David Grecic

This paper brings together evidence from three complementary studies - those with Physical Education (PE) teachers, personal training clients and high-level personal trainers (PTs) - to examine how Physical Literacy (PL) is currently supported from childhood to adulthood, leveraging exercise literacy as a valuable new component. PL includes the motivation, confidence, physical competence and knowledge needed to sustain meaningful physical activity across the lifespan. In Serbia, however, PE teachers' philosophies and classroom practices appear misaligned. Qualitative findings show that although teachers value wellbeing, enjoyment and long-term habit formation, lessons largely remain traditional and performance focused, dominated by teacher-led instructional formats. Opportunities for autonomy, creativity and student-centred learning are limited, restricting pupils' development of self-directed capabilities that support lifelong activity. In adulthood, PL is expressed differently. A cross-sectional survey of personal training clients and qualitative interviews with high-level Serbian PTs indicate that adults rely heavily on psychosocial support, flexible coaching approaches and a mix of intrinsic and extrinsic motivating factors. Clients value relational qualities, professional dedication and the trainer's ability to individualise the process without unnecessary demands. Consistent with evidence that effort often precedes motivation, trainers reported that early, manageable successes are crucial for building confidence and adherence. The synthesis of the three studies highlights a fragmented developmental pathway and highlights the need for a lifespan-aligned approach to PL in Serbia, supported by curriculum reform, improved teacher preparation and strengthened professional development for PTs with the introduction of 'exercise literacy' concept.

In the absence of empirical examinations of how school Physical Education (PE) in China aligns with the United Nations’ Sustainable Development Goals (SDGs), this study aimed to provide one of the first empirical examinations of this alignment by analysing 34 PE teachers' understandings and pedagogical practices using lesson observations and semi-structured interviews. Deductive thematic analysis, structured around globally identified PE-supported SDGs, was used to capture the points of alignment or divergence between teachers’ stated philosophies and classroom practice. Findings indicate a strong rhetorical commitment to lifelong health and holistic learning, consistent with SDGs 3 and 4. However, these intentions were constrained by exam-oriented assessment systems that narrowed curriculum delivery toward fitness-based preparation. Teachers demonstrated inclusive philosophies aligned with SDG 10, but structural barriers restricted equitable participation. Gender equality (SDG 5) was marked by a tension between stereotyped discourse and more equitable observed practice. Environmental and socio-economic dimensions of the SDGs were largely absent. This study calls for targeted efforts in China to align PE with the SDGs by explicitly mapping PE standards to the SDGs, providing teacher training on these goals, and piloting sustainability-focused assessment models. Future research should employ measurable approaches to investigate PE's contribution to sustainability education further.

The international development of women's blind football is in its infancy, yet blind football has featured at the Paralympic Games as an event only for men since 2004. The last few years have seen nations establish women's representative sides, the inaugural Women's Blind Football World Championships and the International Blind Sports Federation (IBSA) lobby for the addition of women's blind football to the Paralympic Games programme. This paper adopts an intra-categorical approach to intersectionality to analyse the performance trajectories of female players in England. Through six semi-structured online interviews and one in-person focus group, data were generated with seven players, all of whom have been involved in England development squads over the last 3 years. Collaborative abductive thematic analysis generated the following key themes: (1) Entry points - a game of chance; (2) Rapid development trajectories - too much, too soon?; and (3) A whole new ball game? Whilst players revelled in the opportunity to represent their nation, they encountered numerous challenges along the way. These findings have significant implications for key stakeholders striving to grow the game in an equitable manner while supporting the needs of diverse players.

Introduction: The purpose of this project was to explore whether Cypriot Physical Education (PE) teachers can fully embrace Physical Literacy (PL) and to determine the contributory factors.Methods: An exploratory sequential mixed methods design collected data from 135 Cypriot PE teachers utilizing the Teacher Change Questionnaire—Physical Education (TCQ-PE) and the Perceived Physical Literacy Instrument (PPLI) questionnaires. Follow-up semi-structured interviews were conducted and thematically analyzed (n = 6).Results: Findings revealed that only 23% of teachers demonstrated a willingness to change current practice. Most had generally high levels of the PPLI Knowledge construct (M = 4.59; SD = 0.08) but interviews found that actual self-reported knowledge was limited especially in relation to their awareness of PL’s basis, its identification and aligned teaching behaviors. Key barriers and enablers to PL adoption were described and practical recommendations made.Discussion: In conclusion the study identifies that both Top-down and bottom-up strategies are required with aligned professional development for PL to be embedded in Cyprus’ Physical Education classes and achieve its health benefits for children.

This exploratory study investigates the perceptions and understanding of physical literacy among university students in Cyprus, with a focus on those training to become physical education teachers. Despite the growing global emphasis on physical literacy as essential for promoting lifelong health and well-being, its conceptualisation and application in Cyprus remain underexplored. Using qualitative methods, five focus groups comprising 21 students from Sports and Exercise Science programs were conducted. Thematic analysis revealed that students perceive physical literacy as a multifaceted concept encompassing cognitive aspects, practical implementation, and lifelong engagement with physical activity. Participants highlighted the significant role of educational settings and cultural environments in shaping their understanding of physical literacy. The study also explored students’ familiarity with the philosophical underpinnings of physical literacy, such as monism, existentialism, and phenomenology. Results indicated varied levels of understanding, suggesting the need for enhanced educational strategies to integrate these philosophical concepts into university curricula. Additionally, the study examined the perceived differences between physical education and physical literacy, identifying physical literacy as a broader, more theoretical construct that includes cognitive and behavioural dimensions beyond the practical focus of traditional Physical Education subject. These findings underscore the necessity for targeted training and professional development to improve the understanding of physical literacy among prospective Physical Education teachers. The study contributes to the existing literature by highlighting the gaps and opportunities in promoting physical literacy within the context of higher education in Cyprus.

Purpose: To investigate the influence of upper body (UB) strength qualities and UB strength training on the performance of high-intensity running and jumping actions and to identify gaps and recommendations for future research. Methods: A systematic search using the PRISMA Scoping Review protocol was conducted in February 2024 using PubMed, Scopus, and ICTRP. Studies eligible for inclusion were those that reported associations between UB or trunk maximal strength qualities (e.g., absolute strength, forces, power) and high-intensity running or jumping actions or investigated the influence of an isolated UB strength training intervention on high-intensity running or jumping performances. Results: Of the 4730 articles, 7 studies met the inclusion criteria, reporting correlations for 16 high-intensity running or jumping tests. No intervention studies were identified. Preliminary findings of the limited number of studies highlight that greater UB maximal strength-generating capacity may positively influence repeated sprint ability. While a significant moderate correlation between greater absolute UB strength and faster “flying” sprint was also reported, mixed results were found for sprint acceleration. There is also evidence that change-of-direction performance may greatly benefit from high maximal isometric strength of all trunk muscles and that strong trunk extensors may enhance drop jumps. Conclusions: This review identifies the potential of UB strength to contribute to high-intensity running and jumping actions. Future research is warranted to investigate this link via various UB strength tests and UB strength training protocols aimed at maximising neuromuscular adaptations.

The need for Quality Physical Education to provide the many benefits the subject offers is well established. Unfortunately, in too many areas ineffective teaching and learning practices are limiting the profession’s response to children’s developmental needs. Many teachers’ professional development interventions are criticised as not enabling the required philosophical, and pedagogical shifts that are needed to improve practice and student outcomes. The paper presents a new integrated model, the Epistemic Judgement Framework to enhance this process. Epistemology offers an important lens by which to explore teacher beliefs and behaviors, however, existing research in this field is very specific in scope, which makes learning transfer difficult. To better explore this area a fuller appreciation of the bioecological environment in which teaching takes place as well as the Critical Realist view of the teaching world is introduced. The purpose of this article therefore is to propose a framework to guide teacher professional development to support the achievement of Quality Physical Education that merges environmental considerations and exploration of hidden influencers with epistemological research on teacher decision making and behavior. Practical applications for teacher professional learning utilizing the model and future directions are suggested.

The aim of this study was to investigate the effects of PAP induced by different squat amplitudes on squat jump and the interaction between squat amplitude, stimulus load (%1RM) and PAP duration, and to establish an exercise intervention programme. Method: Fifteen track and field athletes aged 20-22 years were selected to perform barbell back squats at knee angles of 60°, 90° and 120° and loads of 75% 1RM, 85% 1RM and 95% 1RM, and their flat squat heights were tested at the 3rd, 6th, 9th and 12th minute after each combination of barbell back squats. Results: (1) The 120° knee angle-95%1RM combination produced the best squat jump performance after stimulation (42.47±5.26cm), combinations close to this result include the 120° knee angle-85%1RM (42.27±4.70cm) and the 90° knee angle-95%1RM (42.40±5. 50cm); (2) when load and interval were the same, the effect of different knee angles on squat performance was 120 knee angle > 90 knee angle > 60 knee angle, and when knee angle and interval were the same, the effect of different loads of 1RM on squat performance was 95%1RM>85%1RM>75%1RM, with a high probability of peak occurring at the 9th minute after stimulation. Conclusion: Athletes participating in lower limb explosive power events such as the high jump and long jump should perform a PAP induction with a back squat at a knee angle of 90°-120° and 85-95% of 1RM weight 6-12 minutes prior to competition.

Despite its importance, physical literacy has received scant scholarly attention, notwithstanding the obvious link between physical activity and health promotion (including but not limited to mental health). The purpose of this study was threefold: first, to explore the self-perceived physical literacy, the self-reported physical activity, and the mental health status of adolescents who study in secondary education schools in Cyprus and the potential association of those variables; second, to explore any potential statistically significant gender differences across the variables under examination; and third, to explore whether there is a mediating role of physical activity in the relationship between adolescent Cypriots’ physical literacy and their mental health in the post-quarantine period. A total of 285 students, aged 13–18, from regular middle and high schools in Cyprus participated in this study. Physical literacy was measured using the Perceived Physical Literacy Instrument (PPLI). The Depression, Anxiety, and Stress Scale-21 (DASS-21) was utilized to measure mental health status. Physical activity was measured using the Physical Activity Questionnaire for Adolescents (PAQ-A). Independent sample t-tests were computed to analyze gender differences. The Pearson correlation test was used to compute bidirectional associations between research variables. Structural equation modeling was used to assess structural associations between research variables. The findings revealed statistically significant differences among boys and girls on depression (p = 0.0032), anxiety (p = 0.008), and stress levels (p = 0.003). Statistically significant and negative correlations had been found among PL and depression, anxiety, and stress levels (all p < 0.001), while PL was significantly and positively associated with physical activity (p < 0.001). Despite having only indirect effects on mental health (b = 0.51, T = −10.11, p < 0.001), physical literacy was found to have substantial direct effects on physical activity levels (b = 0.46, T = 8.66, p < 0.001). In addition, physical activity has significant indirect effects on mental health (b = 0.19, T = 5.48, p < 0.001). In summary, physical activity has significantly mediated the associations between physical literacy and mental health. Given these findings, it is important to put strategies in place to build up physical literacy and increase physical activity among Cypriot adolescents.

It is currently unclear how personal fitness training (PT) clients in Serbia evaluate this service and what motivates them to be consistent with the training practice in the quest for obtaining physical literacy and health outcomes. A cross-sectional explorative study was used to investigate consumers' perceptions on the PT service with the aim to inform trainers on clients' motivational factors, challenges and experiences in the pursuit of training goals. A total of 148 respondents completed the anonymous questionnaire via Qualtrics platform. The key findings of the study can be summarised as follows: 1) PT clients in Serbia are using up these services primarily for sustained exercise adherence and motivation to attain and maintain health-related goals, 2) PT clients in Serbia highly value professional dedication of a personal trainer as well as their ability to facilitate supportive social environment, 3) Personal trainers in Serbia are expected to play a significant role in motivating clients, especially those with weight management needs and limited capacity for self-directed lifestyle changes. Additionally, there is a need for increased transparency from fitness centres regarding the qualifications of employed trainers and their backgrounds. Stakeholders should find a way to encourage PT consumers to provide feedback and express their impressions more effectively, thereby reducing the chances of losing the motivation to hire or keep a personal trainer. In conclusion, PT clients in Serbia value holistic training practices and expect their personal trainers to lead them and motivate them to reach the targeted health-related objectives.