The purpose of the current study was to investigate novice PE teachers’ reflections regarding beliefs and how they played out in teaching practices and identity formation within the settings of their profession. We recruited 31 PE teachers in their early careers to participate in this study. Data were collected through their written accounts of their reflection and in-depth interviews. Analysis of the collected data followed the procedures of thematic analysis through which reflexivity had been emphasized during the analysis process. The results showed three constructed themes. These were teachers’ reflections on their beliefs, PE teaching practices, and PE teachers’ professional identities. We conclude that PE teachers’ reflections on belief systems, as well as the purpose of the subject, have, in one way or another, shaped practices and professional identities. Teachers take up contemporary discourse regarding education, which is not fully aligned with available professional development programs that effectively improve the practices. Teachers form, maintain, and negotiate their professional identities in relation to their beliefs and their actual practices.

Aerial firing is often used as a form of riot control, but also in certain parts of the world as a celebratory act, often resulting in unintentional injury and/or death. It is uncommon for a patient to walk into an emergency room, seemingly comfortable, only to discover an intracranial foreign body. We report a case of a child who was struck by a stray bullet that pierced his skull through a small entry wound and lodged itself in the falx cerebri. The patient remained asymptomatic and no intervention was required. We wish to highlight the importance of imaging techniques in patients with small wounds who are otherwise asymptomatic as well as point out the salient features regarding stray bullet injuries.

Substance abuse amongst adolescents has become a serious issue requiring effective prevention strategies. Students' awareness of drug dangers serves as an important foundation in developing targeted preventive education programmers. This research aims to evaluate junior secondary school students' awareness levels regarding drug dangers in Bandung, analyze gender differences, and identify the most influential information sources. The study employed a descriptive survey design with quantitative approach. The research population involved 2,400 junior secondary students (1,750 females, 650 males) from 75 schools across Bandung. Data were collected using a validated questionnaire comprising 30 items measuring six awareness dimensions: knowledge of drug types, health impacts, social impacts, legal consequences, prevention & rehabilitation, and risk factors. Students' awareness levels ranged from moderate to high with mean scores of 3.36-3.76 (scale 1-5). The health impact dimension showed highest awareness (3.76), whilst prevention & rehabilitation was lowest (3.36). Gender analysis revealed significant differences (p<0.001) with female students consistently outperforming males across all dimensions, with the largest gap in social impacts (0.21). Schools emerged as the dominant information source (37.2%), followed by family (27.0%) and social media (19.0%). Although general awareness levels were relatively good, critical areas requiring attention remain, particularly prevention and rehabilitation aspects. Significant gender differences imply the need for gender-sensitive education strategies. Schools' dominance as information sources confirms the vital role of educational institutions in comprehensive anti-drug programmers.

Introduction and Objective. Physical literacy is a holistic concept integrating physical, cognitive, and affective dimensions, yet its development among children with special needs in Indonesia remains understudied. This study aims to describe the level and characteristics of physical literacy among students with special educational needs in Semarang City, focusing on variations across educational stages and disability types. Methodology. Using a quantitative descriptive design with a cross-sectional approach, data were collected from 228 students aged 6–16 years enrolled in special schools. The adapted PLAYself and PLAYinventory instruments were administered through guided observation and structured online questionnaires over three months. Descriptive statistical analysis was used to calculate means and percentage distributions for each domain of physical literacy. Results. The findings revealed that most students were categorized within the initial and emerging levels, with improvements at the junior secondary stage followed by a decline at the senior level. The highest average scores appeared in the self-description and environment domains, while literacy and numeracy showed lower values, indicating limited cognitive integration in physical activity contexts. Conclusion. These results suggest that the development of physical literacy in children with special needs is shaped not only by motor competence but also by psychosocial and contextual influences. The study concludes that inclusive, sustainable, and experience-based pedagogical strategies are essential to strengthen both cognitive and affective components of physical literacy, contributing to a more equitable and meaningful physical education framework for students with diverse abilities.

Studies on youth physical activity have been growing out of the agenda to enrich literature thus far having been predominated by the epidemiological research. Epidemiological studies provide insightful knowledge about the youth’s predispositions and competences for participating in physical activity. Despite the important contribution, epidemiological studies fail to take into account young people’s lived experience regarding physical activity. This is especially true when more information is needed to look at their particular experience of social interruption as a result of transnational mobility. The current study sought to understand how youth make sense of life events regarding physical activity throughout the process of transnational mobility. More specifically, seventeen Indonesian youth participated in the interviews. Open ended interviews were conducted to specifically obtain their embodied experiences, lived experience of doing physical activity within contexts of different nationals. All recorded interviews were verbatim transcribed for further phenomenological analysis. Four themes emerged from the analysis including (1) physical activity within the Indonesian and New Zealand contexts, (2) comparison, (3) facilitators and barriers, and (4) adaptation. Their physical activity experiences intersect with home country historical backgrounds, immigration events, and acculturation processes.

This study explores the extent to which social responsibility, which should be one of the tasks of the Physical Education learning process, is understood and implemented by teachers. This departs from various questions related to the concept of education, one of which carries the task of realizing its social responsibility, namely preparing students for various challenges of their life in society. The method used in this research is a case study approach. This means that the search for data is carried out in a relatively narrow but in-depth area. The setting of this research is elementary to senior high schools in the Depok sub-district, Sleman. The participants in this study are Physical Education teachers who teach within the scope of the Depok sub-district and purposively determined based on strong consideration in providing information. The expected results of the research are in the form of a description of the teacher's understanding of the social responsibility of PJOK subjects and how they realize it in the learning process. The picture obtained will become a foundation or feedback for efforts to improve physical education related to the role of social responsibility in schools.