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.

Context: In the current period, researchers in the field of physical education (PE) have highlighted the need for a theoretical component to support practical activity. This aims to provide students with a rational understanding of the objectives, principles and concepts underlying this discipline. Objective: The Covid-19 pandemic forced the Romanian government to move the educational process to the online environment. So, given this situation, we tried to find out if the PE teachers chose to teach theoretical content during this period. Procedure: A two-part questionnaire was designed for PE teachers: in the first part demographic information is requested, and in the second part, they were asked to provide answers to 8 items. For each item in the second part, teachers had to choose from 5 answer options built on the likert scale: , , , , . Results: The teachers said that they taught or nutritional knowledge (43%), behavioral knowledge 48% and information about famous athletes (46%). But, 53% of them said they used the PE textbook or . Conclusion & Recommendations: During the period in which physical education took place online, the teachers stated that they taught a vast theoretical content. However, for the most part, the contents taught were not those in the PE textbook. In the future, clearer delimitations of the importance of theoretical knowledge are needed, as well as clarifications regarding the theoretical contents that must be mastered by students.

Introduction: The Knowledge and Understanding (K&U) domain plays a fundamental role in Physical Literacy (PL), yet Physical Education (PE) lessons in Romania—and many Eastern European countries—remain largely sport-based, with limited emphasis on K&U. To support PL-oriented instructional practices, validated tools are needed to assess students' knowledge, as well as pedagogical approaches integrating digital learning methods. This study aimed (1) to develop and validate a standardized instrument for assessing the K&U domain of PL in PE, and (2) to examine the effectiveness of a year-long Kahoot-supported intervention designed to enhance this domain. Methods: The instrument was developed through a multi-stage validation process, including item generation, expert evaluation, pretesting, student interviews, and test–retest reliability assessment. Intervention effectiveness was examined using a mixed-methods design. The quantitative component employed a quasi-experimental design with an experimental group ( n = 27) and a control group ( n = 27). The experimental group participated in 14 Kahoot-supported theoretical lessons integrated into the PE curriculum, while the control group followed traditional lessons. A qualitative focus-group interview was conducted with the experimental group after the intervention, and data were analyzed using thematic analysis. Results: The instrument demonstrated high clarity, relevance, balanced difficulty, and excellent reliability ( r = 0.94). Significant improvements were observed in the experimental group's K&U scores [ t (25) = −8.66, p < 0.001; d = 1.7], while the control group showed no change [ t (20) = −0.48, p = 0.63]. Post-test comparisons also favored the experimental group [ t (45) = −4.75, p < 0.001; d = 1.39]. Qualitative thematic analysis revealed four themes: increased enthusiasm, positive competitiveness, facilitated learning, and suggestions for diversification. Discussion: The findings indicate that theoretical learning does not occur spontaneously during traditional sport-based PE lessons. Structured theoretical instruction, especially when supported by gamified digital tools, can enhance students' K&U and aligns with the holistic philosophy of PL. Conclusion: This study introduces the first standardized knowledge assessment instrument for Romanian PE and demonstrates the effectiveness and feasibility of Kahoot-supported theoretical lessons. This approach offers a practical pathway for countries transitioning from sport-based PE toward PL-oriented practices.

Background: This study aimed to adapt and validate the Turkish version of the Academic and Athletic Identity Scale (AAIS-Tr) for use among Turkish students studying at the faculty of sports sciences. Methods: The sample of the study consists of students studying at the faculty of sports sciences of a university in Türkiye, selected through convenience sampling. The original AAIS was translated into Turkish, and its validity and reliability were assessed. Internal consistency was assessed using Cronbach's Alpha coefficient and confirmatory factor analysis was used to confirm the two-factor structure obtained in exploratory factor analysis. Finally, measurement invariance was tested according to the gender of the participants to examine whether the scale was equivalent across different groups. Results: The reliability analysis revealed a Cronbach Alpha coefficient of 0.95 for the overall AAIS-Tr scale, with sub-scales “Academic Identity” and “Athletic Identity” showing coefficients of 0.911 and 0.962, respectively. The CFA results indicated acceptable fit indices: χ ² /df (2.069), GFI (0.908), IFI (0.970), TLI (0.960), CFI (0.970), RMSEA (0.091), and SRMR (0.042). Measurement invariance analysis confirmed that the scale’s item-factor structure, factor loadings, intercepts, and error variances were equivalent across male and female participants, with ∆CFI and ∆RMSEA values within acceptable limits. Conclusion: The AAIS-Tr scale was found to be a valid and reliable tool for assessing academic and athletic identity among Turkish university students.