A mesterséges intelligencia (MI) rohamos fejlődése az oktatás számos területét alakítja át, ugyanakkor a gyakorlatorientált pedagógusképzések – különösen a testnevelőtanár-képzés – esetében még kevéssé feltárt területnek számít. Egy hazai pilotkutatás keretében (n = 39) arra kerestük a választ, hogy a testnevelőtanár-képzésben részt vevő hallgatók milyen mértékben ismerik és használják az MI-eszközöket, és hogyan viszonyulnak azok alkalmazásához. Az eredmények azt mutatják, hogy a hallgatók MI-vel kapcsolatos ismeretei bővülnek, azonban a gyakorlati képzés során történő felhasználás továbbra is korlátozott. A kutatás rávilágít az MI pedagógiailag megalapozott integrációjának fontosságára, valamint az intézményi stratégiák és célzott oktatói támogatás szükségességére a testnevelőtanár-képzés területén.

Health-conscious behavior, culture, and motivation positively impact physical activity. However, compared to high school, university students’ daily physical exercise shows a declining trend, with non-sporting students generally less satisfied with their physical condition. This study compares the sports motivation, subjective health, and fitness status of sports major and non-sports major university students, contrasting self-evaluation data with objective measurements. Following purposive sampling, 146 individuals participated (sports major students: n = 50, non-sports major students: n = 96); the uneven group distribution constitutes a limitation of the study. The average age was 21.33 ± 2.19 years, comprising 35.9% females and 64.1% males. Fitness self-assessment utilized a self-report questionnaire (32 items; Cronbach's alpha = 0.658), alongside the objective determination of body mass index (BMI) using bioelectrical impedance analysis (InBody 720, Biospace Co., Seoul, South Korea), estimated maximal oxygen uptake (estimated VO2max) via the 12-minute Cooper run test, and functional movement quality assessed with the Functional Movement Screen (FMS). Resultsindicated that 35.5% of non-sports majors and 81.3% of sports majors judged their performance capacity and fitness as good or very good. Sports majors demonstrated significantly higher estimated VO2max values (39.39 ± 6.81 vs. 28.23 ± 9.79 mL/kg/min; p < 0.001), while BMI values were nearly identical across groups (24.03 ± 4.90 vs. 24.01 ± 3.34 kg/m ² ; p = 0.980). Self-evaluations regarding performance and fitness aligned with objective measurements, confirming the superior cardiovascular condition of sports majors. BMI values were similar across groups; however, this should not be interpreted as direct evidence of health-conscious behavior, as weight maintenance may reflect a range of factors unrelated to intentional health behavior. These findings contribute to the understanding of physical activity determinants during the transition into higher education.

Adolescence represents a crucial developmental stage for career construction and future orientation, particularly among young athletes who demonstrate a high level of commitment to elite sport. However, empirical evidence regarding the preparatory phase of dual career during this stage remains limited. The aim of the present study was to explore how the personality traits of secondary school handball players, their sport career aspirations, their parallel educational ambitions, and their perceived developmental environment contribute to their career construction, and how these factors are reflected in the coaches' perceptions. The sample consisted of 507 registered secondary school handball players ( M = 16.36 ± 2.19 years) and 279 coaches ( M = 44.60 ± 12.74 years). Data were collected using the Erasmus+ DC4AC questionnaire. Descriptive statistical indicators and independent two sample t -tests were applied during the analysis. The results indicate that athletes perceive themselves as curious, confident, and relatively prepared for life after sport, and at the same time reporting lower levels of concern regarding their future and dual career issues. Respondents perceive developmental practices primarily as oriented toward physical and sport-specific development, while psychological, academic, and social dimensions receive less emphasis. Significant perceptual differences were identified between athletes and coaches, particularly regarding preparedness and holistic development and gender differences revealed additional nuances in future orientation and developmental priorities ( p < 0.05). The findings highlight the importance of a holistic and institutionally supported dual career approach in adolescent talent development sport, which may strengthen career adaptability and reduce risks associated with a one-sided athletic identity.

The diffusion of artificial intelligence (AI) is reshaping higher education, yet its integration into practice-oriented teacher education remains uneven. This cross-sectional study examined the AI-related attitudes, knowledge, usage habits, and prospective application intentions of pre-service physical education (PE) teachers in Hungary. Data were collected during the autumn semester of 2025/2026 using the MIATT 2024_rev online questionnaire across seven Hungarian universities offering PE teacher education (N = 416). Principal component analysis (PCA; KMO = 0.741; Bartlett’s test, p < 0.001) yielded two components—communicative–interpretive (PC1) and performance–developmental (PC2)—jointly accounting for 51.7% of the variance; internal consistency was acceptable (Cronbach’s α = 0.693). Respondents rated sport performance analysis (73.3%) as the most relevant pedagogical application of AI; only 7.7% expressed career-displacement concerns. Satisfaction with institutional AI provision was moderate (M = 2.85, SD = 0.85), and knowledge gaps (27.6%) and funding constraints (25.5%) emerged as principal barriers. Part-time and master’s-level students reported significantly greater interest in AI-related coursework than full-time and undivided programme counterparts (p < 0.001), and institutional satisfaction correlated positively with course interest (ρ = 0.192, p < 0.01). Overall, student receptivity outpaces perceived institutional provision, indicating a need for system-level AI integration in PE teacher education.

Introduction: Sedentary lifestyles among teenagers persist despite initiatives like daily physical education. While schools are primary arenas for promoting activity, many Hungarian students remain hypoactive and overweight, increasing risks of circulatory diseases. Previous research indicates positive associations between physical activity and cognitive functions. Objective: This study investigated the direct and indirect effects of movement on mathematical skills and logical thinking. Methods: The first part compared physical performance indicators (agility, speed, endurance via 505 tests, sprint, Yo-Yo test) with mathematics test scores and Raven test for logical thinking in 161 grade 6 and 8 students from sports-focused versus general curriculum schools. The second part assessed a 6-week locomotor intervention using the VSL3D ladder in mathematics lessons (2 lessons/week) with 10 lower secondary students with special educational needs (SEN), measuring changes in math performance and subject attitudes. Results: Sports school students demonstrated significantly better physical performance and mathematics scores. The VSL3D intervention yielded significant improvements in specific geometry skills (spatial orientation, mirroring) for SEN students, and mathematics became a more frequently preferred subject, though general liking scores did not change significantly. Conclusions: These findings support the complex positive effects of movement on cognitive and academic aspects, suggesting distinct benefits from general physical fitness and targeted, coordinative movement interventions. Article history: Received 2025 November 09; Revised 2025 December 30; Accepted 2026 January 05;Available online 2026 January 30; Available print 2026 January 30