new research topics in physical education

Physical Education Research Paper Topics

In this guide on physical education research paper topics , we explore a wide range of subjects that delve into the field of physical education. Whether you’re a student studying education or a researcher in the field, this comprehensive list of topics is designed to inspire and guide you in your research endeavors. From examining the impact of physical activity on academic performance to analyzing the effectiveness of different teaching methods in physical education, these research paper topics offer a diverse range of areas to explore.

100 Physical Education Research Paper Topics

Exploring the diverse facets of physical education through research papers offers a unique opportunity to delve deeper into the field and contribute to the growing body of knowledge. To assist you in this endeavor, we have compiled a comprehensive list of physical education research paper topics. These topics span various areas of interest, from the impact of physical education on mental health to the integration of technology in physical education curricula. Each category contains 10 stimulating and thought-provoking physical education research paper topics, providing you with a wide range of options to explore and develop your research.

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Physical Education Curriculum and Instruction

• The integration of technology in physical education curricula.
• The impact of standardized testing on physical education programs.
• Strategies for promoting inclusivity and diversity in physical education classes.
• The role of assessment and feedback in enhancing student learning in physical education.
• The effectiveness of different teaching methods in physical education.
• Examining the relationship between physical education and academic performance.
• Addressing gender disparities in physical education participation and achievement.
• Incorporating cultural competency in physical education curricula.
• The influence of teacher-student relationships on student engagement in physical education.
• Exploring the role of outdoor education in physical education programs.

Physical Activity and Health

• Investigating the effects of physical activity on mental health and well-being.
• The relationship between physical activity and obesity rates among children and adolescents.
• Analyzing the impact of physical activity on cardiovascular health.
• Exploring the role of physical activity in reducing the risk of chronic diseases.
• Investigating the psychological benefits of regular physical activity.
• The impact of physical activity interventions on sedentary behavior.
• Examining the relationship between physical activity and cognitive function.
• Analyzing the influence of physical activity on sleep patterns.
• Exploring the role of physical activity in promoting healthy aging.
• Investigating the socio-economic factors influencing physical activity participation.

Sports Psychology and Performance

• Understanding the psychological factors influencing sports performance.
• Examining the role of motivation in sports participation and performance.
• Analyzing the impact of imagery and visualization techniques on athletic performance.
• Investigating the effects of stress and anxiety on sports performance.
• Exploring the psychological benefits of team sports participation.
• The influence of leadership styles on team cohesion and performance.
• Analyzing the role of self-confidence in sports performance.
• Understanding the psychological challenges faced by athletes with disabilities.
• Investigating the relationship between personality traits and sports performance.
• Exploring the effects of psychological interventions on sports performance enhancement.

Exercise Physiology and Biomechanics

• Investigating the physiological adaptations to different types of exercise.
• Analyzing the biomechanics of specific movements in sports and exercise.
• Exploring the effects of different training modalities on muscle strength and endurance.
• The role of nutrition in exercise performance and recovery.
• Investigating the effects of high-intensity interval training on cardiovascular fitness.
• Analyzing the biomechanical factors influencing running gait and performance.
• Exploring the physiological responses to altitude training.
• Investigating the effects of aging on exercise capacity and performance.
• Analyzing the impact of environmental factors on exercise performance.
• Understanding the role of genetics in exercise physiology and performance.

Adapted Physical Education

• Examining the benefits and challenges of inclusive physical education programs.
• The role of assistive technology in facilitating physical education for individuals with disabilities.
• Investigating the effectiveness of adapted physical education interventions.
• Exploring strategies for promoting social inclusion in adapted physical education.
• Analyzing the impact of inclusive physical education on self-esteem and self-efficacy.
• Understanding the experiences and perceptions of individuals with disabilities in physical education.
• Investigating the role of community partnerships in supporting adapted physical education.
• Examining the professional development needs of physical education teachers in inclusive settings.
• Analyzing the influence of policy and legislation on the provision of adapted physical education.
• Exploring the role of peer support in enhancing the participation of individuals with disabilities in physical education.

Physical Education Pedagogy and Teacher Training

• Investigating the impact of professional development programs on physical education teacher effectiveness.
• Exploring the use of technology in enhancing physical education pedagogy.
• Analyzing the role of reflection and self-assessment in physical education teacher development.
• Investigating the factors influencing physical education teacher job satisfaction.
• Understanding the challenges faced by physical education teachers in multicultural classrooms.
• Examining the relationship between teacher-student interaction and student engagement in physical education.
• Exploring effective strategies for managing behavior in physical education classes.
• Analyzing the impact of mentoring and coaching on physical education teacher development.
• Investigating the influence of school climate on physical education teacher motivation and performance.
• Exploring the integration of social-emotional learning in physical education curricula.

Physical Education Policy and Advocacy

• Analyzing the impact of policy on the provision of physical education in schools.
• Investigating the role of advocacy organizations in promoting quality physical education programs.
• Understanding the factors influencing physical education policy adoption and implementation.
• Examining the relationship between physical education policies and student health outcomes.
• Analyzing the impact of budgetary constraints on the quality of physical education programs.
• Investigating the role of community partnerships in supporting physical education initiatives.
• Exploring strategies for promoting physical education policy reform.
• Understanding the influence of parental involvement on physical education policy and practice.
• Analyzing the effects of policy changes on physical education teacher preparation programs.
• Investigating the perceptions and attitudes of stakeholders towards physical education policies.

Assessment and Evaluation in Physical Education

• Analyzing the effectiveness of different assessment methods in physical education.
• Investigating the use of technology in assessing physical education outcomes.
• Exploring the role of self-assessment and peer assessment in physical education.
• Understanding the challenges and opportunities of authentic assessment in physical education.
• Analyzing the impact of assessment practices on student motivation and engagement in physical education.
• Investigating the alignment between physical education curriculum, instruction, and assessment.
• Exploring the role of formative assessment in enhancing student learning in physical education.
• Understanding the influence of standardized testing on physical education assessment practices.
• Investigating the relationship between assessment practices and equity in physical education.
• Analyzing the use of data-driven decision-making in improving physical education programs.

Physical Education and Technology

• Investigating the use of wearable devices in monitoring physical activity and fitness levels.
• Exploring the impact of virtual reality and augmented reality in physical education.
• Analyzing the role of mobile applications in promoting physical activity and health.
• Understanding the benefits and challenges of online physical education courses.
• Investigating the use of gamification in enhancing student engagement in physical education.
• Exploring the influence of exergaming on physical activity participation.
• Analyzing the effectiveness of technology-mediated feedback in physical education.
• Investigating the role of social media in promoting physical activity and healthy lifestyles.
• Understanding the integration of technology in physical education teacher preparation programs.
• Exploring the ethical considerations of using technology in physical education.

Physical Education and Social Justice

• Analyzing the relationship between physical education and social inequality.
• Investigating the experiences and perceptions of marginalized groups in physical education.
• Exploring strategies for promoting social justice in physical education curricula.
• Understanding the role of physical education in fostering cultural competence and inclusion.
• Investigating the impact of gender norms on physical education experiences.
• Analyzing the influence of socioeconomic status on access to quality physical education.
• Exploring the intersectionality of race, gender, and physical education experiences.
• Investigating the role of physical education in promoting social-emotional well-being and resilience.
• Analyzing the impact of inclusive policies and practices on social justice in physical education.
• Understanding the challenges and opportunities of integrating social justice in physical education pedagogy.

The comprehensive list of physical education research paper topics presented here is just the beginning of your research journey. Delve into the categories, choose a topic that resonates with your interests, and embark on a fascinating exploration of the subject matter. Remember to consider the relevance, significance, and feasibility of your chosen topic, and conduct thorough research to develop a well-informed and insightful research paper. Whether you seek to uncover the benefits of physical activity or analyze the effectiveness of different teaching methods, these topics will inspire you to expand your understanding of physical education and contribute to the advancement of knowledge in the field.

Physical Education Research Guide

Welcome to the world of physical education research! This page serves as a valuable resource for students and researchers in the field of education who are eager to explore the realm of physical education through the lens of research papers. Physical education plays a vital role in promoting health, wellness, and overall development among individuals of all ages. It encompasses a wide range of physical education research paper topics, from the impact of physical activity on academic performance to the effectiveness of various teaching approaches in physical education.

The primary objective of this page is to provide you with a comprehensive overview of physical education research paper topics. By delving into these topics, you will gain a deeper understanding of the key issues, theories, and practices within the field. The list of topics is categorized into 10 distinct categories, each offering 10 diverse and thought-provoking research paper ideas. Whether you’re interested in exploring the role of technology in physical education or investigating the social and cultural aspects of sports, you’ll find a wealth of ideas to spark your curiosity and fuel your research journey.

In addition to the extensive list of research paper topics, this page also offers expert advice on how to choose the most appropriate topic for your research project. Selecting a compelling and relevant research topic is essential to ensure the success of your study. Our expert guidance will provide you with valuable insights and practical tips to help you navigate through the multitude of options and select a topic that aligns with your interests, research goals, and academic requirements.

Furthermore, we understand that crafting a research paper can be a challenging task. To support your academic journey, we offer custom writing services that allow you to order a personalized research paper on any physical education topic of your choice. Our team of expert degree-holding writers possesses the knowledge and expertise to deliver high-quality, well-researched papers that meet your specific needs. With our commitment to in-depth research, customized solutions, and adherence to formatting styles such as APA, MLA, Chicago/Turabian, and Harvard, we strive to provide you with a seamless and professional writing experience.

So, whether you’re a student embarking on a research project or a researcher seeking new avenues of exploration, this page is designed to inspire, inform, and empower you in your quest for knowledge in the field of physical education. Let us embark on this exciting journey together as we delve into the fascinating world of physical education research paper topics.

Choosing a Physical Education Topic

When it comes to choosing a research paper topic in the field of physical education, it is crucial to select a subject that aligns with your interests, addresses a relevant issue, and allows for meaningful exploration. To help you make an informed decision, here are ten expert tips on selecting the right physical education research paper topic:

• Identify your passion : Consider the aspects of physical education that you find most fascinating and meaningful. Are you interested in exploring the impact of technology on physical education, the role of physical education in promoting mental health, or the relationship between physical activity and academic performance? By selecting a topic that aligns with your passion, you will be more motivated to dive deep into the research and produce an exceptional paper.
• Stay updated with current literature : Regularly review the latest research articles, books, and journals in the field of physical education. This will help you identify emerging trends, controversial topics, and gaps in existing knowledge, enabling you to choose a research topic that is current and relevant.
• Consider the target population : Physical education encompasses various age groups and populations, including children, adolescents, adults, and individuals with special needs. Reflect on which population interests you the most and tailor your research topic accordingly. For example, you may explore the effectiveness of physical education programs for children with disabilities or the impact of physical activity interventions on older adults’ well-being.
• Delve into emerging areas : Explore emerging areas within physical education that are gaining attention, such as inclusive education, adaptive physical education, or the integration of technology in teaching and learning. By choosing a topic in these emerging areas, you can contribute to the advancement of knowledge in the field.
• Address local or global issues : Consider researching topics that address local or global issues in physical education. For instance, you may examine the impact of socio-cultural factors on physical education participation rates in a specific community or analyze the effects of globalization on physical education curriculum development.
• Consult with experts : Seek guidance from professors, academic advisors, or professionals in the field of physical education. They can provide valuable insights, suggest potential research topics, and help you narrow down your focus based on their expertise and experience.
• Conduct a literature review : Before finalizing your research topic, conduct a comprehensive literature review to identify existing studies, theories, and gaps in knowledge. This will help you refine your research question and ensure that your topic contributes to the existing body of literature.
• Consider research feasibility : Assess the availability of data sources, research methods, and potential challenges associated with your chosen topic. Ensure that you have access to relevant data, research participants (if applicable), and the necessary resources to carry out your study successfully.
• Balance novelty and significance : Strive to find a balance between selecting a novel and unique topic while ensuring its significance within the field of physical education. Aim to choose a topic that adds value to the existing knowledge and has the potential to influence practice or policy in a meaningful way.
• Reflect on personal and professional goals : Consider how your chosen research topic aligns with your personal and professional goals. Will it contribute to your academic and career development? Does it align with your long-term aspirations within the field of physical education? Selecting a topic that resonates with your goals will enhance your motivation and dedication throughout the research process.

Remember, the process of choosing a research paper topic in physical education is iterative. Be open to exploring different ideas, seeking feedback from experts, and refining your topic based on the available resources and research feasibility. By selecting a topic that aligns with your passion, addresses a relevant issue, and has the potential for significant impact, you will be well-equipped to embark on a successful research journey in the field of physical education.

How to Write a Physical Education Research Paper

Writing a research paper in the field of physical education requires careful planning, thorough research, and effective organization of ideas. Here are some essential steps to guide you through the process of writing a compelling and well-structured physical education research paper:

• Understand the assignment : Familiarize yourself with the requirements and guidelines provided by your instructor or educational institution. Pay attention to the research question, formatting style, word count, and any specific instructions or expectations.
• Conduct thorough research : Begin by conducting extensive research on your chosen topic. Utilize various sources such as academic journals, books, reputable websites, and databases to gather relevant and reliable information. Take detailed notes and ensure that you cite your sources accurately.
• Develop a strong thesis statement : Formulate a clear and concise thesis statement that captures the main objective or argument of your research paper. The thesis statement should guide your research and provide a roadmap for the rest of your paper.
• Outline your paper : Create a well-organized outline to structure your research paper. Divide it into sections such as introduction, literature review, methodology, findings, analysis, and conclusion. Outline the main points and supporting evidence you will include in each section.
• Write a compelling introduction : Begin your paper with an engaging introduction that grabs the reader’s attention and provides background information on the topic. Clearly state the purpose of your research, introduce the key concepts, and present your thesis statement.
• Conduct a comprehensive literature review : Dedicate a section of your paper to reviewing relevant literature on the topic. Summarize and analyze existing studies, theories, and perspectives related to your research question. Identify gaps in the literature that your research aims to address.
• Describe your research methodology : Explain the research design, methods, and procedures you used to collect and analyze data. Provide a clear description of the participants, materials, and instruments used. Justify the appropriateness of your chosen methods for addressing your research question.
• Present your findings : Share the results of your research in a clear and organized manner. Use tables, graphs, or charts to present quantitative data and provide detailed descriptions for qualitative data. Analyze and interpret the findings in relation to your research question.
• Discuss the implications and significance : Analyze the implications of your findings and their significance in the field of physical education. Discuss how your research contributes to the existing knowledge, addresses the research question, and impacts practice or policy.
• Conclude your paper effectively : Summarize the main points of your research paper in the conclusion section. Restate your thesis statement and highlight the key findings and implications. Discuss the limitations of your study and suggest areas for further research.
• Revise and edit : Review your research paper thoroughly for clarity, coherence, and logical flow. Check for grammatical and spelling errors, and ensure proper citation of sources using the required formatting style.
• Seek feedback : Before submitting your final paper, seek feedback from peers, professors, or mentors. Incorporate their suggestions and revisions to improve the overall quality of your research paper.

By following these steps and dedicating sufficient time to each stage of the writing process, you can produce a well-researched and well-structured physical education research paper that effectively contributes to the field.

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Articles on Physical education

Displaying 1 - 20 of 35 articles.

Is exercise really good for the brain? Here’s what the science says

Matthieu P. Boisgontier , L’Université d’Ottawa/University of Ottawa and Boris Cheval , Université de Genève

Girls should get the chance to play football at school – but PE needs a major rehaul for all students

Shrehan Lynch , University of East London

School playgrounds are getting squeezed: here are 8 ways to keep students active in small spaces

Brendon Hyndman , Charles Sturt University ; Jessica Amy Sears , Charles Sturt University , and Vaughan Cruickshank , University of Tasmania

Outdoor education has psychological, cognitive and physical health benefits for children

Jean-Philippe Ayotte-Beaudet , Université de Sherbrooke and Felix Berrigan , Université de Sherbrooke

London’s Olympic legacy: research reveals why £2.2 billion investment in primary school PE has failed teachers

Vicky Randall , University of Winchester and Gerald Griggs

How sport can help young people to become better citizens

Vaughan Cruickshank , University of Tasmania and Casey Peter Mainsbridge , University of Tasmania

Missing out on PE during lockdowns means students will be playing  catch-up

Jora Broerse , Victoria University ; Cameron Van der Smee , Federation University Australia , and Jaimie-Lee Maple , Victoria University

Disabled children still face exclusion in PE – here’s what needs to change

Tom Gibbons , Teesside University and Kevin Dixon , Northumbria University, Newcastle

Taking the circus to school: How kids benefit from learning trapeze, juggling and unicycle in gym class

Marion Cossin , Université de Montréal

Thinking of choosing a health or PE subject in years 11 and 12? Here’s what you need to know

Brendon Hyndman , Charles Sturt University and Vaughan Cruickshank , University of Tasmania

Aussie kids are some of the least active in the world. We developed a cheap school program that gets results

Taren Sanders , Australian Catholic University ; Chris Lonsdale , Australian Catholic University ; David Lubans , University of Newcastle ; Michael Noetel , Australian Catholic University , and Philip D Parker , Australian Catholic University

When men started to obsess over  six-packs

Conor Heffernan , The University of Texas at Austin

PE can do much more than keep children fit – but its many benefits are often overlooked

David Grecic , University of Central Lancashire ; Andrew Sprake , University of Central Lancashire , and Robin Taylor , University of Central Lancashire

Distance learning makes it harder for kids to exercise, especially in low-income communities

Katelyn Esmonde , Johns Hopkins University and Keshia Pollack Porter , Johns Hopkins University

Kids need physical education – even when they can’t get it at school

Collin A. Webster , University of South Carolina

Learning through adventure: the many skills that can be taught outside the classroom

Gary Stidder , University of Brighton

Kids aren’t getting enough exercise, even in sporty Seattle

Julie McCleery , University of Washington

Bushwalking and bowls in schools: we need to teach kids activities they’ll go on to enjoy

Vaughan Cruickshank , University of Tasmania ; Brendon Hyndman , Charles Sturt University , and Shane Pill , Flinders University

How children who dread PE lessons at school can be given a sporting chance

Kiara Lewis , University of Huddersfield

Look up north. Here’s how Aussie kids can move more at school, Nordic style

Katja Siefken , University of South Australia ; Carol Maher , University of South Australia , and Charlotte Pawlowski , University of Southern Denmark

Related Topics

• Child health
• Physical activity

Top contributors

Program Director – Health and Physical Education, Maths/Science, Faculty of Education, University of Tasmania

Senior Manager, Brisbane Catholic Education & Associate Professor of Education (Adj.), Charles Sturt University

Reader in Sports Science (Clinical Physiology), University of Essex

Lecturer in Physical Education, University of Central Lancashire

Lecturer in Developmental Psychology, The University of Edinburgh

Senior Lecturer in Psychology, The University of Queensland

Assistant Professor of Psychological and Behavioural Science, London School of Economics and Political Science

Associate Professor in Physiology, Exercise and Nutrition, University of Stirling

Senior Research Fellow, Australian Catholic University

Senior Lecturer, Department for Health, Humanities and Social Sciences, University of Bath

Senior Lecturer, School of Sport, Exercise & Rehabilitation Sciences, University of Birmingham

Senior Lecturer in Physiology, Exercise and Nutrition, University of Stirling

Professor, Medical Research Future Fund Emerging Leader, University of South Australia

Senior Lecturer, Sport, Exercise and Health Sciences, Loughborough University

Lecturer in Sport and Fitness, The Open University

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Digital technology in physical education: a systematic review of research from 2009 to 2020

Digitale Medien im Sportunterricht: ein systematischer Review über die Forschung von 2009 bis 2020

• Open access
• Published: 05 September 2022
• Volume 52 , pages 504–528, ( 2022 )

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• Florian Jastrow   ORCID: orcid.org/0000-0002-9031-7268 1 ,
• Steffen Greve   ORCID: orcid.org/0000-0001-6562-7662 2 ,
• Mareike Thumel 3 ,
• Henrike Diekhoff 4 &
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Digital media is currently one of the defining topics in discussions about schools and teaching. In this context, there has been a wide range of research in physical education (PE) in areas such as health, gamification, and wearable technologies. This raises the question of the goals pursued by empirical studies regarding the use of digital media in PE. The present systematic review provides an overview of the state of research in English and German on the use of digital media in PE. To this end, the included studies were those published between 2009 and 2020 in journals or edited volumes or as dissertations. They were found in relevant databases, selected based on criterion-guided screening, and transferred to the synthesis. Overall, this systematic review presents the possibilities and limitations of digital media in PE and highlights the goals regarding the use of digital media in PE that are pursued by empirical studies in the categories of physical, cognitive, social, affective, and school framework conditions . While benefits from the usage of digital media in PE—such as in terms of motivation or improving sport-specific motor capabilities and skills—were identified, barriers regarding the preparation of PE teachers were also found. More specifically, the benefits of using digital media to achieve PE-related goals were in the foreground in many of the selected studies. However, only a few specifically addressed learning via media, including topics such as data protection and the effect that viewing images has on students’ self-concepts.

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Health promotion in physical education through digital media: a systematic literature review

Carolin Knoke, Alexander Woll & Ingo Wagner

Where We Go from Here: Developing Pedagogies for PETE and the Use of Self-Study in Physical Education and Teacher Education

Mapping recommended strategies to promote active and healthy lifestyles through physical education classes: a scoping review

Alexsandra da Silva Bandeira, Fabricio Cesar de Paula Ravagnani, … Kelly Samara Silva

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Introduction and theoretical background

Digital media permeates the everyday lives of children and youth. The various technologies may change, but their general interpretation follows a similar pattern with many positive attributes including educational innovations or even revolutions (Kerres, 2022 ). However, digital media is associated with opportunities and risks, such as insufficient physical activity or addiction (Kerres, 2022 ). Since these can hardly be completely avoided, they must be dealt with in a pedagogical manner. Moreover, schools are tasked with adequately preparing students for life in present and future society, which now also includes a deeply mediatized world (Couldry & Hepp, 2013 ). Further, school conditions can be both inhibitory and beneficial (Gerick, Eickelmann, & Labusch, 2018 ).

In this context, digital media and how it should be dealt with is currently a dominant topic in discourse about schools and teaching. Since it is usually not taught as a separate subject, media education must be included as part of traditional subjects, which can have some advantages, e.g., the consequent increased motivation by the addition of media of students across subjects can be seen (Engen, Giaever, & Mifsud, 2018 ). While science-oriented research, for example, tend to meet this challenge openly, in discussions regarding physical education (PE), digital technology has mostly been connected to topics such as lack of exercise. Specifically, PE with its special feature as an esthetic subject in terms of physicality, plays a particular part in these discourses. In addition to the original aims such as promoting health and a physically active life or learning sports-specific skills, PE has to now also deal with media education topics (Greve, Thumel, Jastrow, Krieger, & Süßenbach, 2020 ). However, the varying didactic designs of PE worldwide have further complicated the handling of digital media. While only a few empirical studies on digital media in PE have been published in German-speaking countries in recent years (Greve et al., 2022 ) Footnote 1 , there has been a diversity of research in international publications focusing on topics such as health, gamification, wearable technologies, and cooperative learning with digital media (Casey & Jones, 2011 ; Goodyear, Casey, & Kirk, 2014 ). In addition to the emphasis on possibilities and opportunities, there have also been criticisms. While acknowledging digital media as a useful tool in PE, some authors have also noted that it is problematic in this context. More specifically, van Hilvoorde and Koekoek ( 2018 ) described the omnipresence of digital technology in our society as capable of undermining the goals of PE in many ways. However, they also listed the completely new possibilities that are a result of new technologies, such as virtual or augmented reality. These allow for new forms of games with new ways of communication, social contacts, and, above all, different and new movement behavior (van Hilvoorde, 2017 ). However, as some researchers have highlighted, PE teachers are often alone in class. Therefore, it is necessary to plan the use of digital media in a way that is easy to use and geared towards a goal (van Rossum & Morley, 2018 ). In particular, user behavior (e.g., obstacles when filming bodies and movement and private text messaging) when using personal mobile devices may upset previously accustomed classroom activities (Steinberg, Zühlke, Bindel, & Jenett, 2020 ). In this context, Casey, Goodyear, and Armour ( 2017 ) argued that there is a considerable gap in relation to the connection between digital technology and pedagogy. Pedagogy in this case is considered the connection among ‘learners and their learning’, ‘teachers and their teaching’, and ‘knowledge in context’ (Quennerstedt, Gibbs, Almqvist, Nilsson, & Winther, 2016 ). These areas can also be found in a similar way in German-language sport pedagogy. On the one hand, the curricula and educational plans provide educational goals and content, while on the other, the student as an individual subject should (and can) only form itself and is in focus. This means that while a teacher can design the learning environment and thus prepare and support the learning process, the completion of the learning process, is dependent on the student acting accordingly as a self-forming individual subject (Gröben & Prohl, 2012 ; Prohl, 2006 ). Furthermore, there have also been similar discourses internationally. For example, Kirk ( 2012 ) argued that learning should be approached in the physical, cognitive, social and affective domains in a coherent manner so that a physically active life can be promoted. In addition, he identified the aforementioned domains as the legitimate learning outcomes of PE, and thus these will be used as categories when reviewing studies in this paper.

Due to the topicality of this issue and the multitude of aspects described regarding the use of digital media in PE as well as the media pedagogic goals in schools, empirical education research is inevitably faced with the question of which goals regarding the use of digital media in PE can be identified. This is where this review makes its contribution by compiling findings on the possibilities and limitations.

The aim of this systematic literature review (Davies, 2000 ; Petticrew & Roberts, 2012 ) is to examine the material pertaining to a particular area (Shulruf, 2010 ), while the focus is on the examination of potential methodological biases from the perspective of the researchers (Shulruf, 2010 ). To undertake a systematic literature review of empirical studies on the use of digital media in PE, Shulruf’s ( 2010 ) five methodological steps were applied for data collection and analysis. Specifically, the first four steps were used as criteria for the inclusion or exclusion of a study, while the last step was used to analyze the selected studies. This approach recognizes the existing research and aims to synthesize the results while simultaneously recognizing and considering the researchers’ biases (Barr, Hammick, Koppel, & Reeves, 1999 ; Boaz, Ashby, & Young, 2002 ). Here, it should be noted that the focus of a systematic literature review should be on a specific question, which is as follows for this study: Which goals are pursued by empirical studies regarding the use of digital media in PE? To answer this question, it was subdivided into three research questions:

Which media usage is empirically verified?

To what extent has the intended goal been empirically achieved?

What barriers to the use of digital media can be derived from the research?

Moreover, the basis of this study is an examination of specialist journals, edited volumes, and dissertations that deal with the use of digital media in PE specifically. Overall, the literature reviewed in this article includes empirical studies from 2009–2020 that cover primary, secondary, and special-needs schools.

To identify as much relevant literature as possible (Shulruf, 2010 ), we searched the ERIC, FIS, Web of Science, and PubPsych databases as well as the BISp research system using the following terms: regarding digital media and technologies, we used the terms ‘mobile’, ‘digital’, ‘smartphone’, ‘handy’, ‘tablet’, ‘iPad’, ‘android’, ‘software’, ‘notebook’, ‘laptop’, ‘computer’, ‘handheld’, ‘gaming’, ‘exergames’, ‘video’, ‘technolog*’, ‘media’, ‘medien’, ‘virtual’, and ‘augmented’. However, for the PubPsych database, we had to separate the search term after ‘video’ and divide the search into two parts because the input field in the database was not large enough to search for all the terms at once. Meanwhile, for PE, we used the terms ‘physical education’ and ‘Sportunterricht’ to avoid hits from other sport settings. The last search run in the main search took place on June 30, 2020.

Table  1 shows the total number of articles found using the aforementioned process in the first search run in all databases. In the second step, duplicates were removed using the reference management program Citavi.

Selection of studies

The decision to include or exclude studies was made on the basis of methodological criteria (Shulruf, 2010 ). The abstracts of the articles found were reviewed according to the following criteria and, if found suitable, selected for further processing:

Empirical studies dealing with the topic of digital media and technologies in PE were included.

Studies in which the research subjects were actors in PE were included.

Studies in which the methodical procedure of the study was clearly and comprehensibly described were included.

Approaches and concepts for practical implementation and studies dealing with the development of measuring instruments were excluded.

Studies published in journals and edited volumes as well as dissertations were included. However, abstract volumes were excluded due to their low information content.

Predatory journals were excluded.

Articles written in German or English were included.

The 3355 titles and abstracts from the research in the databases were screened using Abstrackr software to verify that they met the inclusion and exclusion criteria (Newman & Gough, 2019 ). This step was independently undertaken by five researchers, with each title randomly assigned and screened twice by two different people. The resulting conflicts were reconsidered and finally assessed by a third person. After this assessment, 135 titles remained.

Each of these 135 studies was read to confirm or reject its inclusion in the review by assessing all of the aforementioned criteria. Afterwards, the studies were coded to facilitate the task of analysis by sifting through relevant material (Potter, 2009 ). The texts were given preliminary notes about their nature, research focus, and results, allowing us to filter all (or a subset of) data on a particular topic (Lee & Fielding, 2009 ). Next, we compared the individual codes and contents of the table and either combined and classified them into subcategories or discarded them. In order to avoid biases and increase the reliability of the results, all important decisions were jointly made by the research team (Kitchenham, 2004 ). Following this procedure, we first included 71 studies in the review. Next, in a second, methodologically identical search in August 2021, studies from July 1, 2020 to December 31, 2020 were added (Fig.  1 ). Due to the limited search options in some databases, the search was conducted for the entirety of 2020. Table  2 shows the search hits from each database.

Selection process

The hits were again sorted according to the above criteria after reading the titles and abstracts. In the end, 79 studies remained and were subjected to a full-text analysis. The full-text analysis and sorting of studies from the first half of 2020 resulted in seven remaining studies, which were integrated into the review. Thus, a total of 78 studies were finally included.

Risk of bias

Relevant information was extracted from the publications and presented descriptively (Bem, 1995 ; Döring & Bortz, 2016 ). Here, the risk of bias was not an exclusion criterion, as this would have resulted in a significant reduction in the number of eligible studies. In addition, with such an exclusion, we would have had to abandon the goal of providing an overview of research on digital media in PE. To ensure the quality of the eligible studies, the authors independently checked compliance with the inclusion and exclusion criteria for the individual studies.

As not all studies could be described fully in this article, the important information from the studies is summarized in Table  3 . The studies identified for the systematic review examined the goals and effects of digital media in PE and were designed very differently. To this end, they examined both teachers and students. The number of people surveyed ranged from 2 to 1421, which also shows the considerable heterogeneity in the study designs. The types of schools examined were elementary, secondary, and special-needs. More specifically, primary schools are described in this context up to grade 6 and secondary schools as grade 7 and above. Moreover, the studies were assigned to different categories: (1) physical, (2) cognitive, (3) social, (4) affective, and (5) school conditions. The aforementioned categories were derived from the key learning outcomes of pupils according to Kirk ( 2012 ) and supplemented by those of school conditions (Gerick et al., 2018 ). The subcategories were inductively derived from the studies, in which different types of media and digital artefacts were used for PE. These revealed various possibilities and limitations, depending on the subject of investigation, and are explained in the following section in order to focus on the result categories.

Digital videography was addressed in 18 of the studies. One usage type was a form of video self-modelling (Casey & Jones, 2011 ; O’Loughlin et al., 2013 ), which Dowrick ( 2012 ) described as ‘a form of observational learning with the distinction that the observed and the observer, object, and subject, are the same person’. This allows for a form of teacher-independent video feedback, which Kok et al. ( 2020 ) examined in comparison to that which was dependent. In addition to providing feedback, it can also serve as an option for assessment or assessment support (Casey & Jones, 2011 ; O’Loughlin et al., 2013 ; Weir & Connor, 2009 ). Furthermore, another aspect when dealing with digital videography is the improvement of motor or cognitive performance, which has been investigated in many studies, as described below in the results.

Meanwhile, the use of exergames in PE was investigated in 25 studies. In those classrooms, the Nintendo Wii (Nintendo K.K., Kyōto, Japan) or X‑Box Kinect (Microsoft Corporation, Redmond, WA, USA) were used with various sport games, such as Wii Sports and Kinect Ultimate Sports or other similar games. A large number of the studies focused on the Dance Dance Revolution or other dance-based games (Andrade et al., 2019 ; Burges Watson et al., 2016 ; Chen & Sun, 2017 ; Fogel et al., 2010 ; Gao et al., 2017 ; Gibbs et al., 2017 ; Lwin & Malik, 2012 ; Quintas et al., 2020 ; Reynolds et al., 2018 ; Rincker & Misner, 2017 ; Sun, 2012 ; Ye et al., 2018 ). Thus, studies on using exergames in PE mainly focused on increasing physical activity or involving students in the classroom (Casey & Jones, 2011 ; Goodyear et al., 2014 ) while maintaining motivation and joy. Furthermore, heart rate monitors and pedometers were another tool widely used in the studies. They were used to record fitness-specific data and frequently in addition to exergames to record physical activity (Gao et al., 2017 ; Lee & Gao, 2020 ; Ye et al., 2018 ).

In addition to the options just mentioned, there were numerous apps that were used for applied research in the classroom, such as those in fitness for recording data (Cheng & Chen, 2018 ), those for video evaluations and tagging movements or game situations such as Coach’s Eye (Koekoek et al., 2019 ; Kok et al., 2020 ), and those for creating media products (Greve et al., 2022 ; Steinberg et al., 2020 ). In addition, two studies worked with wikis to enable students to also collaboratively learn outside the sport hall (André & Hastie, 2018 ; Hastie et al., 2010 ), thus, opening up the boundaries of PE.

The studies from the first category examined the relationship between the use of digital media in PE and physical activity as well as the effects on motor skills or the fitness of students. We identified 30 studies that could be categorized under this topic, which are further described below.

Physical activity

Seventeen studies examined the relationship between physical activity and digital media. Twelve studies were conducted in primary schools (Fogel et al., 2010 ; Gao et al., 2017 ; Hansen & Sanders, 2010 ; Lee, 2018 ; Lee & Gao, 2020 ; Reynolds et al., 2018 ; Shewmake et al., 2015 ; Sun, 2012 , 2013 ; Wadsworth et al., 2014 ) and six in secondary schools (Huang & Gao, 2013 ; Lonsdale et al., 2017 ; Lwin & Malik, 2012 ; Nation-Grainger, 2017 ; Zhu & Dragon, 2016 ) Footnote 2 . Three studies examined this relationship qualitatively via interviews or field notes (Engen et al., 2018 ; Hansen & Sanders, 2010 ; Sargent & Casey, 2019 ), while 13 examined physical activity quantitatively with, for example, the help of heart rate monitors, step counters, or questionnaires (Zhu & Dragon, 2016 ; Sun, 2012 , 2013 ; Lee & Gao, 2020 ; Lwin & Malik, 2012 ; Lonsdale et al., 2017 ; Wadsworth et al., 2014 ; Fogel et al., 2010 ; Gao et al., 2017 ; Shewmake et al., 2015 ; Huang & Gao, 2013 ; Lee, 2018 ; Reynolds et al., 2018 ). Finally, one study was based on a mixed-methods design (Nation-Grainger, 2017 ).

In addition to the highly heterogeneous research methods, a variety of results and a mixed picture between possibilities and limitations emerged. In the following section, studies involving low physical activity are presented first. Specifically, various studies examined the effects of the use of mobile apps on physical activity in primary school PE and found that it was not effective in improving physical activity and psychosocial beliefs in elementary school children in the short term (Lee, 2018 ; Reynolds et al., 2018 ). In some studies, sedentary behavior increased when using digital media and light exercise behavior decreased (Gao et al., 2017 ; Lee, 2018 ; Lee & Gao, 2020 ). In contrast, light physical activity increased in comparison classes without digital media (Lee & Gao, 2020 ). Unlike light movement, intensive movement increased in these studies (Gao et al., 2017 ; Lee, 2018 ). In this context, Zhu and Dragon ( 2016 ) showed that there was only a small influence on the increase in physical activity. Further, Huang and Gao ( 2013 ) were also unable to detect any increase in physical activity when using an exer-dance game.

Meanwhile, Wadsworth et al. ( 2014 ) found that the group playing adapted tennis without digital media took a significantly higher number of steps as compared to those in an exergame. According to the self-assessment of primary school students, they liked the lessons with exergames better but also felt that they were moving less than usual (Shewmake et al., 2015 ). Additionally, Sun ( 2012 ) showed that an exergaming unit in a primary school did not meet the criteria for moderate physical activity unlike the fitness unit that was used as a comparison.

In contrast, a follow-up study in a secondary school, in which exergaming was compared to traditional PE classes, found that the children exercised more during the exergaming unit (Sun, 2013 ). Some studies have confirmed this possibility and recorded an increase in light to heavy physical activity (Fogel et al., 2010 ; Gao et al., 2017 ; Lonsdale et al., 2017 ; Lwin & Malik, 2012 ). Further, the results of the qualitative study by Hansen and Sanders ( 2010 ) showed that active play in PE can be used to increase the physical activity levels of children. The students who actively played during PE class demonstrated a determination to play and a voluntary desire to engage in and persist with technology-enhanced physical activity. The case study by Sargent and Casey ( 2019 ) showed that from the teachers’ perspective, flipped learning (FL) in conjunction with digital media optimized teaching time and allowed for more activity.

Finally, when comparing the studies that took place in primary schools with those from secondary schools, slight tendencies became apparent. The former generally found that physical activity could not be improved or was even negatively influenced, while the latter mostly showed a positive development in physical activity. However, the number of studies was too small to allow for conclusions to be drawn.

Improvement of sport-specific motor capabilities and skills

Ten studies described the relationship between the use of digital media and the improvement of motor capabilities. Two were conducted in primary schools (Rincker & Misner, 2017 ; Sheehan & Katz, 2012 ) and eight in secondary schools (Chang et al., 2020 ; Kok et al., 2020 ; Kretschmann, 2017 ; Nowels & Hewit, 2018 ; Palao et al., 2015 ; Potdevin et al., 2018 ; Rekik et al., 2019 ; Sohnsmeyer, 2011 ). Six studies examined the improvement of motor capabilities and skills quantitatively, and four were based on a mixed-methods design. However, qualitative studies on this topic were not found.

More specifically, two of these studies described no difference between the test and comparison groups, and therefore found no significant improvement or deterioration in motor capabilities and skills through the use of digital media (Kok et al., 2020 ; Rincker & Misner, 2017 ). However, another study showed that the group that used exergames in PE achieved just as significant an improvement in terms of the capability of balancing as the group that used a specific fitness program, while the control group did not achieve this in normal PE (Sheehan & Katz, 2012 ). Meanwhile, in secondary schools, an improvement in specific capabilities could also be demonstrated through the use of exergames. In three studies, Sohnsmeyer ( 2011 ) showed that dealing with high-movement table tennis increased game-specific responsiveness.

In addition to exergaming, we found several studies that focused on the help of video feedback. A quantitative study found a significant improvement in motor skills when a gymnastics exercise was learned with the help of video feedback (Potdevin et al., 2018 ). Nowels and Hewit ( 2018 ) were also able to show improvement in the learning of motor skills through video feedback combined with verbal feedback. Further, Palao et al. ( 2015 ) used a mixed-methods design to compare teachers’ verbal feedback, video and teacher feedback, and video and student feedback. They found that video and teacher feedback delivers the most positive overall results and significant improvements in motor skills. Rekik et al. ( 2019 ) examined the effects of different teaching media (videos and images) for basketball. Learning with dynamic videos provided more of an improvement in game performance as compared to that with normal images. Chang et al. ( 2020 ) took this further by examining the difference between video feedback with normal videos and augmented reality. First, the two groups’ running were rated by teachers. Here, the experimental group received significantly better ratings for their running style. Overall, the aforementioned studies confirm that using digital media in PE results in an improvement in motoric capabilities and skills.

Physical condition

Six studies examined physical fitness and how it has changed through the use of digital media in PE, with the aim of improving body-related performance parameters. Four of these studies were carried out in primary schools (Bendiksen et al., 2014 ; Chen & Sun, 2017 ; Cheng & Chen, 2018 ; Nation-Grainger, 2017 ; Rincker & Misner, 2017 ; Ye et al., 2018 ). Except for Bendiksen et al. ( 2014 ), all studies in this subcategory indicated the possibility of increasing the fitness of students with the help of digital media. Specifically, in an intervention study, Ye et al. ( 2018 ) showed that PE classes combined with exergaming had a positive effect on students’ BMI and fitness. Further, in their comparative study, Cheng and Chen ( 2018 ) also showed that the traditional PE classes that recorded fitness data with the help of apps led to a greater increase in fitness values than those without apps. Chen and Sun ( 2017 ) demonstrated that a 6-week program of active videogames was an effective strategy to improve children’s cardiorespiratory fitness while maintaining the joy of PE. Finally, using a 6-week intervention study at a secondary school, Nation-Grainger ( 2017 ) was able to show that the use of heart rate monitors on the wrists of those in the test group and the resultant individual feedback increased both calories burned and distance run.

In sum, all studies that examined the association between the use of digital media and physical fitness of students showed positive results. However, it should be noted that digital media should not be used to acquire physical fitness without considering and addressing the related data protection issues. Thus, its use for this purpose should be well planned.

Twelve studies examined students’ increase in knowledge when dealing with digital media. In other words, their main focus was learning with and through media. The objectives in these studies were to increase knowledge of health issues as well as tactics and play and take care of obesity issues. However, a few studies included learning about media using topics such as data security. Four studies were conducted in elementary schools (Lindberg et al., 2016 ; O’Loughlin et al., 2013 ; Quintas et al., 2020 ) and nine studies in secondary schools (Casey & Jones, 2011 ; Chen et al., 2016 ; Gibbs et al., 2017 ; Jarraya et al., 2019 ; Østerlie & Mehus, 2020 ; Palao et al., 2015 ; Rekik et al., 2019 ; Weir & Connor, 2009 ).

In some studies, digital media was used to counteract obesity either by creating motivating movement possibilities for students or by imparting knowledge about health-related aspects. Specifically, in terms of conveying health aspects, digital media played a major role. Chen et al. ( 2016 ) showed that a test group with digital step counters on their wrists, which supported learning, understood more about energy balance (the balance between calories consumed and burned) than the comparison group. Here, the step counters allowed for a more precise determination of the calories being burned. Meanwhile, the study by Østerlie and Mehus ( 2020 ) showed that the use of FL, consisting of an online video and a separate plan for the lesson, led to more cognitive learning, which in turn led to students having higher levels of health-related fitness knowledge (HRFK).

Besides health issues, some studies have dealt with knowledge of tactics and play. Specifically, Quintas et al. ( 2020 ) showed the positive effects of exergaming on basic psychological needs, some flow dimensions, and academic performance. Further, Sohnsmeyer ( 2011 ) used three studies on a high-movement table tennis game to show that both game-specific responsiveness and action knowledge could be improved.

Moreover, the use of video feedback led to improved articulation and a deeper understanding of throwing and catching skills (Casey & Jones, 2011 ). Palao et al. ( 2015 ) also showed that video feedback in connection with that from teachers provided a greater increase in knowledge than teacher feedback on its own. Thus, video feedback resulted in a significant improvement in terms of knowledge gained.

Video examples play an important role in acquiring game- or sport-related knowledge, as learning with dynamic videos has been shown to outperform that with static photos in terms of both game understanding and performance (Rekik et al., 2019 ). The results further indicate less cognitive stress and an improved attitude towards working with videos instead of photos. When using video examples, Jarraya et al. ( 2019 ) examined, among other things, the connection between the playback speed of the videos and learning efficiency. There were no significant differences between low- and normal-speed presentation when the complexity of the content was low. However, for content with medium and high complexity, learning with a slow presentation speed was more efficient than that with a normal presentation speed (Jarraya et al., 2019 ).

In addition to learning with media, a few studies have also addressed learning about media (Greve et al., 2022 ), and their focus was mainly on learning about the medium being used (Maivorsdotter & Quennerstedt, 2019 ; Marttinen et al., 2019 ; Weir & Connor, 2009 ). While Weir and Connor ( 2009 ) mainly perceived the advantages of digital media in subject-related learning with media when using video feedback in secondary schools, they also showed that students felt more confident in dealing with digital media after using video feedback. In addition, some studies went beyond discussing the direct use of the medium but also explored media educational content, such as film language or cinematic means (Goodyear et al., 2014 ; Greve et al., 2022 ).

Further, we also identified studies that showed various ways of expanding or influencing the teaching–learning process. Specifically, the forms of cooperative learning in PE expanded through the use of digital media and could be positively influenced (Ma et al., 2018 ). Wikis, for instance, offered the possibility of maintaining cooperation in extended practice groups and independently of PE classes (Hastie et al., 2010 ). In addition, new roles (Goodyear et al., 2014 ; Greve et al., 2022 ) gave rise to new forms of consultation and cooperation during PE classes, which succeeded in improving student engagement. For example, some students only participated if the task related to social interaction (Goodyear et al., 2014 ) or were only ready to work with their peers due to the digital medium (Finco et al., 2015 ). However, the number of such studies was too small and addressed different topics and thus did not allow for the comparison or drawing of conclusions.

Eleven studies described the use of digital media as a good way to enable students to participate in PE, encourage students who would otherwise not take part to do so, and make PE and its content more attractive for students. Five studies took a quantitative approach (Asogwa et al., 2020 ; Fernández Basadre et al., 2015 ; Fernández-Batanero et al., 2019 ; Fogel et al., 2010 ; Trabelsi et al., 2020 ), while the remaining used qualitative (Burges Watson et al., 2016 ; Engen et al., 2018 ; Finco et al., 2015 ; Goodyear et al., 2014 ; Greve et al., 2022 ) or mixed methods (Casey & Jones, 2011 ). For instance, Casey and Jones ( 2011 ) described how marginalized students benefited the most from video feedback because it made them feel involved, while Asogwa et al. ( 2020 ) showed that the use of digital media could increase the engagement of hearing-impaired students. Meanwhile, the results of two other studies suggested that new roles, such as being the cameraperson, were crucial for student engagement (Goodyear et al., 2014 ; Greve et al., 2022 ). For example, some girls only participated fully in class if the learning content remained within the social and cognitive dimension; in other words, if they could hide behind the camera and did not have to physically participate (Goodyear et al., 2014 ). Furthermore, Trabelsi et al. ( 2020 ) also found an improvement in engagement among female students. Fogel et al. ( 2010 ) confirmed that exergaming is a good method to help inactive children be more physically active, and this included PE as well. Meanwhile, Burges Watson et al. ( 2016 ) showed that the use of dance mats had no effect on physical activity but in some scenarios ensured that students who were otherwise difficult to reach could be included. Finco et al. ( 2015 ) showed that students who were normally unmotivated in PE had a positive attitude towards exergame practices and were willing to work with other children. Finally, Engen et al. ( 2018 ) also described this in their study as a positive side effect in PE.

This category contains subcategories such as motivation or attitudes caused by the use of digital media in PE.

Motivation and situational interest

Besides physical activity, motivation, and situational interest were among the most researched topics in terms of digital media in PE. The concept of situational interest relates to specific actions led by interest and is described as a unique situation-specific motivational state (Krapp, 1995 ). Therefore, it is relevant to the study of active involvement. Specifically, 21 studies could be categorized under this topic. Eight studies were carried out in primary schools (Hansen & Sanders, 2010 ; Lindberg et al., 2016 ; Marttinen et al., 2019 ; Quintas et al., 2020 ; Quintas-Hijós et al., 2020 ; Sun, 2012 , 2013 ; Papastergiou et al., 2020 ) and 13 in secondary schools (Chang et al., 2020 ; Huang & Gao, 2013 ; Legrain et al., 2015 ; Østerlie & Kjelaas, 2019 ; Marttinen et al., 2019 ; Nation-Grainger, 2017 ; Østerlie & Mehus, 2020 ; Potdevin et al., 2018 ; Roure et al., 2019 ; Zhu & Dragon, 2016 ; Marin-Marin et al., 2020 ; Vega-Ramirez et al., 2020 ; Moreno-Guerrero et al., 2020 ). Specifically, five studies examined qualitatively—through, for example, interviews or field notes—while nine examined physical activity quantitatively and five were based on a mixed-methods design. Overall, the majority of studies reported increasing situational interest or motivation through the use of digital media.

As early as 2009, as a main finding of their study, Weir and Connor noted that the use of digital media was suitable for maintaining student engagement. Further, in their qualitative study in secondary schools, Marttinen et al. ( 2019 ) confirmed that the use of digital media was a motivating factor for students to increase their physical activity. Marin-Marin et al. ( 2020 ) also found a significant difference and thus an improvement in the motivational domain. In addition, in their study, Moreno-Guerrero et al. ( 2020 ) were also able to name the biggest difference in the motivational areas for students.

In their qualitative study, O’Loughlin et al. ( 2013 ) showed that self-evaluation, self-assessment, and self-regulatory learning through digital videography led to increased motivation. Legrain et al. ( 2015 ) and Vega-Ramirez et al. ( 2020 ) also found increased self-determined motivation in PE. In their study at a secondary school, Potdevin et al. ( 2018 ) showed that the use of video feedback significantly reduced demotivation between the first and fifth hour. Furthermore, other studies have demonstrated the crucial role of teachers when using video feedback in PE classes in terms of improving the situational interest of students. They found that this interest of the group when there was a teacher and video feedback was significantly higher than in groups with only one of the two (Roure et al., 2019 ). In addition, Østerlie and Mehus ( 2020 ) also showed a decrease in motivation among male students if no additional explanation was provided by a teacher.

The connection between exergames and motivation has also been examined in many studies. Quintas-Hijós et al. ( 2020 ) found that gamification by means of exergames increased motivation from the students’ perspective. In their study on active video games in PE, Hansen and Sanders ( 2010 ) emphasized the above finding and perceived a determination to play as well as the voluntary desire to participate in physical activities and to persist with them. Sun ( 2012 ) examined students’ motivation in a fitness unit that was run using exergames, finding that while situational interest decreased over time, it was consistently higher than in the fitness unit without exergames. Further, in their study using a previously developed game, Lindberg et al. ( 2016 ) also confirmed that the motivation in the group with exergames was very high. A decrease in motivation over time in both groups was also shown by Sun ( 2013 ) in her quantitative study on the use of exergames in a secondary school.

Chang et al. ( 2020 ) examined the effect of augmented reality on learning motivation during a lesson about running and found that the experimental group achieved significantly higher levels of learning motivation than the comparison group. Meanwhile, Zhu and Dragon ( 2016 ) examined physical activity as well as the motivation to move. Their results point to less situational interest in the test group with digital media than in the comparison group. However, Nation-Grainger ( 2017 ) found no differences in motivation when comparing a group of students using heart rate monitors on their wrists with one without such devices. In their study using a dance simulation in PE, Huang and Gao ( 2013 ) also detected only moderate situational motivation.

Overall, many studies have indicated that motivation and situational interest in PE can be increased for a short period of time. In the long term, however, there are indications that situational interest declines over time (Sun, 2012 , 2013 ). This may be due to the digital medium used or to its novelty in PE. Further, even though there have been studies and research on this subject for over 10 years, its use in everyday life at schools is still rare in PE. It has also been shown that situational interest strongly depends on additional interactions with teachers (Østerlie & Mehus, 2020 ; Roure et al., 2019 ).

In conjunction with gamification and exergames in particular, the connection between the use of digital media and enjoyment was examined in five studies. Apart from one mixed-methods study (Quintas-Hijós et al., 2020 ), only quantitative studies have been used to deal with this topic (Andrade et al., 2019 ; Kok et al., 2020 ; Shewmake et al., 2015 ). Here, various questionnaires and scales, such as the Brunel Mood Scale, were used for this purpose.

Specifically, Andrade et al. ( 2019 ) showed that the use of exergames improved the class atmosphere during lessons. Quintas-Hijós et al. ( 2020 ) found that a lesson with exergames could be an effective strategy to improve cardiorespiratory fitness in children while maintaining the enjoyment of physical activity. Here, the gamification method generated more enthusiasm, while the exergame itself made motor learning more fun (Quintas-Hijós et al., 2020 ). Shewmake et al. ( 2015 ) examined the degree of perceived enjoyment in elementary schools with and without the use of exergames and found that the students liked the former to a significantly greater extent. However, in their study on self-controlled video feedback during shotput, Kok et al. ( 2020 ) were unable to show any difference in perceived enjoyment.

Attitudes and self-efficacy

The studies in this subcategory examined the relationship between the use of digital media and changes in self-efficacy and attitudes towards PE topics. They found that the use of digital media can significantly influence students’ attitudes towards physical activity. For example, participants in exergames-based PE tended to develop positive behavior and attitudes as well as a better understanding of their perceived learning progress (Koekoek et al., 2019 ; Lwin & Malik, 2012 ). Further, the use of exergames had a greater influence on younger students than older ones. Attitudes were also more positively influenced with the help of audio augmentation. Relaxation and expression were positively influenced as were social interaction and perceived competence. However, in the event of failure, there was negative reinforcement (Ma et al., 2018 ). Meanwhile, Kok et al. ( 2020 ) examined self-efficacy in dealing with digital media—more precisely with video feedback. Their main finding was that video feedback only improves students’ self-efficacy if the video feedback is controlled by the student and not others (Kok et al., 2020 ). Penney et al. ( 2012 ) were able to show that the use of digital media and the digital recording of student results, in particular, in the form of video recordings, for example, was perceived by students as authentic and meaningful.

School conditions

The studies in this subcategory examined the conditions in school when digital media was used in PE. Most of the studies had teachers as a sample. Their results indicated that teachers tended to have positive attitudes towards digital media (Gibbone et al., 2010 ; Legrain et al., 2015 ; Tou et al., 2020 ). However, there were differences regarding age, experience and gender: for example, women used digital media more often than men (Bisgin, 2014 ; Rojo-Ramos et al., 2020 ).

More specifically, Penney et al. ( 2012 ) showed that teachers perceived the use of digital media as a valid means of assessing the capabilities, knowledge, and understanding of students. Quintas-Hijós et al. ( 2020 ) found that teachers viewed exergames as a good opportunity to increase students’ motivation. In addition to direct forms of feedback using digital media—for example, digital videography—Gibbs et al. ( 2017 ) found that digital media also provided more time and consequently gave teachers the opportunity to give feedback, among other things.

This category also includes studies that show limitations and challenges on a structural level, thus, making barriers to the use of digital media clear. This includes, for example, a high time requirement or lack of training. A total of 13 studies presented results on this topic: six were quantitative in nature (Aktag, 2015 ; Bisgin, 2014 ; Fernández-Batanero et al., 2019 ; Hill & Valdez-Garcia, 2020 ; Legrain et al., 2015 ; Rojo-Ramos et al., 2020 ), four adopted a qualitative approach (Baek et al., 2018 ; Marttinen et al., 2019 , 2020 ; Steinberg et al., 2020 ), and two used a mixed-methods design (Kretschmann, 2015 ; Robinson & Randall, 2017 ).

They found that the lack of resources was often a major reason for not including digital media in PE. Specifically, regarding barriers influencing the use of digital media, teachers named class size as well as lack of access to media, support, time, expertise, and budget (Hill & Valdez-Garcia, 2020 ; Legrain et al., 2015 ; Robinson & Randall, 2017 ). The given resources also influenced the way in which digital media were used in the classroom (Marttinen et al., 2020 ).

Moreover, in a survey, teachers did not consider themselves well prepared for the use of digital media in PE and believed that specific training was necessary for their use (Fernández-Batanero et al., 2019 ). Besides the lack of training, teachers stated that they used digital media less (Baek et al., 2018 ; Legrain et al., 2015 ) because they had never experienced digital media in their own lessons as students (Baek et al., 2018 ). In addition, there were differences in terms of gender and age. Women used digital media more often in PE and felt better prepared for its use than their male colleagues. Further, the older the teachers were, the less that technology was used (Fernández-Batanero et al., 2019 ; Hill & Valdez-Garcia, 2020 ; Rojo-Ramoz et al., 2020 ). Finally, knowledge of the medium used also played a role in the studies. For example, the better the computer skills of sport teachers, the likelier it was that they also used them in PE (Kretschmann, 2015 ; Rojo-Ramoz et al., 2020 ) and the lesser the anxiety before use (Aktag, 2015 ).

This review presents the goals pursued by empirical studies regarding the use of digital media in PE as well as the current state of research on the possibilities and limitations of this use. We found that the studies use different technologies that have changed over time and will continue to change. It also became clear that a research focus is needed that not only refers to software and hardware but also takes a didactic perspective. This is reflected in PE as described by Kerres ( 2022 ) for studies in the area of digital media in schools.

In addition to the understanding of the digital medium and its influence, the understanding of PE influences the use of digital media, and the studies reveal very different understandings of PE. There are some at the international level that are similar to that of the German discourse (Prohl, 2006 ; Kirk, 2012 , 2013 ), but most studies focus on the physical condition and activity and the functional use of digital media. The emphasis on these areas in the literature could possibly be explained by experience in the use of digital media in professional sports. Video feedback, for example, has been used for a long time in the club sport settings. Due to traditional understandings of PE, this practice has often been introduced into schools, especially PE. Further, this feedback can be a great way to improve sport-specific capabilities and skills. When using it, however, the teacher must consider that seeing oneself can have an impact on one’s self-image. Nevertheless, only a few studies paid attention to these effects, and they found that students had the desire to look good in the videos (Casey & Jones, 2011 ; Greve et al., 2022 ) and that hierarchies of desirable bodies were unconsciously produced by the teachers (van Doodewaard, Knoppers, & van Hilvoorde, 2018 ). Thus, these effects, which can play a role unrelated to the improvement of performance, must be reflected on by teachers when using digital media. Meanwhile, mutual filming and its associated new roles and tasks offer the opportunity to make more students enthusiastic about sport-specific topics. In this context, the functional use of digital media to achieve the goals of PE—learning with media—was the focus of a large number of the studies. However, only a few studies showed a specific interest in learning about media as well, addressing questions of data protection, legal aspects, or other media education topics. In interventions with digital media, including those not involving PE, students did not seem concerned about issues such as data protection related to the use of smartwatches (Engen et al., 2018 ). At this point, the opportunities for children to learn something about media were often not used by setting goals related to digital media use in PE. This is often based on the expectation that digital media is to be used as a tool to increase performance and activity.

As Marttinen et al. ( 2019 ) reported, the use of digital media for teaching and learning still has a long way to go. While digital media as a tool for use in PE is becoming more widespread, the didactic perspective has remained less illuminated in the empirical context. This is where the gap between the use of technology in PE and the didactics behind it becomes visible. On the one hand, curricula specify objectives and content in relation to digital media, while on the other, the pupil at the center and as an individual subject can only educate themselves. This means that the teacher can design the learning environment with digital media and thus prepare and support the learning process. However, the completion of the learning process depends on the student as a self-forming individual subject acting accordingly (Gröben & Prohl, 2012 ; Prohl, 2006 ). Here, the advantage of digital media is that it plays a major role in the everyday world of the students and thus, as can be seen in this review, increases the motivation for the self-educational process among students. In this way, the use of digital media influences the educational and didactic goals of PE. In addition, the possibilities of using digital media to adapt learning materials and content in PE to enable students to learn were made clear in this review. Despite this focus on physical activity and the mixed results in this regard, it is worthwhile to use digital media to integrate students who would otherwise not participate at all into classes (Goodyear et al., 2014 ) or to enhance learning through self-assessment and self-regulatory learning (O’Loughlin et al., 2013 ). Additionally, digital media can also create a connection between the media world inside and outside of school and were often used successfully as motivational aids to increase activity, motivation, and enjoyment. However, when using exergames in PE, for example, there is a high level of effort in terms of preparation and high costs in the purchase of equipment, which is certainly a limiting factor for its implementation in PE. In this context, students also mentioned the bulkiness of the devices and the lack of their accessibility at home as problems (Marttinen et al., 2019 ).

Limitations

For this overview of the research results on the use of digital media in PE, certain inclusion and exclusion criteria were used, which formed an important condition for the development of this systematic review. Since certain search terms were required for this process, it is conceivable that important studies that did not include any of the above-mentioned search terms in their titles, abstracts, or keywords were not included in the systematic review. Furthermore, this review only included English and German texts and excluded, for example, the large number of studies that have been published in Spanish. However, country-specific peculiarities in the education systems, and especially in the perceptions of PE, limit the transferability of individual study results across national borders.

Here, it should also be noted that the authors from the working group of this systematic review were involved in one of the listed studies.

While there are benefits of using digital media in physical education (PE)—for example, in motivating or improving sport-specific motor capabilities and skills—barriers in terms of the preparation of PE teachers was demonstrated in this review. Thus, for its successful use, teachers need better training and preparation, since the effect of digital media in PE depends largely on presentation in an appropriate form and additional instructions given by the teacher (Østerlie & Mehus, 2020 ; Roure et al., 2019 ). The main focus should consequently be on preparation and training in terms of didactic, methodological, and media educational content, as the tools being used will continue to change over time. In addition, the studies reviewed also emphasized that teachers need to use digital media to focus on thinking critically about media content (De Araújo, Knijnik, & Ovens, 2020 ) and that they need to be provided with a reflexive approach to the use of digital media (Bodsworth & Goodyear, 2017 ). The understanding of PE also strongly affects how and why digital media are used in PE: Is PE about performance in the sense of sport-specific skills, or is it also about learning beyond them? For these reasons, preservice teachers should already be trained during their studies to use digital media in ways that go beyond performance-oriented goals in PE. Moreover, the focus of the examined research reflects the understandings of PE. Most studies were centered on improving physical performance or activity and rarely went beyond this. Thus, additional insights into students’ experiences with and learning about media in PE have not yet been considered. In this context, learning with and about media as well as about the influence of digital technologies on the body and one’s own sporting activities must be addressed in research and school in order to meet the demands of school.

The article was published online in 2020 and is therefore included in the review.

Because of studies that took place in both elementary and secondary schools, there may have been double counting.

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Physical Education Dissertation Topics

Published by Grace Graffin at January 5th, 2023 , Revised On August 11, 2023

Due to the growing importance of physical education, a majority of educational institutions have introduced physical education as a subject that students can choose as their major for their graduation. However, what comes with it is submitting a dissertation to complete your degree.

As a student of physical education, you might be in limbo as to which topic you should choose for your dissertation that is unique as well as relevant. After all, your future is dependent on it. Choosing the right dissertation topic is the first step toward writing a powerful dissertation that is accepted by your professors.

When choosing a physical education dissertation topic, you need to keep in mind that the topic is current, unique and adds value to what you have learned. To help you with the process of choosing the right topic, here’s a list of physical education dissertation topics.

You may also want to start your dissertation by requesting a brief research proposal from our writers on any of these topics, which includes an introduction to the problem, research question , aim and objectives, literature review , along with the proposed methodology of research to be conducted. Let us know if you need any help in getting started.

Check our example dissertation to get an idea of how to structure your dissertation .

You can review step by step guide on how to write your dissertation here .

Also read: Education dissertation topics , healthcare dissertation topics , and nursing dissertation topics .

2022 Physical Education Dissertation Topics

Topic 1: investigating the impacts of improving physical education in schools on the development of children’s confidence, endurance and quick integration capability..

Research Aim: The present study aims to investigate the impacts of improving physical education in schools for developing children’s confidence, endurance, and quick integration capability.

Objectives:

• To analyse the importance of physical education in schools for proper growth of children.
• To examine how advanced physical education in schools helps children to develop their confidence, endurance, and quick integration capacity.
• To recommend what can be involved in physical education for improvement that may help developing confidence, endurance, and quick integration capacity of children.

Topic 2: Analysing different types of fine motor activities to help myriad health issues – a study on autistic children in the UK.

Research Aim: The present study aims to explain different types of fine motor activities that help to address various health issues as this study will specifically focus on the autistic child in the UK.

• To share comprehensive knowledge about different types of fine motor activities.
• To explain the benefits of practicing fine motor activities in addressing different health issues referring to the problem of autism in children in the UK.
• To provide a set of recommendations for the advancement of fine motor activities to address the health problem of autistic children in the UK.

Topic 3: Examining the significance of integrating physical education in the Montessori curriculum in the UK.

Research Aim: The present study aims to explicate the significance of integrating physical education in the Montessori curriculum in the UK.

• To explain the benefits of physical education in school for the growth of students.
• To comprehend the importance of integrating physical education in the Montessori curriculum in the UK.
• To share ideas about how physical education can be integrated and practiced in the Montessori curriculum in the UK.

Topic 4: A study on the use of health rate monitors and health tracking to support the practices of advanced physical education.

Research Aim: The present study aims to explicate the usefulness of heath rate monitors and health tracking that support the practices of advanced physical education.

• To describe the usefulness of health rate monitors and health tracking equipment.
• To interpret the role of health monitors and health tracking to support improved practices in physical education.
• To recommend strategies about how health rate monitors and health tracking can be used to get the best possible results in physical education.

Topic 5: Exploring the increasing trend of computer-based fitness programs in the UK – a study on people’s changing behaviour during lockdown.

Research Aim: The present study aims to explore the increasing trend of computer-based fitness program in the UK and the study will focus on the changing behaviour of people during the lockdown.

• To explain the effectiveness of computer-based fitness programs and their health benefits.
• To examine how computer-based fitness programs are being an increasing trend and popular during the lockdown.
• To suggest strategies for advancement computer-based fitness programs that can help addressing changing behaviour of people during the lockdown.

Topic 1: Modern Physical Education versus the Traditional Physical Education – A Comparison

Research Aim: The main aim of this research will be to compare the traditional physical education programs and the ones in place today. The research will start by talking about the traditional physical education programs and then introduce the ones that are being practised today. It will then move towards comparing programs one by one. The research will use a secondary data collection method and will analyze already published data and conclude as to which physical education is better.

Topic 2: Assessing the Impact of Physical Education on Mental Health

Research Aim: This research will aim to explore the impact of physical education on mental health. There is a lot of evidence that physical education has a positive impact on the mental health of individuals, and this research will aim to assess the impact of the same. Existing researches will be analyzed in order to do an in-depth study into the impact of physical education on mental health.

Topic 3: Analyzing Student Behavior and Engagement in Physical Education Classes

Research Aim: Physical Education classes have been a part of the academic system for years now; however, the understanding and concept of this education is changing. More and more institutions are now emphasizing these classes and promoting physical education amongst students. This research will explore student behaviour and engagement in physical education classes and will suggest effective ways to enhance and increase engagement.

Topic 4: Planning Physical Education Programs to Produce Effective Results

Research Aim: The main aim of this research will be to understand how physical education programs should be planned in order to produce results that are effective for students. The study will assess currently planned programs in order to evaluate how these should be changed for the better and how they can help produce effective results.

Topic 5: Role of Teachers in Enhancing Students’ Engagement in Physical Education Lessons

Research Aim : The role of teachers always plays an important role in academics. This research will explore how important teachers are in physical education in enhancing students’ engagement towards exercise. Given the benefits of physical education, it is essential for teachers to make sure that the right strategies are devised to drive students’ engagement, and the same will be assessed and analyzed in this research. The study will also provide effective strategies that teachers should implement in order to produce effective results from student engagement.

Topic 6: Should Physical Education Lessons Differ for Males and Females?

Research Aim: A lot is argued about the physical education curriculum and that lessons should differ for males and females. This research will deep dive into the different lessons that are offered, and based on the analysis, the research will conclude if lessons should differ for males and females. The study will be based on secondary data.

Topic 7: Do Physical Education Classes Promote the Importance of a Healthy Lifestyle?

Research Aim: It is believed that physical education classes promote a healthy lifestyle; however, there is no authentic evidence. This research will aim to prove whether physical education promotes a healthy lifestyle or not. In either case, the research will analyze the impact of physical education on individuals’ lifestyles and how it helps them improve their way of living.

Topic 8: Physical Education and Technology – How Well do the Two Integrate?

Research Aim: Just like other forms of education, physical education and technology integrate well together. With the help of technology, physical education is offered using various aids, for example, visual aids, online classes, examples videos available online and much more. This research will assess how well physical education is offered with the help of technology and how it helps individuals gain access to effective lessons.

Topic 9: Assessing the Effectiveness of Virtual Physical Education Classes

Research Aim: Online physical education classes have emerged popular in the past year. With the major reason being the pandemic, virtual classes have opened a new avenue for physical education classes. This research will aim to assess how effective virtual physical education classes have been and how they have helped in enhancing students’ engagement and interest in these classes.

Topic 10: Accountability in Physical Education Lessons – How do Students Respond?

Research Aim: Just like all other classes hold students responsible and accountable for their learning, physical education should also follow the same pattern. While a lot of people argue against this, this research will weigh both sides. It will discuss and assess the pros and cons of holding students accountable for their physical education and will also talk about how students respond to accountability in these classes.

How Can ResearchProspect Help?

ResearchProspect writers can send several custom topic ideas to your email address. Once you have chosen a topic that suits your needs and interests, you can order for our dissertation outline service which will include a brief introduction to the topic, research questions , literature review , methodology , expected results and conclusion . The dissertation outline will enable you to review the quality of our work before placing the order for our full dissertation writing service !

Topic 11: Devising Strategies for Different Levels of Physical Education

Research Aim: This research will discuss the various strategies that are needed for devising physical education lessons for different classes. The study will talk about how different grades require a different level of physical education and will then present useful strategies that teachers can devise according to the grade and students’ age.

Topic 12: Should Universities Include Physical Education Lessons in their Curriculum?

Research Aim: Usually, physical education is not a part of universities’ curriculum. It is found in schools’ curriculum or colleges, at best. This research will argue whether physical education should be introduced in all universities or not. It will present arguments for both sides, and based on the debate, the study will conclude as to whether introducing physical education in all universities’ curriculum is feasible or not.

Topic 13: Assessing Different Physical Education Teaching Styles and their Impact on Students

Research Aim: Just like the regular subject teachers, physical education teachers also have their own style, and each teacher is different from the other. This research will talk about the set of characteristics and traits that a physical education teacher should possess in order to produce results. The study will also assess the impact of different teaching styles on students to give an in-depth idea as to which style is effective and should be adopted.

Topic 14: Exploring the Challenges in Physical Education Lessons

Research Aim: Physical education comes with its own set of challenges. Not all students are interested in taking these classes; some of them are irregular, some do not respond well, and others do not take instructions seriously. On the flip side, there are challenges related to the instructors as well. This research will discuss challenges on both sides of the coin and will suggest how these challenges can be handled effectively.

Topic 15: Understanding the association between Counseling and Physical Education Lessons

Research Aim: Physical education is often linked to mental health. A lot of people argue that physical education is essential for people seeking help for their mental health. Thus, this research will go a step ahead and will aim to understand the relationship between counselling and physical education. It will aim to conduct interviews with people who are attending counselling sessions as well as physical education lessons to improve their mental health.

Topic 16: Diet, Physical Education, and Health – How are the three interlinked?

Research Aim: A common misconception is that physical education is all about exercise and sport. This research will aim to bust this myth and wil l show how diet and overall health (mental and physical) are linked to physical education. The study will talk about how the three go hand-in-hand, and that one leads to another.

Topic 17: Does Physical Education Enhance Students’ Academic Career?

Research Aim: While physical education does improve an individual’s wellbeing, but does it enhance a student’s academic career as well? This research will aim to understand the same. This thesis will explore how physical education can or cannot help a student achieve his/her academic goals.

Topic 18: Impact of Physical Education on Personality Development – An Analysis

Research Aim: Physical education builds character and develops an individual’s personality, as well. This research will analyze the same and understand how physical education helps in personality development and why educational institutions emphasize and include physical education in their curriculum. The study will assess students who are a part of physical education lessons versus students who are only involved in academics and will then compare the results.

Topic 19: Studying the Impact of Introducing Physical Education in Students’ Early Years

Research Aim: Physical education should be introduced early in a student’s academic life. This is argued by a lot of physical education proponents. This research will study this claim and find out how effective it is for the students to be introduced to physical education early in their academic life.

Topic 20: Comparing the Benefits and Challenges of Physical Education

Research Aim: Not many people favour physical education as a subject in schools and colleges. This research will aim to compare the benefits and challenges of physical education lessons by discussing the pros and cons. It will then conclude whether physical education is beneficial for students or not.

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How to find physical education dissertation topics?

To find physical education dissertation topics:

• Investigate recent PE trends.
• Explore health or sports issues.
• Consider teaching methods.
• Review academic journals.
• Brainstorm unique research gaps.
• Opt for a topic that aligns with your passion and career aspirations.

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New Research Examines Physical Education in America

By Morgan Clennin, PhD, MPH, Kaiser Permanente of Colorado, University of South Carolina, and National Physical Activity Plan

School-based physical education (PE) is recommended by the Community Guide as an effective strategy to promote physical activity among youth. Unfortunately, many have speculated that PE exposure has declined precipitously among U.S. students in the past decade. Limited resources and budgets, prioritization of core academic subjects, and several other barriers have been cited as potential drivers of these claims. However, few large-scale studies have explored the merit of these claims – leaving the answers following questions unknown:

Has PE attendance decreased among U.S. students in the past decades?

What policies and practices are in place to support quality PE?

To answer these questions, the President’s Council on Sports, Fitness & Nutrition tasked the National Physical Activity Plan Alliance (NPAPA) to review the available evidence and summarize their findings. The primary objective of this effort was to better understand PE exposure over time to inform national recommendations and strategies for PE.

The NPAPA began by establishing a collaborative partnership with experts in the federal government, industry, and academia. The group analyzed existing national data sources that could be used to examine changes in PE attendance and current implementation of PE policies and practices. These efforts culminated in a final report and two peer-reviewed manuscripts. A summary of the group’s findings are outlined below.

Key Findings:

• 1/2 of U.S. high school students did not attend PE classes—which is consistent over the 24-year period studied (1991-2015).
• The percentage of U.S. high school students reporting PE attendance did not change significantly between 1991 and 2015 for the overall sample or across sex and race/ethnicity subgroup.
• Daily PE attendance did decrease 16% from 1991 to 1995 then attendance rates remained stable through 2015.
• > 65% of schools implemented 2-4 of the 7 essential PE policies
• Implementation of PE policies varied by region, metropolitan status, and school level.
• Data indicates minority students have been disproportionately affected by cuts to school PE programs during the past two decades.

Recommendations Based on Key Findings:

• Prioritize efforts to expand collection of surveillance data examining trends in PE attendance among elementary and middle school students.
• Develop policies to improve PE access for all students in order for PE to contribute to increased physical activity among youth.
• Adopt policies and programs that prioritize PE to maximize the benefits of PE.
• Utilize the findings of these efforts to target professional development and technical assistance for PE practitioners.

The Education sector of the NPAP provides evidence-based strategies and tactics that can guide efforts to support the provision of quality PE to all students. More information, and links to the respective manuscripts, can be found on the NPAPA website: http://physicalactivityplan.org/projects/physicaleducation.html

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Psychological Wellbeing in Physical Education and School Sports: A Systematic Review

Javier piñeiro-cossio.

1 Department of Sports and Computer Science, Pablo de Olavide University, 41013 Seville, Spain; lc.tropsocisp@orienipj (J.P.-C.); se.opu@vunvuna (A.N.)

Antonio Fernández-Martínez

Alberto nuviala, raquel pérez-ordás.

2 Faculty of Human Sciences and Education, University of Zaragoza, 22003 Huesca, Spain; se.razinu@sadropr

Mental health in children and adolescents has become an increasingly important topic in recent years. It is against this backdrop that physical education and school sports play an important role in promoting psychological wellbeing. The aim of this review was to analyse interventions for improving psychological wellbeing in this area. To this end, a literature review was conducted using four databases (WOS, SPORTDiscus, SCOPUS and ERIC) and the following keywords: psychological wellbeing, physical education, and school sports. Twenty-one articles met the inclusion criteria. The results showed that interventions varied greatly in terms of duration and used a wide range of strategies (conventional and non-conventional sports, physical activity, games, etc.) for promoting psychological wellbeing, primarily among secondary school students. There was a lack of consensus as to the conceptualisation of the construct of psychological wellbeing, resulting in a variety of tools and methods for assessing it. Some studies also suggested a link between psychological wellbeing and other variables, such as basic psychological needs and self-determination. Finally, this study provides a definition of psychological wellbeing through physical activity based on our findings.

1. Introduction

Mental health problems in adulthood originate primarily in childhood and can be related to a variety of causes, such as socioeconomic, genetic or cultural factors [ 1 ]. It is in adolescence that the greatest risks of behaviours affecting wellbeing occur [ 2 , 3 ]. The World Health Organisation (WHO) [ 4 ] describes these problems as the main cause of disability worldwide, with depression extremely prevalent among young people [ 5 ]. School is therefore a suitable location for interventions, allowing students to acquire and develop skills and strategies to face life’s challenges as best they can, with high levels of physical and psychological wellbeing [ 6 , 7 ].

In recent years, the use of physical activity (PA) and sports for personal and social development in children and adolescents has been the subject of an increasing number of studies. Research suggests that physical education (PE) and school sports provide a suitable, effective framework for transferring and teaching skills and strategies to reduce risky behaviour and promote wellbeing [ 8 , 9 ]. Although there is evidence that PA and sports enhance young people’s skills and values at these life stages, there is a gap in research on their impact on psychological wellbeing and a lack of consensus as to the definition of psychological wellbeing in this context [ 10 ].

Studies have shown that individuals with high levels of psychological wellbeing are more successful in terms of education, work, friends, stable relationships and physical health [ 11 ]. In education, psychological wellbeing leads to improved attention, creative thinking and holistic thinking [ 5 ]. Psychological wellbeing is usually understood as a construct from the eudaimonic tradition. Unlike subjective wellbeing, which derives from happiness and satisfaction through the pursuit of pleasure and the reduction of pain, psychological wellbeing seeks to allow people to attain their maximum potential by developing virtues [ 12 ], focusing on capabilities and personal growth, and understanding that happiness is achieved through individual self-realisation [ 13 , 14 ]. Psychological wellbeing focuses on the process and on pursuing values leading to personal growth rather than on pleasurable, pain-avoiding activities, thus making the individual feel alive and authentic [ 15 ]. Ryff [ 16 ] proposed a multidimensional model for understanding psychological wellbeing called the Integrated Model of Personal Development (IMPD), consisting of six dimensions: self-acceptance, autonomy, personal growth, purpose in life, environmental mastery and positive relations with others.

Although information on interventions in the context of PE and school sports using the IMPD is limited, the model is widely recognised as a coherent, logical, valid construct [ 12 ], and PA and sports represent useful tools for its implementation [ 17 ]. Two systematic reviews by Malm, Jacobsson and Nicholson [ 18 ] and Mnich, Weyland, Jekauc and Schipperijn [ 19 ] list the benefits of PA and sports, including, on a physical level, reduced risk of developing metabolic syndromes, reduced side effects of cancer, improved cardiovascular health, stronger bones and improved physical condition; and, on a psychological level, improved cognition, better school performance, increased cognitive function and improved mental health, which generates psychological wellbeing.

However, there is limited information on the effects of PA on the development and psychological wellbeing of children and adolescents in the context of PE and school sports. It is therefore necessary to identify different strategies and interventions for developing psychological wellbeing in the literature. The primary objective of this paper is to explore studies that seek to promote psychological wellbeing among schoolchildren through PE and school sports and to identify conceptualisations of psychological wellbeing in this specific context.

This review has two objectives. Firstly, it seeks to address the following questions.

What are the characteristics of studies on psychological wellbeing interventions in PE and school sports?

What are their objectives?

What does the literature report on the outcomes of interventions aiming to improve psychological wellbeing?

Secondly, this review attempts to analyse how psychological wellbeing is conceptualised in this context and to provide a definition of the concept based on the findings.

2. Materials and Methods

2.1. search strategy.

This review was carried out following the protocol outlined in the PRISMA statement. A comprehensive search was conducted in four databases: WOS, SPORTDiscus (EBSCO), SCOPUS and ERIC (Proquest). A number of articles were selected considering bibliography of reference research (6). Individual searches of all studies published up to September 2019 were performed in each database following the PICO protocol as used by Opstoel et al. [ 9 ] (P = Population, I = Intervention, C = Comparison, O = Outcomes).

• P = child, children, boys, girls, adolescents
• I = physical education
• C = no comparison group was added to the search
• O = psychological wellbeing, eudaimonic wellbeing.

The search terms used were “psychological wellbeing” and “eudaimonic wellbeing”, in combination with “AND” and the search terms “physical education” and “child”, “children”, “boys”, “girls”, and “adolescents”. Searches were conducted in English and Spanish. Only original articles were included in the study.

2.2. Selection Criteria

Potentially relevant studies for this review were checked against the following selection criteria: (a) the study had been published in an international peer-reviewed journal; (b) the study covered interventions with children and adolescents aged between 6 and 18 years old; (c) the study explored the relationship between PE or school sports and psychological wellbeing; and (d) a full-text version was available in English and/or Spanish.

Regarding the first criterion, interventions implemented in the school setting (PE classes and in-school and extracurricular sports activities) were eligible. Regarding the second criterion, interventions with children and adolescents at all stages of formal schooling within the aforementioned age range were also considered for inclusion. In the event that the studies included individuals outside that age range, only articles with the majority of participants within that age range were eligible.

Articles were excluded following Opstoel’s criteria [ 9 ]:

• Studies involving a specific population with any type of physical, cognitive or psychological impairment.
• Articles not providing primary data (non-interventions), as they do not ensure methodological and statistical rigour (reviews, conceptual articles, conference proceedings, editorials, doctoral theses, books, opinion articles, etc.).
• Instrument validations.

Duplicates were discarded. The study selection process consisted of screening the titles and abstracts identified during the search. Potentially relevant full-text studies were independently checked for eligibility by two authors, J.P.-C. and R.P.-O. Discrepancies in the selection of the articles were discusses until a consensus was reached. Figure 1 shows the sampling process used. After removing duplicates and excluding records by abstract and title, a total of 21 articles were retrieved.

Flow chart of the sampling process.

2.3. Data Extraction and Reliability

Pilot test forms were used to extract data from the studies. A content analysis of the articles included in this review was also performed. Subsequently, the data were discussed and confirmed by the researchers. The following categories were defined: authors, year, journal (volume and issue), country, objectives, sample size, characteristics of the participants, duration of the study, instruments used to assess psychological wellbeing, and results ( Table 1 ).

General overview of the articles included.

The criteria for assessing the quality of the studies included were adapted from the Consolidated Standards of Reporting Trials (CONSORT) Statement [ 41 ] as used by Pozo et al. [ 42 ]. The quality assessment criteria were: (a) description of the programme, (b) number of participants, (c) inclusion of the journal of publication in the Journal Citation Reports, (d) duration of the programme, (e) description of the methodology; (f) definition of psychological wellbeing.

Each item was rated from 0 to 2 based on the criteria outlined in Figure 1 . A total score was calculated for each study depending on the number of positive items it contained. Studies with a total score of 9 or higher were considered to be of high quality (HQ); studies with a total score of 5–8 were considered to be of average quality (AQ); studies with a total score lower than 4 were considered to be of low quality (LQ). Details are shown in Table 2 .

Quality of the studies.

Parameter 1: Does the study provide a detailed description of the implementation? 0: No, 1: Yes, but it is incomplete or inaccurate, 2: Yes. Parameter 2: The number of participants: 0: fewer than 100 participants, 1: between 100 and 500 participants, 2: more than 500 participants. Parameter 3: Is the journal of publication included in the Journal Citation Reports? 0: No, 1: It is included in the Scimago Journal Rank 2: Yes. Parameter 4: Duration of the intervention: 0: less than 3 months, 1: between 3 and 4 months, 2: more than 4 months. Parameter 5: Does the study provide a detailed description of the methodology? 0: No, 1: Yes, but it is incomplete or inaccurate, 2: Yes. Parameter 6: Does the study provide a definition of wellbeing? 0: No, 1: Yes, but the definition is vague, 2: Yes, and the definition is detailed.

The risk of bias is difficult to ascertain in qualitative, social science studies. Version 5.1.0 of the Cochrane handbook emphasises that, in many situations, it is not practical or possible to blind participants or study staff in the intervention group.

3.1. Sample

The total number of participants in the studies reviewed was 10,357, ranging from 23 [ 40 ] to 3124 [ 38 ].

The ages of participants ranged from 7 to 18 years old. Two interventions involved children under 10 [ 22 , 36 ], eight interventions involved children aged 10–15 years old, eleven interventions involved children around 15 years old, one intervention involved children aged 11–16 years old [ 21 ], one intervention involved children aged 12–15 years old [ 33 ], one intervention involved children aged 12–18 years old [ 25 ], and one intervention involved children aged 13–16 years old [ 29 ].

Regarding participants’ levels of education, 5 of the 21 studies focused on primary education students, 15 studies focused on secondary education students, and 1 study focused on primary and secondary education.

3.2. Countries

Most of the studies were conducted in the United Kingdom (4/21) and the United States (4/21), followed by Australia (2/21), China (2/21), Turkey (2/21), Canada (1/21), Denmark (1/21), Greece (1/21), Finland (1/21), South Africa (1/21), Spain (1/21), and Sweden (1/21).

3.3. Duration of the Studies

The duration of the interventions ranged from 3 days [ 37 ] to 36 weeks [ 38 ]. Within that range, four of the 21 studies lasted 8 weeks, three lasted 10 weeks, two lasted 6 weeks, one lasted one week, one lasted 12 weeks, one lasted 13 weeks, one lasted 14 weeks, one lasted 18 weeks, one lasted 20 weeks, one lasted 23 weeks, and one lasted 24 weeks. One study [ 28 ] indicated that the pilot study, intervention, evaluation and follow-up lasted for 2 years.

The number of sessions ranged from 4 [ 36 ] to 35 [ 34 ]. It is important to note that 13 of the 21 studies provided information on the number of sessions conducted in their interventions/programmes.

3.4. Instruments Used to Assess Wellbeing

A variety of instruments were used to assess wellbeing depending on how wellbeing was conceptualised. Only 16 of the 21 articles mentioned instruments for measuring wellbeing: the KIDSCREEN-10, -27, and -52 measures (4/16); the Flourishing Scale (3/16); the Positive Affect and Negative Affect Schedule for Children (3/16); the Warwick-Edinburgh Mental Wellbeing Scale (2/16); Ryff’s Psychological Wellbeing Scale (2/16); the SF-12v2 (1/16); the Profile of Mood States (1/16); the Perceived Stress Scale (1/16); the Inventory of Positive Psychological Attitudes (1/16); Harter’s Self-Perception Profile for Children (1/16); the Danish national survey of wellbeing in the school-aged population (1/16); the Personally Expressive Activities Questionnaire (1/16); the British Panel Household Survey (BHPS-Y) (1/16); the Perceived Behavioral Control Questionnaire (1/16); the Self-Efficacy Questionnaire (1/16); the Physical Self-Description Questionnaire (1/16).

3.5. Conceptualisation of Psychological Wellbeing

A variety of conceptualisations of psychological wellbeing were presented in the studies. They were so diverse that there was no consensus among the 21 articles reviewed on the definition of psychological wellbeing in the context of PE and school sports. Some definitions focused on self-confidence, improvements in mood (feeling happier or less sad), self-discipline and goal-setting [ 21 ], while other definitions revolved around a broader conceptualisation of wellbeing from the hedonic or eudaimonic perspective [ 32 , 39 ]; as well as health-related quality of life [ 31 ], specifically mental health [ 30 ]; self-concept and mental health (depression and anxiety) [ 34 ]; psychosocial wellbeing: mood states, affects, and perceived stress [ 35 ]; self-esteem, intrinsic motivation and attitudes towards dance and group PA [ 23 ]; positive feelings towards five domains in life: school, work, family, appearance and friends [ 29 ]; flourishing, establishing relationships, self-esteem, purpose in life and optimism [ 24 , 27 , 32 ] health-related quality of life, positive and negative affects, emotional intelligence and social anxiety [ 33 ]; positive thoughts and emotions [ 30 ]; self-acceptance and human fulfilment [ 25 ]; individuals’ awareness of their own abilities to overcome stress in life, be productive, and contribute their skills to the community [ 20 ]; development of human potential and self-realization, which encompasses developing self-acceptance, positive relations with others, self-determination, environmental mastery, purpose in life, and personal growth [ 26 ]. Five of the studies analysed did not provide a clear definition of the concept of psychological wellbeing [ 22 , 28 , 36 , 38 , 40 ].

3.6. Objectives of the Studies

The objectives most frequently addressed in the articles related to assessing the effects of the programmes on participants (12/21), specifically: the effectiveness of a positive youth development-based sports mentorship programme on wellbeing [ 30 ]; the effects of PA and avoiding screen time on wellbeing [ 32 ]; the effects of moderate-to-vigorous physical activity (MVPA) on the wellbeing of PE students [ 27 ]; the effect of a health education programme on participants’ perceptions of their quality of life [ 31 ]; the effectiveness of a randomised, controlled intervention on wellbeing [ 39 ]; the effect of a hip-hop dance programme on adolescent wellbeing [ 21 ]; the effects of a pedometer-based physical activity intervention on the psychological wellbeing of overweight adolescents [ 25 ]; the effects of a health club approach on adolescents [ 34 ]; the effect of sports education on the psychological wellbeing of high school students [ 26 ]; the effect of a curriculum-based physical activity intervention on primary school students [ 22 ], and the effects of running on wellbeing-related variables [ 36 ]. Another study sought to evaluate the effect of sports on wellbeing in general [ 20 ], while two studies aimed to develop, implement, and evaluate physical activity interventions to improve psychosocial wellbeing [ 38 ] and reduce sedentary behaviour [ 28 ]. Two other studies sought to assess the effectiveness of PA and sports induction protocols and programmes on psychological wellbeing [ 24 , 37 ]. Three studies aimed to assess the impact of specific programmes on variables related to wellbeing and PA [ 23 , 29 , 33 ] while another study sought to explore the implementation and short-term outcomes of a responsibility-based physical activity programme that was integrated into an intact high school PE class [ 40 ]. Finally, one study aimed to assess whether integrating yoga into the secondary school curriculum had a preventive effect on wellbeing among secondary school students [ 35 ].

3.7. Results of the Studies

The articles reviewed mainly reported on the effects of the programmes studied. In three of them [ 20 , 24 , 36 ], no statistically significant differences in wellbeing were found post-intervention. In five of them [ 21 , 27 , 28 , 39 , 40 ], the authors proposed their respective intervention programmes as strategies for promoting PA and psychosocial variables; however, they failed to provide any results on wellbeing per se. Additionally, Ho et al. [ 30 ], McNamee et al. [ 34 ], and Connolly et al. [ 23 ] described the effects of their programmes on mental health, wellbeing, and other psychological, physical, and PA-related variables among adolescents. In the same vein, Bakır & Kangalgil [ 20 ] stated that although no changes in participants’ positivity were identified, there were changes in the mental wellbeing of participants who took part in sporting activities, which was also assessed by Smedegaard et al. [ 38 ]. Karasimopoulou et al. [ 31 ] reported that children in the experimental group significantly improved their perceptions of physical wellbeing, family life, financial aspects, friends, school life and social acceptance, with better perceptions of autonomy than the control group in the final measurement. In turn, Lubans et al. [ 32 ] and Slee & Allan [ 37 ] linked their results to the fulfilment of basic psychological needs. While Lubans et al. [ 32 ] argued that in order to achieve psychological wellbeing, it is necessary to address autonomy, Slee & Allan [ 37 ] argued that psychological wellbeing could be related to self-determination. Other results were linked to the effect of the programmes on academic performance, wellbeing and brain development [ 22 ]; improved physical condition, satisfaction with appearance, more positive attitudes towards school and friends, and greater environmental awareness [ 29 ]. Finally, Noggle et al. [ 35 ] reported that although PE-as-usual students showed decreases in primary outcomes, yoga students maintained or improved them, echoing the findings of Luna et al. [ 33 ] regarding subjective wellbeing and emotional intelligence, and Gül et al. [ 26 ], who reported that PA and sports had an effect on the individual development of the different dimensions of psychological wellbeing.

4. Discussion

The aim of this review was to analyse the characteristics, objectives, and results of studies seeking to promote psychological wellbeing among schoolchildren through PE and school sports, as well as to identify different conceptualisations of the construct in this specific context and provide a definition of it.

With regard to the first objective, most of the interventions identified were held at secondary schools within school hours, both in PE classes and during in-school and extracurricular sports activities. This was consistent with results from other studies on programmes targeting this population [ 10 , 43 ]. In addition, the durations of the programmes reviewed were similar to those of other programmes involving children and, especially, adolescents. A systematic review by Opstoel et al. [ 9 ] notes that studies on this type of population tend to last between 8 and 28 weeks. However, Rodríguez-Ayllon et al. [ 44 ] report that interventions can last from 10 days to 2 years. The studies analysed had multiple, varied objectives that can be grouped into four major categories: (i) to evaluate the effects of the interventions and/or programmes on participants, (ii) to explore correlations between the programmes and wellbeing, (iii) to identify relationships between different variables, and (iv) to explore wellbeing and empirical strategies for programme evaluation. These objectives are shared by other studies on variables linked to wellbeing across different populations and settings, such as: individuals with diabetes and the effectiveness of programmes on wellbeing [ 45 ]; pre-schoolers, infants, and adolescents, and the effect of PA on mental health [ 44 ]; and the effect of PA on happiness [ 46 ].

The results obtained from the interventions are linked to other systematic reviews on personal and social growth aspects of PE that seek to explore the effects of PA on psychological wellbeing [ 43 ] and improve the psychological and social skills of children and young people to better prepare them for the future [ 9 ]. A number of studies have also argued that wellbeing is related to fulfilling basic psychological needs, such as Menéndez-Santurio & Fernández-Río [ 47 ], who identified a relationship between social responsibility, basic psychological needs and motivation, and described how these can predict positive relations with others, especially friends. Similar results are reported by Molina, Gutiérrez, Segovia & Hopper [ 48 ], who identified a relationship between the implementation of a sports programme and improved basic psychological needs, social relationships and responsibility. In addition, Menéndez-Santurio, Fernández-Río, Cecchini & González-Villora [ 49 ] confirm that students who have low wellbeing rates due to victimisation and bullying at school have low levels of satisfaction of basic psychological needs, which supports the relationship between wellbeing, basic psychological needs and self-determination put forward by various authors [ 12 , 50 , 51 ]. It is important to note that the majority of the studies reviewed used multiple forms of physical activity, such as dance, active play and modified sports, and do not use conventional sports to promote wellbeing. This is in consonance with a review by Sánchez-Alcaraz et al. [ 52 ], which discusses the importance for psychosocial development of creating a balance between conventional or more popular sports and other less popular sports and physical activities or exercises offering new experiences for children and adolescents.

There is also a lack of consensus on the definition of psychological wellbeing in the context of PE and school sports. Nevertheless, it is fairly safe to say that more than half of the studies (13 out of 21) linked the construct to Diener’s definition [ 53 ], which is related to the concept of hedonism or subjective wellbeing. As a result, these studies assessed variables such as life satisfaction, affects and depression, rather than the dimensions included in Ryff’s IMPD regarding eudaimonic or psychological wellbeing [ 16 , 54 ]. This trend could be explained by the interest in understanding and promoting individual happiness that emerged in the 1980s [ 14 ], which was reinforced by Huta & Waterman [ 55 ], who pointed out asymmetries and preferences in research on these concepts. Additionally, Cabieses, Obach & Molina [ 56 ] argue that producing knowledge from the perspective of subjective wellbeing, that is, looking into life satisfaction and happiness, could be useful when planning public policies for this population. Since subjective wellbeing is associated with immediacy, a large number of studies use this construct. Romero, García-Mas & Brustad [ 12 ] point out that psychological wellbeing in the field of PA and sports has not been approached consistently, which may explain the scarcity of studies on this topic. In line with Huta & Waterman [ 55 ], we believe that it is necessary to find a compromise definition to inform future research on this topic, as the use of a wide range of definitions produces a wide range of results when analysing and comparing studies focusing on the same concept.

To this end, we propose the following definition based on the aforementioned findings, Ryff’s theoretical approach to psychological wellbeing [ 14 , 16 , 54 , 57 ], and aspects inherent to PA and sports, such as movement and corporeality: “Psychological wellbeing in PA (PWBPA) is the state of optimal psychological functioning in the context of physical activity, which encompasses accepting one’s strengths and limitations, being independent in decision-making and self-assessment, choosing or creating favourable environments, interacting positively with others in PA and sports, developing one’s potential to the fullest, and seeking meaning and purpose in life based on PA values.”

With regard to the limitations of our study, articles in both Spanish and English were included; however, their results only provided information from English-speaking countries, limiting perceptions of the phenomenon to a particular culture, which may have influenced the researchers’ conceptualisation of the phenomenon in this particular population. In addition, the search was limited to interventions involving populations without pre-existing physical or cognitive issues, excluding other articles which may have been relevant to the topic. In light of the limited number of studies on psychological wellbeing in the field of PA, specifically in PE and school sports, it would be helpful to conduct a meta-analysis to identify the effects of PA and sports programmes/interventions on the psychological wellbeing of children and youths in the school setting. It would also be of interest for future research to analyse and review articles on PE and sports from the point of view of different countries and cultures. Also, to deepen knowledge it would be interesting in future research to consider additional threads related to other contexts besides PE classes or sport school, such as different kinds of sports practices and socioeconomic differences between schools. Finally, in order to broaden the field of knowledge, further studies could be carried out to provide information on parents, guardians and agents of socialisation, who are very important in the development of children and adolescents.

5. Conclusions

Psychological wellbeing in PE and school sports is a developing field that has drawn increasing attention in recent years, which may be due to the need for PA to improve mental health and quality of life for children and adolescents.

We found that most programmes/interventions involve adolescents, especially in secondary schools. The programmes usually last between 3 days and 36 weeks (9 months or an academic year), and it is English-speaking countries, such as the United States and the United Kingdom, that have conducted the majority of the studies on this topic. There is no consensus as to definitions of the concept, study objectives, methods or tools for assessing psychological wellbeing. As for whether or not PA promotes psychological wellbeing in PE and school sports, the disparate results of the studies analysed do not allow us to draw conclusions. However, there appears to be a relationship between PA, wellbeing and other variables, such as basic psychological needs and quality of life.

From an educational perspective, the authors suggest that future interventions should employ a single definition of psychological wellbeing in PA, such as the one proposed in this paper. This would promote self-realisation and personal growth in children and adolescents by focusing on transcendence rather than on a narrow search for subjective wellbeing, while providing researchers with a common criterion for applying the concept in the context of PA.

Author Contributions

Conceptualization: J.P.-C. and R.P.-O.; methodology: R.P.-O. and A.F.-M.; investigation: J.P.-C. and A.N.; resources: J.P.-C. and R.P.-O.; data curation: J.P.-C. and R.P.-O.; writing—original draft preparation: J.P.-C. and A.N.; writing—review & editing: A.F.-M. and A.N.; visualisation: A.F.-M. and A.N.; supervision: A.F.-M. and A.N. All authors read and approved the final manuscript.

This research received no external funding.

Institutional Review Board Statement

The study was conducted according to the guidelines of the Declaration of Helsinki, and approved by the Research Ethics Committee of the Andalusian Regional Government (Andalusia, Spain).

Informed Consent Statement

Informed consent was obtained from all subjects in-volved in the study.

Conflicts of Interest

The authors declare no conflict of interest.

Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations.

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International Journal for Research in Applied Science & Engineering Technology (IJRASET)

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Since education promotes social and economic advancement, a nation's school and college levels require a welldefined and futuristic education strategy. "India has designed and planned to adopt a new education strategy throughout the next decade of the twenty-first century called the Indian National Education Policy under the direction of its current government and an expert committee with people from various backgrounds (NEP-2020)". Practitioners and the general public are familiar with the aims, goals, and specifics. To give everyone access to high-quality primary and secondary education as well as post-secondary education and have the expectation of comprehensive and research-oriented advancement, NEP-2020 is an innovative and futuristic plan with both positive and negative features. This paper begins with an overview of NEP-2020, identifies the policy's strengths and weaknesses in the higher education and research sectors, evaluates the implementation recommendations made in the procedure, and identifies and analyzes potential generic strategies for NEP-2020 implementation to achieve its goals based on focus group discussions.

Higher Education Research

adhikarla rao

To appraise a bulky official document with numerous reforms and huge agenda in a single article is bound to have limitations. Further, in a vast and diverse population differences of opinion are natural. Hence, readers are advised to go through critically the first three references to understand the gargantuan task involved. Subsequently, readers may go through the various responses on different aspects which were appearing in various links given. The present article appraises the issues from overlooked and / or less emphasized angles and suggests regional/central governments and faculty and students friendly approaches to be ultimately successful. Each goal can have a different time dimension. Some useful reforms which can be immediately and easily implemented have been highlighted. Some additional strategies have been suggested for achieving the goals mentioned in the NEP. Lastly, but not the least, author whole heartedly acknowledges the caliber and commitment of all the persons ...

Scholarly Research Journal for Humanity Science & English Language,

Scholarly R E S E A R C H Journals

Education has been acknowledged as one of the potential instrument of social change and important means of bringing about national development. Education can no longer be considered merely a vast as of mental acrobatics but has to help in developing an individual who is physically, mentally sound .emotionally balanced and socially adjusted to all. "Soul without body, mind without matter and education without movement are meaningless concept." Every human being has a fundamental right of access to education as well as physical education and sport that's why physical education is the most democratic subject. Two years before CBSE has taken decision of experimental, experiential learning with integration of physical education. Physical education should be integral part of education system for holistic development of child. Physical education can provide the right direction and necessary action to improve the health of people in every community, society, nation and even the world. Vision of NEP2020 is directly concerns with nation's sustainability into an equitable bivariate knowledge of society. The new education policy is bringing drastic change in physical education and sports by eliminating the difference or gap between curricular and extra-curricular activities by giving equal weightage other subjects like science and English. Along with emotional, educational development physical and mental development is very necessary for overall development of child. Physical education is an activity-based approach that focuses on learning by doing. Activity is the link between education and physical education which emphasize great focus on all-round development of child. How physical education helps to make education equitable, Qualitable the concept sound mind and sound body is successful when we integrate physical education in main curriculum and in teaching learning process for mental, emotional and physical development of child. Nowadays our country moving towards sporting nation we all observed Olympic and Para-Olympic performances which motivates young talents of our country.

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Short-term incentives for exercise can lead to sustained increases in activity

NIH-supported study shows certain perks can spur long-term behavior change in adults with cardiovascular disease risks

Adults with heart disease risks who received daily reminders or incentives to become more active increased their daily steps by more than 1,500 after a year, and many were still sticking with their new habit six months later, according to a study supported by the National Institutes of Health that published in Circulation . The findings were simultaneously presented as late-breaking research at the American College of Cardiology’s Annual Session.

The improvements, which also resulted in an extra 40 minutes of moderate exercise each week, correlated with a 6% reduced risk of premature death and a 10% reduced risk of cardiovascular-related deaths, compared to data from prior studies. The Department of Health and Human Services recommends that most adults should get at least 150 minutes of moderate aerobic exercise per week, such as brisk walking, or 75 minutes of vigorous exercise, like fast cycling, or a combination of the two, paired with twice-weekly strength sessions.

Researchers found that while a simple daily reminder was effective in helping people move more, offering financial incentives or point-based rewards, such as in a game, was even more effective. However, combining the two incentives proved most effective. Participants who got both were still logging improvements in activity levels six months after the rewards stopped.

“Even moderate exercise can drastically reduce cardiovascular risk, so finding low-cost ways to get people moving and stay in a fitness program that they can do at home is a huge win for public health,” said Alison Brown, Ph.D., R.D., a program officer at the National Heart, Lung, and Blood Institute (NHLBI), part of NIH.

The study took place between 2019 and 2024. Researchers followed more than 1,000 adults at elevated risk for major cardiovascular events. All participants received a wearable fitness tracker, which connected to an online health portal and enabled researchers to count their baseline daily step count. Participants then set a goal to increase their daily steps by 33%, 40%, 50%, or any amount greater than 1,500 steps from their starting point. After they set their goals, participants were randomized into one of four groups.

Three groups offered incentives, including game-like rewards, financial rewards, or a combination of the two. In the game group, each participant received points every week and kept them by meeting their daily step goals. On days they failed to meet their goals they lost points. Participants with enough points moved up a level and participants who failed to meet goals moved down a level. A family member or friend could act as a participant’s “support crew” and receive weekly updates about their progress. At the end of the study, adults who reached the highest levels by meeting their daily step goals received trophies. In the financial group, each participant received $14 each week, but lost $2 a day if they did not meet their step targets. The third group received game-like and financial incentives.

The fourth group – a control group – received no incentives but got the fitness tracker, along with daily messages that noted their step count. Each intervention lasted for 12 months followed by a six-month follow-up period where all participants received the same information as controls.

Before the study began, participants in all groups logged an average of about 5,000 daily steps, or 2.4 miles. After 12 months, they increased their daily step count by more than 1,500, or three-fourths of a mile.

Compared to the control group, the game-incentive group walked an extra 538 steps from their baseline amount, while those who received financial incentives walked an extra 492. The group who received both incentives averaged 868 extra steps and maintained an average 576 more daily steps six months later. Adults in the single interventions kept their physical activity increases, but the gains didn’t differ significantly from the average 1,200 extra steps people in the control group took 18 months after the start of the study.

Still, “The interventions created immediate benefits for participants – and they worked,” said Alexander C. Fanaroff, M.D., a study author, an expert in behavior change, and an interventional cardiologist and assistant professor of medicine in the Division of Cardiology at the University of Pennsylvania, Philadelphia. “Research shows it’s easier to think about today instead of the future, whether it’s exercising more to support long-term heart health or saving for a future goal, like college or retirement.”

Researchers said people wanting to change their behavior, especially around exercise, can focus on the same principles used in the study, which created immediate benefits or rewards for movement. For example, there are exercise apps that provide daily reminders and rewards for meeting personal health goals, people could enlist family and friends for support, and even create scenarios where they lose money by giving it away if they don’t meet their targets. Healthcare systems and organizations could also use tactics in the study to help patients increase physical activity levels . The research was supported by NHLBI grant R61/ R33HL141440 .

Fanaroff AC, Patel MS, Chokshi N, et al. Effects of gamification, financial incentives, or both to increase physical activity among patients at high risk of cardiovascular events: The BE ACTIVE randomized controlled trial. Circ . 2024; doi: 10.1161/CIRCULATIONAHA.124.069531 .

About the National Heart, Lung, and Blood Institute (NHLBI):  NHLBI is the global leader in conducting and supporting research in heart, lung, and blood diseases and sleep disorders that advances scientific knowledge, improves public health, and saves lives. For more information, visit  www.nhlbi.nih.gov .

About the National Institutes of Health (NIH):  NIH, the nation's medical research agency, includes 27 Institutes and Centers and is a component of the U.S. Department of Health and Human Services. NIH is the primary federal agency conducting and supporting basic, clinical, and translational medical research, and is investigating the causes, treatments, and cures for both common and rare diseases. For more information about NIH and its programs, visit  www.nih.gov .

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Working outside the typical 9-5 in younger adulthood may be linked with worse health decades later

Employees with volatile work schedules early in their career had worse sleep and more depressive symptoms at age 50.

The hours you work earlier in life may be associated with worse health years later, according to a study published April 3, 2024 in the open-access journal PLOS ONE by Wen-Jui Han from New York University.

Studies have consistently shown that nonstandard work schedules -- working outside the traditional nine-to-five workday -- can negatively impact physical and mental health as well as social and family life. The current study uses a life-course approach to provide a longer-term perspective on how work schedule patterns throughout a person's working life impact their health in middle age.

Han used data from The National Longitudinal Survey of Youth-1979 (NLSY79), which includes data on more than 7,000 people in the US over 30 years, to see whether employment patterns in younger adulthood were associated with sleep, physical health, and mental health at age 50.

Han found that around a quarter of participants (26%) worked stable standard hours, with a further third (35%) working mostly standard hours. 17 percent initially worked standard hours in their 20s, later transitioning into volatile working patterns -- a combination of evening, night, and variable hours. 12 percent initially worked standard hours and then switched to variable hours. A final ten percent were mostly not working over this period.

Compared to individuals who mostly worked during traditional daytime hours throughout their working career, those whose careers featured more volatile work schedules slept less, had lower sleep quality, and were more likely to report depressive symptoms at age 50. The most striking results were seen in those who had stable work hours in their 20s and then transitioned to more volatile work hours in their 30s. This effect size was significant and similar to that of being educated only to below high school level.

Han also found racial and gender-related trends. For example, Black Americans were more likely to have volatile work schedules associated with poorer health, highlighting how some groups may disproportionately shoulder the adverse consequences of such employment patterns.

Han suggests that volatile work schedules are associated with poor sleep, physical fatigue, and emotional exhaustion, which may make us vulnerable to an unhealthy life. The study also suggests that positive and negative impacts of work schedules on health can accumulate over one's lifetime while highlighting how employment patterns can contribute to health inequities.

Han adds: "Work that is supposed to bring resources to help us sustain a decent life has now become a vulnerability to a healthy life due to the increasing precarity in our work arrangements in this increasingly unequal society. People with vulnerable social positions (e.g., females, Blacks, low-education) disproportionately shoulder these health consequences."

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• Wen-Jui Han. How our longitudinal employment patterns might shape our health as we approach middle adulthood—US NLSY79 cohort . PLOS ONE , 2024; 19 (4): e0300245 DOI: 10.1371/journal.pone.0300245

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Today's society demands to train children and adolescents who develop in an environment based on respect and the promotion of educational values. This aspect is especially relevant to promoting physical activity and its relationship with healthy habits, such as the consumption of unprocessed foods, the ...

Keywords : Education, Physical education, Innovation, Healthy habits, Nutrition, Physical activity, Sport psychology

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What’s it like to be a teacher in america today, public k-12 teachers are stressed about their jobs and few are optimistic about the future of education; many say poverty, absenteeism and mental health are major problems at their school.

Pew Research Center conducted this study to better understand the views and experiences of public K-12 school teachers. The analysis in this report is based on an online survey of 2,531 U.S. public K-12 teachers conducted from Oct. 17 to Nov. 14, 2023. The teachers surveyed are members of RAND’s American Teacher Panel, a nationally representative panel of public K-12 school teachers recruited through MDR Education. Survey data is weighted to state and national teacher characteristics to account for differences in sampling and response to ensure they are representative of the target population.

Here are the questions used for this report , along with responses, and the survey methodology .

Low-poverty , medium-poverty and high-poverty schools are based on the percentage of students eligible for free and reduced-price lunch, as reported by the National Center for Education Statistics (less than 40%, 40%-59% and 60% or more, respectively).

Secondary schools include both middle schools and high schools.

All references to party affiliation include those who lean toward that party. Republicans include those who identify as Republicans and those who say they lean toward the Republican Party. Democrats include those who identify as Democrats and those who say they lean toward the Democratic Party.

Public K-12 schools in the United States face a host of challenges these days – from teacher shortages to the lingering effects of COVID-19 learning loss to political battles over curriculum .

In the midst of all this, teachers express low levels of satisfaction with their jobs. In fact, they’re much less satisfied than U.S. workers overall.

Here’s how public K-12 teachers are feeling about their jobs:

• 77% say their job is frequently stressful.
• 68% say it’s overwhelming.
• 70% say their school is understaffed.
• 52% say they would not advise a young person starting out today to become a teacher.

When it comes to how their students are doing in school, teachers are relatively downbeat about both academic performance and behavior.

Here’s how public K-12 teachers rate academic performance and behavior at their school:

• 48% say the academic performance of most students at their school is fair or poor. A third say it’s good, and only 17% describe it as excellent or very good.
• 49% say the behavior of most students at their school is fair or poor; 35% say it’s good and 13% say it’s excellent or very good.

The COVID-19 pandemic likely compounded these issues. About eight-in-ten teachers (among those who have been teaching for at least a year) say the lasting impact of the pandemic on students’ behavior, academic performance and emotional well-being has been very or somewhat negative.

Assessments of student performance and behavior differ widely by school poverty level. 1 Teachers in high-poverty schools have a much more negative outlook. But feelings of stress and dissatisfaction among teachers are fairly universal, regardless of where they teach.

Related: What Public K-12 Teachers Want Americans To Know About Teaching

As they navigate these challenges, teachers don’t feel they’re getting the support or reinforcement they need from parents.

Majorities of teachers say parents are doing too little when it comes to holding their children accountable if they misbehave in school, helping them with their schoolwork and ensuring their attendance.

Teachers in high- and medium-poverty schools are more likely than those in low-poverty schools to say parents are doing too little in each of these areas.

These findings are based on a survey of 2,531 U.S. public K-12 teachers conducted Oct. 17-Nov. 14, 2023, using the RAND American Teacher Panel. 2 The survey looks at the following aspects of teachers’ experiences:

• Teachers’ job satisfaction (Chapter 1)
• How teachers manage their workload (Chapter 2)
• Problems students are facing at public K-12 schools (Chapter 3)
• Challenges in the classroom (Chapter 4)
• Teachers’ views of parent involvement (Chapter 5)
• Teachers’ views on the state of public K-12 education (Chapter 6)

Problems students are facing

We asked teachers about some of the challenges students at their school are facing. Three problems topped the list:

• Poverty (53% say this is a major problem among students who attend their school)
• Chronic absenteeism (49%)
• Anxiety and depression (48%)

Chronic absenteeism (that is, students missing a substantial number of school days) is a particular challenge at high schools, with 61% of high school teachers saying this is a major problem where they teach. By comparison, 46% of middle school teachers and 43% of elementary school teachers say the same.

Anxiety and depression are viewed as a more serious problem at the secondary school level: 69% of high school teachers and 57% of middle school teachers say this is a major problem among their students, compared with 29% of elementary school teachers.

Fewer teachers (20%) view bullying as a major problem at their school, though the share is significantly higher among middle school teachers (34%).

A look inside the classroom

We also asked teachers how things are going in their classroom and specifically about some of the issues that may get in the way of teaching.

• 47% of teachers say students showing little or no interest in learning is a major problem in their classroom. The share rises to 58% among high school teachers.
• 33% say students being distracted by their cellphones is a major problem. This is particularly an issue for high school teachers, with 72% saying this is a major problem.
• About one-in-five teachers say students getting up and walking around when they’re not supposed to and being disrespectful toward them (21% each) are major problems. Teachers in elementary and middle schools are more likely than those in high schools to see these as challenges.

A majority of teachers (68%) say they’ve experienced verbal abuse from a student – such as being yelled at or threatened. Some 21% say this happens at least a few times a month.

Physical violence is less common. Even so, 40% of teachers say a student has been violent toward them , with 9% saying this happens at least a few times a month.

About two-thirds of teachers (66%) say that the current discipline practices at their school are very or somewhat mild. Only 2% say the discipline practices at their school are very or somewhat harsh, while 31% say they are neither harsh nor mild. Most teachers (67%) say teachers themselves don’t have enough influence in determining discipline practices at their school.

Behavioral issues and mental health challenges

In addition to their teaching duties, a majority of teachers (58%) say they have to address behavioral issues in their classroom every day. About three-in-ten teachers (28%) say they have to help students with mental health challenges daily.

In each of these areas, elementary and middle school teachers are more likely than those at the high school level to say they do these things on a daily basis.

And teachers in high-poverty schools are more likely than those in medium- and low-poverty schools to say they deal with these issues each day.

Cellphone policies and enforcement

Most teachers (82%) say their school or district has policies regarding cellphone use in the classroom.

Of those, 56% say these policies are at least somewhat easy to enforce, 30% say they’re difficult to enforce, and 14% say they’re neither easy nor difficult to enforce.

Experiences with cellphone policies vary widely across school levels. High school teachers (60%) are much more likely than middle school (30%) and elementary school teachers (12%) to say the policies are difficult to enforce (among those who say their school or district has a cellphone policy).

How teachers are experiencing their jobs

Thinking about the various aspects of their jobs, teachers are most satisfied with their relationship with other teachers at their school (71% are extremely or very satisfied).

They’re least satisfied with how much they’re paid – only 15% are extremely or very satisfied with their pay, while 51% are not too or not at all satisfied.

Among teachers who don’t plan to retire or stop working this year, 29% say it’s at least somewhat likely they will look for a new job in the 2023-24 school year. Within that group, 40% say they would look for a job outside of education, 29% say they’d seek a non-teaching job in education, and only 18% say they’d look for a teaching job at another public K-12 school.

Do teachers find their work fulfilling and enjoyable?

Overall, 56% of teachers say they find their job to be fulfilling extremely often or often; 53% say their job is enjoyable. These are significantly lower than the shares who say their job is frequently stressful (77%) or overwhelming (68%).

Positive experiences are more common among newer teachers. Two-thirds of those who’ve been teaching less than six years say their work is fulfilling extremely often or often, and 62% of this group says their work is frequently enjoyable.

Teachers with longer tenures are somewhat less likely to feel this way. For example, 48% of those who’ve been teaching for six to 10 years say their work is frequently enjoyable.

Balancing the workload

Most teachers (84%) say there’s not enough time during their regular work hours to do tasks like grading, lesson planning, paperwork and answering work emails.

Among those who feel this way, 81% say simply having too much work is a major reason.

Many also point to having to spend time helping students outside the classroom, performing non-teaching duties like lunch duty, and covering other teachers’ classrooms as at least minor reasons they don’t have enough time to get all their work done.

A majority of teachers (54%) say it’s very or somewhat difficult for them to balance work and their personal life. About one-in-four (26%) say it’s very or somewhat easy for them to balance these things, and 20% say it’s neither easy nor difficult.

Among teachers, women are more likely than men to say work-life balance is difficult for them (57% vs. 43%). Women teachers are also more likely to say they often find their job stressful or overwhelming.

How teachers view the education system

A large majority of teachers (82%) say the overall state of public K-12 education has gotten worse in the past five years.

And very few are optimistic about the next five years: Only 20% of teachers say public K-12 education will be a lot or somewhat better five years from now. A narrow majority (53%) say it will be worse.

Among teachers who think things have gotten worse in recent years, majorities say the current political climate (60%) and the lasting effects of the COVID-19 pandemic (57%) are major reasons. A sizable share (46%) also point to changes in the availability of funding and resources.

Related:  About half of Americans say public K-12 education is going in the wrong direction

Which political party do teachers trust more to deal with educational challenges?

On balance, more teachers say they trust the Democratic Party than say they trust the Republican Party to do a better job handling key issues facing the K-12 education system. But three-in-ten or more across the following issues say they don’t trust either party:

• Shaping school curriculum (42% say they trust neither party)
• Ensuring teachers have adequate pay and benefits (35%)
• Making schools safer (35%)
• Ensuring adequate funding for schools (33%)
• Ensuring all students have equal access to high-quality K-12 education (31%)

A majority of public K-12 teachers (58%) identify or lean toward the Democratic Party. This is higher than the share among the general public (47%).

• Poverty levels are based on the percentage of students in the school who are eligible for free and reduced-price lunch. ↩
• For details, refer to the Methodology section of the report. ↩
• Urban, suburban and rural schools are based on the location of the school as reported by the National Center for Education Statistics (rural includes town). Definitions match those used by the U.S. Census Bureau. ↩

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Table of contents, ‘back to school’ means anytime from late july to after labor day, depending on where in the u.s. you live, among many u.s. children, reading for fun has become less common, federal data shows, most european students learn english in school, for u.s. teens today, summer means more schooling and less leisure time than in the past, about one-in-six u.s. teachers work second jobs – and not just in the summer, most popular.

About Pew Research Center Pew Research Center is a nonpartisan fact tank that informs the public about the issues, attitudes and trends shaping the world. It conducts public opinion polling, demographic research, media content analysis and other empirical social science research. Pew Research Center does not take policy positions. It is a subsidiary of The Pew Charitable Trusts .

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A “Growth-at-All-Costs” Mindset Can Stall Your Company

If leaders don’t consider employees in their growth strategies, then disengagement, burnout, and lack of innovation will persist.

The strength of any organization depends on its people. Research has found a strong positive relationship between employee well-being and firm performance. When people feel healthy and engaged, their work performance improves, their relationships are stronger, and they’re better motivated to impact change. This is what’s at the heart of “human sustainability”— a concept introduced in Deloitte’s “2023 Global Human Capital Trends” report. It’s about creating value in people’s lives — from their physical and mental well-being to their career skills and overall sense of purpose. It starts with individuals, but ultimately has a ripple effect to the people they encounter and the organizations they’re part of. Research shows that a focus on human sustainability drives stronger business results. All organizations need a business growth strategy where people feel they’re prioritized. Before you launch your next growth initiative, make sure you’re not sabotaging your employees, and your company in turn. This article offers five questions to ask yourself as you’re setting your own growth strategy.

Sustainable growth can be elusive. Research has shown that only about 15% of the companies in the top growth quartile in 1985 were able to sustain their top-quartile performance for at least 30 years. While factors such as operating systems, financial health, and internal processes are all critical in determining whether growth can continue, studies show that of all the resources a company has, human capital is the most important. In other words, consistent and profitable growth is never easy, but it’s nearly impossible without “the quality, talent, and mindset of its people.”

• Jenn Lim  is a global workplace expert , one of the World’s Top 50 Keynote Speakers, the bestselling author of Beyond Happiness , and CEO/Cofounder of Delivering Happiness .
• Jen Fisher  is Deloitte’s Human Sustainability leader in the United States. She’s also the bestselling author of the book,  Work Better Together , a  TEDx speaker , the  Human Sustainability Editor-At-Large for Thrive Global , and the host of the  WorkWell podcast series .

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