Ultimate Frisbee (UF) is a non-contact, challenging, and self-promoted team sport. Its characteristics, such as the game environment and rules, appear to influence the on-the-pitch behaviour of players. This article examines the content of qualitative studies to determine if and how the unique characteristics of UF may be related to nine sociological themes, that may be identified during gameplay. These themes include the following: (a) competition and performance; (b) enjoyment; (c) communication; (d) cooperation/friendship; (e) behaviors/welfare; (f) teamwork/social skills; (g) environment/lifestyle; (h) rules/self-refereeing and (i) spirit of the Game (SOTG). The review was conducted according to PRISMA guidelines. A comprehensive search protocol was used to identify, screen, and select published research articles under a Qualitative Systematic Review (QSR). The search was occurred from 1 June to 30 December 2020 with no limitations regarding the year of publication. Original English-language papers that contained relevant data regarding sociological themes and UF were selected. As a result, nine papers were qualified to be included in the final version of QSR. The files analyzed were structured with MAXQDA. A total of 521 references were identified and selected for analysis. After the Screening (n = 301) and Eligibility (n = 71) phases, a total of 30 potential papers were selected and classified. Nine studies were included in the final analysis. The three most cited sociological themes in these studies were: communication, teamwork/social skills, and spirit of the game. Research suggests that UF involves patterns of interaction related to communication and the spirit of the game that encourage active lifestyles. Finally, we point out that UF is an appropriate sport to include in physical education classes in which the creation of positive relationships between students is the desired outcome. This topic should be explored further through interventional studies done in different contexts although the evidence suggests that UF offers players unique opportunities to experience a combination of physical activity and enjoyment.

In ultimate games governed by the World Flying Disc Federation (WFDF), all competitors also take on the role of referee. The players discuss disputed calls with each other during the game, and then follow rules designed for these situations to determine how the play continues. The number one rule of the sport is to respect the spirit of the game (SOTG), which encourages competitive play while preserving mutual respect and minimizing the risk of injury. The use of SOTG in ultimate in the framework of self-arbitration as a moral practice aligns well with other tools of critical pedagogy. For this study, the SOTG scores of the WFDF Joint Junior Ultimate Championship (JJUC 2022) were analyzed. A total of 1009 players from 19 countries competed in 434 self-refereed games (29 national teams in the WJUC Under-20 (U20) tournament and 20 teams in the EYUC Under-17 (U17) tournament). All the scores from the individual criteria correlated well with the overall scores, but for the most part, they did not correlate with each other. Our experience with the scoring system has highlighted the importance of participants understanding the meaning of the results and how they may lead to a constructive reflection to improve exceptions, including scores representing fouls and rules knowledge. The findings provide important information for physical education teachers, coaches, and sport consultants and may be of use to design SOTG programs that could foster the experience of sportsmanship and to facilitate the ethical conduct of athletes in either recreative or in competitive contexts.

Introduction: Implementing a self-refereeing system presents a unique challenge in sports education, particularly in academic and training settings where officiated sports prevail. However, Ultimate Frisbee stands out by entrusting players with both athlete and referee roles, introducing distinctive ethical complexities. This manuscript is intended to evaluate ethical behavior and self-control within the Spirit of the Game (SOTG) scoring system in Elite Ultimate. To address these, Ultimate employs the (SOTG) scoring system, integral since the sport's inception in the late 1980s. SOTG aims to enhance and evaluate athletes’ ethical conduct. This study evaluates SOTG's effectiveness in elite-level Ultimate, analyzing variations across divisions and age groups in three high-level tournaments.Methods: Using a cross-sectional design, data were collected from five international Ultimate tournaments in 2022. Teams spanned diverse age groups (under 17 to over 50) and divisions (women's, mixed, open). Post-match, teams assessed opponents’ SOTG in five domains: Rules knowledge, fouls, fairness, attitude/self-control, and communication. Ratings used a 5-point Likert scale (“poor” to “excellent”). An overall SOTG score was calculated by aggregating domain scores.Results: Our study consistently revealed high SOTG scores, reflecting strong sportsmanship. “Positive attitude and self-control” consistently ranked highest, while “Knowledge and use of the rules” scored lowest. Divisional differences in SOTG were statistically insignificant. Notably, WMUCC2022 (participants aged 30+) had significantly higher SOTG scores, possibly indicating age-related self-control improvement or evolving sport culture. Lower rules knowledge scores may stem from linguistic translation challenges.Conclusion: Self-refereeing promotes ethical behavior across divisions and age groups. SOTG underscores sportsmanship's importance and aligns with International Olympic Committee (IOC) and with Sustainable Development Goals (SDGs), particularly SDG 3, 4, 5 and 16 fostering a fairer, healthier, and more peaceful world.

The primary purpose of this study was to exploring instruments properties of two achievement goal orientation questionnaires and to determine if the subscales are measuring related concepts. A secondary purpose was to examine motivational climate among Ultimate Frisbee (UF) players according to different divisions. Data was collected during the European Beach Ultimate Championship (EBUC) 2019. A total of 484 athletes (34.7±9.7 years of age), from 19 countries, were asked to complete a background form, the Perception of Success Questionnaire (POSQ) and the Task and Ego Orientation in Sport Questionnaire (TEOSQ). Participants belonged to 8 competitive divisions: mixed (n=123), grand master men’s (n=61), master mixed (n=59), master men’s (n=57), great grand master men’s (n=52), master women’s (n=51), men’s (n=50) and women’s (n=31). The POSQ and TEOSQ demonstrated a reasonable internal consistency. The inter-item reliability coefficients ranged from 0.81 to 0.90, and 0.80 to 0.83, respectively. Correlation between the subscales of the respective instruments were small (r=0.18). Findings indicated that the TEOSQ did not showed an adequate fit to his hypothesized factor structure, while the POSQ showed a good fit of the data to the hypothesized factor structure. Multivariate analysis of variance demonstrated that there was a significant main effect of UF division on the POSQ scores. High task orientations of UF athletes defines success in self-referenced terms, such as through mastering tasks or improving one’s own personal skills. Although the own nature of UF highlights a culture focused on self-assessment and communication, a variety of environmental and social dynamics could be manipulated by coaches. El objetivo principal de este estudio fue evaluar las propiedades psicométricas básicas de dos cuestionarios para orientar los objetivos de logro y determinar si las subescalas miden conceptos relacionados. Un objetivo secundario fue examinar la orientación hacia las metas de logro entre los jugadores de Ultimate Frisbee (UF), según las diferentes divisiones. Los datos se recopilaron durante el European Beach Ultimate Championship (EBUC) 2019. Se pidió a un total de 484 atletas (34,7±9,7 años de edad), de 19 países, que completaran un formulario de caracterización individual, el Perception of Success Questionnaire (POSQ) y el Task and Ego Orientation in Sport Questionnaire (TEOSQ). Los participantes pertenecían a 8 divisiones competitivas: mixto (n=123), gran maestro masculino (n=61), maestro mixto (n=59), maestro masculino (n=57), gran maestro masculino (n=52), maestro femenino (n=51), hombres (n=50) y mujeres (n=31). POSQ y TEOSQ demostraron una coherencia interna razonable. Los coeficientes de confiabilidad entre los ítems variaron de 0.81 a 0.90 y de 0.80 a 0.83, respectivamente. La correlación entre las subescalas de los respectivos instrumentos fue pequeña (r = 0,18). Los resultados indicaron que TEOSQ no presentó un ajuste adecuado para su estructura factorial hipotética, mientras que POSQ presentó un buen ajuste de los datos para la estructura factorial hipotética. El análisis de varianza multivariado mostró que hubo un efecto significativo importante de la división UF en los resultados POSQ. La alta orientación hacia las tareas de los atletas de la UF define el éxito en términos de referencia propia, como a través del dominio de las tareas o la mejora de sus propias habilidades personales. Aunque la propia naturaleza del UF destaca una cultura centrada en la autoevaluación y la comunicación, los entrenadores pueden manipular una variedad de dinámicas ambientales y sociales. O principal objetivo deste estudo foi o de avaliar as propriedades psicométricas básicas de dois questionários de orientação para os objetivos de realização e determinar se as subescalas medem conceitos relacionados. Um objetivo secundário foi examinar a orientação para os objetivos de realização entre jogadores de Ultimate Frisbee (UF), de acordo com as diferentes divisões. Os dados foram recolhidos durante o European Beach Ultimate Championship (EBUC) 2019. Um total de 484 atletas (34,7±9,7 anos de idade), de 19 países, foram convidados a preencher um formulário de caracterização individual, o Perception of Success Questionnaire (POSQ) e o Task and Ego Orientation in Sport Questionnaire (TEOSQ). Os participantes pertenciam a 8 divisões competitivas: mista (n=123), grão-mestre masculino (n=61), mestre misto (n=59), mestre masculino (n=57), grande grão-mestre masculino (n=52), mestre mulheres (n=51), homens (n​=50) e mulheres (n=31). O POSQ e o TEOSQ demonstraram uma consistência interna razoável. Os coeficientes de confiabilidade entre os itens variaram de 0,81 a 0,90 e de 0,80 a 0,83, respectivamente. A correlação entre as subescalas dos respetivos instrumentos foi pequena (r=0,18). Os resultados indicaram que o TEOSQ não apresentou um ajuste adequado para sua estrutura fatorial hipotética, enquanto o POSQ apresentou um bom ajuste dos dados para a estrutura fatorial hipotética. A análise de variância multivariada demonstrou que houve um principal efeito significativo da divisão UF nos resultados do POSQ. A alta orientação para a tarefas dos atletas de UF define o sucesso em termos auto-referenciados, como por meio do domínio de tarefas ou do aprimoramento das próprias habilidades pessoais. Embora a própria natureza do UF destaque uma cultura focada na autoavaliação e comunicação, uma variedade...

This chapter explores the transformative potential of physical education (PE) when integrated into a transdisciplinary and physically active learning (PAL) framework. By moving beyond the traditional confines of the gym and classroom, we examine how PE can serve as a core component of holistic education. The chapter delves into the theoretical underpinnings of transdisciplinary and active learning, highlighting their alignment with the goals of PE. It will provide practical examples and strategies for implementing transdisciplinary PE programs, emphasizing collaboration with other subject areas and the creation of authentic learning experiences. The chapter will also discuss the role of PE in fostering critical thinking, problem-solving, and creativity, while promoting physical literacy and well-being. Ultimately, this chapter aims to inspire educators to reimagine PE as a dynamic and essential component of a comprehensive curriculum.

Introduction: This study explored the potential role of emerging technologies, particularly active Virtual Reality (VR), from a Physical Education (PE) teacher’s perspective. VR technologies, which provide three-dimensional (immersive) simulation environments, have become more accessible and cost-effective in recent years. Using this technology to train students in various PE areas may add value. Objectives: The study aimed to understand PE teachers’ knowledge of VR and their expectations for teaching PE using VR in classroom settings. Specifically, we explored the experiences, challenges, and potential benefits perceived by PE teachers across four European countries. Participants: Thirty-eight PE teachers from Portugal, Belgium, Italy, and Cyprus participated voluntarily. Design: This qualitative study employed a phenomenological approach. Data were collected between March and May 2024 in public and private secondary schools with ethical approval. Methods: Data was gathered through open-ended focus group questions and analysed using a thematic analysis approach. Results: Responses revealed varied experience levels with VR. Most participants expressed a willingness to use VR in PE, showing enthusiasm for new technologies and cautious optimism about integration. While recognizing its potential, respondents highlighted limitations. Technical barriers included Internet issues, limited technical skills, and lack of IT support. These reflect the challenges of implementing VR in schools. Teachers valued VR’s potential to expose students to otherwise inaccessible sports and activities. They also discussed its use for improving specific skills, such as first aid, game tactics, and individual sports techniques. Conclusion: Integrating VR into PE presents both challenges and opportunities. Addressing training, financial, and logistical issues may enhance student engagement and learning outcomes.