This review provides a comprehensive analysis of the transformative role of artificial intelligence (AI) in predicting and preventing sports injuries across various disciplines. By exploring the application of machine learning (ML) and deep learning (DL) techniques, such as random forests (RFs), convolutional neural networks (CNNs), and artificial neural networks (ANNs), this review highlights AI’s ability to analyze complex datasets, detect patterns, and generate predictive insights that enhance injury prevention strategies. AI models improve the accuracy and reliability of injury risk assessments by tailoring prevention strategies to individual athlete profiles and processing real-time data. A literature review was conducted through searches in PubMed, Google Scholar, Science Direct, and Web of Science, focusing on studies from 2014 to 2024 and using keywords such as ‘artificial intelligence’, ‘machine learning’, ‘sports injury’, and ‘risk prediction’. While AI’s predictive power supports both team and individual sports, its effectiveness varies based on the unique data requirements and injury risks of each, with team sports presenting additional complexity in data integration and injury tracking across multiple players. This review also addresses critical issues such as data quality, ethical concerns, privacy, and the need for transparency in AI applications. By shifting the focus from reactive to proactive injury management, AI technologies contribute to enhanced athlete safety, optimized performance, and reduced human error in medical decisions. As AI continues to evolve, its potential to revolutionize sports injury prediction and prevention promises further advancements in athlete health and performance while addressing current challenges.

This study utilized a relational screening model to examine the relationship between mental well-being and emotional regulation levels among basketball referees. The research sample consisted of 327 active field referees officiating in Turkish basketball leagues during the 2021–2022 season, selected using an accessible sampling method. The sample included 13.50% (n = 44) female referees and 86.50% (n = 283) male referees, with 67.30% (n = 220) holding national accreditation and 32.70% (n = 107) being regional referees. Data collection involved a personal information form, the Warwick-Edinburgh Mental Well-Being Scale (WEMWBS) and the Referee Emotion Regulation Scale (RERS). Statistical analyses, such as Pearson's correlation coefficient, regression analysis, t-tests, and ANOVA, were conducted using SPSS 21 software, with a significance level set at p < .05. The results of this study indicated that gender and educational status did not significantly influence mental well-being, Suppression, and Cognitive Reappraisal levels among basketball referees. However, the level of refereeing emerged as a significant variable impacting mental well-being, Suppression, and Cognitive Reappraisal levels. Notably, a positive and significant correlation was observed between mental well-being, Suppression, Cognitive Reappraisal levels, age, and experience of basketball referees. Furthermore, a positive correlation was found between referees' mental well-being and emotional regulation levels, highlighting the interplay between these factors. The findings underscore the importance of prioritizing mental well-being and emotional regulation for enhancing the performance of basketball referees. Furthermore, the study emphasizes the need to nurture these aspects to improve referees' psychological resilience and overall performance. Practical research on mental well-being and emotion regulation in refereeing can contribute significantly to the existing literature, providing valuable insights for referee training and support programs.

Background: Lately, there has been a change in the approach to physical education as a school subject. The new (knowledge-based) approach proposes the teaching of a theoretical component that provides information and complements the practical one. The students thus acquire a thorough understanding of the principles underlying physical activity and assimilate the knowledge needed to independently conduct their physical activity throughout their lives. Materials & Methods: Firstly, there were identified a number of interventions that implement the theoretical component specific to the new approach, in the school environment. Interventions targeting students from the first grade to the university level were taken into account, without setting any geographical or temporary limits. Then, we analyzed the way in which the theoretical content was adapted and implemented at each educational level. The tools used in the evaluation of the theoretical component were also presented. Results and Conclusion: Even from the elementary school level, we find adapted methods for implementing a cognitive component. As we advance through middle school, high school and university level, we find interventions that propose theoretical contents adapted to contemporary society. Within the university-level chapter, special attention was dedicated to future physical education teachers and to the way in which they are prepared to teach a cognitive component within the physical education lesson. Finally, three categories of tools used in the evaluation of the cognitive component were presented: questionnaires, interviews, interactive methods.

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