applied sciences, engineering, and several sports-related fields. (3) Author productivity, where the most active researchers published 10–13 articles, with the highest citation counts ranging from 109 to 134. (4) Geographic distribution and collaboration patterns, where Poland and Indonesia were the leading contributors to SCP and MCP, although overall international collaboration was not optimal. (5) Popular keyword trends, where the dominant cluster focused on artificial intelligence, deep learning, and sensors, comprising 40 keywords, while the use of virtual reality and augmented reality has also become increasingly common.

Conclusions. Although some aspects have improved, further research and technological development are needed, along with increased demand in this area and stronger international collaboration. Modern karate requires both the implementation and continuous improvement of technology to optimize learning and athletic performance.

Technical Engagement in Small-Sided Games: Effects of Task Constraints in Football — A Systematic Review

Samir Essafi — 2026-07-22

Introduction. In football training, small-sided games (SSGs) are frequently used as an integrated approach to simultaneously develop the technical, tactical, physical, and cognitive dimensions of performance. However, the extent to which specific task constraints influence technical engagement remains inconsistently synthesized.

Objectives. This systematic review aimed to examine how different SSG task constraints affect technical engagement in football players within an integrated training framework.

Materials and Methods. A systematic search of electronic databases was conducted following established review guidelines. A total of 35 studies investigating the effects of SSG format, pitch size, rule modifications, age, biological maturity, and integrated effects on technical engagement were included. Methodological quality was assessed, and the findings were synthesized according to thematic categories.

Results. The findings indicated that smaller formats and reduced team sizes increased technical involvement, while pitch dimensions and scoring rules modulated passing patterns, shooting frequency, and ball possession. Touch limitations accelerated ball circulation but often increased technical errors, particularly in younger players. Age, technical level, and biological maturity significantly influenced technical efficiency. Mental fatigue and inadequate recovery were consistently associated with reduced passing accuracy, poorer ball control, and increased errors.

Discussions. These findings are consistent with prior research highlighting the role of task constraints in shaping performance. The evidence supported the view that technical engagement in SSGs emerges from the dynamic interplay of structural, developmental, and psychophysiological factors.

Conclusions. SSGs constitute an effective integrated training modality for enhancing technical engagement, provided that task design is developmentally aligned and contextually structured.

Trainers’ Perceptions of Initial Physical Education Teacher Training within Moroccan CRMEFs: Preliminary Development and Exploratory Validation of an Evaluation Grid

Hamza Marzak — 2026-07-23

Objectives. This study aimed to examine teacher trainers’ perceptions of initial Physical Education and Sport teacher training within Moroccan Regional Centers for Education and Training Professions and to provide preliminary evidence of the exploratory validity and internal consistency of a multidimensional evaluation grid.

Materials and Methods. A quantitative cross-sectional design was adopted. The sample included 125 Physical Education and Sport teacher trainers from five Moroccan CRMEFs. An initial pool of 38 items was developed based on institutional standards, the expected graduate profile, and the literature on teacher education and professionalization. After expert review, the instrument was reduced to 30 items. Principal component analysis with Varimax rotation was used as an exploratory procedure to examine the internal structure of the grid, while Cronbach’s alpha was calculated to assess its internal consistency.

Results. The exploratory analysis suggested a four-factor structure corresponding to the theoretical dimensions of the instrument: training program organization, pedagogical training practices, supervision and pedagogical support, and internship–CRMEF field articulation. After item purification, the final version included 26 items. Internal consistency was acceptable across all four dimensions. The final 26-item version showed acceptable preliminary psychometric indicators, particularly regarding its exploratory factorial structure and internal consistency. Descriptive results showed moderate perceived levels across all dimensions, with relatively higher scores for training organization and pedagogical support and lower scores for internship and CRMEF–field articulation. ANOVA results indicated no statistically significant differences between CRMEFs, with very small effect sizes.

Conclusion. The findings suggest relatively homogeneous perceptions among teacher trainers across the participating CRMEFs. However, the study does not assess the objective effectiveness of teacher training or professional outcomes. Rather, it provides preliminary exploratory evidence for an evaluation grid and highlights perceived weaknesses in the articulation between institutional training and field-based internship. Further studies using larger samples, confirmatory factor analysis, and multi-stakeholder data are needed.

Game-Based Learning Effects on Holistic Outcomes in Pencak Silat Instruction

Nur Rohmah Muktiani — 2026-07-24

Background. Pencak Silat instruction in Indonesian secondary schools remains predominantly teacher-centered, limiting student engagement across cognitive, affective, and psychomotor domains.

Objectives. To examine the effects of an explicitly progressive Game-Based Learning (GBL) sequence based on modified Teaching Games for Understanding (TGfU) games on holistic learning outcomes in Pencak Silat instruction.

Materials and Methods. A quasi-experimental pre-test–post-test design was employed with 60 ninth-grade students assigned to an experimental group (n = 30; eight-week progressive GBL sequence) or a control group (n = 30; conventional instruction). Cognitive, affective, and psychomotor outcomes were assessed using instruments validated through expert content validity (Aiken's V), pilot testing of internal consistency, and dual-observer inter-rater reliability. Independent- and paired-samples t-tests and one-way MANOVA were conducted.

Results. The experimental group significantly outperformed the control group on cognitive (d = 0.579), affective (d = 4.580), and psychomotor (d = 4.294) post-test scores (all p < .05). MANOVA confirmed a significant simultaneous group effect across all three domains (Wilks’ Λ = 0.128, F = 131.68, p < .001, η² = .872).

Conclusions. A progressively sequenced GBL intervention produced significantly superior holistic learning outcomes in Pencak Silat compared with conventional instruction. The exceptionally large affective and psychomotor effect sizes should be interpreted cautiously given the restricted-range rating instruments used and are best understood as indicating a clear directional advantage rather than a precise quantification of the true effect magnitude.

Physical and Sports Activities as a Tool for Inclusion: Exploring Physiological and Psychosocial Benefits

Emma Saraiello — 2026-07-29

Objectives. The main objective of the study is to promote the development of fundamental motor skills and social inclusion in primary school through the implementation of an inclusive educational intervention based on motor and sports activities.

Materials and Methods. The study employed a quasi-experimental design with an experimental group and a control group. A total of 80 fifth-grade primary school students participated in the study (40 in the experimental group and 40 in the control group), including 10 students with Special Educational Needs (SEN), with a mean age of 10.4 ± 0.5 years. The experimental group participated in a structured motor activity intervention. Fundamental motor skills were assessed using the TGMD-3, perceived inclusion was measured using the PIQ, and behaviours during activities were recorded through systematic observation. Assessments were conducted at pre-test (T0), post-test (T1), and follow-up (T2).

Results. The results showed significantly greater improvements in the experimental group than in the control group in fundamental motor skills, perceived inclusion, active participation, cooperation, and peer interactions. Observational data also confirmed higher-quality relational dynamics in the group that received the intervention.

Conclusion. In light of the findings, the structured motor intervention may produce positive effects on both the development of motor competencies and inclusive processes in primary school, simultaneously promoting motor learning, social participation, and educational inclusion, including among students with SEN.

Effect of Training Load and Recovery Time on Neuromuscular Performance in Elite Youth Soccer Players

Walid Bouzid — 2026-07-27

Background. Managing training load and recovery in developing elite footballers is a major challenge for optimizing performance while limiting the risk of neuromuscular fatigue. Vertical jump with countermovement (VJM) remains a preferred indicator of neuromuscular status, but recovery kinetics after microcycles of contrasting intensity remain insufficiently documented in young athletes.

Objectives. To examine the impact of training load and recovery time on neuromuscular performance by analyzing the modulating effects of microcycle type, age category, and acute-to-chronic workload ratio (ACWR).

Materials and Methods. Seventy-five elite male footballers (U16-U18) participated in a six-month longitudinal protocol including CMJ assessments before and 24 h and 48 h after moderate- and high-intensity microcycles. Linear mixed models were used to analyze main effects and interactions.

Results. Significant effects were observed for microcycle type (F = 69.93, p < 0.001), measurement time (F = 374.48, p < 0.001), and ACWR (F = 7.41, p = 0.007). High-intensity microcycles induced greater decreases in CMJ performance at 24 h (β = -1.072, p < 0.001), followed by partial recovery at 48 h. ACWR was strongly correlated with CMJ changes at 24 h (r = -0.766, p < 0.001).

Conclusion. A critical window of neuromuscular fatigue exists 24 h after a microcycle, modulated by training intensity and workload context, supporting the value of systematic neuromuscular monitoring following high-intensity microcycles.

The Effect of 6-Weeks of SAQ Training on the Speed and Agility Parameters of U-18 Female Soccer Players

Slamet Raharjo — 2026-07-28

Objectives. To determine whether a six-week Speed, Agility, and Quickness (SAQ) training programme improves linear sprint performance and change-of-direction ability in adolescent female soccer players.

Materials and Methods. This randomized controlled trial included 48 adolescent female soccer players (mean age: 17 years), who were randomly assigned to either an SAQ training group (n = 24) or a control group (n = 24). Both groups completed three training sessions per week over a six-week intervention period. Linear sprint performance was assessed using the 30-m sprint test, and change-of-direction ability was evaluated using the Illinois Agility Test. Measurements were performed before and after the intervention.

Results. No significant between-group differences were observed at baseline for any study variable (all p > 0.05). Following the intervention, significant group × time interactions were found for both 30-m sprint performance and Illinois Agility Test performance (both p < 0.05). Compared with the control group, the SAQ group demonstrated significantly greater improvements in sprint and agility performance. A modest but statistically significant improvement in 30-m sprint performance was also observed in the control group, whereas agility performance remained unchanged.

Conclusions. A six-week SAQ training programme effectively improves linear sprint performance and change-of-direction ability in adolescent female soccer players. Incorporating structured SAQ exercises into regular soccer training provides greater improvements in these performance characteristics than conventional soccer training alone and may therefore be recommended as an effective component of physical conditioning programmes for youth female soccer players.

The Translation and Psychometric Validation of the Arabic Version of the Situational Motivation Scale (SIMS) in the Physical Education Context

Majdi Bouazizi — 2026-07-25

Objectives. To translate and validate the Arabic version of the Situational Motivation Scale (SIMS) and evaluate its psychometric properties among Tunisian secondary school students in the physical education context.

Materials and Methods. A total of 580 secondary school students (mean age = 17.48 ± 1.46 years) from different regions of Tunisia participated in the study. The original SIMS comprises 16 items assessing intrinsic motivation, identified regulation, external regulation, and amotivation. Students completed the Arabic version of the scale during physical education classes. Exploratory factor analysis (EFA) was performed on a randomly selected subsample of 290 participants, whereas confirmatory factor analysis (CFA) was conducted on an independent subsample of 290 participants. Internal consistency, test–retest reliability, construct validity, convergent validity, and composite reliability were evaluated.

Results. One amotivation item demonstrated a factor loading below the 0.40 criterion and was removed, resulting in the SIMS-15. The revised scale demonstrated good internal consistency (Cronbach’s α = 0.846, McDonald’s ω = 0.788, Guttman’s λ2 = 0.883) and excellent temporal stability over a two-week interval (ICC = 0.950, 95% CI = 0.901–0.975; r = 0.905, 95% CI = 0.818–0.951, p < 0.001). CFA confirmed the four-factor structure of the SIMS-15 (χ²/df = 1.542, CFI = 0.99, GFI = 0.94, RMSEA = 0.04). Average variance extracted ranged from 0.708 to 0.864, whereas composite reliability ranged from 0.877 to 0.962, indicating satisfactory convergent validity and reliability.

Conclusions. The Arabic SIMS-15 demonstrated satisfactory reliability and validity and can be recommended as a psychometrically sound instrument for assessing situational motivation among secondary school students in physical education. The adapted scale preserves the original four-factor structure while providing evidence of its suitability for use in Arabic-speaking educational settings.

An Investigation into the Biomechanical Role of Peak Pelvic Rotation in Golf Swing

Minh Hieu Vo — 2026-07-25

Background. Clubhead speed (CHS) is a key determinant of golf performance and is influenced by the efficient transfer of energy throughout the kinematic sequence. Peak pelvic rotation angle (PPRA) at the top of the backswing has been proposed as an important biomechanical factor contributing to swing performance; however, previous studies have reported conflicting findings regarding whether greater pelvic rotation is associated with superior outcomes. Consequently, the biomechanical role of PPRA in golf performance remains unclear.

Objectives. This study aimed to (1) determine the association between PPRA and CHS, (2) compare PPRA characteristics between golfers with different performance levels, and (3) clarify the biomechanical role of PPRA in golf swing performance.

Materials and Methods. Eighteen male amateur golfers performed 30 valid swings using a 7-iron under standardized conditions, resulting in 540 analyzed swings. PPRA was measured using an inertial measurement unit (IMU)-based motion capture system, while CHS was assessed using Golfzon Vision. A Linear Mixed Model (LMM) was applied to examine the association between PPRA and CHS, and independent-samples t-tests were used to compare PPRA between the high-CHS and low-CHS groups.

Results. PPRA was significantly associated with CHS (β = 0.164, p < 0.001), indicating that greater pelvic rotation contributed to increased clubhead speed. However, golfers in the high-CHS group demonstrated significantly smaller PPRA values than those in the low-CHS group (18.49 ± 1.86° vs. 22.45 ± 4.38°; p = 0.019, Cohen’s d = 1.085). Additionally, the high-CHS group exhibited lower variability in PPRA, suggesting greater movement consistency.

Conclusions. PPRA contributes to CHS generation; however, superior performance appears to depend more on the optimization and consistency of pelvic rotation than on greater rotational magnitude. These findings suggest that PPRA should be interpreted as a movement coordination characteristic within the kinematic sequence rather than as a performance variable that should simply be maximized.

Post-Exercise Physiological Recovery and Academic Achievement in Adolescents: The Role of Autonomic Regulation

Emma Saraiello — 2026-07-26

Background. Physical education represents a regular physiological stimulus within the school day, yet little is known about autonomic recovery following curricular lessons and its relationship with academic achievement.

Objectives. To compare post-exercise autonomic recovery following a regular physical education lesson with a time-matched control condition and to determine whether autonomic recovery is associated with academic achievement in adolescents.

Materials and Methods. Ninety-two adolescents completed both a physical education condition and a time-matched control condition using a within-participant repeated-measures design. Heart rate variability was recorded before and after each condition, and the root mean square of successive differences was analyzed after natural logarithmic transformation (lnRMSSD). Academic achievement was assessed using the official grade point average.

Results. A significant Condition × Time interaction was observed for lnRMSSD (F(1,91)=4.06, p=0.047, partial η²=0.043). Post hoc analyses demonstrated a significant increase in lnRMSSD following physical education (p=0.003), whereas no significant change occurred during the control condition (p=0.292). Autonomic recovery following physical education was positively associated with academic achievement (r=0.52, p<0.001). Linear regression analysis showed that autonomic recovery explained 27.5% of the variance in academic achievement (R²=0.275, p<0.001).

Conclusions. A regular physical education lesson elicited significantly different autonomic responses compared with a time-matched control condition. Adolescents exhibiting greater post-exercise parasympathetic recovery achieved higher academic performance. These findings indicate that autonomic recovery following physical education may represent a meaningful physiological correlate of scholastic achievement and support further longitudinal and intervention-based research examining the role of autonomic regulation in educational outcomes.