摘要：本期体育教育学术研究共检索到英文相关文献590篇，研究热点主要集中在体育教育教学的障碍与改进方法、体育教育与体育素养和体育活动之间的关系、体育教学法与体育活动和体育课程设计的实践研究、体育课程教学创新、体育教育中的体能测试、农村学校体育教育研究等。检索结果：1

本期体育教育学术研究共检索到英文相关文献590篇，研究热点主要集中在体育教育教学的障碍与改进方法、体育教育与体育素养和体育活动之间的关系、体育教学法与体育活动和体育课程设计的实践研究、体育课程教学创新、体育教育中的体能测试、农村学校体育教育研究等。检索结果：1）关键词共词分析。提取关键词2989个，经过数据清洗后关键词有2087个，词频为4及以上的关键词有67个，累计百分比为21.88%，高频关键词有体育活动、教育、体育教育、久坐、练习、成年人、青少年，生成可视化知识图谱（见下图）。2）来源期刊分析。涉及期刊308种，其中载文5篇及以上的期刊有18种，累计百分比为35.42%，刊载体育教育相关内容前三位的期刊分别为：BMC PUBLIC HEALTH（JCR学科分区Q1），FRONTIERS IN PUBLIC HEALTH（JCR学科分区Q1，Q1），HEALTHCARE（JCR学科分区Q2，Q2）。3）交叉学科分析。引用文献总计30587篇，最多的频次为31次，排名前三位的文献分别为World Health Organization 2020 guidelines on physical activity and sedentary behavior、Global trends in insufficient physical activity among adolescents: a pooled analysis of 298 population-based surveys with 1.6 million participants、International physical activity questionnaire:: 12-country reliability and validity。4）学术关注度分析。文献级别用量最多的是77次，排名前三位的文献分别为Air pollution increases the risk of frailty: China Health and Retirement Longitudinal Study (CHARLS)、The Influence of Perceived Autonomy Support on Physical Activity Among High School Students: The Mediating Roles of Basic Psychological Needs、The impact of parental psychological control on adolescents' physical activity: the mediating role of self-control and the moderating role of psychological capital。

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Durden-Myers EJ, Evans E. Teacher Perceptions of Physical Literacy Informed Physical Education: The Barriers and Potential Solutions[J]. JOURNAL OF TEACHING IN PHYSICAL EDUCATION, APR 2025.

ABSTRACT:

Purpose: Physical literacy is becoming a key framework for promoting physical activity across sectors globally, particularly in physical education. This research explores how this emerging concept can be operationalized through professional development (PD) and examines teacher perceptions of barriers and solutions to embedding physical literacy in practice. Method: A 12-week PD participatory action research intervention was conducted in three U.K. schools (one primary and two secondary) with primary generalist teachers (n = 3) and secondary physical education specialists (n = 11). Semistructured interviews captured teacher perceptions before, after, and 3 months postintervention. Thematic analysis organized data on barriers and solutions. Results: Teachers identified barriers in four areas: leadership and governance, management and institutional, individual, and philosophy and values. Solutions focused on raising physical education's status and improving PD opportunities. Discussion/Conclusion: The research highlights the influence of school cultures in developing physical literacy. Effective PD must consider these as well as real-life challenges to achieve lasting impact.

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ZhangXX, Yun JK. The Relationship Between High-Quality Physical Education, Physical Literacy, and Physical Activity Participation: A Retrospective Study From US College Students[J]. RESEARCH QUARTERLY FOR EXERCISE AND SPORT, APR 2025.

ABSTRACT:

Physical education (PE) participation at school age is suggested to increase physical activity levels in adulthood. However, there is a limited understanding of the underlying mechanism in this relationship between PE and physical activity (PA). This study aimed to examine how the quality of PE in high school is associated with future physical activity engagement in young adulthood and whether physical literacy is a mediator in this relationship. A group of 280 college students (62.1% women; Mage = 20.09, SD = 2.04) were recruited from 11 universities in the United States. The students filled out an online survey measuring the quality of PE in high school, leisure-time physical activity, and physical literacy. A path analysis revealed a good fit of the mediation model with sex as a covariate (chi 2/df = 1.73, p = .02; CFI = 0.99; IFI = 0.99; TLI = 0.98; RMSEA = 0.05, 90% CI [0.02, 0.08]). Quality of PE has a significant direct association (beta = 0.12) with physical activity and an indirect association with physical activity through physical literacy (beta = 0.05). The findings illustrate that high-quality high school PE is associated with physical activity directly and indirectly through physical literacy. It is critical to provide high-quality high school PE by addressing the environment, curriculum, instruction, and assessment to develop physical literacy and physical activity participation. Improving physical literacy through high-quality PE and other settings (e.g., school sports and community clubs) is a viable way to promote PA participation.

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Wälti M, Schole L, Gerlach E, et al. Basic Motor Competencies and the Amount of Physical Education in European Primary School Children[J]. JOURNAL OF SPORTS SCIENCES, JUN 2025.

ABSTRACT:

Children show large differences in their basic motor competencies (BMC), which are key learning objectives of physical education (PE) and serve as a foundation for participating in school-based and extracurricular sports. While individual determinants, including age, sex, and extracurricular physical activity, are known to consistently predict BMC, studies investigating the role of structural aspects of PE on children's BMC levels are lacking. This study examined whether weekly PE time is associated with differences in BMC levels in children across Europe, beyond individual factors. Endogenous (age, sex, body-mass-index), exogenous (participation in ball or individual sports) and structural factors (amount of weekly PE) along with BMC values (object movement and self-movement, tested with the MOBAK-1-2 and MOBAK-3-4) were assessed in 4291 6- to 10-year-old children (50 % girls) in twelve European countries. Hierarchical regression models revealed that individual factors were consistent predictors of BMC, but no associations were found between the amount of PE and BMC. These results indicate that other PE aspects may be more indicative of differences in BMC than the amount of PE. The significant role of extracurricular sports underscores the importance of analysing and promoting the availability of such activities.

04

Lin WC, Chen CF, Liu CC. Towards Inclusive Pedagogies in Bilingual Health and Physical Education: Taiwanese Teachers' Practices and Students' Experiences[J]. SPORT EDUCATION AND SOCIETY, MAY 2025.

ABSTRACT:

To enhance Taiwan's economic competitiveness, a national bilingual education policy was implemented in primary and secondary schools in 2018. In secondary schools, Health and Physical Education (HPE) courses has been considered well-suited for incorporating the Content and Language Integrated Learning (CLIL) approach, as physical activity enables the integration of English through movement-based interactions. However, exploration of the feasibility of bilingual HPE has been limited. Arguably, integrating the bilingual policy within HPE courses may accelerate both subject and English learning or, conversely, exacerbate subject learning and inequalities in learning English. Drawing on Vygotsky's sociocultural approach to learning [Vygotsky, L. S. (1978). Mind in society. Harvard University Press. https://doi.org/10.2307/j.ctvjf9vz4], this study explores the consequences of implementing bilingual education in the context of secondary school HPE. It examines students' situated learning experiences and teachers' practices in implementing the newly designed bilingual Sports and Health materials in a Taiwanese senior high school PE classroom. Two PE teachers, one Taiwanese and one American, along with a class of 27 students, participated in this seven week study. Data were collected through questionnaires, observations of classroom teaching and learning and interviews. The data were analysed to explore teachers' instructional practices and students' engagement with the materials. The study's findings revealed that the use of culturally responsive pedagogies (CRP), including translanguaging strategies that acknowledge students' linguistic and cultural resources, facilitated meaningful HPE learning. However, issues of inequality in the implementation of the bilingual policy were also identified and require further attention. This study generated findings that have pedagogical and methodological implications for future practice and research in HPE, particularly in bilingual settings.

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Rodrigues AIC, Marttinen R, Banville D, et al. A Game-Based Approach to Teaching Combative Activities for Children in Pedagogical Context[J]. PHYSICAL EDUCATION AND SPORT PEDAGOGY, MAY 2025.

ABSTRACT:

Background Combative activities have the potential to provide multiple positive benefits to youth and engage practitioners in lifelong physical activity. Additionally, game-based approaches (GBA) promote more enjoyable, meaningful, and challenging experiences for youth compared to approaches traditionally used for teaching games but have not yet been empirically tested with combative activities.Purpose The objective of this study is to present combative activities as games in pedagogical contexts.Process Using social learning spaces (Wenger, Etienne, and Beverly Wenger-Trayner. [2020. Learning to Make a Difference: Value Creation in Social Learning Spaces. Cambridge University Press.]), five martial arts instructors from a large national-level social services organization in Brazil and the first author co-developed a Tactical Games approach to teaching combative activities to 7-10-year-old children. We propose combative activities as games and as an additional game classification. The proposal highlights the tactical dimensions based on the document co-developed with expert martial arts instructors who taught 10 lesson plans (40 total) for: judo, Brazilian jiu-jitsu, karate, and taekwondo. Furthermore, the authors met to discuss and refine the proposed combative activity classification and subclassifications. Observation of lesson plans was used for the fidelity test.Results We define the game principle, or main objective, of combative activities as the act of subjugating the opponent to end the combat. We explain the key elements that should be part of an activity to be considered as a combative activity and present subclassifications of combative activities as follows: (a) actions without implements that can be grappling (throws and groundwork) or striking activities, (b) forms, and (c) actions with implements. Tactical problems and questions are highlighted to support coaches and teachers in lesson planning to improve students' tactical understanding and skills regarding combative activities.Conclusion The current proposal has strength in the collaborative approach among experts used to test, reflect, and refine a GBA expanding the game classification with combative activities. The resources provided can support educators in developing their curriculum to teach this lifelong PA through a pedagogical approach that has the potential to be more enjoyable and meaningful to youth.

06

Velickovic S, Kolar E, Paunovic M, et al. The Impact of An Acrobatics-Based Curriculum on Motor Fitness in Adolescents[J]. LIFE-BASEL, MAY 13 2025, vol.15, issue 5.

ABSTRACT:

(1) Background: This study aimed to examine whether an experimental acrobatics curriculum, conducted three times a week, could lead to greater improvements in specific components of motor fitness-coordination, balance, agility, and speed-compared to the standard physical education program; (2) Methods: The research was conducted over a 16-week period and included 50 seventh-grade students, divided into an experimental group (EG, n = 25) and a control group (CG, n = 25). The experimental group participated in a program of acrobatics and skipping twice a week, while the control group followed the standard physical education curriculum. Motor skills tests were administered before and after the intervention using standardized methods; (3) Results: Results from the ANCOVA analysis showed significant improvements in flexibility, coordination, balance, and agility in the experimental group, with large effect sizes, confirming the effectiveness of the acrobatics and skipping program. However, the impact on speed was variable, indicating the need for specific exercises to improve this ability; (4) Conclusions: The findings are consistent with previous research, highlighting the superiority of specialized acrobatic exercises in enhancing overall motor performance in adolescents. Further research is needed to optimize acrobatics and skipping programs for maximum benefits in the development of motor skills and physical education.

07

Jarno ML. A Didactic Approach to the Adjustments Involved in Physical and Sports Education. Comparison of Examples on the Use of Forms- Representations in the Teaching of Throws in Athletics[J]. PHYSICAL EDUCATION AND SPORT PEDAGOGY, APR 2025.

ABSTRACT:

PurposeThis study explores didactic interactions between a teacher and students during physical and sports education (PSE) lessons, focusing on real-time adjustments within joint action. Anchored in the Joint Action Theory in Didactics (JATD), it examines how forms-representations mediate the teacher's pedagogical intentions and students' actions in the teaching of shot put and discus. Using a comparative analysis, the research investigates how teachers and students dynamically co-construct knowledge by adapting to the specific contingencies of the situations.Methods The research adopts a case-study approach, analyzing teacher-student interactions and the evolution of students' throwing motion. Data collection includes classroom observations, video recordings of teaching sequences, and interviews with the teacher and students. The analysis focuses on didactic and technical adjustments, examining the forms-representations employed and the transactional dynamics that emerge in the teaching-learning process.Findings The study reveals critical insights into joint action dynamics. A central finding is the teacher's ability to direct students' attention and bodily engagement through real-time adjustments. These adjustments often involve adapting speech and gestures to connect abstract principles, such as body alignment or acceleration transfer, to the specific demands of the tasks. Immediate feedback from students enables the teacher to refine his approach, ensuring alignment with students' comprehension capacities and motor engagement.Another significant finding is the evolution of forms-representations. Iterative cycles of instruction, practice, and feedback refine these metaphorical representations, which play a key role in aligning students' actions with the teacher's pedagogical goals. This alignment enhances skill acquisition and shapes students' learning practices.The type of athletic activity (here shot put or discus), also significantly influences teacher-student interactions. Each activity's unique physical and cognitive demands compel the teacher to adopt flexible strategies, tailoring interventions to the specific challenges posed by each context. This adaptability underscores the importance of context-sensitive teaching approaches to foster effective learning outcomes.Findings The study reveals critical insights into joint action dynamics. A central finding is the teacher's ability to direct students' attention and bodily engagement through real-time adjustments. These adjustments often involve adapting speech and gestures to connect abstract principles, such as body alignment or acceleration transfer, to the specific demands of the tasks. Immediate feedback from students enables the teacher to refine his approach, ensuring alignment with students' comprehension capacities and motor engagement.Another significant finding is the evolution of forms-representations. Iterative cycles of instruction, practice, and feedback refine these metaphorical representations, which play a key role in aligning students' actions with the teacher's pedagogical goals. This alignment enhances skill acquisition and shapes students' learning practices.The type of athletic activity (here shot put or discus), also significantly influences teacher-student interactions. Each activity's unique physical and cognitive demands compel the teacher to adopt flexible strategies, tailoring interventions to the specific challenges posed by each context.

This adaptability underscores the importance of context-sensitive teaching approaches to foster effective learning outcomes.Findings The study reveals critical insights into joint action dynamics. A central finding is the teacher's ability to direct students' attention and bodily engagement through real-time adjustments. These adjustments often involve adapting speech and gestures to connect abstract principles, such as body alignment or acceleration transfer, to the specific demands of the tasks. Immediate feedback from students enables the teacher to refine his approach, ensuring alignment with students' comprehension capacities and motor engagement.Another significant finding is the evolution of forms-representations. Iterative cycles of instruction, practice, and feedback refine these metaphorical representations, which play a key role in aligning students' actions with the teacher's pedagogical goals. This alignment enhances skill acquisition and shapes students' learning practices.The type of athletic activity (here shot put or discus), also significantly influences teacher-student interactions. Each activity's unique physical and cognitive demands compel the teacher to adopt flexible strategies, tailoring interventions to the specific challenges posed by each context. This adaptability underscores the importance of context-sensitive teaching approaches to foster effective learning outcomes.Discussion This research emphasizes the effectiveness of collaborative learning, adaptive teaching, and didactic metaphors in teaching throwing techniques in PSE. Interactions foster knowledge and skill acquisition, aligning with Bakhtin's (1984) perspective on learning as a dialogical process. Digital tools, like video analysis, provide immediate feedback, promoting learner autonomy and deeper movement understanding (Jastrow et al. 2022). Adaptive teaching, rooted in differentiated instruction (Tomlinson 2014), addresses diverse student needs, creating supportive learning environments. Didactic metaphors help students internalize complex concepts by linking technical actions to familiar imagery (Lakoff and Johnson 1980). Together, these strategies enhance cognitive and practical learning, highlighting the value of co-constructed knowledge. This study reinforces the importance of personalized pedagogy and didactic interaction in improving teaching-learning processes, suggesting further exploration of these methods in diverse PSE contexts.Conclusion This research advances understanding of joint action in PSE, highlighting the critical role of real-time didactic adjustments and forms-representations in co-regulating learning. By illustrating the interplay between the teacher's strategies and students' responses, it refines the application of the JATD framework and offers practical insights to improve teaching practices in PSE. The findings underscore the importance of flexible, context-sensitive teaching approaches that support both conceptual understanding and skills development.

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来源：京津冀消息通