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A domain-specific peer-review checklist for sport science journals: Translating a conceptual framework into practice
Spyridon Plakias11. University of Thessaly , GR2026-08-01|page 172-181AbstractThe peer-review process plays a central role in ensuring the quality and credibility of scientific research; however, it remains characterized by variability, limited standardization, and a lack of domain-specific evaluation criteria. These limitations are particularly evident in sport science, a multidisciplinary field involving complex, context-dependent, and applied performance data. Although several guidelines for peer-review exist, they are often either generic or tailored to specific domains, limiting their applicability to sport science research. The aim of the present study was to develop a comprehensive, domain-specific reviewer checklist for sport science journals. Building on a previously proposed conceptual framework of publishable research, the checklist operationalizes key dimensions of manuscript evaluation into structured criteria, spanning editorial screening, conceptual foundation, methodological and analytical rigor, research transparency, scientific communication, and scientific and practical impact. In addition, the framework integrates both hierarchical and iterative elements of the peer-review process, conceptualizing manuscript evaluation as a cyclical process that begins and concludes with editorial decision-making. The proposed checklist provides a structured and contextually relevant tool to support reviewers in conducting more consistent and transparent evaluations, while assisting editors in decision-making and offering authors clearer expectations. Although not yet empirically validated, the proposed framework represents a step toward improving the quality, consistency, and contextual relevance of peer-review in sport science.
APA Citation StylePlakias, S. (2026). A domain-specific peer-review checklist for sport science journals: Translating a conceptual framework into practice. Physical Education and Sports: Studies and Research, 172-181. https://doi.org/10.56003/pessr.v5i2.741 -
Development and evaluation of a web-based interactive flashcard tool (Aero’Zen) for low-impact rhythmic activity instruction in physical education
Zenny Ni'matul Ulya1, Donny Anhar Fahmi2, Ibnu Fatkhu Royana31. Department of Physical Education, Faculty of Social Sciences and Physical Education, Universitas PGRI Semarang , ID2. Department of Physical Education, Faculty of Social Sciences and Physical Education, Universitas PGRI Semarang , ID3. Department of Physical Education, Faculty of Social Sciences and Physical Education, Universitas PGRI Semarang , ID2026-08-31|page 233-247AbstractBackground: Teaching rhythmic activities in physical education continues to face challenges due to the limited availability of visual learning aids that demonstrate movements systematically, repeatedly, and accessibly.
Objectives: This study aimed to develop and evaluate Aero’Zen, a web-based interactive flashcard tool integrating movement illustrations, QR codes, and demonstration videos for basic low-impact rhythmic activities.
Methods: This research and development study employed the ADDIE model. Following product development and expert validation, learning outcomes were evaluated using a one-group pretest–posttest pre-experimental design involving 30 tenth-grade students at SMK Negeri 2 Semarang. Product feasibility was assessed by media experts, subject matter experts, and a physical education practitioner. Pretest and posttest scores were analyzed using the Shapiro–Wilk test for normality and paired-samples t-tests, with the significance level set at α = .05.
Results: Aero’Zen was rated highly suitable by media experts (95.75%), subject matter experts (94.50%), and a physical education practitioner (88.75%). Mean scores increased from 75.40 to 89.97 in the cognitive domain, from 28.80 to 32.77 in the affective domain, and from 19.87 to 32.00 in the psychomotor domain. Paired-samples t-tests revealed significant differences between pretest and posttest scores across all three domains (all p < .001).
Conclusions: Aero’Zen is a highly suitable web-based learning medium with the potential to support students’ cognitive, affective, and psychomotor learning outcomes, including movement coordination and performance, in low-impact rhythmic activities. Its integrated flashcards, QR-code access, and demonstration videos provide a flexible resource for repeated and independent learning. Future studies should use randomized controlled trials with larger and more diverse samples to strengthen causal inference and generalizability.
APA Citation StyleUlya, Z. N. , Fahmi, D. A. , & Royana, I. F. (2026). Development and evaluation of a web-based interactive flashcard tool (Aero’Zen) for low-impact rhythmic activity instruction in physical education. Physical Education and Sports: Studies and Research, 233-247. https://doi.org/10.56003/pessr.v5i2.761 -
Performance anxiety among student table tennis players
Yumna Wahyuningsih1, Ibnu Fatkhu Royana2, Galih Dwi Pradipta31. Universitas PGRI Semarang , ID2. Universitas PGRI Semarang , ID3. Universitas PGRI Semarang , ID2025-12-18|page 318-331AbstractBackground: Anxiety is a common psychological factor that significantly affects athletic performance, especially in competitive settings. Student-athletes face dual pressures from academic responsibilities and athletic commitments, making them vulnerable to performance anxiety that can impair focus, concentration, and decision-making.
Objectives: This study aims to analyze performance anxiety among table tennis athletes in the Student Activity Unit (UKM) of Universitas PGRI Semarang and to examine differences in performance evaluation outcomes based on sources from internal and external factors.
Methods: A comparative quantitative design with a cross-sectional approach was used. Fifty athletes participated (n=25 assessed by internal factors, n=25 assessed by external factors). Anxiety/performance was measured using a self-report questionnaire consisting of 15 Likert-scale items (1-5 scale) validated by three sport psychology experts. Data were analyzed using one-way ANOVA after confirming normality (Shapiro-Wilk test) and homogeneity (Levene's test).
Results: The internal group had a higher mean score (M = 3.64, SD = 0.86) compared to the external group (M = 3.07, SD = 0.86). ANOVA revealed a statistically significant difference, F(1,48) = 4.92, p = 0.031, η² = 0.093, with an estimated Cohen's d of approximately 0.66, indicating a medium effect size. These findings indicate that anxiety factors affect athletes' performance, with internal factors tending to score higher than external factors.
Conclusions: This study concludes that anxiety affects the performance of table tennis athletes in the Student Activity Unit (UKM) at Universitas PGRI Semarang. Specifically, internal factors such as self-confidence and perfectionism have been proven to have a greater impact than external factors.APA Citation StyleWahyuningsih, Y. , Royana, I. F. , & Pradipta, G. D. (2025). Performance anxiety among student table tennis players. Physical Education and Sports: Studies and Research, 318-331. https://doi.org/10.56003/pessr.v4i3.618 -
Psychosocial predictors of academic achievement in physical education among Indonesian university students: Testing the mediating role of mental toughness
Muhad Fatoni1, Agam Akhmad Syaukani2, Pungki Indarto3, Imron Nugroho Saputro4, Ismi Husniyah Musyfiroh51. Muhammadiyah University of Surakarta , ID2. University of Technology Malaysia , MY3. Muhammadiyah University of Surakarta , ID4. Muhammadiyah University of Surakarta , ID5. Muhammadiyah University of Surakarta , ID2025-12-12|page 291-301AbstractBackground: Academic performance in this context is conceptualized holistically, encompassing the integration of cognitive, affective, psychomotor, and physical achievements. Grounded in Self-Determination Theory and Social Cognitive Theory, the study posits that physical activity interest and social skills serve as predictors of both mental toughness and academic outcomes.
Objectives: This study examines the mediating role of mental toughness in the relationship between physical activity interest, social skills, and academic performance among university students enrolled in physical education programs.
Methods: A quantitative approach was employed, involving the administration of structured questionnaires to 235 active students. Data were analyzed using Structural Equation Modeling with a Partial Least Squares approach to assess construct validity and the relationships among variables.
Results: The results reveal that interest in physical activity and social skills has a significant influence on both mental toughness and academic performance. However, mental toughness did not serve as a substantial mediator within the proposed model.
Conclusions: These findings underscore the critical direct roles of affective and social factors in predicting academic success in physical education contexts. Theoretically, this study clarifies the functional position of mental toughness, while practically, it promotes the development of instructional strategies that enhance intrinsic motivation and collaborative skills within physical education curricula.APA Citation StyleFatoni, M. , Syaukani, A. A. , Indarto, P. , Saputro, I. N. , & Musyfiroh, I. H. (2025). Psychosocial predictors of academic achievement in physical education among Indonesian university students: Testing the mediating role of mental toughness. Physical Education and Sports: Studies and Research, 291-301. https://doi.org/10.56003/pessr.v4i3.624 -
The combination of plyometric and ladder drills can improve acceleration and footwork skills in badminton players
Muhammad Labib Siena Ar Rasyid1, Oce Wiriawan2, Afif Rusdiawan3, Laily Mita Andriana4, Enarnimas Dwi Ratna Damayanti51. Department of Sports Coaching Education, Faculty of Sport and Health Sciences, Universitas Negeri Surabaya , ID2. Department of Sports Coaching Education, Faculty of Sport and Health Sciences, Universitas Negeri Surabaya , ID3. Department of Sports Science, Faculty of Sport and Health Sciences, Universitas Negeri Surabaya , ID4. Department of Sports Coaching Education, Faculty of Sport and Health Sciences, Universitas Negeri Surabaya , ID5. Department of Sports Coaching Education, Faculty of Sport and Health Sciences, Universitas Negeri Surabaya , ID2026-03-08|page 28-39AbstractBackground: Recognized globally as the fastest racket sport in the world, badminton demands exceptional acceleration and footwork skills for competitive success. However, many intermediate players often struggle to produce the explosive power needed for fast-paced rallies. To enhance these physical attributes, targeted training interventions, such as a hybrid regimen of plyometric and ladder drills, are often required.
Objectives: This study aims to analyze the efficacy of integrating plyometric exercises with ladder drills in enhancing acceleration and footwork proficiency among badminton players.
Methods: This research employed a quasi-experimental design with a non-equivalent control group. Through purposive sampling, 24 male participants (aged 14-16 years) with at least 2 years of training experience, good health, and no history of recent injuries were selected. They were assigned to either the PLD Group (age: 15.00 ± 0.74 years; height: 162.00 ± 0.07 cm; weight: 50.58 ± 5.68 kg; BMI: 19.20 ± 0.88 kg/m²) or the CV Group (age: 15.00 ± 0.85 years; height: 162.08 ± 0.08 cm; weight: 51.75 ± 8.05 kg; BMI: 19.59 ± 1.56 kg/m²). The intervention spanned six weeks, with three sessions per week. Performance in acceleration was assessed using a 10-meter sprint, and footwork skills were assessed using the footwork skills test (Tohar version) pre- and post-intervention. Data analysis employed the Wilcoxon signed-rank and the Mann-Whitney tests.
Results: The Wilcoxon analysis indicated that both the PLD and CV Groups achieved improvements in acceleration and footwork skills (p<0.05). However, the Mann-Whitney test revealed a statistically significant difference between the two groups, with the PLD Group demonstrating superior gains in both acceleration (p<0.05) and footwork skills (p<0.05) compared to the CV Group.
Conclusions: Integrating plyometric training and ladder drills is an effective strategy for significantly improving acceleration and footwork skills in badminton players.
APA Citation StyleRasyid, M. L. S. A. , Wiriawan, O. , Rusdiawan, A. , Andriana, L. M. , & Damayanti, E. D. R. (2026). The combination of plyometric and ladder drills can improve acceleration and footwork skills in badminton players. Physical Education and Sports: Studies and Research, 28-39. https://doi.org/10.56003/pessr.v5i1.669 -
Structural relationships between service quality, communication, motivation, and athlete satisfaction in basketball Indonesia
Fajar Gumilang H.M1, Agung Nugroho2, Rumpis Agus Sudarko3, Fauzi Fauzi4, Fajar Sriwahyuniati51. Yogyakarta State University , ID2. Yogyakarta State University , ID3. Yogyakarta State University , ID4. Yogyakarta State University , ID5. Yogyakarta State University , ID2026-04-09|page 113-124AbstractBackground: Many basketball clubs aim to enhance athlete satisfaction through service quality, communication, and motivation; however, empirical evidence validating these factors as measurable constructs remains limited.
Objectives: This study examines whether these variables function as latent constructs influencing athlete satisfaction and validates their measurement structure using confirmatory factor analysis.
Methods: This study used a quantitative survey and included 263 basketball athletes from various clubs in Sidoarjo, comprising 110 males and 153 females. The participant characteristics focused on players still in the developmental stage who had been actively participating in club training programs for 3 to 6 months, with educational levels ranging from junior high school to college. Participants were selected using purposive sampling. Data were collected using a valid and reliable Likert-scale questionnaire and analyzed using Structural Equation Modeling (SEM) via AMOS 22.
Results: The results demonstrate that service quality (β=0.337, ????=0.000) and communication (β=0.439, ????=0.000) significantly enhance motivation. Furthermore, motivation significantly affects athlete satisfaction (β = 0.582, ???? = 0.000). Crucially, the analysis confirms that motivation mediates the relationship between service quality (indirect effect=0.139) and communication (indirect effect=0.240) on satisfaction.
Conclusions: Theoretically, this study confirms motivation as a vital psychological mediator linking managerial inputs to athlete satisfaction. In practice, the findings demonstrate that while high-quality physical facilities provide a necessary structural foundation, they must be integrated with effective, supportive coaching communication to optimally ignite athletes' intrinsic drive and maximize their overall club experience.APA Citation StyleH.M, F. G. , Nugroho, A. , Sudarko, R. A. , Fauzi, F. , & Sriwahyuniati, F. (2026). Structural relationships between service quality, communication, motivation, and athlete satisfaction in basketball: Indonesia. Physical Education and Sports: Studies and Research, 113-124. https://doi.org/10.56003/pessr.v5i1.691 -
The effect of game-based learning variations on elementary school students’ straddle jump gymnastics skills
Fadhilah Nurwahid1, Rizal Ahmad Fauzi2, Adang Sudrazat31. Indonesian University of Education , ID2. Indonesian University of Education , ID3. Indonesian University of Education , ID2026-04-01|page 57-67AbstractBackground: Physical education in primary schools is essential for the development of students' motor skills, including gymnastic abilities such as the straddle leap. In fact, numerous students continue to struggle to execute these movements accurately because of repetitive teaching approaches that fail to engage them actively. Consequently, a more stimulating and diverse educational methodology, including game-based activities, is required.
Objectives: This study examines the impact of fluctuations in game-based learning on the enhancement of straddle jump gymnastics skills among primary school students.
Methods: This research employed a quantitative methodology using a pre-experimental framework, namely the One-Group Pretest–Posttest Design. The study population comprised all 40 fourth-grade students at Citungku Elementary School, who were sampled using a total sampling technique. Data were gathered via a practical examination of straddle jump movement proficiency, adhering to the Australian Gymnastic Federation's evaluation criteria, which encompass four components: the initiation, propulsion, suspended posture, and landing. The intervention lasted four weeks and included eight sessions featuring activities such as frog leaps, mirror jumps, rope jumping, and hopscotch, all aimed at training the elements of the straddle jump. The Shapiro-Wilk normality test and paired-samples t-test were conducted in SPSS version 27 for data analysis.
Results: The study found an improvement in students' capabilities following the implementation of game-based learning modifications. The mean pretest score of 58.00 rose to 74.76 in the posttest. The paired-samples t-test yielded a t value of -9.894 and a p-value of 0.001 (< 0.05), indicating a significant difference between pre- and post-treatment outcomes. This demonstrates that the executed game activities facilitated improvements in students' motor coordination, push-off strength, body control during floating, and landing methods during the straddle jump movement.
Conclusions: Variations of game-based learning, including frog jumping, mirror jumping, rope jumping, and hopscotch, have demonstrated efficacy in enhancing straddle jumping gymnastics skills among elementary school students while fostering a more dynamic and pleasurable physical learning experience.
APA Citation StyleNurwahid, F. , Fauzi, R. A. , & Sudrazat, A. (2026). The effect of game-based learning variations on elementary school students’ straddle jump gymnastics skills. Physical Education and Sports: Studies and Research, 57-67. https://doi.org/10.56003/pessr.v5i1.705 -
Integrating technology in physical education: The impact of TPACK-based tactical and technical approaches on football skills and student motivation
Defri Mulyana1, Adang Suherman2, Komarudin Komarudin3, Bambang Abduljabar4, Fegie Rizkia Mulyana51. Indonesia University of Education , ID2. Indonesia University of Education , ID3. Indonesia University of Education , ID4. Indonesia University of Education , ID5. Siliwangi University , ID2025-05-14|page 71-82AbstractBackground: Motivation and skill development are vital in physical education, particularly football. Tactical learning emphasizes decision-making and game understanding, while technical learning focuses on mastering fundamental skills.
Objectives: This study aimed to analyze the impact of a TPACK-based tactical and technical learning approach on student motivation and football skill acquisition among high school students in Tasikmalaya.
Methods: The study applied the TPACK framework—integrating Technological, Pedagogical, and Content Knowledge—in designing the learning model. Using an experimental method with a pre-test–post-test design, 30 students were divided into two groups. Motivation was assessed via a Likert-scale questionnaire, while football skills (passing, heading, dribbling, shooting, and playing ability) were evaluated through standardized tests. Data were analyzed using paired and independent t-tests with a significance level of p < 0.05.
Results: The technical approach significantly enhanced basic football skills, notably heading (t = 8.47) and shooting (t = 8.29), proving its effectiveness in improving fundamental competencies. Conversely, the tactical approach showed a notable increase in student motivation (t = 4.98) and playing ability (t = 5.94), reflecting its strength in fostering strategic understanding and engagement. TPACK integration further reinforced both approaches through effective use of technology.
Conclusions: The study highlights the importance of combining tactical and technical approaches to promote holistic student development. Continued research is needed to explore the long-term effects and potential of integrating diverse technological tools in physical education.
APA Citation StyleMulyana, D. , Suherman, A. , Komarudin, K. , Abduljabar, B. , & Mulyana, F. R. (2025). Integrating technology in physical education: The impact of TPACK-based tactical and technical approaches on football skills and student motivation. Physical Education and Sports: Studies and Research, 71-82. https://doi.org/10.56003/pessr.v4i1.523 -
Integrity in the age of AI: navigating authorship, accountability and ethical publishing
Yulingga Nanda Hanief11. State University of Malang , ID2026-04-03|page 106-112AbstractThe rapid emergence of generative artificial intelligence (AI) is reshaping the landscape of academic writing and scholarly publishing, offering both opportunities and ethical challenges. This editorial reflects on the growing implications of AI-assisted authorship, particularly regarding authorship, accountability, and research integrity. While AI tools can improve clarity and accessibility, their misuse raises concerns about the erosion of critical thinking and the reliability of scientific results.
A key issue highlighted in this discussion is the increasing incidence of false or unverifiable references generated through AI-assisted processes. These practices threaten the credibility of scholarly communication and increase the burden on editors and reviewers. In response, this editorial emphasizes the importance of responsible AI use, transparency in authorship, and rigorous source verification.
Furthermore, the article outlines the journal's commitment to maintaining high standards of quality and ethical publishing. This includes strengthening editorial policies, promoting integrity in manuscript preparation, and encouraging accountability among authors. The editorial also calls on the academic community to adopt responsible practices in the use of emerging technologies.
In line with international publishing standards, this editorial is designed to provide critical perspectives, articulate editorial responsibilities, and offer a forward-looking stance on ethical scientific communication. Ultimately, maintaining trust and credibility in the AI era requires a collective commitment to transparency, rigor, and integrity at every stage of the publication process.
APA Citation StyleHanief, Y. N. (2026). Integrity in the age of AI: navigating authorship, accountability and ethical publishing. Physical Education and Sports: Studies and Research, 106-112. https://doi.org/10.56003/pessr.v5i1.720 -
Determinants of athlete motivation and engagement in collegiate team sports: Toward a sports development framework
Teejay D. Panganiban1, Samboy Nabor21. Batangas State University TNEU JPLPC-Malvar , PH2. University of Perpetual Help System Dalta Las Piñas , PH2026-04-14|page 147-159AbstractBackground: Athlete motivation and sustained engagement are essential for retention in collegiate sports programs; however, the institutional and environmental factors that influence these outcomes remain underexplored.
Objectives: This study aimed to examine the determinants of athlete motivation and engagement in collegiate team sports using a Self-Determination Theory perspective, with engagement serving as a proxy for retention behavior.
Methods: A mixed-methods design was employed involving 75 collegiate student-athletes representing basketball, volleyball (men and women), baseball, and softball teams. Quantitative data were collected using a validated, researcher-developed questionnaire based on Self-Determination Theory and analyzed using descriptive statistics, Pearson's correlation, multiple regression, and Structural Equation Modeling (SEM). In contrast, qualitative data were analyzed using thematic analysis.
Results: Findings revealed that organizational commitment (M = 3.42) and environmental support (M = 3.47) were rated very high, while incentives and facilities were rated high. All program components were significantly associated with athlete engagement (p < .05). Regression analysis showed that environmental support (β = .36) and perceived support (β = .31) were the strongest predictors, explaining 68% of the variance (R² = 0.68). SEM results indicated a good model fit (CFI = 0.95; RMSEA = 0.061).
Conclusions: Qualitative findings highlighted intrinsic motivations, such as passion and belonging, as well as extrinsic motivators, including scholarships and rewards, alongside barriers, including financial delays, academic conflicts, and burnout. The study concludes that environmental and perceived support are the primary determinants of athlete engagement, emphasizing the critical role of competence-supportive environments in sustaining motivation and improving athlete retention.
APA Citation StylePanganiban, T. D. , & Nabor, S. (2026). Determinants of athlete motivation and engagement in collegiate team sports: Toward a sports development framework. Physical Education and Sports: Studies and Research, 147-159. https://doi.org/10.56003/pessr.v5i1.718 -
Comparative analysis of plantar pressure distribution among football players across playing positions: A cross-sectional study
Arif Pristianto1, Anindya Maghfira Zain2, Farid Rahman3, Pungki Indarto4, Anugrah Nur Warthadi51. Department of Physiotherapy, Faculty of Health Sciences, Universitas Muhammadiyah Surakarta , ID2. Department of Physiotherapy, Faculty of Health Sciences, Universitas Muhammadiyah Surakarta , ID3. Department of Physiotherapy, Faculty of Health Sciences, Universitas Muhammadiyah Surakarta , ID4. Department of Sport Education, Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta , ID5. Department of Sport Education, Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta , ID2026-04-01|page 68-81AbstractBackground: Football players exhibit different muscle activation patterns during different playing activities, which can affect plantar pressure on the feet. Uneven, unbalanced plantar pressure distribution can cause muscle tension, leading to musculoskeletal injuries in the feet.
Objectives: This study aims to determine and compare plantar pressure distribution among football players based on playing position.
Methods: This study is an analytical observational study using a cross-sectional approach. The sample in this study consisted of 24 football players aged 15-18 years who met the inclusion criteria. Plantar pressure was measured using a Zebris Force Distribution Measurement (FDM) platform on the forefoot and rearfoot areas. Statistical analysis included normality tests (Shapiro-Wilk) and multivariate tests (ANOVA) according to data distribution.
Results: Differences in plantar pressure were observed between defenders, forwards, and strikers in static conditions (p < 0.05), but not in dynamic conditions (p > 0.05).
Conclusions: This study shows differences in plantar pressure distribution among football players in defender, forward, and striker positions under static conditions. However, under dynamic conditions, no significant differences were found among playing positions.
APA Citation StylePristianto, A. , Zain, A. M. , Rahman, F. , Indarto, P. , & Warthadi, A. N. (2026). Comparative analysis of plantar pressure distribution among football players across playing positions: A cross-sectional study. Physical Education and Sports: Studies and Research, 68-81. https://doi.org/10.56003/pessr.v5i1.692 -
Enhancing locomotor skills in preschoolers through play jump rope
Nancy Trisari Schiff1, Andy Supriady21. Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Pasundan , ID2. Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Pasundan , ID2026-04-14|page 135-146AbstractBackground: Fundamental Motor Skills (FMS), particularly in the Locomotor Skills domain, are an essential prerequisite for lifelong physical participation. However, the dominance of a sedentary lifestyle threatens young children's mastery of these skills.
Objectives: This study aims to test and prove the effectiveness of the jump rope play intervention program in improving locomotor skills in 5–6-year-old children.
Methods: This research uses a quasi-experimental one-group pretest-posttest design. The sample consisted of 19 males and 11 females, for a total of 30 children. Locomotor skills are measured objectively using the Locomotor subtest of the Test of Gross Motor Development-2 (TGMD-2). The Jump Rope Game intervention was implemented in a structured manner over 8 weeks (3 sessions/week). The data were analyzed using the Paired-Samples T-Test.
Results: The research results show a highly significant improvement in locomotor skills scores after the intervention. The average score increased from 23.30 on the pretest to 27.87 on the posttest, reflecting a 19.61% increase. The paired-samples t-test yielded a p-value of 0.000 (p<0.05), confirming that the difference between the two measurements was statistically significant.
Conclusions: Jump rope games have proven to be an effective, efficient, and enjoyable intervention for significantly improving young children's locomotor skills. This research recommends integrating inexpensive, easily accessible play-based activities into the early childhood education curriculum as a practical strategy to support physical literacy and address basic movement deficits.
APA Citation StyleSchiff, N. T. , & Supriady, A. (2026). Enhancing locomotor skills in preschoolers through play jump rope. Physical Education and Sports: Studies and Research, 135-146. https://doi.org/10.56003/pessr.v5i1.652 -
Improving physical self-perception and health-related fitness through gamification in physical education: A cluster randomized controlled trial
Ferdinando Cereda11. The Catholic University of the Sacred Heart in Milan , IT2026-03-08|page 7-27AbstractBackground: The global decline in adolescent physical activity necessitates pedagogical innovation to counter disengagement. Traditional norm-referenced physical education (PE) often alienates less skilled students, whereas gamification offers a promising criterion-referenced strategy to enhance motivation and learning.
Objectives: This study investigated the efficacy of a 12-week gamified didactic intervention on perceived physical self-concept, health-related fitness, and physical activity enjoyment among high school students.
Methods: A two-arm, parallel-group, cluster randomized controlled trial (Cluster-RCT) was conducted with 210 Italian adolescents (mean age 15.4 ± 0.9 years) nested within 10 intact classes (average cluster size = 21). Intact classes were randomised to an experimental group (gamified ‘MoveQuest’ module, k = 5) or a control group (traditional direct instruction, k = 5). Data were collected using the Revised Physical Self-Perception Profile (PSPP-R-IT), the ALPHA-FIT test battery, and the Physical Activity Enjoyment Scale (PACES). Following a per-protocol analytical approach, Linear mixed models (LMMs) were employed to analyse the data, accounting for the nested structure of the educational setting and handling cluster-level variance intraclass correlation coefficients (ICCs). Significance levels were interpreted considering the multiplicity of outcomes.
Results: Significant group × time interactions were observed, with the gamified group demonstrating superior improvements in sports competence (d = 0.65), physical self-worth (d = 0.58), and enjoyment (d = 0.82) compared to the control group. Physiologically, the experimental group showed significantly greater gains in cardiorespiratory fitness (V̇O₂ max) and agility, while body attractiveness remained stable in both groups.
Conclusions: Gamified didactics significantly enhance psychological engagement and specific motor performance parameters by prioritising individual progress over social comparison. This approach represents a valuable pedagogical tool for fostering physical literacy in secondary PE.APA Citation StyleCereda, F. (2026). Improving physical self-perception and health-related fitness through gamification in physical education: A cluster randomized controlled trial. Physical Education and Sports: Studies and Research, 7-27. https://doi.org/10.56003/pessr.v5i1.677 -
Motor activity and foreign language learning in preschool: A review of movement-based and total physical response interventions
Manuela Valentini1, Nausicaa Simone2, Alessandro Beretta31. Department of Humanities, University of Urbino Carlo Bo , IT2. Department of Humanities, University of Urbino Carlo Bo , IT3. Department of Humanities, University of Urbino Carlo Bo , IT2026-04-02|page 93-105AbstractBackground: Movement may support early foreign-language learning through embodied learning, but the preschool evidence base is fragmented.
Objective: To review empirical studies on movement-based and Total Physical Response (TPR) interventions for foreign-language learning in preschool children.
Method: This study employed a systematic review design based on PRISMA 2020 guidelines, involving database searches and citation tracking to identify empirical studies on movement-based and Total Physical Response (TPR) interventions in preschool foreign-language learning. Studies were screened using predefined eligibility criteria and appraised using the Mixed Methods Appraisal Tool (MMAT). Data from eligible studies were extracted and synthesized narratively due to methodological heterogeneity.
Results: Eight studies met the inclusion criteria. Across stronger controlled studies, semantically integrated movement generally produced more favorable vocabulary and verbal memory outcomes than sedentary teaching or less integrated movement. Evidence focused specifically on TPR was positive in terms of engagement and short-term learning, but methodologically heterogeneous and less robust.
Conclusion: Current preschool evidence supports the promise of integrated movement-based language teaching, particularly when movement is tightly aligned with instructional content. However, the evidence base remains small, largely limited to vocabulary-related outcomes, and further rigorous preschool trials are needed to clarify optimal implementation and the distinct contribution of TPR.APA Citation StyleValentini, M. , Simone, N. , & Beretta, A. (2026). Motor activity and foreign language learning in preschool: A review of movement-based and total physical response interventions. Physical Education and Sports: Studies and Research, 93-105. https://doi.org/10.56003/pessr.v5i1.694 -
Association between ADHD symptom severity and motor activity in preschool children: A cross-sectional study
Adnan Faris Naufal1, Chevanya Diva Titania Davinci2, Anida Azkia Fitri31. Department of Physiotherapy, Faculty of Health Science, Universitas Muhammadiyah Surakarta , ID2. Department of Physiotherapy, Faculty of Health Science, Universitas Muhammadiyah Surakarta , ID3. Department of Physiotherapy, Faculty of Health Science, Universitas Muhammadiyah Surakarta , ID2026-08-24|page 220-232AbstractBackground: Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by inattention, hyperactivity, and impulsivity. Objective measurement of motor activity may complement parent-reported assessment of ADHD symptoms.
Objectives: This study aimed to examine the association between ADHD Rating Scale-5 scores and step counts, used as an objective indicator of motor activity, among children aged 4–6 years.
Methods: A cross-sectional observational study was conducted among 110 children aged 4–6 years selected through purposive sampling. ADHD symptoms were assessed using the parent-completed ADHD Rating Scale-5, while step counts were measured using a digital pedometer during a 15-minute school recess. Data normality was assessed using the Kolmogorov–Smirnov test. Pearson's product–moment correlation was used to examine the association between total ADHD Rating Scale-5 scores and step counts, whereas Spearman's rank correlation was used for the Inattention and Hyperactivity–Impulsivity domain scores.
Results: Total ADHD Rating Scale-5 scores showed a very strong positive correlation with step counts (r = .865, p < .001). At the domain level, Inattention scores showed a strong positive correlation with step counts (ρ = .756, p < .001), while Hyperactivity–Impulsivity scores showed a very strong positive correlation (ρ = .818, p < .001).
Conclusions: Higher ADHD symptom scores were strongly associated with higher motor activity, as indicated by step counts, among preschool children. Step-count measurement may provide a simple objective measure that complements parent-reported assessment of ADHD symptoms; however, it should not be interpreted as a diagnostic measure for ADHD.
APA Citation StyleNaufal, A. F. , Davinci, C. D. T. , & Fitri, A. A. (2026). Association between ADHD symptom severity and motor activity in preschool children: A cross-sectional study. Physical Education and Sports: Studies and Research, 220-232. https://doi.org/10.56003/pessr.v5i2.777 -
Immunity to rhythm: Visual or auditory stimuli during intense aerobic exertion do not modulate the mood of young adults
Flavio de Souza Araujo1, Camila Maria Menezes Almeida2, Mariana Ferreira de Souza3, Marcelo Magalhães Sales4, José Fernando Vila Nova de Moraes51. Federal University of Vale do São Francisco , BR2. Federal University of Vale do São Francisco , BR3. Federal University of Vale do São Francisco , BR4. State University of Goiás , BR5. Universidade Federal do Vale do São Francisco (UNIVASF) , BR2026-04-26|page 160-171AbstractBackground: High-intensity aerobic exercise can promote higher energy expenditure when compared to low and moderate-intensity exercise. However, vigorous exercise can negatively influence mood responses related to adherence. Auditory and audiovisual resources have been used to improve psychological variables during and after exercise.
Objectives: To analyze the influence of listening to music and watching video clips on mood responses of young adults after a high-intensity aerobic exercise session.
Methods: This is a Cross-Sectional Randomized Controlled Study in which fourteen male participants (23.4 ± 3.1 years; 26.2 ± 3.4 kg/m²) randomly performed exercise sessions on a cyclergometer, at an intensity of 10% above anaerobic threshold, in three situations: control (C), listening to music (M), and watching video clips (VC). At the end of each session, participants underwent 30 min of passive recovery. Mood responses were measured using Brunel’s Mood Scale (BRUMS) before exercise, immediately after exercise, and after recovery. Friedman’s and Wilcoxon’s tests were used, with a significance level of 5%.
Results: No statistical differences were found between conditions (C, C, and VC) for the dimensions confusion, fatigue, anger, tension, and vigor (p>0.05). A statistically significant difference was found for depression before exercise, with M higher than C and VC (p<0.05); however, no differences were observed after exercise or recovery.
Conclusions: Listening to music and/or watching video clips does not influence mood responses in young adults after high-intensity aerobic exercise on a cyclergometer.
APA Citation StyleAraujo, F. D. S. , Almeida, C. M. M. , Souza, M. F. D. , Sales, M. M. , & Moraes, J. F. V. N. D. (2026). Immunity to rhythm: Visual or auditory stimuli during intense aerobic exertion do not modulate the mood of young adults. Physical Education and Sports: Studies and Research, 160-171. https://doi.org/10.56003/pessr.v5i1.702 -
Optimising physiological recovery after high-intensity training: A combined approach of hydrotherapy, contrast bath, and full-body massage in futsal players
Afif Dwi Nugraha1, Laily Mita Andriana2, Muhamad Fauzi Antoni3, Muhammad Labib Siena Ar Rasyid4, Bhekti Lestari51. Universitas Negeri Surabaya , ID2. Universitas Negeri Surabaya , ID3. Universitas Negeri Surabaya , ID4. Universitas Negeri Surabaya , ID5. Universitas Negeri Surabaya , ID2025-12-15|page 302-317AbstractBackground: Efficient recovery after high-intensity interval training (HIIT) is crucial for maintaining optimal performance and minimizing the risk of injury.
Objectives: This study aims to analyze the effectiveness of combining hydrotherapy contrast baths and full-body massage in accelerating physiological recovery after a HIIT session, compared to the application of a single method.
Methods: This study employed a pre–post quasi-experimental design with three parallel groups (n = 45; 15 participants per group) to analyze the effectiveness of hydrotherapy combined with whole-body massage compared with each method applied separately. Participants were assigned to one of three conditions: (1) hydrotherapy contrast bath only, (2) full-body massage only, and (3) a combined intervention using both techniques. Physiological recovery was assessed using validated instruments, including heart rate monitors for heart rate recovery (HRR), portable lactate analysers for blood lactate concentration, and a visual analogue scale (VAS) for perceived muscle soreness. Data were analysed using the Shapiro–Wilk test, paired-sample t-test, and One-Way ANOVA.
Results: The findings demonstrated that the combined hydrotherapy–massage protocol resulted in greater improvements than the single-method groups, particularly in lactate reduction (e.g., -3.1 ± 0.8 mmol/L vs. - 1.9 ± 0.7 mmol/L and - 2.0 ± 0.6 mmol/L; p<0.05) and faster HRR. Participants in the combined group also reported significantly lower muscle soreness (p<0.05).
Conclusions: This suggests that integrating contrast bath hydrotherapy with full-body massage enhances circulation, accelerates metabolic waste clearance, and improves subjective recovery following HIIT. Future studies are recommended to include larger samples, compare different hydrotherapy temperatures, or examine long-term adaptations from repeated recovery sessions.APA Citation StyleNugraha, A. D. , Andriana, L. M. , Antoni, M. F. , Rasyid, M. L. S. A. , & Lestari, B. (2025). Optimising physiological recovery after high-intensity training: A combined approach of hydrotherapy, contrast bath, and full-body massage in futsal players. Physical Education and Sports: Studies and Research, 302-317. https://doi.org/10.56003/pessr.v4i3.655
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