The present study investigated how challenge-based learning (CBL) in physical education (PE) may affect students’ basic psychological needs (BPNs), motivational regulations, engagement, and learning in comparison with a traditional teaching (TT) methodology. A quasiexperimental study with experimental and control groups was carried out. In total, 50 participants (16 boys and 34 girls) between 13 and 15 years old (M_age = 13.35, SD = 0.62) were involved in the experience for 6 weeks (n_control = 24; n_experimental = 26). Validated questionnaires were administered both before and after the intervention in both groups. Furthermore, theoretical knowledge and badminton-specific motor skill tests were carried out in both groups after the intervention. An analysis showed that after the intervention, students in the CBL condition improved their autonomy (M_before = 3.15 vs. M_after = 3.39; ES = 0.26 *), competence (M_before = 4.01 vs. M_after = 4.18; ES = 0.33 *), and relatedness satisfaction (M_before = 3.86 vs. M_after = 4.06; ES = 0.32 *). As for behavioural engagement measures, students in the CBL condition exhibited higher scores after than those from before (M_before = 4.12 vs. M_after = 4.36; ES = 0.35 *). No significant changes were observed for motivational regulations or agentic engagement. On learning outcomes, students in the experimental group achieved higher scores in both theoretical knowledge (M_contol = 6.48 vs. M_experimental = 6.79) and badminton-specific motor skills (M_contol = 6.85 vs. M_experimental = 7.65) than the control group did. The present study findings highlight that CBL might be a valid and effective methodological approach for students in PE to achieve adaptive motivational, behavioural, and learning outcomes.

The purpose of this study was to determine the evolution of the age of badminton players in the top 100 of the World Ranking for men and women from 1994 to 2020. Data were collected from badminton players participating in the top 100 World Rankings (4800 entries: 1233 players; 595 men and 638 women) from 1994 to 2020. The mean age of the top 100 and the average highest ranking of the players were analysed for both genders. The mean age of the male players in the World Ranking increased from 23.7 ± 3.2 years in 1994 to 26.3 ± 4.4 years in 2020 (p < 0.001) and in female players, from 22.8 ± 3.8 years in 1994 to 24.7 ± 3.3 years in 2020 (p < 0.001). In addition, women recorded a younger age at entry into the top 100 and when reaching their best ranking. Additionally, there has been a clear increase in Asian players in the top 100 of the World Ranking in recent years, reaching over 60%. These data could be used to develop and organise training plans in this sport, optimising and maximising players’ performance.

The main objective of this research was to establish the evolution of badminton players’ ages in the modalities of men’s, women’s and mixed doubles in the top-100 of the World Ranking (WR) from 1994 to 2020. Data were obtained from the Badminton World Federation website (7200 entries: 3304 players) from 1994 to 2020. The highest-ranking position and the mean age of the top-100 WR badminton players were analyzed for each modality. In the men’s doubles (MD) and mixed doubles (XD) modalities, a progressive increase of mean age was observed from 1994 to 2020 (MD: 1994 = 23.91 ± 3.93 years vs. 2020 = 25.55 ± 4.40 years; p < 0.001 and XD: 1994 = 24.06 ± 3.99 years vs. 2020 = 25.34 ± 4.77 years; p = 0.004). In contrast, the women’s doubles modality did not present any change in mean age from 1994 to 2020 (~24 years; p = 0.317). In addition, women’s doubles players reached their highest ranking at an earlier age (~23 years) than men’s and mixed doubles players (~25 years). In conclusion, as often happens in other sports, elite women badminton doubles players are younger and reach their peak performance at a younger age than their male counterparts. These data could help coaches, trainers and selectors to plan the sports career of their elite players.