This narrative review examines the impact of psychological motivation on athletic performance by exploring the relationship between intrinsic motivation (IM) and extrinsic motivation (EM), and their respective effects on athletes. The primary aim is to understand how different types of motivation influence performance across various sports and to highlight the role coaches play in enhancing athlete motivation. The review draws on 97 studies published between 2001 and 2024, sourced from reputable academic databases such as Google Scholar, PubMed, Scopus, and PsycINFO. Included studies specifically addressed the effects of IM and EM on athletic performance and the influence of coaching strategies. Studies unrelated to sports performance or motivation were excluded. Findings indicate that intrinsic motivation rooted in personal goals, enjoyment, and self-determination has a more sustained and profound impact on athletic performance, promoting long-term commitment and continuous improvement. In contrast, extrinsic motivation driven by rewards, recognition, or social pressure tends to produce short-term gains but lacks enduring influence. The review underscores the pivotal role of coaches in fostering motivation by providing individualized feedback, cultivating a supportive and positive environment, and recognizing athlete efforts. Furthermore, a comparison between individual and team sports suggests that IM is more prevalent and influential in individual sports, whereas EM and social reinforcement play a larger role in team-based settings. The review concludes that a strategic combination of intrinsic motivation, external reinforcement, and a supportive social climate is essential for sustained athletic success. Coaches and sports programs should integrate these elements when designing motivational approaches tailored to their athletes’ needs.

This paper explores how the integration of educational technology (EdTech) has been incorporated into the field of physical education (PE) and explores the difficulties encountered by Physical Education teachers (PETs) in successfully implementing technology. Through a systematic secondary literature review spanning the past decade, this paper identifies several key challenges, including unpreparedness, a trial-and-error approach, a shift in teaching priorities, and variations in teacher effectiveness. These challenges underscore the pressing need for readiness, adaptability, and preparation in the face of unforeseen disruptions, particularly in the context of online instruction. This study presents substantial recommendations to address these issues, emphasizing the pivotal role of technology-infused teacher education programs and advocating for Physical Education teachers’ education (PETE) faculty to embrace technology leadership. By implementing these recommendations, PETE programs can better equip preservice teachers and faculty members to harness technology for more effective learning experiences. Consequently, this endeavor aims to elevate the quality of PE in our increasingly digitalized era.

This cross-sectional study aims to explore the relationships between food habits, perceived barriers to healthy eating, and sports nutrition knowledge among adolescent swimmers. The study focuses on understanding how these factors interact and influence dietary choices in young athletes. A cohort of 52 adolescent swimmers aged 12–18 from Al Hussein Youth Club in Al-Hussein Sport City participated in the study. Data were collected through surveys assessing food habits, perceived barriers to healthy eating, and sports nutrition knowledge. Pearson Correlation analysis was employed to examine associations between variables, and stepwise regression analysis was used to identify predictors of food habits. The analysis revealed a significant positive association between food habits and sports nutrition knowledge (r = 0.393, p = 0.004). Knowledge emerged as a significant positive predictor of food habits (β = 0.393, p = 0.004), highlighting the influential role of sports nutrition knowledge in shaping the dietary choices of adolescent swimmers. However, the introduction of Barriers lacked significance, and individual predictors did not reach statistical significance. These findings underscore the importance of targeted interventions aimed at enhancing nutritional education among adolescent swimmers. Understanding the interplay between knowledge, barriers, and food habits provides valuable insights into the complex dynamics that influence the dietary choices of young athletes. Addressing these factors through tailored educational programs can promote healthier eating habits and optimize performance among adolescent swimmers. This study highlights the critical role of sports nutrition knowledge in shaping the dietary behaviors of adolescent swimmers. By addressing knowledge gaps and overcoming perceived barriers, targeted interventions can help improve food habits and enhance the overall health and performance of young athletes.

This research aims to investigate the effectiveness of using a mobile learning application on undergraduates’ intrinsic motivation and their general nutrition knowledge. This quasi-experimental study involved the participation of 125 students who were divided into two groups: a control group consisting of 62 students and an experimental group comprising 63 students. Pre- and post-intrinsic motivation questionnaires and a nutritional knowledge test were administered. The results showed significant differences between the control group and the experimental group. The experimental group exhibited a higher level of knowledge, and there were no statistically significant differences in intrinsic motivation between the control group and the experimental group. The application was found to be effective in improving nutrition knowledge but did not enhance intrinsic motivation. Further research may be needed to understand the factors that influence intrinsic motivation and how to effectively increase it.

Physical activity (PA) and healthy dietary intake (HDI) play pivotal roles in preventing noncommunicable diseases. With the growing influence of information and communication technologies, electronic health (eHealth) interventions have emerged as a promising avenue for primary prevention in healthcare. These interventions leverage digital platforms to disseminate information and foster positive behavior changes related to PA and HDI. This narrative review aims to provide a comprehensive overview of the current landscape of eHealth interventions targeting PA and HDI, delving into contemporary trends, identifying challenges, and presenting recommendations for future research directions. The review culminates in a synthesis of major conclusions drawn from the collective evidence, emphasizing novel or crucial aspects discovered through the research. Additionally, we highlight the contributions of eHealth interventions in the broader context of preventive healthcare, emphasizing their potential to mitigate the burden of chronic diseases. By providing a nuanced understanding of the current state of eHealth interventions for PA and HDI, this review aims to guide future research endeavors and contribute to the ongoing discourse on leveraging technology for public health advancement.

— In the physical education literature, E-learning in terms of online or blended learning has been lacking and facing several challenges which highlighted a need to conduct more research to investigate modern instruction in the context of physical education. This study is one of the few to determine the impact of Mobile Application-Assisted Instruction (MAAI) on intrinsic motivation and sports nutrition knowledge in a blended learning setting. The “KI-coach” app has been used as a state of an art mobile application based on artificial intelligence. This study adopted quasi experimental approach. Students were randomly assigned into a control group (n=25) that received the convolutional instruction method and an experimental group (n=25) that received MAAI. Study groups adopted a blended learning approach. Measures of intrinsic motivation and sports nutrition knowledge were administered to both groups before and after teaching the nutrition and physical performance course. The ANCOVA analysis revealed a statistically significant difference between the mean scores of the two groups on intrinsic motivation and sports nutrition knowledge. These findings indicated that using MAAI in blended learning promoted the development of intrinsic motivation and enhanced sports nutrition knowledge among physical education students. These findings encourage the decision-makers at the Ministry of higher education and physical education instructors to improve blended learning instruction and practice.