Open research questions in Physical Education and Pedagogy

What the literature leaves open

• Designing project themes based on authentic sport contexts Designing project themes grounded in authentic sport contexts serves as the starting point of PBL. The core lies in embedding instructional objectives tasks. A into meaningful challenging and 157 Contemporary Education and Teaching Research Vol. 7 Iss. 5 2026 well-designed project theme should meet several criteria, among which authenticity is paramount — referring to a high degree of relevance between the project context and real problems that may arise in students’ actual sport participation. For example, rather than abstractly requiring students to practice instructors may assign a volleyball passing skills, an task inter-departmental volleyball competition,” thereby motivating students to actively train various skills under the drive of a real competitive context (Sun et al., 2025). “representing class such the as in Taking a basketball teaching unit as an example, instructors may design a project titled “Class 3-on-3 Basketball League,” requiring students to form teams, develop training plans, conduct tactical rehearsals, record game data, and create assign referees, promotional materials. This integrates multiple skill objectives—such as dribbling, passing, shooting, defense, and tactical coordination — while also incorporating interdisciplinary competencies including event organization, teamwork, and public communication. project When introducing the project, teachers should utilize videos, images, or previous cases to help students construct a concrete understanding of the task, while clearly specifying the expected outcomes and evaluation criteria. By situating learning within authentic transforms contexts, decontextualized skill training into meaningful activity, enabling students to internalize and transfer skills through project completion.

  Exploring Instructional Pathways for College Physical Education from the Perspective of Project-Based Learning · 2026 · DOI

• Teachers’ project design and instructional competence Teachers’ ability to design and guide projects constitutes the primary determinant of whether PBL can be effectively implemented. Traditional PE teachers are accustomed to instructional models centered and corrective feedback. However, PBL requires a transition in teachers’ roles—from “action instructors” to “project designers and learning facilitators.” This shift imposes new competency requirements on teachers (Zhu, 2024). demonstration, explanation, on instance, traditional During the project design phase, teachers must determine which motor skills and physical fitness objectives are suitable for a project-based approach. They are also required to design project themes that are authentic, challenging, and feasible, anticipate potential difficulties, and develop corresponding support strategies. For in a basketball include course, dribbling layups or set-position shooting. In contrast, a PBL-oriented design might involve organizing a “3-on-3 class basketball tournament,” where students independently formulate competition rules, design training plans, and assign roles such as referees and record keepers. This requires teachers to possess a comprehensive understanding not only of technical aspects of basketball but also of event organization and management. assessments might During the implementation phase, the teacher’s role shifts from correcting movements to providing scaffolding support (Cao & Chen, 2024). 3.2 Provision of instructional time equipment, facilities, and a time authentic The availability of facilities, equipment, and instructional fundamental constitutes constraint on the implementation of PBL in college PE. PBL emphasizes and task-driven learning, which differs significantly from traditional teaching in terms of resource requirements. Conventional PE instruction typically focuses on segmented skill training, requiring relatively simple and function-specific equipment, such as basketballs, cones, or skipping ropes.

  Exploring Instructional Pathways for College Physical Education from the Perspective of Project-Based Learning · 2026 · DOI

• Future research should investigate whether situational PL scores are influenced by the characteristics of different PE activities and assess measurement invariance across activity contexts to strengthen the interpretability and comparability of scores.

  What do students really gain from physical education? The QPE4PLimpact as a situational measure of physical literacy in high school · 2026 · DOI

• Although existing studies have addressed psychological variables such as teacher identity and self-efficacy, empirical examination of the mechanisms among institutional environment, organizational support, and professional identity remains relatively insufficient for the specific group of rural physical education teachers.

  Research on the Dilemmas, Mechanisms, and Pathways of Professional Development among Rural Physical Education Teachers in Zhaoqing City · 2026 · DOI

• https://doi.org/10.1123/jpah.2013-0228 Marsh, C.J. (2004). Key concepts for understanding curriculum. London: Routledge. McNeil, J. D. (2006). Contemporary curriculum. New Jersey: John Wiley and Sons, Inc. O’Donnell, C. L. (2008). Defining, conceptualizing, and measuring fidelity of implementation and its relationship to outcomes in 33-84.

  Examining the relationship between curriculum design approach preferences and their commitment to the curriculum of physical education and sports teachers · 2026 · DOI

• © 2026 Journal of Perspectives in Applied Academic Practice 103 Journal of Perspectives in Applied Academic Practice | Vol 14 | Issue 1 (2026) A field study on how PE students perceive the potential of video-based peer feedback in higher education Perceived personal benefits of video feedback: adapted scale according to Lewis’ (2019) Perceived Usefulness (PU) Scale Opinions on the usefulness of video feedback vary widely.

  A field study on how PE students perceive the potential of video-based peer feedback in higher education · 2026 · DOI

• Implications for School Health Policy, Practice, and Equity: The strategy provides a structured pedagogical framework for physical education, suggesting potential feasibility, though limited by the specific single‐setting and demographic parameters, and policy recommendations remain premature without broader replication.

  Enhancing Motor Competence in Rhythmic Gymnastics: Effects of the Overlapping Waves Strategy in School‐Based Physical Education · 2026 · DOI

• Amika Singh1, 2, Ivo van Hilvoorde2 1 The Mulier Institute, Utrecht, The Netherlands 2 Department of Movement, School & Sports, Windesheim University of Applied Sciences, Zwolle, The Netherlands The studies in this symposium highlight a growing European momentum towards embedding physical literacy (PL) not only as a pedagogical or policy framework but as a foundational orientation for sustainable health promotion. PL offers a holistic approach to engaging children in meaningful movement. Anchored by a Delphi process involving experts from over 40 countries, the first study introduces the Global Physical Literacy Action Framework, proposing a shared foundation of principles that are both globally coherent and adaptable to regional contexts. Recommendations include strengthening links to the Sustainable Development Goals, embedding PL in physical education (PE) curricula and prioritising a flexible framework over a universal definition to respect cultural and contextual diversity. Building on this foundation, the second and third study present the culturally sensitive adaptation and validation of PL assessment tools in two countries. In Ukraine, researchers adapted and tested the affective and cognitive components of the Canadian Assessment of PL, highlighting the importance of local expert involvement in tool development. In France, the PLC-Quest was translated and validated to assess self-perceived PL in children aged 6–12. Both initiatives demonstrate how culturally resonant tools support not just measurement, but also broader professional capacity-building and alignment with national strategies in health and education. The fourth study from the Netherlands presents findings from a project exploring how PL is understood and appreciated by PE teachers to support holistic assessment practices and school reporting. Teachers express enthusiasm for using PL to engage all learners – not only those excelling in motor competence – and to promote inclusive, lifelong participation in physical activity. Together, these studies reflect a shift towards a more coordinated European agenda, where the PL concept is not merely used as a measurement instrument but applied in educational and public health contexts. The symposium illustrates the importance of culturally adapted implementation, interdisciplinary collaboration, and engagement with practitioners. This multifaceted approach is essential for building a foundation for sustainable health promotion – empowering the next generation across Europe to move more and move better. The symposium, led by Dr. Singh, Dr. van Hilvoorde (discussant), will reflect on the studies presented. Copyright © 2025 Authors. Published by Lithuanian Sports University.

  S13: Foundations for Health-Enhancing, Sustainable Physical Activity in Children: A Physical Literacy Perspective · 2026 · DOI

• Despite the advances provided by the studies included in this special issue, important challenges remain for future research. First, the predominance of cross-sectional designs limits our understanding of the causal relationships between Physical Education, physical activity and well-being. Longitudinal studies will be essential trajectories to better characterise across development. these Second, the findings highlight the need to deepen research on the mediating mechanisms responsible for the observed benefits. Variables such as Physical Literacy, autonomous motivation, social competence, social support, flow experiences and sense for of meaning emerge as particularly promising areas further investigation. Finally, the results underscore the importance of reducing inequalities related to gender, socioeconomic context and access inclusive to participation opportunities. Creating more educational environments that actively promote participation should be a priority for researchers, educators and policy-makers. The studies gathered in this Research Topic consistently demonstrate that Physical Education and physical activity play a meaningful role in promoting life satisfaction and well-being among adolescents and young adults. However, the principal contribution of this collection is to show that these benefits do not arise solely from physical practice per se, but emerge from a complex interaction of motivational, psychological, social and contextual mechanisms. Physical Education appears as a privileged context for fostering Physical Literacy, autonomous motivation and behavioural intentions conducive to adopting active lifestyles. At the same time, physical activity contributes to mental health by strengthening interpersonal relationships, social support, positive experiences and the construction of personal meaning. In sum, the findings of this collection reinforce the need to understand Physical Education and physical activity as instruments of holistic human development. When supported by favourable family, school and social contexts, they can make a substantial contribution to shaping healthier, more resilient, motivated and life-satisfied young people.

  Editorial: The role of physical education in adolescent life satisfaction and well-being · 2026 · DOI

• In line with the findings of this study, various suggestions can be developed to increase meaningful experiences in physical education classes. First of all, it is recommended to include more game-based activities and creative practices in the course content in order to increase students' motivation and participation. In addition, systematic implementation of parkour, station and skill exercises to develop students' basic movement skills can strengthen their motor competence perceptions and increase their commitment to the course. Teachers' planning their lessons by taking into account students' individual differences and linking learning processes with students' life contexts will also contribute to the development of a sense of personal meaningfulness. In addition, expanding group work and peer-assisted activities that encourage social interaction and collaboration can foster long-term engagement by strengthening students' sense of belonging. Teachers' adopting a reflective approach in planning, implementation and evaluation processes; sharing lesson objectives with students and critically evaluating their own practices will improve the quality of meaningful physical education pedagogy. However, as revealed in the research, the inadequacy of the physical environment, lack of equipment, crowded classrooms and time constraints make it difficult for teachers to implement. Therefore, it is important that school administrators and policy makers provide stronger support to teachers in terms of infrastructure, materials, in-service training and guidance. Finally, in future research, it is suggested that the "delight" dimension of meaningful physical education, which is less frequently mentioned by students, should be examined in depth; and that MPE practices in different age groups, genders and school types should be evaluated comparatively. Thus, it will be possible to address the meaningful physical education approach from a broader perspective in both theoretical and practical dimension 169 Spormetre The Journal of Physical Education and Sport Sciences, 24(1), 2026, 152-171 REFERENCES Bailey, R. (2006). Physical education and sport in schools: A review of benefits and outcomes. Review of Educational Research, 76(3), 397–433. https://doi.org/10.1111/j.1746-1561.2006.00132.x Beni, S., Chróinín, D. N., Fletcher, T. (2021). ‘It’s how PE should be!’: Classroom teachers’ experiences of implementing Meaningful Physical Education. European Physical Education Review, 27(3), 666-683. https://doi.org/10.1177/1356336X20984188 Beni, S., Fletcher, T., & Ní Chróinín, D. (2017). Meaningful experiences in physical education and youth sport: A review of the literature. Quest, 69(3), 291–312. https://doi.org/10.1080/00336297.2016.1224192 Beni, S., Ní Chróinín, D., & Fletcher, T. (2019). A focus on the how of meaningful physical education in primary schools. Sport, Education and Society, 24(6), 624–637. https://doi.org/10.1080/13573322.2019.1612349 Cañabate, D., Bubnys, R., Hernández, E., & Colomer, J. (2024, January). A rubric for pre-service teachers to evaluate meaningful physical education. In Frontiers in Education (Vol. 8, p. 1324349). Frontiers Media SA. Cañabate, D., Bubnys, R., Nogué, L., Martínez-Mínguez, L., Nieva, C., & Colomer, J. (2021). Cooperative learning to reduce inequalities: instructional approaches and dimensions. Sustainability, 13(18), 10234. https://doi.org/10.3390/su131810234 Cañabate, D., Serra, T., Bubnys, R., & Colomer, J. (2021). Enhancing education for sustainable development in 10234. through education physical https://doi.org/10.3390/su131810234 Sustainability, cooperative learning. 13(18), Cankuvvet, Z., Demirtaş, H., & Doğanay, A. (2015). Nitel araştırmalarda geçerlik ve güvenirlik. Eğitimde Nitel Araştırmalar Dergisi, 3(2), 61–84 Casey, A., & Goodyear, V. A. (2015). Can cooperative learning achieve the four learning outcomes of physical education? A review of literature. Quest, 67(1), 56–72. https://doi.org/10.1080/00336297.2014.984733 Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications. Creswell, J. W. (2021). Karma Yöntem Araştırmalarına Giriş. (3.Baskı) (Sözbilir, M. Çev.) Pegem Yayıncılık. Curtner-Smith, M. D. (1999). The more things change the more they stay the same: Factors influencing teachers’ interpretations and delivery of national curriculum physical education. Sport, Education and Society, 4(1), 75–97. https://doi.org/10.1080/1357332990040106 Dyson, B., Griffin, L. L., & Hastie, P. A. (2004).

  LEARNING FROM CHILDREN, LISTENING TO CHILDREN: TEACHERS’ VOICES IN MEANINGFUL PHYSICAL EDUCATION · 2026 · DOI

• Low motivation and poor learning outcomes represent persistent challenges in Physical Education, Sports, and Health (PJOK) instruction at the junior high school level, yet the motivational mechanisms underlying culturally grounded pedagogical interventions remain underexplored.

  Gobak sodor as a culturally grounded motivational framework: effects of traditional game-based learning on engagement and achievement in junior high school physical education · 2026 · DOI

• Studies in medicine and nursing reveal tensions between clinician and educator identities, but these findings may not fully apply to the intermittent and voluntary nature of the CI role in physical therapy and have not been fully explored in the physical therapy literature.

  Educator Identity Formation of the Clinical Instructor in Physical Therapy: A Qualitative Exploration · 2026 · DOI

• (i) Within the scope of opinions on the course, teachers emphasized that sports and physical activity lessons make a significant contribution to student development, that the weekly hours allocated to these lessons are insufficient, that they face challenges in implementing the curriculum, and that they employ various teaching methods and techniques to keep students active during the lessons.

  Opinions of Physical Education and Sports Teachers Working in Special Education Schools About Their Lessons · 2026 · DOI

• Research on motor learning and neuroplasticity, such as Dayan and Cohen (2011), posit that motor skill development entails neural activity modifications across various cerebral regions, including but not limited to the dorsolateral prefrontal cortex, primary motor cortex, and supplementary motor area.

  A quasi-experimental study of the video-based “Did You Know?” blended learning model in physical education: Impact on motor skills, knowledge acquisition, and motivation in gymnastics · 2026 · DOI

• stabilized teaching practices. Moreover, the study focuses deliberately on implementing PAL. Consequently, broader organizational and structural factors were not systematically captured. While this focus allows an in-depth understanding of how teachers in secondary schools interpret and enact PAL in their classroom for multi-level practice, limits influences. Future therefore deliberately include more skeptical or resistant teachers (Samuel and Merkebu, 2025) and integrate organizational-level perspectives to develop a broader understanding of perceived barriers, contextual constraints, and their interaction with individual teacher characteristics and competence facets. the ability research to account should it The greatest need expressed by teachers relates to practical strategies for managing open lesson phases, maintaining student commitment, and preventing a loss of control. This finding is not surprising, given that the PD training in the present study primarily focused on introducing PAL, but did not explicitly address classroom management strategies for open-ended, less structured learning environments. As in other studies learning with movement is also perceived as easily accessible, teachers report a lack of pre-structured and readily adaptable through movement across different subjects (Daly-Smith et al., 2021; McMullen et al., 2016). From a competence-oriented formats should therefore aim to perspective, future PD strengthen teachers’ pedagogical content knowledge related to PAL, their attitudes toward PAL, and especially their selfimplementation. This may be achieved by efficacy to following experiment with and reflect on ready-to-use PAL materials (Daly-Smith et al., 2021; McMullen et al., 2016), particularly when such materials are embedded in PD formats that also address classroom management.

  Implementing physically active learning in secondary schools from teachers’ perspectives: benefits, concerns, and conditions for success · 2026 · DOI

• Several limitations of this study warrant acknowledgment. First, the purposive sampling strategy, while appropriate for an exploratory comparative study, limits the generalizability of quantitative findings. The small sample sizes—particularly three teachers per site—reduce the statistical power of between-group comparisons, and future research should employ larger probability samples to strengthen inferential validity. Second, the cross-sectional design precludes causal attribution of improved student learning outcomes to SACE implementation per se, as confounding variables (teacher experience, parental socioeconomic status, school resources) were not fully controlled. A longitudinal cohort design tracking pre- and post-SACE learning outcomes over multiple academic years is recommended for future inquiry. Third, the reliance on self-report questionnaire data for student engagement and teacher implementation fidelity introduces social desirability bias; future studies should supplement these with objective performance measures (e.g., standardized PE competency assessments). Finally, the SWOT analysis, while rigorously executed within the Rangkuti (2014) framework, remains a qualitative-to-quantitative conversion that is susceptible to subjectivity in factor weighting.

  Comparative Analysis of the Implementation of the South Australian Certificate of Education (SACE) Curriculum in Physical Education: Impacts on Student Learning Outcomes in Indonesia and Australia · 2026 · DOI

• AI-Assisted Journalism AI is moving from experimental to operational in newsrooms. Global Scenario: The Associated Press uses AI to generate 4,000+ quarterly earnings reports and sports match summaries. Bloomberg’s ―BloombergGPT‖ helps financial journalists analyze data faster. AI is also used for real-time translation, enabling outlets like Reuters to publish in 16 languages simultaneously. Indian Scenario: The Quint’s ―WebQoof‖ uses AI to detect deepfakes in 8 Indian languages, reducing verification time by 50%. Dainik Bhaskar has deployed AI for automated headline generation in Hindi. However, adoption is limited due to cost and lack of training among journalists.

  Contemporary perspectives in social science commerce and physical education: Issues, Challenges and Future Direction · 2026 · DOI

• Holistic Wellness Framework: PE is evolving into ―Health and Physical Education‖ that integrates mental health, nutrition, and mindfulness. Gamification and Engagement: Apps like Classrooms use reward systems to encourage daily activity among students. Policy Push: India’s NEP 2020 mandates 120 minutes of physical activity weekly, while the ―Fit India‖ movement promotes community fitness challenges.

  Contemporary perspectives in social science commerce and physical education: Issues, Challenges and Future Direction · 2026 · DOI

• AI and Hyper-Personalization: AI-driven recommendation systems now predict consumer needs before they arise. Decentralized Finance (DeFi): Blockchain enables peer-to-peer lending without intermediaries, though volatility remains a barrier. Green Finance: Carbon credit trading and green bonds are becoming mainstream financial instruments.

  Contemporary perspectives in social science commerce and physical education: Issues, Challenges and Future Direction · 2026 · DOI

• Computational Social Science: Machine learning models analyze sentiment in millions of tweets to track public opinion in real time. Community-Based Participatory Research: Researchers collaborate with communities to co-design interventions, especially in health and education. Global South Perspectives: Decolonizing social science by incorporating non-Western epistemologies and local knowledge systems.

  Contemporary perspectives in social science commerce and physical education: Issues, Challenges and Future Direction · 2026 · DOI

• Although this study strives for comprehensiveness, several limitations warrant careful consideration. First, although the levels, and sample encompasses different genders, educational regions, it remains distinctly urban-oriented overall.

  Between the school and the screen: how digital informal learning shapes Chinese novice physical education teachers' identity · 2026 · DOI

• However, current research into primary school principals’ perspectives and discourses on PE is scarce and insufficient, particularly in Aotearoa New Zealand.

  Hegemony, antagonism, and struggle: primary school principals’ discourses on physical education · 2025 · DOI

• According to our results, gym are available in 90% of the facilities, but outdoor sports fields and spaces necessary for athletics education are lacking to a much greater extent.

  Investigating the Framework Conditions for Everyday Physical Education in Schools of the Southern Transdanubia Region · 2025 · DOI

• Since there are hardly any studies on how this situation is reflected in physical education (PE) and sports, it is believed those revealing PE teachers’ attitudes to multicultural education and people with various sexual orientations in the Turkish sample will add to the body of limited literature.

  Physical education teachers’ attitudes regarding multicultural education and people of different sexual orientations · 2024 · DOI

• Yet, while SEL continues to progress as a global education priority, there is limited literature on SEL in physical education, and even less which seeks to explore teaching SEL in a physical education teacher education (PETE) programme.

  Lessons learned teaching social and emotional learning in physical education teacher education: a self-study · 2024 · DOI

Most-cited papers in Physical Education and Pedagogy

• It’s NOT rocket science: rethinking our metaphors for research in health professions education · Medical Education · 2009 · 252 citations
• Adopting a models-based approach to teaching physical education · Physical Education and Sport Pedagogy · 2018 · 185 citations
• The Panopticon of physical education: pretty, active and ideally white · Physical Education and Sport Pedagogy · 2009 · 171 citations
• Evaluation of a Two-Year Middle-School Physical Education Intervention: M-SPAN · Medicine & Science in Sports & Exercise · 2004 · 170 citations
• Athletic Training Services in Public Secondary Schools: A Benchmark Study · Journal of Athletic Training · 2015 · 164 citations
• Children's Activity Levels and Lesson Context during Third-Grade Physical Education · Research Quarterly for Exercise and Sport · 1995 · 126 citations
• Educating Students for a Lifetime of Physical Activity: Enhancing Mindfulness, Motivation, and Meaning · Research Quarterly for Exercise and Sport · 2017 · 120 citations
• Research on Cooperative Learning in Physical Education: Systematic Review of the Last Five Years · Research Quarterly for Exercise and Sport · 2020 · 111 citations
• Adolescent Girls’ Perceptions of Physical Activity: A Systematic Review of Qualitative Studies · American Journal of Health Promotion · 2018 · 108 citations
• Incorporating TikTok in higher education: Pedagogical perspectives from a corporal expression sport sciences course · Journal of Hospitality Leisure Sport & Tourism Education · 2021 · 107 citations

Most recent work

• State of the States Policy Report: Physical Education and Physical Activity Policy in the United States and its Territories · Journal of Physical Education Recreation & Dance · 2026
• From Policy to Action: Leveraging the <i>State of the States Report</i> for Advocacy · Journal of Physical Education Recreation & Dance · 2026
• State of Fragility and Possibility: 40 Years of School-Based Physical Education and Physical Activity Policy (D)Evolution and the Road Ahead · Journal of Physical Education Recreation & Dance · 2026
• The preparation priorities and challenges faced by teachers in Australian secondary schools before outdoor education programs · Journal of Adventure Education & Outdoor Learning · 2026
• From policy ambition to classroom practice: health education in China’s physical education and health curriculum reform · Physical Education and Sport Pedagogy · 2026
• The Impact of Content Knowledge on Pedagogical Content Knowledge Development and Student Performance in Physical Education: A Systematic Review · Journal of Teaching in Physical Education · 2026
• Exploring the Influence of Background and Demographic Factors on Children’s Aquatic Competence in Primary Physical Education · Journal of Teaching in Physical Education · 2026
• Video Technology in Physical Education: A Practical Guide for Modern Educators · Journal of Physical Education Recreation & Dance · 2026
• Psychological Resource Development for Preservice Teachers: Suggestions for Perceived Mattering Curriculum in Physical Education Teacher Education · Journal of Physical Education Recreation & Dance · 2026
• A Guide for Implementing a Middle-School Swim Safety Initiative · Strategies · 2026

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