The aim of the present study is to provide information and suggest ways to improve and evaluate metacognition in early childhood. Metacognition is important to learning and knowledge transfer and preparing students to become lifelong learners is a main aim of schooling. The engagement of young students in metacognitive thinking is considered necessary, as they seem capable of developing fundamental forms of metacognition after the age of three. The development of metacognitive skills helps young children to become thoughtful about their learning process. Specifically, the implementation of interesting activities in an enjoyable manner that develops young children's high-order thinking could help them to enhance metacognitive skills and become effective learners. Physical activities during reciprocal and self-check teaching styles are such activities that could guide young students to reflect on their own learning and realise what they are doing.

Outdoor recreational activities offer critical benefits to youth development, yet their impacts have been insufficiently synthesized. This systematic review and meta-analysis evaluated the effects of outdoor recreation on children and adolescents aged 6 to 18 years. Significant improvements were observed in psychological well-being, social connectivity, and environmental awareness, emphasizing the multidimensional benefits of such activities. Challenges such as urbanization and reduced access to green spaces highlighted the need for prioritizing outdoor engagement to counteract the growing detachment from nature. This study followed PRISMA guidelines and included 21 studies published between 2014 and 2024. A random-effects meta-analysis revealed positive effects on mood, anxiety reduction, interpersonal relationships, and environmental responsibility. However, significant heterogeneity reflected variability in study designs and contexts. The GRADE framework assessed evidence certainty, rating psychological benefits as moderate, social connectivity as high, and environmental awareness as low. Limitations included reliance on self-reported data and exclusion of pandemic-era studies. These findings emphasized the role of outdoor activities in addressing modern challenges such as urbanization and climate change by fostering holistic youth development. Policymakers and educators should be encouraged to integrate outdoor programs into curricula and community initiatives to promote mental health, social cohesion, and environmental stewardship.

Obesity is a non-communicable disease that is associated with a number of serious physical and mental health conditions. The present study examines the effect of recreational physical activity and the Mediterranean diet on body image dissatisfaction and propensity for eating disorders. It is based on 1311 participants categorized by body mass index (BMI) into a normal ΒΜΙ group (NBG; N = 513), an overweight and obese ΒΜΙ group (OBG; N = 492), and a control group (CG; N = 309). All participants completed the Multidimensional Body-Self Relations Questionnaire-Appearance Scale (MBSRQ-AS), Rosenberg Self-esteem Scale (RSES), Eating Attitudes Test-26 (EAT-26), Mediterranean Diet Score (MedDietScore), and Fitness Evaluation and Fitness Orientation subscales from the original Multidimensional Body-Self Relations Questionnaire (MBSRQ). The results of the multiple regression analysis indicated that the overall prediction of the variables was statistically significant. A multivariate analysis of variance (MANOVA) demonstrated the existence of significant interactions between groups and gender across a range of scales. Despite higher body image dissatisfaction in the OBG group, they maintained positive self-esteem and did not exhibit eating disorder tendencies. Notably, women reported greater dissatisfaction than men across all three groups. Our findings have practical implications for public health promotion strategies, policymaking, future research, and clinical practice. Encouraging regular exercise and adherence to the Mediterranean diet could improve body satisfaction and reduce eating disorder risk. Policymakers can advocate for community-based policies promoting physical activity and healthy eating habits.

Many children with special educational needs are currently educated in mainstream schools. In Greece, for example, about 5% of the student population who educated in mainstream schools have dyslexia (Vlachos et al. 2013). In this article, modifications on how two Greek educators use the Inclusion teaching style to fully integrate students with dyslexia in regular PE classes are presented.

The aim of this article was to examine how to effectively incorporate students with learning and movement difficulties into mainstream physical education environments. The use of alternate teaching strategies, alongside positive reinforcement, seems to promote?participation within physical education for children with difficulties.

Purpose : This study examined the judgments of learning in a motor task. Methods : Participants were 54 students, 33 fifth graders and 21 sixth graders. Students had to perform two trials in volleyball serve, one after the volleyball unit was complete and the second 10 days later. Before each trial, they had to estimate their score according to the American Alliance for Health, Physical Education, Recreation, and Dance test. Results : Statistical analysis showed that the majority of students overestimated their abilities. More specifically, fifth graders’ immediate judgments were more accurate than delayed ones, as they were more overconfident in the second trial. On the other hand, delayed judgments were more accurate in sixth graders, as they were more overconfident than fifth graders in the first trial. It should be noted, finally, that all students had better scores in their actual performances in the second trial. Conclusions : Physical educators and coaches could use judgments of learning to boost students’ ability to assess themselves more accurately and improve learning.