This study explores the relationship between mindfulness (intrapersonal and interpersonal) and sustainability competencies among physical education teachers in Turkey. With sustainability emerging as a critical global concern in the 21st century, physical education is recognized as a vital component of general education, contributing to the development of students' cognitive, affective, and psychomotor skills. Physical education teachers are positioned as key agents of change, capable of inspiring sustainable lifestyles through their passion and proactive engagement. The research investigates how mindfulness, both within oneself and in interactions with others, influences sustainability competencies across social, economic, and environmental dimensions. Additionally, the study examines the moderating role of demographic factors, including gender, education level, and school level, in shaping this relationship. Data were collected from 852 physical education teachers and analyzed using structural equation modeling and moderator analysis. The findings highlight the stronger correlation of intrapersonal mindfulness with sustainability competencies compared to interpersonal mindfulness. Demographic variables were found to significantly moderate this relationship, with female teachers, high school educators, and those with postgraduate qualifications showing a stronger connection between mindfulness and sustainability competencies. The study emphasizes the importance of integrating mindfulness into teachers' personal and professional lives to enhance their capacity to promote sustainability. It calls for targeted training programs and integrative interventions to support this integration. Future research is encouraged to further investigate the dynamic interplay between mindfulness and sustainability, offering transformative potential for educational practices and the achievement of the Sustainable Development Goals.

ABSTRACT Based on the current scenario of accelerating social changes that reflect on the educational context, the discussion on the factors that might influence the quality of life (QOL) of Physical Education teachers is important. With the purpose of evaluating the association between QOL and sociodemographic characteristics, questionnaires on socio-demographic data and quality of life (WHOQOL-bref) were applied to 298 Physical Education teachers of Basic Education in Grande Florianópolis mesoregion, state of Santa Cantarina, Brazil. The Chi-square, Mann-Whitney and Kruskal Wallis tests with Dunn’s post hoc method (p

This dataset contains simulated data of 200 students who use various physical education (PE) teaching equipment. The dataset includes a variety of demographic information, equipment usage data, sensor measurements, and student feedback. The dataset can be used to analyze equipment usage, progress, and sensor readings.

Columns in the dataset: Student_ID: A unique identifier for each student. Age: The age of the student (between 14 and 18 years). Gender: The gender of the student, either 'Male' or 'Female'. Equipment_ID: An identifier for the equipment used by the student. It can be 101, 102, or 103. Sensor_Data: A list of 3 values representing the sensor readings (x, y, z), which can be interpreted as motion or position data from an accelerometer or similar sensor. Duration_of_Use: The duration (in minutes) for which the student used the equipment. Distance_Covered: The distance covered (in meters) by the student during the session. Speed: The speed (in km/h) at which the student was using the equipment. Calories_Burned: The total calories burned (in kcal) during the session. Heart_Rate: The student's heart rate (in bpm) during the activity. Activity_Type: The type of physical activity (e.g., Basketball, Running, or Cycling). Time_of_Day: The time of day the activity occurred, categorized as 'Morning', 'Afternoon', or 'Evening'. Feedback: A numerical rating (1-5) indicating the student's feedback about the session. Progress: The student's reported progress, which could be 'Improved', 'Stable', or 'Declined'.

ABSTRACT The aim of this study was to analyze job satisfaction among physical education teachers. Seventy-three physical education teachers from the municipal network of São José (SC) participated in this study. For data collection, two instruments were used: socio-demographic questionnaire and the "Scale for Assessment of Quality of Life at Work Perceived by Physical Education Teachers". The following tests were used in statistical analysis: chi-square for single group and Mann-Whitney U-test. Results showed that teachers were satisfied in the overall assessment and in dimensions referring to career development, autonomy, laws. regulations and job's social relevance, being dissatisfied with their remuneration. Results also revealed that teachers with more than four years working in the municipal network were more satisfied in the overall assessment and in the social relevance dimension, while teachers with 10 or more years of teaching practice were satisfied with career development, social relevance, autonomy and social integration dimensions.

OverviewDuring the past decade, an increasing number of studies have pointed to the significant role the educational environment plays in the classroom. Taking into account the specificity of modern physical education, whose programs are now built on the principle that participation matters more than instruction, physical education teachers should provide children with special emotional support. They must create a nurturing, caring atmosphere and transform the sports field into a safe educational environment. In this regard, physical education differs from other subjects in school, which is reflected in different evaluation criteria for students in Poland. When determining grades in physical education, the effort put in by the student should be primarily considered, with knowledge and skills playing a lesser role.The aim of the pilot research was to develop and test research tools for assessing students' emotional support during physical education lessons at the ISCED 4 level. The research used a triangulation strategy. Quality of emotional support was measured through observation using the Classroom Assessment Scoring System – Secondary (Pianta, Hamre, Mintz 2012) tool. Additionally, a Self-assessment of student emotional support (Firek, Płoszaj, 2024) directed at teachers was prepared, as well as a questionnaire for perceived emotional support for students: the Teacher Emotional Support Scale (Schenke et al., 2015; Ryan, Patrick, 2001; Romano et al., 2020, Polish adaptation by Firek, Płoszaj 2023).Overview of Data Sources1) Video-based classroom observationsEach teacher recorded two lessons with the same class. Each lesson was divided into two 15-minute cycles. Thus, each teacher was evaluated four times by two independent observers using the CLASS-Secondary version tool (Pianta, Hamre, and Mintz, 2012). CLASS®-reliable reviewers are trained and certified as CLASS® observers through Teachstone, the organization that provides training in CLASS®.The CLASS provides seven-point scores relating to four aspects of the classroom climate (which are made up of 12 dimensions in total): (1) emotional support, which includes positive climate, teacher sensitivity, and regard for student perspectives; (2) classroom organization, which includes behavior management, productivity, and negative climate; (3) instructional support, which includes instructional learning formats, content understanding, analysis and inquiry, quality of feedback and instructional dialogue and (4) student engagement.2) Self-surveys of teachersTeachers in each of the classrooms participating in the study were asked to complete the Self-assessment of student emotional support (online survey method) using Google Forms. The survey includes information on the following:- Section A: Demographics and professional background (sex, teaching experience, degree of professional promotion)- Section B: Student emotional support (respondents answered 15 questions using a Likert scale). The questions were prepared based on the TESS tool. 3) Perceived emotional supportAll students of the observed teachers were asked to complete the Teacher Emotional Support Scale (Schenke et al., 2015; Ryan & Patrick, 2001; Romano et al., 2020) survey immediately after the recorded lessons using an online questionnaire. The respondents answered 15 questions using a Likert scale. SampleBefore the research, collaboration was established with county superintendents of the Małopolskie, Mazowieckie and Opolskie voivodeships (Poland), who designated schools and teachers for participation in the study. A pilot study was conducted on a group of 50 physical education teachers, as well as among their 560 students in 2023-2024.

This dataset contains the research materials for the study “Physical Education Teachers’ Perceptions and Experiences of Inclusion in Türkiye.” It includes: (a) an Excel file with the demographic questionnaire data, coding template, and code/theme frequency tables (inclusive_pe_teachers_dataset.xlsx); (b) the English version of the semi-structured written interview form used with physical education teachers (inclusive_pe_teachers_interview_form_en.docx); and (c) the Standards for Reporting Qualitative Research (SRQR) checklist document (Standards for Reporting Qualitative Research.docx). All data are fully anonymized, and no personally identifiable information is included. Demographic information is reported only in aggregate form.

Background, Methodology:

Local Law 102 enacted in 2015 requires the Department of Education of the New York City School District to submit to the Council an annual report concerning physical education for the prior school year.

This report provides information about average frequency and average total minutes per week of physical education as defined in Local Law 102 as reported through the 2015-2016 STARS database. It is important to note that schools self-report their scheduling information in STARS. The report also includes information regarding the number and ratio of certified physical education instructors and designated physical education instructional space.

This report consists of six tabs:

1. PE Instruction Borough-Level
2. PE Instruction District-Level
3. PE Instruction School-Level
4. Certified PE Teachers
5. PE Space

6. Supplemental Programs

7. PE Instruction Borough-Level

This tab includes the average frequency and average total minutes per week of physical education by borough, disaggregated by grade, race and ethnicity, gender, special education status and English language learner status. This report only includes students who were enrolled in the same school across all academic terms in the 2015-16 school year. Data on students with disabilities and English language learners are as of the end of the 2015-16 school year. Data on adaptive PE is based on individualized education programs (IEP) finalized on or before 05/31/2016.

1. PE Instruction District-Level

This tab includes the average frequency and average total minutes per week of physical education by district, disaggregated by grade, race and ethnicity, gender, special education status and English language learner status. This report only includes students who were enrolled in the same school across all academic terms in the 2015-16 school year. Data on students with disabilities and English language learners are as of the end of the 2015-16 school year. Data on adaptive PE is based on individualized education programs (IEP) finalized on or before 05/31/2016.

1. PE Instruction School-Level

This tab includes the average frequency and average total minutes per week of physical education by school, disaggregated by grade, race and ethnicity, gender, special education status and English language learner status. This report only includes students who were enrolled in the same school across all academic terms in the 2015-16 school year. Data on students with disabilities and English language learners are as of the end of the 2015-16 school year. Data on adaptive PE is based on individualized education programs (IEP) finalized on or before 05/31/2016.

1. Certified PE Teachers

This tab provides the number of designated full-time and part-time physical education certified instructors. Does not include elementary, early childhood and K-8 physical education teachers that provide physical education instruction under a common branches license. Also includes ratio of full time instructors teaching in a physical education license to students by school. Data reported is for the 2015-2016 school year as of 10/31/2015.

1. PE Space

This tab provides information on all designated indoor, outdoor and off-site spaces used by the school for physical education as reported through the Principal Annual Space Survey and the Outdoor Yard Report. It is important to note that information on each room category is self-reported by principals, and principals determine how each room is classified. Data captures if the PE space is co-located, used by another school or used for another purpose. Includes gyms, athletic fields, auxiliary exercise spaces, dance rooms, field houses, multipurpose spaces, outdoor yards, off-site locations, playrooms, swimming pools and weight rooms as designated PE Space.

1. Supplemental Programs

This tab provides information on the department's supplemental physical education program and a list of schools that use it.I. Includes all Move-to-Improve (MTI) supplemental programs for the 2015-2016 school year.

Link to NY State PE Regulations: http://www.p12.nysed.gov/ciai/pe/documents/title8part135.pdf

Any questions regarding this report should be directed to: Nnennaya Okezie, Executive Director NYC Department of Education, Office of Intergovernmental Affairs Phone: 212-374-4947"

Idiosyncrasies or limitations of the data to be aware of:

There has been a paucity of literature investigating the teaching beliefs and intentions of Australian physical education teacher education (PETE) students that enter teacher training. The First-year Influences on Teaching Perspectives Exploratory (FIT-PE) study explores the teaching perspectives of first year PETE students; including teaching perspectives predicted as being dominant and important for physical education teaching. The teaching perspectives inventory (TPI) was administered to 105 Australian PETE students. Independent t-tests and one-way ANOVA statistical tests were conducted to compare average teaching perspective summary scores across demographic variables. The FIT-PE study findings revealed 18 year olds (compared to 20-25 year olds) and PETE students from rural backgrounds (compared to regional) had significantly higher average summary scores for the transmission (content-oriented) teaching perspective. This paper provides reflective opportunities for teacher training programs of the underlying core teaching values (beliefs and intentions) of students at the entry point of PETE training.

Summary of the Impact of Demographic Characteristics on Physical Education Teachers’ Teaching Beliefs, Attributions of Teaching Success and Failure, and Effective Teaching Behaviors.

Physical education teachers’ demographic characteristics.

Due to the lockdown caused by the COVID-19 pandemic, e-learning suddenly spread to different levels of education, including university. In Spain, students of sports sciences are prepared during a 4-year study program to work in different areas (including physical education) and with different populations (including people with disabilities). The aims of this study were (1) to assess the effect of pandemic-driven online teaching on self-efficacy (SE) for the inclusion of people with disabilities in a group of university students enrolled in a compulsory course on adapted physical activity (APA); (2) compare the gains from SE before and after the APA course with a sample of students who followed the same course before the pandemic; and (3) explore the influence on SE scores according to three demographic variables: gender, previous SE training, and previous experience with people with disabilities. The study involved a sample of 124 university students (22.1 ± 2.6 years), distributed into two groups: prepandemic (n = 86) and pandemic (n = 38). They voluntarily completed the Spanish version of the Scale of Self-Efficacy of Physical Education Teachers of Physical Education toward Children with Disabilities, obtaining pre- and postcourse measurements. Due to the sudden lockdown, two-thirds of the pandemic course was taught online, and changes in the teaching strategies and tasks had to be made. Similar gains were obtained in both groups for the three subscales of the SE scale (p < 0.001, large effect sizes): intellectual, physical, and visual disability. No significant differences were found for comparisons between groups and the interaction effect of the course taught, nor for the three demographic co-variables. This study shows that teaching strategies that encourage student participation and reflections on learning increase student SE, regardless of the teaching format (i.e., face-to-face vs. online teaching). Moreover, the gains in SE are invariable to demographic co-variables.

This dataset supports the study "The Role of Mentor Efficacy in Shaping Perceptions of Professional Qualifications Among Preservice Physical Education Teachers in Turkey." Data were collected during the 2023-2024 academic year from 673 preservice physical education teachers in Turkey. The dataset includes responses to two instruments: the Professional Qualification Perception Scale and the Mentor Efficacy Scale. These scales were used to investigate the relationship between mentor efficacy (specifically, effectiveness in preparation for practice and observation) and preservice teachers' perceptions of their professional qualifications. The study also explores how these relationships vary based on gender, practicum setting (high school), and mentor gender (male mentors). Structural equation modelling was used to analyze the data. This dataset is valuable for researchers interested in mentor training, teacher education, physical education pedagogy, and the factors influencing preservice teachers' professional development. The findings underscore the importance of targeted mentor training programs that are sensitive to demographic differences and practicum contexts.

Dataset containing socio-demographic information on the participants and an observation protocol of the roles played by each participant in the cooperative-opposition motor game 'Capture the Flag', in its original version (CONTRAST) and in a second version modified to increase the cognitive demand (COGNI).

The aim of the present study was to determine gender differences in participation in a motor game according to the cognitive demands of the game. Furthermore, we investigated the potential moderating effect of age on game participation, as the maturation of executive functions and game participation may vary according to developmental stage. 123 students (64 female) from different schools: 35 sixth-grade students (group 1), 50 first-year secondary school students (group 2), and 38 students from a Primary Education Teaching Degree program (group 3) participated in the motor game using the standard version of the game (CONTRAST) and the modified version designed to increase cognitive demands (COGNI). Each player was observed for a randomly selected three-minute period from the full game recording for both versions of the game (CONTRAST and COGNI). A Physical Education teacher, acting as an external observer, carried out the observations using the observation register adapted from Pic et al. (2020). Offensive (OG, OD, RA, OR, NR, OB, OBF, OC, DO) and defensive (DC, DCF, CO, DP) roles were recorded.

BackgroundUsing a cross-sectional design, we assessed the relationship between the time schools provide for physical activity and the proportion of students achieving a healthy aerobic capacity or body mass index.MethodsIn 2013–2014, physical education and grade-level teachers from 905 of 1,244 Georgia elementary schools provided survey data about the frequency and duration of physical activity opportunities offered before, during, and after school. Log-binomial models related the weekly physical activity minutes provided by schools to the proportion of children in the FitnessGram healthy fitness zone for aerobic capacity or body mass index while adjusting for school characteristics and demographics.ResultsDuring-school physical activity time was not associated with student fitness, but schools with before-school physical activity programs had a moderately higher prevalence of healthy aerobic capacity (prevalence ratio among girls: 1.06; 99% confidence interval: 1.00–1.13; prevalence ratio among boys: 1.03; 99% confidence interval: 0.99–1.08). Each additional 30 minutes of recess per week was associated with no more than a 3%-higher proportion of students with healthy body mass indexes (prevalence ratio among girls: 1.01; 99% confidence interval: 1.00–1.03; prevalence ratio among boys: 1.01; 99% confidence interval: 0.99–1.03).ConclusionsThe amount of physical activity time provided by schools is not strongly associated with school-aggregated student fitness. Future studies should be designed to assess the importance of school-based physical activity time on student fitness, relative to physical activity type and quality.

This study validated an assessment instrument measuring pre-service teachers’ professional knowledge of evidence-based classroom management practices in physical education. Drawing on a model of teacher competence that integrates knowledge, situation-specific skills, and performance, the study focused on the competence area of classroom management to ensure conceptual clarity and relevance. Data from 877 pre-service primary education teachers from four universities of teacher education were analyzed using item response theory to examine the instrument’s structure and psychometric properties. The findings indicate a unidimensional structure with satisfactory reliability and no evidence of bias related to demographic variables. Test scores showed a small positive correlation with situation-specific skills, reflecting construct validity, as these require additional distinct cognitive abilities while being conceptually related. However, the test’s items proved relatively easy, resulting in a mismatch between item difficulty and participant ability levels, and did not capture the expected differences across pre-service teachers at different stages of their training, potentially due to a ceiling effect. Together, these findings limit the test’s capacity to differentiate among higher-ability individuals, thereby constraining criterion validity. Despite these limitations, the results demonstrate the instrument’s capacity to measure knowledge about evidence-based practices in classroom management. Further refinement could enhance its discriminatory power at advanced knowledge levels. This assessment provides a foundation for exploring how knowledge shapes teachers’ perception, interpretation, decision-making, and performance, and could support efforts in teacher education to develop effective classroom management practices.

As artificial intelligence (AI) technologies rapidly integrate into higher education, they impose increasing demands on the teaching approaches and digital competence of physical education teachers. However, the relationship between physical education teachers’ behavioral intention to use AI and their digital competence remains underexplored. This study focuses on college physical education teachers and examines the relationship between their intention to use AI and their digital competence. Grounded in Social Cognitive Theory (SCT) and the Unified Theory of Acceptance and Use of Technology (UTAUT), the study proposes a structural equation model incorporating behavioral intention, self-efficacy, social influence, and digital competence, with gender as a moderating variable. A questionnaire survey was conducted among 479 physical education teachers from ten universities in mainland China, and the model was tested using AMOS and SPSS. The results indicate that teachers’ behavioral intention to use AI is positively associated with their self-efficacy, perceived social influence, and digital competence, with both self-efficacy and social influence serving as significant mediators. Furthermore, self-efficacy is positively related to social influence, while gender does not exert a significant moderating effect on any of the proposed paths. This study contributes to the integrated application of SCT and UTAUT in the context of physical education in higher education and offers theoretical and practical implications for enhancing digital competence and promoting intelligent transformation among college physical education teachers.

IntroductionThis study investigates the factors influencing the acceptance of digital technologies among physical education (PE) teachers, aiming to support the integration of contemporary digital tools into movement-based learning. Drawing on the Unified Theory of Acceptance and Use of Technology (UTAUT), the research explores how contextual and personal factors shape teachers' willingness and ability to use digital technologies in their professional practice.MethodsA quantitative survey was conducted with 239 physical education teachers. The collected data were analysed using structural equation modelling (SEM) to identify relationships among the UTAUT constructs and additional variables, including formal and informal learning opportunities, age, and gender.ResultsThe analysis revealed that supportive conditions and behavioural intention equally predicted the actual use of digital technologies. Perceived usefulness and social influence significantly affected behavioural intention, whereas perceived ease of use showed no significant effect—suggesting a generally high baseline of digital literacy among the participating PE teachers. Informal learning opportunities exerted a stronger influence on performance expectancy and effort expectancy than formal learning opportunities. Age and gender were not significant predictors of technology acceptance.Discussion and ConclusionThe findings indicate that digitalisation is increasingly embedded in educational practice across demographic groups. To enhance digital technology integration in PE, stakeholders should invest in both digital infrastructure and teacher development, prioritising informal, collaborative, and practice-oriented learning environments that foster sustained technology use in movement-based education.

Summary table of fitness indexes to adjusted alternative models of psychological adaptation to online teaching.

System Thinking is an actual construct supported by several scientific evidence that offer a perspective on how phenomena relate. Rhythm methodology, teaching-learning, and enjoyment in physical education are the main system elements we hypothesize interacting closely to determine direct or mediated effects on motor creativity and rhythmic perceptive capacity. Seventy-six elementary and middle school students (8.9 ± 2.1 years) were randomly assigned to two groups: a) an intervention group that received a physical education lesson based on rhythmic methodology and b) a control group that received conventional lessons without specific rhythmic interventions. Participants were engaged in eight physical education lessons lasting one hour each for eight weeks. Tests and questionnaires were administered before and after the intervention to evaluate motor creativity, rhythmic perception capacity, self-perception and enjoyment. Two lessons were randomly analyzed to identify the teaching style and motor content (moderate and vigorous activity). The main results revealed direct effects on the intervention group’s motor creativity (p = 0.001) and its rhythmic perception capacity (p = 0.02). Furthermore, enjoyment mediated the effects of the intervention on motor creativity (p = 0.01). Finally, the results have shown that self-perception does not mediate the effect of rhythmic intervention group on motor creativity and rhythmic perceptive capacity (p > 0.05). A rhythmic methodology proposed by specific multi-teaching styles can involve children and young people in an enjoyable activity with more moderate to vigorous physical activity.