Background: Lately, there has been a change in the approach to physical education as a school subject. The new (knowledge-based) approach proposes the teaching of a theoretical component that provides information and complements the practical one. The students thus acquire a thorough understanding of the principles underlying physical activity and assimilate the knowledge needed to independently conduct their physical activity throughout their lives. Materials & Methods: Firstly, there were identified a number of interventions that implement the theoretical component specific to the new approach, in the school environment. Interventions targeting students from the first grade to the university level were taken into account, without setting any geographical or temporary limits. Then, we analyzed the way in which the theoretical content was adapted and implemented at each educational level. The tools used in the evaluation of the theoretical component were also presented. Results and Conclusion: Even from the elementary school level, we find adapted methods for implementing a cognitive component. As we advance through middle school, high school and university level, we find interventions that propose theoretical contents adapted to contemporary society. Within the university-level chapter, special attention was dedicated to future physical education teachers and to the way in which they are prepared to teach a cognitive component within the physical education lesson. Finally, three categories of tools used in the evaluation of the cognitive component were presented: questionnaires, interviews, interactive methods.

This study analyzes academic research published in Scopus on the evaluation of physical education learning. This study focuses on the following research questions: (1) How is the productivity of educational evaluation publications in physical education developed using the Scopus database? (2) What are the most influential journals, authors, and articles in the field of educational evaluation in physical education learning? (3) What are the keywords that often appear in the field of educational evaluation in physical education learning in the Scopus database?. The search results show that research is "evaluation" AND "learning" AND "physical education". Search Results (515 result documents) which began to be published in the Scopus database from 2011-2021. Furthermore, the researchers filter the types of documents which are only limited to journal articles, so the number of documents found is 188 documents. Based on publications in the Scopus database, the findings reveal that: the number of publications is increasing, although there is an up and down trend from year to year; most publications are written by researchers residing in several states and universities. From the emergence of keywords, the topic of assessment evaluation in physical education becomes an interesting thing to discuss. This analysis can provide knowledge about research development in aspects of evaluation and physical education and can be a source of data for teachers, lecturers, schools, universities, and the world of education. For future researchers, they can map these points by analyzing the databases of Website of Science and other publishers. Further researchers can also carry out scientometric analysis by combining two databases (Scopus and WoS) using ScientoPy and can continue with mapping until the end of 2022 and can also be a reference by seeing what points are interesting and have not been reviewed by previous researchers.

Background/Objectives: To address the inconsistent provision of specialist physical education (PE) in primary schools, this study investigated the comparative efficacy of distinct team teaching configurations. The objective was to compare these instructional models’ impact on students’ basic motor competencies (MC) and self-reported physical literacy (PL). Methods: This cluster-randomized trial involved N = 266 students (grades 1–4) in Slovakia, assigned to one of five instructional models (PE teacher; GT+PET; PET+AT; GT+C; and GT+AT). The five-month intervention included two 45 min PE lessons weekly. Given the cluster design and non-normal data, the Wilcoxon singed-rank test and Kruskal–Wallis H-test were applied to assess the differences, and Cohen’s r was applied to determine effect size. Results: Comparative analysis showed no significant differences across teaching models for Self-Movement (p = 0.544), Object-Movement (p = 0.138), or PL (p = 0.219). Significant within-group MC gains were found in 4 teaching models, yet the practical effect size was generally weak to moderate (r ranging from 0.21 to 0.69). The strongest practical improvement was observed in the AT+PET Self-Movement group (r = 0.69). In contrast, the GT+PET configuration achieved no significant MC gain. For PL, only the AT+PET and GT+PET models showed significantly positive but moderate changes (r = 0.32 and 0.37). Conversely, the GT+C model resulted in a moderately significant decline in PL (Δ = −9.16, r = 0.43). A positive but practically weak correlation emerged between the MC subscales and PL (ρ ranging from 0.135 to 0.238, p < 0.05), with the highest limited association for Catching (ρ = 0.377, p < 0.01). The frequency of organized out-of-school physical activity was positively correlated with MC subscales (ρ = 0.195–0.282, p < 0.01) but not significantly correlated with PL. Conclusions: No single teaching model proved superior for improving overall motor competence or self-perceived physical literacy. While most effective configurations yielded moderate practical gains, the GT+C model presents a key paradox: while effective for objective skills, it proved detrimental to self-perceived physical literacy. These findings lead to explicit policy and implementation recommendations focused on strengthening collaborative instruction. Policymakers should consider strategies to support the integration of specialist PE teachers (PETs), such as establishing co-teaching as a recommended practice and allocating dedicated resources for funding and collaborative planning time to leverage the specialized knowledge they bring. Furthermore, schools are encouraged to focus on the effective implementation of PET-involved team teaching approaches (e.g., AT+PET and GT+PET). These models are not only effective but also support the co-professionalization of the generalist teacher, which is essential for ensuring that high-quality, evidence-based PE practices are consistently embedded.

Objectives: This paper aimed to assess the motor performance in the Burpee Movement Program through the acceleration recorded by the Phyphox mobile app and define its relationship to strength and endurance parameters. Methods: Altogether, 15 students in physical education teaching completed the 3 × 3 min Burpee Movement Program, consisting of the repeated execution of a single burpee with maximum effort at regular intervals triggered by a sound signal. During the load phase, the intensity of the burpee and the fatigue index expressed in percentages were evaluated by means of the acceleration recorded through a mobile phone. In the second part of testing, we evaluated the performance parameters during a bench press and squat where the intensity was measured using a linear displacement transducer (Tendo Power Analyzer) and aerobic endurance was assessed with a 20 m shuttle run test (20 mSR). Results: The average intensity of the burpee ranged from 3.12 to 11.12 ms−2. The fatigue index ranged from −21.95% (which represented an increase in performance) to 33.63% (which represented a decrease in performance). The performances in the bench presses ranged from 58 to 480 W and from 175 to 696 W during the squats. The distance in the 20 m shuttle run test (20 mSR) ranged from 540 to 2000 m. The intensity of the burpee showed a significant correlation to the performances achieved in the bench presses and squats r = 0.82 and 0.79. The fatigue index showed a significant correlation to the 20 m shuttle run test (20 mSR) r = −0.67. Conclusions: These findings indicate that in, our case, the results from the Burpee Movement Program are significantly associated with the participants’ strength and endurance abilities. We recommend using BMP for the development of strength–endurance abilities, but further exploration is needed regarding the potential use of BMP as a diagnostic test.

This study is focusing on the badminton top players vs. regular adult population. In our previous study on adolescents, variances showed the impact of puberty on timing skills (Hromčík & Zvonař, 2018). The timing in training is topical these days (Forner-Cordero, Quadrado, Tsagbey, & Smits-Engelsman, 2018), and also brain specifics and learning anticipation skills (Wang, Dong, Wang, Zheng, & Potenza, 2018). We added some new insight in this theme and tried to determine the dynamics in the accuracy of sensorimotor skills, which plays an essential role in ball games. Only boys from one club were tested. Subjects have undergone a special PC test with a length of about 45 minutes to test their response and timing of movement with number of tasks in which they tried to hit a moving target, which appeared on the screen at 3 different angles (0°, 15° and 30°) and at different speeds (accelerating, decelerating, constant). Everything happened at unpredictable intervals in 45 minutes rotation. We compared these outcomes with our measurements from last year through specific timing hits and missed shots, and in the terms of sport season. Predictive motor timing suggests that the cerebellum training plays the relevant role in integrating incoming visual information with the motor output reaction.

The purpose of the study was to determine individual profiles of sports preconditions in 6- and 7-year-old children and recommend sports according to test scores and individual sports profiles. Data were collected from 1st graders at elementary schools. The children participated in organized sports practice in sports clubs. The sample included 42 boys and 3 girls. Of these, 16 children engaged in soccer practice and 29 children engaged in ice hockey practice. Children performed 10 motor tests (Měkota & Blahuš, 1983; Šimonek, 2015): repeated routing with a stick, flexed arm hang, standing long jump, shuttle run agility test, 20-meter sprint, endurance shuttle run, sit-ups, sit-and-reach test, and rollingof-three-balls test. To assess decision-making processes, children played a flag chasing game. The results of the correlation analysis showed that correlations among tests were similar for both groups. The individual sports profiles that were applied to determine the appropriateness of sports preconditions for particular sports showed that sports children played and sports for which children showed talent differed considerably.