physical education research paper

• IMPACT FACTOR : 0.519
• INFOBASE IMPACT FACTOR : 4.29
• Global Impact Factor 2015 : 0.765
• Global Impact Factor 2014 : 0.654

JOURNAL OF PHYSICAL

Education research, issn online                                :   2394-4056, issn print                                   :   2394-4048, issn online     :     2394-4056, issn print        :     2394-4048, bring out the latest developments in the field of physical education, plant, animal and environmental sciences.

• Editorial Board
• Authors Guidlines
• Publication Ethics
• Submit Manuscript
• Current Issue
• Processing Fee

Journal of Physical Education Research (JOPER) is a scientific publication. It is a peer reviewed and referred journal, officially publishes original research articles on Physical Education and its allied sciences. The JOPER is an open access international journal has four annual issues (March, June, September and December), with its own issue number and supplements if necessary for each issue. JOPER publishes in both printed and online version. It is devoted to the promotion of physical education and allied sciences. The experiences of different countries are very important to share on a platform like this. Therefore, this international journal serves to bring scholars from diver's background interns of their domain of specialization and scholarships and will enrich our understanding of various issues related to the physical education and sports. It also provides an International forum for the communication and evaluation of data, methods and findings in physical education and allied sciences. Based on the international character of the Journal, the articles/research papers can be published by authors from all over the world. The journal is under the indexing phase in several international bodies and organizations. The journal publishes scientific publications according to the criteria listed in the Guidelines for the Authors. Everyone who has met the requirements of the journal and who takes full responsibility for all that is written in the publication has the right to publish their article with us. The review and the corrections made by the editorial board and its associates do not dismiss the author (the co-authors) from the responsibility for his/her publication, and they also do not change its originality.

JOPER welcomes research articles from physical educators, sports scientists, health educators, coaches, athlete trainers and research scholars profoundly involved in physical education researches from all over the world to report their research findings and experiences with us. Applications of the publications are open throughout the year.

Journal Overview

• Copyright form
• Sample paper
• Individual Subscription Form
• Institutional Subscription Form

• Sign in to save searches and organize your favorite content.
• Not registered? Sign up

Recently viewed (0)

• Save Search

Journal of Teaching in Physical Education

Indexed in: Web of Science, Scopus, ProQuest, APA PsycINFO, EBSCOhost, ERIC, Google Scholar

Print ISSN:  0273-5024             Online ISSN:  1543-2769

• Get eTOC Alerts
• Get New Article Alerts
• Latest Issue TOC RSS
• Get New Article RSS

Volume 43 (2024): Issue 2 (Apr 2024)

JTPE is published quarterly in January, April, July, and October.

The purpose of the Journal of Teaching in Physical Education is to communicate national and international research and stimulate discussion, study, and critique of teaching, teacher education, and curriculum as these fields relate to physical activity in schools, communities, higher education, and sport. The journal publishes original reports of empirical studies in physical education together with integrative reviews and analyses of educational and methodological issues in the field. Research using a variety of methodological approaches is acceptable for publication. Well-designed replication of previous research is also strongly encouraged. Brief research notes also will be reviewed for possible publication. The coeditors and editorial board encourage the submission of manuscripts that extend knowledge within the focus of the journal.

Specific questions about the appropriateness of any individual paper to enter the JTPE peer-review process should be directed to one of the coeditors. Except for occasional invited manuscripts, all published articles are refereed by members of the editorial board, or by other referees invited by the coeditors. The final decision on whether a paper merits publication is made by the coeditor coordinating the review process.

• Ethics Policy

Please visit the Ethics Policy page for information about the policies followed by JTPE.

Additional Content

Honoring Daryl Siedentop's contributions to JTPE: https://journals.humankinetics.com/page/Tribute-Daryl-Siedentop

Interested in being a reviewer for JTPE? Please fill out the JTPE Online Reviewer Form .

Heather Erwin University of Kentucky, USA

Incoming Editor

Kevin Andrew Richards University of Illinois Urbana-Champaign, USA

Editors Emeriti

Michael W. Metzler (Founding Editor: 1981–1987) Mark Freedman (Founding Editor: 1981–1984) Thomas J. Templin (1984–1988) David Griffey (1986–1989) Thomas J. Martinek (1988–1991) Judith Rink (1989–1992) Stephen Silverman (1991–1994) Mary O’Sullivan (1993–1996) Nell Faucette (1994–1998) Patt Dodds (1996–2000) Hans van der Mars (1998–2002) Deborah Tannehill (2000–2004) Bonnie Tjeerdsma Blankenship (2002–2006) Melinda Solmon (2004–2008) Ron McBride (2006–2010) Ping Xiang (2008–2012) Pamela Hodges Kulinna (2010–2014) Ben Dyson (2012–2016) Weidong Li (2014–2018) Mark Byra (2016–2020) Bryan McCullick (2018–2022)

Associate Editors

Erin E. Centeio University of Hawaiʻi at Mānoa, USA

Sara Flory University of South Florida, USA

Karen Gaudreault University of New Mexico, USA

Michael Hemphill University of North Carolina-Greensboro, USA

Risto Marttinen George Mason University, USA

Collin Webster University of Birmingham, Dubai, UAE

Tao Zhang University of North Texas, USA

Editorial Board

Laura Alfrey, Monash University, Australia

Dominique Banville, George Mason University, USA

Eve Bernstein, Queens College - CUNY , USA

Antonio Calderón, University of Limerick, Ireland

Weiyun Chen, University of Michigan, USA

Donetta Cothran, Indiana University, USA

Matthew Curtner-Smith, University of Alabama, USA

Ben Dyson, University of North Carolina, Greensboro, USA

Tim Fletcher, Brock University, Canada

Alex Garn, Louisiana State University, USA

Tan Leng Goh, Central Connecticut State University, USA

Peter A. Hastie, Auburn University, USA

Pamela Hodges Kulinna, Arizona State University, USA

Cassandra Iannucci, Deakin University, Australia

Peter Iserbyt, KU Leuven, Belgium

Weidong Li, Ohio State University, USA

Ken Lodewyk, Brock University, Canada

Bryan McCullick, University of Georgia, USA

Scott McNamara, University of New Hampshire, USA

Geoff Meek, Bowling Green State University, USA

Thomas Quarmby, Leeds Beckett University, UK

Fernando Santos, Polytechnic Institute of Porto, School of Higher Education, Portugal

Bo Shen, Wayne State University, USA

Victoria (Tori) Shiver, University of New Mexico, USA

Mara Simon, Springfield College, USA

Kelly Simonton, University of Wyoming, USA

Oleg Sinelnikov, University of Alabama, USA

Suzan F. Smith-Ayers, Western Michigan University, USA

Melinda Solmon, Louisiana State University, USA

Michalis Stylianou, University of Queensland, Australia

Sue Sutherland, The Ohio State University, USA

Tristan Wallhead, University of Wyoming, USA

Jennifer Walton-Fisette, Kent State University, USA

Yubing Wang, Old Dominion University, USA

Phillip Ward, The Ohio State University, USA

John Williams, University of Canberra, Australia

Wesley Wilson, University of Illinois Urbana-Champaign, USA

Ping Xiang, Texas A&M University, USA

Xihe Zhu, Old Dominion University, USA

Social Media Manager

Paul Malinowski, University of Illinois at Urbana-Champaign, USA

Human Kinetics Staff Tammy Miller, Senior Journals   Managing Editor

Prior to submission, please carefully read and follow the submission guidelines detailed below. Authors must submit their manuscripts through the journal’s ScholarOne online submission system. To submit, click the button below:

Page Content

Authorship guidelines, open access, manuscript submission template, guidelines for replication studies, guidelines for research notes, guidelines for book reviews, submitting a manuscript, receiving a decision, guidelines for monographs, guidelines for special issues, additional resources.

• Open Access Resource Center
• Figure Guideline Examples
• Copyright and Permissions for Authors
• Editor and Reviewer Guidelines

The Journals Division at Human Kinetics adheres to the criteria for authorship as outlined by the International Committee of Medical Journal Editors*:

Each author should have participated sufficiently in the work to take public responsibility for the content. Authorship credit should be based only on substantial contributions to:

a. Substantial contributions to the conception or design of the work; or the acquisition, analysis, or interpretation of data for the work; AND b. Drafting the work or revising it critically for important intellectual content; AND c. Final approval of the version to be published; AND d. Agreement to be accountable for all aspects of the work in ensuring that questions related to the accuracy or integrity of any part of the work are appropriately investigated and resolved.

Conditions a, b, c, and d must all be met. Individuals who do not meet the above criteria may be listed in the acknowledgments section of the manuscript. * http://www.icmje.org/recommendations/browse/roles-and-responsibilities/defining-the-role-of-authors-and-contributors.html

Authors who use artificial intelligence (AI)-assisted technologies (such as Large Language Models [LLMs], chatbots, or image creators) in their work must indicate how they were used in the cover letter and the work itself. These technologies cannot be listed as authors as they are unable to meet all the conditions above, particularly agreeing to be accountable for all aspects of the work.

Human Kinetics is pleased to allow our authors the option of having their articles published Open Access. In order for an article to be published Open Access, authors must complete and return the Request for Open Access form and provide payment for this option. To learn more and request Open Access, click here .

Manuscript Guidelines

All Human Kinetics journals require that authors follow our manuscript guidelines in regards to use of copyrighted material, human and animal rights, and conflicts of interest as specified in the following link: https://journals.humankinetics.com/page/author/authors

In preparing articles for submission to the Journal of Teaching in Physical Education , authors must follow the Publication Manual of the American Psychological Association (7th ed., 2020).

All articles must include an abstract of 100–150 words typed on a separate page along with three to six key words not used in the title. When submitting, you will be prompted to fill in the abstract in a specific box. Please also include the abstract in the manuscript file that is uploaded. JTPE editorial personnel request that a structured abstract format is used that includes labeling the following sections within the abstract paragraph: Purpose, Method, Results, and Discussion/Conclusion. Non-traditional papers (e.g., photovoice, reviews, position papers) may use other labeling systems. The entire manuscript must be double-spaced. Line numbers should be inserted, continuous throughout the text, to facilitate the review process. Tables must be prepared using Microsoft Word’s table-formatting functions. Manuscripts should be no longer than 30 total pages, inclusive of title page, abstract pages, main text, references, figures, and tables. Occasionally, the journal editors will consider longer submissions, but authors are asked to request editorial approval before submitting papers longer than 30 pages. Special attention should be given to the accuracy of the references and APA style. Figures must be crisp, clear, and properly labeled. Do not submit low-resolution electronic files. Manuscripts should not be submitted to another journal at the same time. All quantitative studies must report effect sizes. To facilitate blind review, the first page of the manuscript should include only the title of the manuscript and the date of submission. The manuscript itself should contain no clues as to the author’s identity. A separate cover sheet with contact information is no longer required because the necessary identifying information is entered when registering with the online submission system.

Manuscripts will be acknowledged upon receipt and will be sent to two reviewers for blind review; the review process normally takes two to three months for an initial decision. Once the manuscript has been accepted, it will be published in the first available space after the final revision has been received. There are no page charges to authors. 

Authors are welcome to make use of this manuscript template to help ensure that their submission is consistent with JTPE 's formatting and author guidelines. However, this is not a requirement and authors are free not to use the template if that is preferred.

Makel and Plucker (2014) proposed that replication is a powerful avenue to accumulate understanding by checking the validity of knowledge from previous research and enables questions concerning generalization across populations or contexts. Schmidt (2009) suggests that there are two primary forms of replication studies. The first includes "operational" replications that test the validity of the original data using similar procedures and research designs. The second are "constructive" replications, which attempt to replicate a research finding with different situations and different subjects, to determine if the basic findings of the original study can be applied to other participants and circumstances and is therefore linked to the wider notion of replication. In addition to the Manuscript Guidelines listed above, any Replication study submitted to JTPE must fall into one of these two categories. 

Makel, M.C., & Plucker, J.A. (2014). Facts are more important than novelty: Replication of the education sciences. Educational Researcher , 43 , 304–316. Schmidt, S. (2009). Shall we really do it again? The powerful concept of replication is neglected in the social sciences. Review of General Psychology , 13 , 90–100. 

Research Notes submitted to JTPE should meet the following guidelines:

Research Notes may consist of replication studies, data re-analyses studies, validation studies of existing instruments, and comments and dialogues on previously published papers. Manuscripts should use 12-point Times New Roman font and should be double-spaced (as per APA guidelines), with length not exceeding 14 pages, including text, references, tables, and figures. Consecutive line numbers should be inserted throughout the text to facilitate the review process. Submissions must include an abstract of 150 words or less. Research Notes should conform to the Publication Manual of the American Psychological Association (7th ed., 2020).

Review and Publishing Process

Research Notes follow the same review and publishing process as regular manuscripts.

The Journal of Teaching in Physical Education is committed to publishing reviews of recent books that contribute to physical education, physical education teacher education, and related fields. In some instances, the book review editor may identify books worthy of review and ask scholars to author a book review. In other instances, scholars may propose to review a book based on their interest and expertise. Prospective book review authors should first contact the section editor to discuss their interest and ensure that the book they wish to review is a fit for JTPE and is not already under review.  The current book review section editor is Dr. Michael Hemphill ( [email protected] ).

Review Format

Book review authors should follow the Publication Manual of the American Psychological Association (7th edition, 2020) guidelines for journal article style. Keep references to a minimum. Check for the correct spelling of proper names. Check quotations for accuracy and make sure to provide page numbers for quotes. Reviews should be approximately 1,500 to 1,800 words. The text, including quotes and bibliographic information, should be double-spaced.

Bibliographic information for the book should be placed at the top of the review in the following format:

Title By Author(s). Publisher, year of publication, location of publisher, price, number of pages, ISBN. Reviewed by: Reviewer, institutional affiliation, location.

For example:

Reconceptualizing Physical Education: A Curriculum Framework for Physical Literacy, by Ang Chen. Routledge, 2022, New York, NY, $136, 276 pp., 9780367756949. Reviewed by: Michael Hemphill, University of North Carolina at Greensboro, Greensboro, NC.

Review Content

Book reviews should be relevant to readers of JTPE and be consistent with its mission to “stimulate discussion, study, and critique of teaching, teacher education, and curriculum as these fields relate to physical activity in schools, communities, higher education, and sport.” There are some books that would make an obvious fit to review for JTPE due to their purpose clearly relating to physical education. There may also be books from related areas that could be considered because they provide JTPE readers with insight into a topic of importance to our discipline. Prospective book review authors may contact the book review editor to discuss their interest in authoring a book review prior to committing to the project.

A good review provides description and analysis and attempts to situate a book in the larger scholarly conversation of the discipline. It is important to describe the author’s central thesis and the author’s approach to the text. The review should summarize the content and use examples to highlight key points; it should not be organized as a chapter-by-chapter synopsis of the book. Reviewers may choose to situate the book in relation to the author’s previous works, to scholarly debates in physical education or related areas, or to relevant literature in the field and particularly from JTPE . A constructive analysis of the book may include a summary of what makes it unique, strengths and weaknesses, the scope and relevance of its arguments, and/or its relationship to other published material. Book reviews often conclude by commenting on the book’s potential impact on the field, theoretical approach, or methodology. First-time reviewers are encouraged to read reviews that have appeared in other journals in related fields and from JTPE when possible.

Editorial Process

The submission of a review confirms that the review has not and will not appear elsewhere in published form. Book reviews will be received and edited by the Book Review Editor. Reviewers should note that the solicitation of a book review or the submission of an unsolicited review does not guarantee publication in the JTPE . Book review authors may be asked by the Book Review Editor to revise their reviews. The Book Review Editor makes recommendations for acceptance of reviews to the Editor of the journal. The Editor makes all final decisions about what will appear in the journal.

Acknowledgement

The guidelines for book reviews in JTPE were developed with insights from the book review section of the Sociology of Sport Journal .

Manuscripts must be submitted through ScholarOne, the online submission system for the Journal of Teaching in Physical Education (see submission button at the top of this page). ScholarOne manages the electronic transfer of manuscripts throughout the article review process, providing systematic instructions and a user-friendly design. Please access the site and follow the directions for authors submitting manuscripts.

Any problems that might be encountered can be easily resolved by selecting “Help" in the upper-right corner of any ScholarOne screen. Authors of manuscripts accepted for publication must transfer copyright to Human Kinetics, Inc. This copyright agreement can be viewed by visiting the ScholarOne site and selecting "Instructions & Forms" in the upper-right corner.

JTPE is committed to mentoring young scholars to be able to conduct high-quality, timely peer reviews. We use a reviewer onboarding system in which reviewers may invite a graduate student or young scholar to review a manuscript to provide them with valuable training experience. Authors will have the option during manuscript subscription to decline to have their manuscript be part of this process.

Effective July 1, 2019, JTPE  has implemented new decision categories for submitted manuscripts. To review these categories, see the document below.

• JTPE Decision Categories

Monograph proposals to JTPE should meet the following guidelines:

Manuscripts must use 12-point Times New Roman font (as per APA guidelines) and should be single-spaced, with length not exceeding 10 pages (including the overview but excluding the Appendix). Proposals should start with an overview chapter (Chapter 1), which clearly identifies the theme, scope, and need for the monograph. An overarching theoretical framework should inform the monograph. Individual chapters may also have additional/different theories that inform the work. Proposals should provide the abstracts for all chapters (6-10 chapters). Each chapter’s abstract should consist of the following elements: Title, Background, Purpose, Method, Data Analysis, Results, and Discussion/ Conclusions. Data should have already been collected at the time the proposal is submitted and results should be present in the proposal. Proposals should conform to the Publication Manual of the American Psychological Association (7th ed., 2020), except that the text should be single-spaced. Guest editors should be identified in the Appendix and serve as liaisons between chapter lead authors and JTPE coeditors. An Appendix should be submitted separately that provides the contact information of guest editors and the title of each of the chapters and its contributing authors with lead author contact information, along with an abbreviated CV (two pages) for each of the guest editors and lead authors. Proposals are due by July 31 of each year.

Review Process

All proposals are reviewed by a four-person review committee comprised of the two JTPE coeditors and two members of the JTPE editorial board.

Selection Process

The selection process is based on the following criteria: (a) relevance of topic and (2) quality of proposals, as determined by the four-person committee. Guest editors will be notified regarding the selection of monographs by September 15 of each year. If selected, guest editors must submit a complete monograph for further consideration in JTPE .

Publishing Process

The complete monograph is due three months after notification of selection (by December 15). Once received, the monograph will be reviewed by the four-person review committee through the online review process, with reviews sent only to the monograph guest editors. Henceforth, the review process continues following the standard JTPE format until the monograph is considered ready for publication or the monograph is rejected.

The following guidelines are intended to help scholars prepare a special issue proposal. Proposals on time-sensitive topics may be considered for publication as a special series at the Editor’s discretion. In no more than four pages, author(s) should address the following questions using the headings provided.

Synopsis  In 150 words or less, what is your special issue about? Important: Be sure to include its main themes and objectives. Rationale What are you proposing to do differently/more innovatively/better than has already been done on the topic (in JTPE specifically, as well as in the field more generally)? Why is now the time for a special issue on this topic? Why is JTPE the most appropriate venue for this topic? What are the main competing works on the topic (e.g., edited books, other special issues)? List up to five articles recently published on the topic that show breadth of scope and authorship in the topic. Qualifications Are you proposing to serve as Guest Editor for this special issue? If so, Please provide your vitae. Have you edited/co-edited a special issue before? If yes, please give the citation(s). Do you currently serve on any journal editorial boards? If yes, please list. If not, who do you suggest for a potential Guest Editor? Timeline Given that it takes approximately 12 months to complete a special issue, please provide a detailed timeline including estimated dates or time frames for the following steps: (a) Call for papers (b) Submission deadline (c) Review process (averages 4 months) (d) Revision process (averages 3 months) (e) Final editing and approval from JTPE editor (f) Completion and submission to Human Kinetics (must be at least 3 months prior to the issue cover month; e.g., completion by January 1 for the April issue)

Individuals

Online subscriptions.

Individuals may purchase online-only subscriptions directly from this website. To order, click on an article and select the subscription option you desire for the journal of interest (individual or student, 1-year or 2-year), and then click Buy. Those purchasing student subscriptions must be prepared to provide proof of student status as a degree-seeking candidate at an accredited institution. Online-only subscriptions purchased via this website provide immediate access to all the journal's content, including all archives and Ahead of Print. Note that a subscription does not allow access to all the articles on this website, but only to those articles published in the journal you subscribe to. For step-by-step instructions to purchase online, click here .

Print + Online Subscriptions

Individuals wishing to purchase a subscription with a print component (print + online) must contact our customer service team directly to place the order. Click here to contact us!

Institutions

Institution subscriptions must be placed directly with our customer service team. To review format options and pricing, visit our Librarian Resource Center . To place your order, contact us . 

JTPE Editors and Reviewers Resource Center

Eligibility criteria and responsibilities of jtpe co-editors.

JTPE  co-editors are selected from the members of the editorial board. Upon selection, they serve as junior co-editor for a specified term of two years. Upon completion of this period, they serve as senior co-editor for another two-year term.

Eligibility Criteria Eligibility for  JTPE  co-editor appointments is based on the following criteria:

1. Co-editor candidates have published three manuscripts in the last five years in tier one journals (requirements: one publication in  JTPE  and one first authorship publication). 2. Co-editor candidates have demonstrated high-quality reviews in a timely manner while on the  JTPE  editorial board (a minimum of six reviews per year during the three-year term). 3. Co-editor candidates have served as  JTPE  editorial board members for six years (i.e., two terms) before selection.

  Responsibilities The  JTPE  co-editor responsibilities include, but are not limited to, the following:

1. Co-editors ensure the validity of the double-blinded review process. 2. Co-editors maintain confidentiality and objectivity regarding manuscripts and the review process. 3. The senior co-editor submits manuscripts to at least two reviewers expert in the specific area who can be objective and do not have conflicts of interest. In the case that the manuscript content or focus is inappropriate for  JTPE , the coeditors contact the author(s) rather than sending it out for review. 4. Co-editors correspond with authors and reviewers. 5. Co-editors make decisions regarding acceptance/rejection and resubmission/rejection of manuscripts based on reviewers’ feedback/recommendations.

To review more information on the duties of editors, including ethical responsibilities,  click here .

Nomination Process

Nominations for the co-editor positions originate from existing editorial board members and are submitted in writing to the senior co-editor who is responsible for contacting the nominees for their curriculum vitae and letter of interest, as well as for making arrangements for the selection process.

Co-editors are selected by current co-editors from the pool of  JTPE  editorial board members who meet the eligibility criteria and are interested in the position. The co-editors’ selection is ratified by the majority vote of the  JTPE  editorial board.

Co-Editor Publication Process

In the case a co-editor submits a manuscript for publication to  JTPE , the other co-editor assigns a guest co-editor to select reviewers and monitor the review process.

Editorial Board Members

Eligibility criteria and responsibilities for jtpe editorial board membership.

Editorial board members are appointed by the senior co-editor upon consensus of the editorial council (senior and junior co-editors).

Eligibility Criteria Eligibility for new board member appointments is based on the following criteria:

1. Potential editorial board member has obtained a doctoral degree specializing in sport pedagogy or related fields at least five years before serving on the  JTPE  editorial board. 2. Potential editorial board member has published three manuscripts in the last five years in tier one journals (initial membership requirements: one publication in  JTPE  and one first authorship publication). 3. Potential editorial board member has served as a guest reviewer for  JTPE  for one year and completed an adequate number of high-quality, non-biased reviews. 4. Potential editorial board member has demonstrated expertise in areas needed on the board. 5. Potential editorial board member is committed to attending the annual  JTPE  editorial board meetings when possible and to contributing to the mission of  JTPE .  

Responsibilities The members of the  JTPE  editorial board are appointed for three years and are directly accountable to the editors of  JTPE . In turn, the senior editor of  JTPE  is responsible to Human Kinetics, Inc. The  JTPE  editorial board members’ responsibilities include, but are not limited to, the following:

1. JTPE  editorial board members complete a minimum of six reviews per year in a timely manner. 2. JTPE  editorial board members provide respectful and constructive reviews for authors that avoid hurtful language and contribute to providing high-quality papers. 3. JTPE  editorial board members demonstrate confidentiality and objectivity regarding the manuscripts and the review process. 4. JTPE  editorial board members participate in the evaluation of the quality and effectiveness of JTPE to help maintain high standards.

Editorial board membership nominations are requested from existing  JTPE  editorial board members. Board members whose term has been completed and who wish to continue on the board can also nominate themselves as a self-nomination (through a letter of intent only). Nominations should be submitted in writing (preferably via electronic mail) to the senior editor, who is responsible for arranging the review/selection process. Nominees are then asked to submit a curriculum vita to the senior editor, along with a statement expressing their interest in the position and explaining their suitability.

The co-editors of  JTPE  will consider nominees who meet the eligibility criteria and have provided requested materials as potential  JTPE  editorial board members. The  JTPE  editorial board can consist of up to 32 members at a time.

Renewal of JTPE Editorial Board Membership

The co-editors determine the renewal of  JTPE  editorial board membership. Board members, upon completion of their term of service, are invited to continue to serve on the board if they have successfully fulfilled all their responsibilities during their three-year term. This will be determined by the eligibility criteria and their ability to fulfill appropriate responsibilities for  JTPE  editorial board membership.

Reviewer Guidelines

A. guidelines for the review of research-based manuscripts.

I. Appropriateness of Manuscript for  JTPE : The reviewer should comment on the appropriateness of the manuscript (refer to editorial policy of  JTPE ) based on the guidelines below (when they apply). Co-editors make final decisions about the appropriateness of manuscripts.

II. Relevance/Significance of the Study:

1. Is there a theoretical framework and/or is the study and the related construct(s) situated in the existing literature? 2. Is the theoretical framework logically explained or are the constructs tied together to explain how the research project was conceived? 3. Is the rationale for the study clear? 4. Does the literature review provide the most relevant and current scholarship on the topic that enriches an understanding of the theoretical framework or related constructs? 5. Are the purpose and the research questions derived from the literature review and are they consistent with the theoretical framework and/or the related constructs and rationale presented in the introduction? 6. Have the data been published elsewhere? 7. Are the interpretations based on valid, reliable, or trustworthy data/materials? 8. Has the work been sufficiently thorough to warrant publication? 9. What significant, unique, or valuable knowledge will readers learn from the study? 10. Overall, does the study add new knowledge and/or make a significant and/or a unique contribution to the existing literature base?

III. Methodology and Presentation of Results:

General Guidelines

1. Are the research questions specific enough so that the theoretical framework/construct logically leads to the selection of appropriate variables/phenomena for the investigation? 2. Is the research design explicitly explained? 3. Are participants clearly described? 4. Is information offered with regard to having obtained institutional approval and participants’ consent? 5. Are key characteristics of the participants provided? 6. Is the sequence of research procedure logical? 7. Are there sufficient data sources to address the research question(s)?

Guidelines for Quantitative Methods

1. Are variables operationally defined for data collection? 2. Is information about the validity and reliability of the measures reported? 3. Do the validity and reliability of the measures meet acceptable criteria? 4. Are control procedures described in experimental/quasi-experimental designs? 5. Are effective procedures used to minimize the threats to the validity and reliability of the measures? 6. Are statistical analyses compatible with or appropriate to the research questions? 7. Are advantages and disadvantages of using the analyses explained? 8. Were adequate assumptions for the statistical analyses examined and results reported? 9. Were descriptive statistics for the variables (dependent variables in particular) reported? 10. Are the parameters/indexes chosen to report results appropriate (especially in multivariate analyses)? 11. Were results for tests of statistical significance accompanied by effect size indices? 12. Are there any indications of calculation errors? 13. When using single-subject designs, were data paths interpreted appropriately according to accepted visual analysis tactics?

Guidelines for Qualitative Methods

1. Is the type of inquiry and its associated paradigm/perspective specified? 2. Does the author reveal sufficient personal/professional subjectivity for readers to assess the degree of the researcher’s role in the study and influence on the data presented? 3. Is the description of context detailed so that readers can situate the study within its social and educational environment? 4. Are detailed descriptions of key informants provided? 5. Are data collection protocols described? 6. Are sufficient data sources used for an effective triangulation to make the case that the data are trustworthy and credible? 7. If limited data sources were used, were additional efforts made to gather sufficient in-depth information from the sources to address the research questions adequately? 8. Are approaches to establishing trustworthiness appropriate? 9. Are data analysis protocols carefully described to show that the themes/grounded theories have been derived in a logical way?

IV. Discussion and Interpretation:

1. Has the discussion/interpretation of results been linked to the theoretical framework and/or constructs and rationale presented in the introduction? 2. To what extent do the findings make unique contributions to the body of knowledge? 3. Are interpretations of the results based on the data and related to the literature? 4. Are there any indications of over- or under-generalization of the results? 5. To what extent have the results answered the research questions (completely, partially, or not at all)? 6. If there are any critical limitations of the study in any section (e.g., theoretical foundation, methodology, results, and/or discussion), how well has the author addressed them? 7. Are practical implications of the findings presented when appropriate? 8. Are similarities and differences with previous findings noted and discussed? 9. Are unexpected results acknowledged and discussed?

V. Clarity of Information Presentation and Writing:

1. Does the writing allow a clear, accurate, and concise presentation of information? Are the sections coherently connected? 2. Does the writing avoid redundancy? 3. Are concepts clearly defined and explained when they first appear in the manuscript? 4. Has technical jargon been avoided or kept to a minimum? 5. Is the general arrangement of the sections logical? 6. Is it a finished piece of work? 7. Are there inappropriate or missing sections/headers? 8. Does the manuscript conform to the Publication Manual of the American Psychological Association (6th ed., 2010)? 9. Does the abstract present all key components in the manuscript in a very concise manner? 10. Are tables and figures accurate, clear, and concise? 11. Do tables and figures present necessary information that contributes to the understanding of the text, rather than redundant information which duplicates what is already in the text? 12. Is the reference list accurate and do citations in the manuscript accurately match those in the references section? 13. Is the tone of reporting academically appropriate? 14. Is an overly emotional tone avoided? 15. Is the length of the manuscript reasonable? 16. If longer than 28 pages (8.5 x 11, size 12 font), can any part be condensed or omitted without jeopardizing the significance of the manuscript?

B. Guidelines for the Review of Manuscripts Pertaining to Theoretical, Philosophical, and/or Applied Issues of Professional Practice

I. Contribution to the Body of Knowledge/Professional Practice: 

1. Does the author address a significant issue that is relevant to the scope of the journal (teaching/learning in physical education)? 2. Is the most current relevant literature included in the review? 3. Are the arguments based on solid theoretical frameworks, philosophical foundations, and/or empirical evidence? 4. To what extent does the manuscript advance our understanding of the issue? 5. Has the work been sufficiently thorough to warrant publication? 6. Is the quality of the content sufficient to warrant publication?

II. Quality of Information Presentation:

1. Are themes and/or philosophical positions stated clearly? 2. Are appropriate transitions used between/among themes to build logical and compelling arguments? 3. Does the presentation help readers conceptualize issues and arguments effectively? 4. Is the manuscript logically organized to achieve a clearly stated purpose that is suited to this journal? 5. Is the information conceptually integrated and coherently presented?

III. Discussion or Interpretation of Ideas and Information:

1. Has the author built constructive arguments that advance theory, knowledge, and/or applications related to the scope of the journal (teaching/learning in physical education)? 2. Is relevant literature adequately critiqued and integrated into the arguments? 3. Are the arguments based on well-reasoned thoughts, rather than emotions? 4. Does the reasoning throughout the manuscript seem to be sound? 5. Are the conclusions consistent with the arguments developed or the empirical evidence reviewed? 6. Are practical implications of the arguments and/or ideas emphasized?

C. Guidelines for Reviewing Manuscripts the Second or Third Time:

1. All major concerns by reviewers and editors should be addressed in the first revision of a manuscript. 2. New major revisions should not be requested during the second or third revision of a manuscript unless a major change (e.g., new theoretical framework or revised analyses) requires further recommendations for changes. 3. Original reviewers should be employed in subsequent reviews unless the co-editor’s decision for the original manuscript is reject.

Guest Reviewers

Guest reviewers must have an earned doctoral degree specializing in sport pedagogy or related fields. Doctoral students (in the third year of their programs or beyond) may also participate as a  JTPE  guest reviewer under the supervision of their doctoral mentors.

Most Popular

© 2024 Human Kinetics

Powered by:

• [66.249.64.20|195.190.12.77]
• 195.190.12.77

Character limit 500 /500

Physical Education Research Paper Topics

In this guide on physical education research paper topics , we explore a wide range of subjects that delve into the field of physical education. Whether you’re a student studying education or a researcher in the field, this comprehensive list of topics is designed to inspire and guide you in your research endeavors. From examining the impact of physical activity on academic performance to analyzing the effectiveness of different teaching methods in physical education, these research paper topics offer a diverse range of areas to explore.

100 Physical Education Research Paper Topics

Exploring the diverse facets of physical education through research papers offers a unique opportunity to delve deeper into the field and contribute to the growing body of knowledge. To assist you in this endeavor, we have compiled a comprehensive list of physical education research paper topics. These topics span various areas of interest, from the impact of physical education on mental health to the integration of technology in physical education curricula. Each category contains 10 stimulating and thought-provoking physical education research paper topics, providing you with a wide range of options to explore and develop your research.

Academic Writing, Editing, Proofreading, And Problem Solving Services

Get 10% off with 24start discount code.

Physical Education Curriculum and Instruction

• The integration of technology in physical education curricula.
• The impact of standardized testing on physical education programs.
• Strategies for promoting inclusivity and diversity in physical education classes.
• The role of assessment and feedback in enhancing student learning in physical education.
• The effectiveness of different teaching methods in physical education.
• Examining the relationship between physical education and academic performance.
• Addressing gender disparities in physical education participation and achievement.
• Incorporating cultural competency in physical education curricula.
• The influence of teacher-student relationships on student engagement in physical education.
• Exploring the role of outdoor education in physical education programs.

Physical Activity and Health

• Investigating the effects of physical activity on mental health and well-being.
• The relationship between physical activity and obesity rates among children and adolescents.
• Analyzing the impact of physical activity on cardiovascular health.
• Exploring the role of physical activity in reducing the risk of chronic diseases.
• Investigating the psychological benefits of regular physical activity.
• The impact of physical activity interventions on sedentary behavior.
• Examining the relationship between physical activity and cognitive function.
• Analyzing the influence of physical activity on sleep patterns.
• Exploring the role of physical activity in promoting healthy aging.
• Investigating the socio-economic factors influencing physical activity participation.

Sports Psychology and Performance

• Understanding the psychological factors influencing sports performance.
• Examining the role of motivation in sports participation and performance.
• Analyzing the impact of imagery and visualization techniques on athletic performance.
• Investigating the effects of stress and anxiety on sports performance.
• Exploring the psychological benefits of team sports participation.
• The influence of leadership styles on team cohesion and performance.
• Analyzing the role of self-confidence in sports performance.
• Understanding the psychological challenges faced by athletes with disabilities.
• Investigating the relationship between personality traits and sports performance.
• Exploring the effects of psychological interventions on sports performance enhancement.

Exercise Physiology and Biomechanics

• Investigating the physiological adaptations to different types of exercise.
• Analyzing the biomechanics of specific movements in sports and exercise.
• Exploring the effects of different training modalities on muscle strength and endurance.
• The role of nutrition in exercise performance and recovery.
• Investigating the effects of high-intensity interval training on cardiovascular fitness.
• Analyzing the biomechanical factors influencing running gait and performance.
• Exploring the physiological responses to altitude training.
• Investigating the effects of aging on exercise capacity and performance.
• Analyzing the impact of environmental factors on exercise performance.
• Understanding the role of genetics in exercise physiology and performance.

Adapted Physical Education

• Examining the benefits and challenges of inclusive physical education programs.
• The role of assistive technology in facilitating physical education for individuals with disabilities.
• Investigating the effectiveness of adapted physical education interventions.
• Exploring strategies for promoting social inclusion in adapted physical education.
• Analyzing the impact of inclusive physical education on self-esteem and self-efficacy.
• Understanding the experiences and perceptions of individuals with disabilities in physical education.
• Investigating the role of community partnerships in supporting adapted physical education.
• Examining the professional development needs of physical education teachers in inclusive settings.
• Analyzing the influence of policy and legislation on the provision of adapted physical education.
• Exploring the role of peer support in enhancing the participation of individuals with disabilities in physical education.

Physical Education Pedagogy and Teacher Training

• Investigating the impact of professional development programs on physical education teacher effectiveness.
• Exploring the use of technology in enhancing physical education pedagogy.
• Analyzing the role of reflection and self-assessment in physical education teacher development.
• Investigating the factors influencing physical education teacher job satisfaction.
• Understanding the challenges faced by physical education teachers in multicultural classrooms.
• Examining the relationship between teacher-student interaction and student engagement in physical education.
• Exploring effective strategies for managing behavior in physical education classes.
• Analyzing the impact of mentoring and coaching on physical education teacher development.
• Investigating the influence of school climate on physical education teacher motivation and performance.
• Exploring the integration of social-emotional learning in physical education curricula.

Physical Education Policy and Advocacy

• Analyzing the impact of policy on the provision of physical education in schools.
• Investigating the role of advocacy organizations in promoting quality physical education programs.
• Understanding the factors influencing physical education policy adoption and implementation.
• Examining the relationship between physical education policies and student health outcomes.
• Analyzing the impact of budgetary constraints on the quality of physical education programs.
• Investigating the role of community partnerships in supporting physical education initiatives.
• Exploring strategies for promoting physical education policy reform.
• Understanding the influence of parental involvement on physical education policy and practice.
• Analyzing the effects of policy changes on physical education teacher preparation programs.
• Investigating the perceptions and attitudes of stakeholders towards physical education policies.

Assessment and Evaluation in Physical Education

• Analyzing the effectiveness of different assessment methods in physical education.
• Investigating the use of technology in assessing physical education outcomes.
• Exploring the role of self-assessment and peer assessment in physical education.
• Understanding the challenges and opportunities of authentic assessment in physical education.
• Analyzing the impact of assessment practices on student motivation and engagement in physical education.
• Investigating the alignment between physical education curriculum, instruction, and assessment.
• Exploring the role of formative assessment in enhancing student learning in physical education.
• Understanding the influence of standardized testing on physical education assessment practices.
• Investigating the relationship between assessment practices and equity in physical education.
• Analyzing the use of data-driven decision-making in improving physical education programs.

Physical Education and Technology

• Investigating the use of wearable devices in monitoring physical activity and fitness levels.
• Exploring the impact of virtual reality and augmented reality in physical education.
• Analyzing the role of mobile applications in promoting physical activity and health.
• Understanding the benefits and challenges of online physical education courses.
• Investigating the use of gamification in enhancing student engagement in physical education.
• Exploring the influence of exergaming on physical activity participation.
• Analyzing the effectiveness of technology-mediated feedback in physical education.
• Investigating the role of social media in promoting physical activity and healthy lifestyles.
• Understanding the integration of technology in physical education teacher preparation programs.
• Exploring the ethical considerations of using technology in physical education.

Physical Education and Social Justice

• Analyzing the relationship between physical education and social inequality.
• Investigating the experiences and perceptions of marginalized groups in physical education.
• Exploring strategies for promoting social justice in physical education curricula.
• Understanding the role of physical education in fostering cultural competence and inclusion.
• Investigating the impact of gender norms on physical education experiences.
• Analyzing the influence of socioeconomic status on access to quality physical education.
• Exploring the intersectionality of race, gender, and physical education experiences.
• Investigating the role of physical education in promoting social-emotional well-being and resilience.
• Analyzing the impact of inclusive policies and practices on social justice in physical education.
• Understanding the challenges and opportunities of integrating social justice in physical education pedagogy.

The comprehensive list of physical education research paper topics presented here is just the beginning of your research journey. Delve into the categories, choose a topic that resonates with your interests, and embark on a fascinating exploration of the subject matter. Remember to consider the relevance, significance, and feasibility of your chosen topic, and conduct thorough research to develop a well-informed and insightful research paper. Whether you seek to uncover the benefits of physical activity or analyze the effectiveness of different teaching methods, these topics will inspire you to expand your understanding of physical education and contribute to the advancement of knowledge in the field.

Physical Education Research Guide

Welcome to the world of physical education research! This page serves as a valuable resource for students and researchers in the field of education who are eager to explore the realm of physical education through the lens of research papers. Physical education plays a vital role in promoting health, wellness, and overall development among individuals of all ages. It encompasses a wide range of physical education research paper topics, from the impact of physical activity on academic performance to the effectiveness of various teaching approaches in physical education.

The primary objective of this page is to provide you with a comprehensive overview of physical education research paper topics. By delving into these topics, you will gain a deeper understanding of the key issues, theories, and practices within the field. The list of topics is categorized into 10 distinct categories, each offering 10 diverse and thought-provoking research paper ideas. Whether you’re interested in exploring the role of technology in physical education or investigating the social and cultural aspects of sports, you’ll find a wealth of ideas to spark your curiosity and fuel your research journey.

In addition to the extensive list of research paper topics, this page also offers expert advice on how to choose the most appropriate topic for your research project. Selecting a compelling and relevant research topic is essential to ensure the success of your study. Our expert guidance will provide you with valuable insights and practical tips to help you navigate through the multitude of options and select a topic that aligns with your interests, research goals, and academic requirements.

Furthermore, we understand that crafting a research paper can be a challenging task. To support your academic journey, we offer custom writing services that allow you to order a personalized research paper on any physical education topic of your choice. Our team of expert degree-holding writers possesses the knowledge and expertise to deliver high-quality, well-researched papers that meet your specific needs. With our commitment to in-depth research, customized solutions, and adherence to formatting styles such as APA, MLA, Chicago/Turabian, and Harvard, we strive to provide you with a seamless and professional writing experience.

So, whether you’re a student embarking on a research project or a researcher seeking new avenues of exploration, this page is designed to inspire, inform, and empower you in your quest for knowledge in the field of physical education. Let us embark on this exciting journey together as we delve into the fascinating world of physical education research paper topics.

Choosing a Physical Education Topic

When it comes to choosing a research paper topic in the field of physical education, it is crucial to select a subject that aligns with your interests, addresses a relevant issue, and allows for meaningful exploration. To help you make an informed decision, here are ten expert tips on selecting the right physical education research paper topic:

• Identify your passion : Consider the aspects of physical education that you find most fascinating and meaningful. Are you interested in exploring the impact of technology on physical education, the role of physical education in promoting mental health, or the relationship between physical activity and academic performance? By selecting a topic that aligns with your passion, you will be more motivated to dive deep into the research and produce an exceptional paper.
• Stay updated with current literature : Regularly review the latest research articles, books, and journals in the field of physical education. This will help you identify emerging trends, controversial topics, and gaps in existing knowledge, enabling you to choose a research topic that is current and relevant.
• Consider the target population : Physical education encompasses various age groups and populations, including children, adolescents, adults, and individuals with special needs. Reflect on which population interests you the most and tailor your research topic accordingly. For example, you may explore the effectiveness of physical education programs for children with disabilities or the impact of physical activity interventions on older adults’ well-being.
• Delve into emerging areas : Explore emerging areas within physical education that are gaining attention, such as inclusive education, adaptive physical education, or the integration of technology in teaching and learning. By choosing a topic in these emerging areas, you can contribute to the advancement of knowledge in the field.
• Address local or global issues : Consider researching topics that address local or global issues in physical education. For instance, you may examine the impact of socio-cultural factors on physical education participation rates in a specific community or analyze the effects of globalization on physical education curriculum development.
• Consult with experts : Seek guidance from professors, academic advisors, or professionals in the field of physical education. They can provide valuable insights, suggest potential research topics, and help you narrow down your focus based on their expertise and experience.
• Conduct a literature review : Before finalizing your research topic, conduct a comprehensive literature review to identify existing studies, theories, and gaps in knowledge. This will help you refine your research question and ensure that your topic contributes to the existing body of literature.
• Consider research feasibility : Assess the availability of data sources, research methods, and potential challenges associated with your chosen topic. Ensure that you have access to relevant data, research participants (if applicable), and the necessary resources to carry out your study successfully.
• Balance novelty and significance : Strive to find a balance between selecting a novel and unique topic while ensuring its significance within the field of physical education. Aim to choose a topic that adds value to the existing knowledge and has the potential to influence practice or policy in a meaningful way.
• Reflect on personal and professional goals : Consider how your chosen research topic aligns with your personal and professional goals. Will it contribute to your academic and career development? Does it align with your long-term aspirations within the field of physical education? Selecting a topic that resonates with your goals will enhance your motivation and dedication throughout the research process.

Remember, the process of choosing a research paper topic in physical education is iterative. Be open to exploring different ideas, seeking feedback from experts, and refining your topic based on the available resources and research feasibility. By selecting a topic that aligns with your passion, addresses a relevant issue, and has the potential for significant impact, you will be well-equipped to embark on a successful research journey in the field of physical education.

How to Write a Physical Education Research Paper

Writing a research paper in the field of physical education requires careful planning, thorough research, and effective organization of ideas. Here are some essential steps to guide you through the process of writing a compelling and well-structured physical education research paper:

• Understand the assignment : Familiarize yourself with the requirements and guidelines provided by your instructor or educational institution. Pay attention to the research question, formatting style, word count, and any specific instructions or expectations.
• Conduct thorough research : Begin by conducting extensive research on your chosen topic. Utilize various sources such as academic journals, books, reputable websites, and databases to gather relevant and reliable information. Take detailed notes and ensure that you cite your sources accurately.
• Develop a strong thesis statement : Formulate a clear and concise thesis statement that captures the main objective or argument of your research paper. The thesis statement should guide your research and provide a roadmap for the rest of your paper.
• Outline your paper : Create a well-organized outline to structure your research paper. Divide it into sections such as introduction, literature review, methodology, findings, analysis, and conclusion. Outline the main points and supporting evidence you will include in each section.
• Write a compelling introduction : Begin your paper with an engaging introduction that grabs the reader’s attention and provides background information on the topic. Clearly state the purpose of your research, introduce the key concepts, and present your thesis statement.
• Conduct a comprehensive literature review : Dedicate a section of your paper to reviewing relevant literature on the topic. Summarize and analyze existing studies, theories, and perspectives related to your research question. Identify gaps in the literature that your research aims to address.
• Describe your research methodology : Explain the research design, methods, and procedures you used to collect and analyze data. Provide a clear description of the participants, materials, and instruments used. Justify the appropriateness of your chosen methods for addressing your research question.
• Present your findings : Share the results of your research in a clear and organized manner. Use tables, graphs, or charts to present quantitative data and provide detailed descriptions for qualitative data. Analyze and interpret the findings in relation to your research question.
• Discuss the implications and significance : Analyze the implications of your findings and their significance in the field of physical education. Discuss how your research contributes to the existing knowledge, addresses the research question, and impacts practice or policy.
• Conclude your paper effectively : Summarize the main points of your research paper in the conclusion section. Restate your thesis statement and highlight the key findings and implications. Discuss the limitations of your study and suggest areas for further research.
• Revise and edit : Review your research paper thoroughly for clarity, coherence, and logical flow. Check for grammatical and spelling errors, and ensure proper citation of sources using the required formatting style.
• Seek feedback : Before submitting your final paper, seek feedback from peers, professors, or mentors. Incorporate their suggestions and revisions to improve the overall quality of your research paper.

By following these steps and dedicating sufficient time to each stage of the writing process, you can produce a well-researched and well-structured physical education research paper that effectively contributes to the field.

Order a Custom Research Paper

When it comes to writing a research paper in the field of physical education, it is understandable that you may encounter challenges or time constraints. In such cases, you may consider utilizing professional writing services to order a custom education research paper tailored to your specific needs. Our company offers a range of writing services to assist students like you in achieving their academic goals. Here are the key benefits of ordering a custom education research paper from our services:

• Expert degree-holding writers : Our team of writers consists of highly qualified professionals with advanced degrees in the field of education. They have extensive knowledge and experience in conducting research and writing academic papers, ensuring the highest quality of work.
• Custom written works : We understand the importance of originality in academic writing. Each research paper we deliver is custom-written from scratch, tailored to your specific requirements and guidelines. Our writers conduct thorough research and utilize credible sources to ensure the uniqueness and authenticity of your paper.
• In-depth research : Our writers have access to a wide range of academic resources and databases, enabling them to conduct in-depth research on your chosen topic. They will gather relevant and up-to-date information to support the arguments and claims in your research paper.
• Custom formatting : Our writers are well-versed in various formatting styles commonly used in academic writing, including APA, MLA, Chicago/Turabian, and Harvard. They will ensure that your research paper adheres to the required formatting guidelines.
• Top quality and customized solutions : We prioritize quality and strive to deliver research papers that meet the highest standards. Our writers pay attention to every detail of your requirements and instructions, ensuring a customized solution that reflects your unique perspective and academic level.
• Flexible pricing : We understand that as a student, you may have budget constraints. That’s why we offer flexible pricing options to accommodate your financial needs. Our pricing structure is transparent and competitive, ensuring that you receive excellent value for your investment.
• Short deadlines : If you are facing a tight deadline, our writing services can assist you. We offer short turnaround times, allowing you to place an order with a deadline as short as 3 hours. Our efficient and dedicated team will ensure that your research paper is delivered to you promptly, without compromising on quality.
• Timely delivery : We understand the importance of meeting deadlines. Our writing services prioritize timely delivery, ensuring that you receive your completed research paper within the agreed-upon timeframe.
• Absolute privacy : We prioritize the privacy and confidentiality of our clients. Your personal information and the details of your order will be handled with the utmost confidentiality and will not be shared with any third parties.
• Easy order tracking : Our user-friendly platform allows you to easily track the progress of your order. You can communicate directly with your assigned writer, providing clarifications or additional instructions as needed.
• 24/7 support : Our customer support team is available 24/7 to address any questions or concerns you may have throughout the process. We are here to provide prompt and reliable assistance whenever you need it.
• Money-back guarantee : We are committed to your satisfaction. If, for any reason, you are not satisfied with the quality of the delivered research paper, we offer a money-back guarantee, ensuring that you have a risk-free experience.

Ordering a custom education research paper from our writing services can provide you with the support and expertise you need to excel in your academic endeavors. Our professional writers will work closely with you to ensure that your research paper meets your expectations and fulfills the requirements of your assignment. Take advantage of our services and experience the benefits of a well-crafted and meticulously researched education research paper.

Take Your Physical Education Research Paper to the Next Level

At iResearchNet, we are dedicated to helping students like you excel in your academic pursuits. If you are in need of a high-quality and custom physical education research paper, look no further. Our experienced team of writers is ready to assist you in creating a research paper that meets your specific requirements and exceeds your expectations.

To take advantage of our writing services, simply visit our website and place an order. Our user-friendly platform makes it easy to submit your paper details and provide any specific instructions or guidelines. You will have the opportunity to select a writer who specializes in physical education or related fields, ensuring that your research paper is in capable hands.

By choosing iResearchNet, you can benefit from our expert degree-holding writers, customized solutions, and in-depth research. We guarantee top-quality work that is formatted according to your preferred style, whether it’s APA, MLA, Chicago/Turabian, or Harvard.

Additionally, we offer flexible pricing options to suit your budget and accommodate short deadlines, including turnaround times as short as 3 hours. We prioritize timely delivery to ensure that you have sufficient time to review the paper and request any necessary revisions.

Rest assured, your privacy is our utmost concern. We maintain absolute privacy and confidentiality throughout the entire process. You can track your order easily and enjoy 24/7 support from our responsive customer service team.

To experience the benefits of our custom education research paper writing services, place your order today. Take the first step toward a well-researched, well-written, and successful research paper in the field of physical education.

Achieve academic excellence with iResearchNet. Place your order now and let us help you succeed!

ORDER HIGH QUALITY CUSTOM PAPER

Physical Review Physics Education Research

• Collections
• Editorial Team

Editorial: Coauthor! Coauthor!

May 21, 2024.

When determining the authorship list for your next paper, be generous yet disciplined.

Editorial: Discontinuation of short papers in PRPER

January 16, 2024.

Short papers in Physical Review Physics Education Research (PRPER) were originally intended for articles that either extended a previous work (by the authors or someone else) or were initial results from a larger effort that were interesting enough to merit this type of publication.

Editorial: Call for Papers for Focused Collection of Physical Review Physics Education Research : AI Tools in Physics Teaching and PER

December 14, 2023.

Artificial intelligence (AI) has increasingly found its way into more and more areas of our lives, including education. This focused collection aims to address opportunities, challenges, and issues around the use of a broad variety of AI tools in physics education and physics education research.

Editorial: Call for Papers for Focused Collection of Physical Review Physics Education Research : Investigating and Improving Quantum Education through Research

December 4, 2023.

In the year 2025, we will be celebrating the 100th anniversary of the formulation and development of quantum theory. The United Nations is working toward a declaration of 2025 as the International Year of Quantum Science and Technology (IYQST). In the spring of 2025, Physical Review Physics Education Research (PRPER) will join the celebration by rolling out a special issue of the journal focused on investigating and improving quantum education.

ANNOUNCEMENT

Meet new prper associate editor eric brewe, june 30, 2023.

Dr. Eric Brewe is a Professor in Physics and Science Education at Drexel University. Much of his research into the teaching and learning of physics at the university level is focused on the Modeling Instruction method. Dr. Brewe publishes frequently in PRPER and has received significant external funding to support his research. He is an APS Fellow and has served as Chair of the APS Education Policy Committee and Chair of the APS Topical Group on Physics Education Research.

EDITORS' SUGGESTION

Cheat sites and artificial intelligence usage in online introductory physics courses: what is the extent and what effect does it have on assessments.

Students in on-line introductory physics courses showed patterns of help-seeking and resource-usage patterns which did not influence scores on supervised assessments.

Gerd Kortemeyer and Wolfgang Bauer Phys. Rev. Phys. Educ. Res. 20 , 010145 (2024)

NEW ARTICLE

Importance of undergraduate institution prestige in physics faculty hiring networks.

A small fraction of institutions are responsible for the undergraduate education of a disproportionate number of U.S. physics faculty.

Daniel Z. Grunspan et al. Phys. Rev. Phys. Educ. Res. 20 , 010144 (2024)

Implementation of the photovoice methodology in a project-based upper-division physics course

Photovoice methodology can provide insights into student experiences and perspectives that may not be captured through traditional reflection questions.

Kristin A. Oliver, Victoria Borish, Bethany R. Wilcox, and H. J. Lewandowski Phys. Rev. Phys. Educ. Res. 20 , 010142 (2024)

Learning difficulties among students when applying Ampére-Maxwell’s law and its implications for teaching

Introductory physics students do not develop a robust understanding of Ampere-Maxwell’s law through typical physics instruction.

Álvaro Suárez, Arturo C. Marti, Kristina Zuza, and Jenaro Guisasola Phys. Rev. Phys. Educ. Res. 20 , 010143 (2024)

PRPER Associate Editor Paula Heron wins IUPAP 2021 ICPE Medal for PER research

APS congratulates Paula Heron, Associate Editor of PRPER and Professor of Physics at University of Washington, for winning the 2021 ICPE Medal for PER research. The full announcement from IUPAP is available online .

APS Announces Outstanding Referees for 2024

APS has selected 156 Outstanding Referees for 2024 who have demonstrated exceptional work in the assessment of manuscripts published in the Physical Review journals. A full list of the Outstanding Referees is available online .

SPECIAL COLLECTION

Examining racial diversity and identity in physical review physics education research, july 1, 2020.

In the following special collection from Physical Review Physics Education Research , authors examine and highlight racial diversity, specifically how Black physicists and people of color navigate within the physics community at large.

Editorial: Announcing the PRPER Statistical Modeling Review Committee (SMRC)

November 22, 2022.

Lead Editor, Charles Henderson, announces PRPER’s development of the Statistical Modeling Review Committee (SMRC) to help support high-quality statistical modeling techniques.

Editorial: Research on Advancing Equity Is Critical for Physics

April 11, 2022.

PRPER Lead Editor, Charles Henderson, and APS Editor in Chief, Michael Thoennessen, discuss the vital importance of offering an inclusive and welcoming environment to the physics community.

Editorial: Call for Papers Focused Collection of Physical Review Physics Education Research Instructional labs: Improving traditions and new directions

November 17, 2021.

Physics is an experimental science. Instructional laboratories where students conduct experiments, analyze data, arrive at conclusions, and communicate findings have been around for over a century. Every physics department has labs of different levels: from introductory to advanced, for majors and nonmajors, with real equipment or virtual.

Editorial: Call for Papers Focused Collection of Physical Review Physics Education Research Qualitative Methods in PER: A Critical Examination

August 4, 2021.

Physics Education Research (PER) uses various research methods classified under qualitative, quantitative, and mixed methods. These approaches help researchers understand physics education phenomena and advance our efforts to produce better PER. Over time, research questions and contexts have evolved, and so have our methods. We understand it has come the time for PER scholars to examine qualitative methods in our field critically. Therefore, we urge you to contribute to the Focused Collection on Qualitative Methods in PER.

Special Collection on Curriculum Development: Theory into Design

This Physical Review Physics Education Research (PRPER) Focused Collection was curated to bring to light curriculum design decisions and the factors that shape them. By making decisions about design explicit, we can better understand the contexts behind our research claims, hold curricula up to informed critique, and support new scholars as they undertake curriculum development.

Current Issue

Vol. 20, Iss. 1 — January - June 2024

Previous Issues

• Vol. 19, Iss. 2 — July - December 2023
• Vol. 19, Iss. 1 — January - June 2023
• Vol. 18, Iss. 2 — July - December 2022
• Vol. 18, Iss. 1 — January - June 2022

Email Alerts

Sign up to receive regular email alerts from Physical Review Physics Education Research

AAPT APS FEd APS GPER

Announcements

APS has selected 156 Outstanding Referees for 2024 who have demonstrated exceptional work in the assessment of manuscripts published in the Physical Review journals. A full list of the Outstanding Referees is available online.

Offer includes Journal Access and waived article publication charges to Scientists in 100+ Lower and Middle Income Countries

The journal Physical Review Physics Education Research  and the Topical Group on Physics Education Research (GPER) are collaborating to host these events on recent, high-impact physics education research.

Articles appearing in this special collection highlight the current state of the field of physics education research as it relates to quantitative methods. Editorial

I am pleased to announce that PRST-PER will begin having focused collections. A focused collection is a selection of articles on a particular topic of interest to the PER community. Announcements of the first three focused collections will be made in the form of guest editorials in the coming months. It is expected that there will be one or two focused collections in PRST-PER published each year.

More Announcements

Special Collection

• Forgot your username/password?
• Create an account

Article Lookup

Paste a citation or doi, enter a citation.

An official website of the United States government

The .gov means it’s official. Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

The site is secure. The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

• Publications
• Account settings

Preview improvements coming to the PMC website in October 2024. Learn More or Try it out now .

• Advanced Search
• Journal List
• Sports (Basel)

Physical Activity and Sports—Real Health Benefits: A Review with Insight into the Public Health of Sweden

Christer malm.

1 Sports Medicine Unit, Department of Community Medicine and Rehabilitation, Umeå University, 901 87 Umeå, Sweden; [email protected]

Johan Jakobsson

Andreas isaksson.

2 Department of Molecular Medicine and Surgery, Karolinska Institutet, 171 77 Solna, Sweden; [email protected]

Positive effects from sports are achieved primarily through physical activity, but secondary effects bring health benefits such as psychosocial and personal development and less alcohol consumption. Negative effects, such as the risk of failure, injuries, eating disorders, and burnout, are also apparent. Because physical activity is increasingly conducted in an organized manner, sport’s role in society has become increasingly important over the years, not only for the individual but also for public health. In this paper, we intend to describe sport’s physiological and psychosocial health benefits, stemming both from physical activity and from sport participation per se. This narrative review summarizes research and presents health-related data from Swedish authorities. It is discussed that our daily lives are becoming less physically active, while organized exercise and training increases. Average energy intake is increasing, creating an energy surplus, and thus, we are seeing an increasing number of people who are overweight, which is a strong contributor to health problems. Physical activity and exercise have significant positive effects in preventing or alleviating mental illness, including depressive symptoms and anxiety- or stress-related disease. In conclusion, sports can be evolving, if personal capacities, social situation, and biological and psychological maturation are taken into account. Evidence suggests a dose–response relationship such that being active, even to a modest level, is superior to being inactive or sedentary. Recommendations for healthy sports are summarized.

1. Introduction

Sport is a double-edged sword regarding effects on health. Positive effects are achieved primarily through physical activity, which is the main part of most sports. Many secondary effects of sport also bring health benefits, such as psychosocial development of both young [ 1 ] and old [ 2 ], personal development [ 3 ], later onset, and less consumption of alcohol [ 4 , 5 ]. Finally, those who play sports have a higher level of physical activity later in life [ 6 ], and through sport, knowledge of nutrition, exercise, and health can be developed [ 7 ]. Negative effects include the risk of failure leading to poor mental health [ 8 , 9 ], risk of injury [ 10 , 11 ], eating disorders [ 12 ], burnout [ 13 ], and exercise-induced gastrointestinal tract discomfort [ 14 ]. In sport, there are unfortunately also reports of physical and psychological abuse [ 15 ]. Negative aspects are more common in elite-level sports, where there is a fine balance between maximum performance and negative health. A somewhat unexpected effect of sport participation is that people submitting to planned training in some cases perform less physical activity compared to those who are exercising without a set schedule. One explanation can be a reduced spontaneous physical activity in the latter group [ 16 ]. Because physical activity is increasingly executed in an organized manner [ 17 , 18 , 19 ], sport’s role in society has become increasingly important over the years, not only for the individual but also for public health.

In this paper, we describe the health effects of sport from a physiological and psychological perspective, related both to physical activity and added values of sport per se. Initially, brief definitions of various concepts related to physical activity and health are given. This is then followed by: (1) A brief description of how physical activity and training affect our body from a physiological perspective; (2) a report on the health effects of physical activity and training; and (3) sport’s specific influences on the various dimensions of health. We chose to discuss the subject from an age-related perspective, separating children/adolescents, adults, and the elderly, as well as separating for sex in each age group.

2. Definitions of Physical Activity, Exercise, Training, Sport, and Health

Definitions and terms are based on “Physical activity in the prevention and treatment of disease” (FYSS, www.fyss.se [Swedish] [ 20 ]), World Health Organization (WHO) [ 21 ] and the US Department of Human Services [ 22 ]. The definition of physical activity in FYSS is: “Physical activity is defined purely physiologically, as all body movement that increases energy use beyond resting levels”. Health is defined according to the World Health Organization (WHO) as: “[…] a state of complete physical, mental and social wellbeing and not merely the absence of disease or infirmity” [ 21 ].

Physical activity can occur spontaneously (leisure/work/transport) or organized and be divided according to purpose: Physical exercise is aimed primarily at improving health and physical capacity. Physical training is aimed primarily at increasing the individual’s maximum physical capacity and performance [ 23 ]. Physical inactivity is described as the absence of body movement, when energy consumption approximates resting levels. People who do not meet recommendations for physical activity are considered physically inactive and are sometimes called “sedentary”. Sport can be organized by age, sex, level of ambition, weight or other groupings [ 24 ]. Sport can also be spontaneous [ 7 , 17 ] and defined as a subset of exercises undertaken individually or as a part of a team, where participants have a defined goal [ 7 ]. General recommendations for physical activity are found in Table 1 , not considering everyday activities. One can meet the daily recommendations for physical activity by brief, high-intensity exercise, and remaining physically inactive for the rest of the day, thereby creating a “polarization” of physical activity: Having a high dose of conscious physical training, despite having a low energy expenditure in normal life due to high volumes of sedentary time. Polarization of physical activity may lead to increased risk of poor health despite meeting the recommendations for physical activity [ 25 , 26 , 27 ]. During most of our lives, energy expenditure is greater in normal daily life than in sport, physical training, and exercise, with the exceptions of children and the elderly, where planned physical activity is more important [ 28 ].

Recommendations regarding physical activity for different target groups. Note that additional health effects can be achieved if, in addition to these recommendations, the amount of physical activity increases, either by increasing the intensity or duration or a combination of both.

Compiled from FYSS 2017 ( www.fyss.se ) and WHO 2017 ( www.who.int ).

3. Aerobic and Muscle-Strengthening Physical Activity

Physical activity is categorized according to FYSS as: (1) Aerobic physical activity and (2) muscle-strengthening physical activity. Physical activity in everyday life and exercise training is mainly an aerobic activity, where a majority of energy production occurs via oxygen-dependent pathways. Aerobic physical activity is the type of activity typically associated with stamina, fitness, and the biggest health benefits [ 29 , 30 , 31 ]. Muscle-strengthening physical activity is referred to in everyday language as “strength training” or “resistance training” and is a form of physical exercise/training that is primarily intended to maintain or improve various forms of muscle strength and increase or maintain muscle mass [ 32 ]. Sometimes, another category is defined: Muscle-enhancing physical activity, important for maintenance or improvement of coordination and balance, especially in the elderly [ 33 ]. According to these definitions, muscle-strengthening activities primarily involve the body’s anaerobic (without oxygen) energy systems, proportionally more as intensity increases.

Exercise intensity can be expressed in absolute or relative terms. Absolute intensity means the physical work (for example; Watts [W], kg, or metabolic equivalent [MET]), while relative intensity is measured against the person’s maximum capacity or physiology (for example; percentage of maximum heart rate (%HR), rate of perceived exhaustion (RPE), W·kg −1 or relative oxygen uptake in L·min −1 ·kg −1 (VO 2 )). In terms of recommendations to the public, as in Table 1 , the intensity is often described in subjective terms (“makes you breathe harder” for moderate intensity, and “makes you puff and pant” for vigorous intensity) [ 27 ]. While objective criteria such as heart rate and accelerometry will capture the intensity of activity, they may not distinguish between different types of physical activity behaviors [ 34 ]. FYSS defines low intensity as 20%–39% of VO 2 max, <40 %HR, 1.5–2.9 METs; moderate intensity as 40%–59% of VO 2 max, 60–74 %HR, 3.0–5.9 METs, and vigorous intensity as 60%–89% of VO 2 max, 75–94 %HR, 6.0–8.9 METs. Absolute intensity, however, can vary greatly between individuals where a patient with heart disease may have a maximal capacity of <3 MET, and an elite athlete >20 MET [ 35 ].

4. How does the Body Adapt to Physical Activity and Training?

Adaption to physical activity and training is a complex physiological process, but may, in the context of this paper, be simplified by a fundamental basic principle:” The general adaptation syndrome (GAS)” [ 36 , 37 , 38 ]. This principle assumes that physical activity disturbs the body’s physiological balance, which the body then seeks to restore, all in a dose-related response relationship. The overload principle states that if exercise intensity is too low, overload is not reached to induce desired physiological adaptations, whereas an intensity too high will result in fatigue and possibly overtraining. Thus, for adaptation to occur, greater than normal stress must be induced, interspersed with sufficient recovery periods for restoration of physiological balance [ 39 ]. During and immediately after physical exercise/training, functions of affected tissues and systems are impaired, manifested as temporarily decreased performance. You feel tired. In order to gradually improve performance capacity, repeated cycles of adequate overload and recovery are required [ 40 ]. In practice, positive effects can be seen after a relatively short period of a few weeks, but more substantial improvements if the training is maintained for a longer period.

As a rule of thumb, it is assumed that all people can adapt to physical activity and exercise, but the degree of adaptation depends on many factors, including age, heredity, the environment, and diet [ 41 , 42 , 43 , 44 ]. The hereditary factor (genetics) may be the most critical for adaptation [ 45 ]. The degree of adaptation also depends on how the person in question trained previously; a well-trained athlete usually does not have the same relative improvement as an untrained one. Even if training is thought to be specific to mode, intensity, and duration, there are some overlaps. For example, it has been found that strength training in some individuals contributes to a relatively large positive impact on health and endurance, effects previously associated primarily with aerobic exercise [ 46 , 47 ]. The overload principle may, if applied too vigorously in relation to a person’s individual adaptation ability, have detrimental effects, including reduced performance, injury, overtraining, and disease [ 10 ]. Training is a commodity that must be renewed; otherwise, you gradually lose achieved performance improvements [ 48 ], although some capacities, such as muscle memory, seem to persist for life [ 49 ].

General recommendations for health may be stated, but individual predispositions make general training schedules for specific performance effects unpredictable. All exercise training should be adjusted to individual purposes, goals, and circumstances.

5. Health Effects of Physical Activity and Training

Human biology requires a certain amount of physical activity to maintain good health and wellbeing. Biological adaption to life with less physical activity would take many generations. People living today have, more or less, the same requirements for physical activity as 40,000 years ago [ 50 , 51 ]. For an average man with a body weight of 70 kg, this corresponds to about 19 km daily walking in addition to everyday physical activity [ 52 ]. For most people, daily physical activity decreases, while planned, conscious exercise and training increases [ 19 , 53 ]. Unfortunately, average daily energy intake is increasing more than daily energy output, creating an energy surplus. This is one reason for the increasing number of overweight people, and a strong contributor to many health problems [ 54 ]. More sedentary living (not reaching recommended level of physical activity), combined with increased energy intake, impairs both physical and mental capabilities and increases the risk of disease. Despite this, Swedes (as an example) seemed to be as physically active and stressed but had better general health in 2015, compared to 2004 ( Figure 1 ). Compared to 2004–2007, the Swedish population in 2012–2015 reported better overall health (more county-dots are blue) and less fatigue (smaller county-dots) with similar level of physical activity (~65% indicated at least 30 min daily physical activity) and stress (~13% were stressed).

Selected physical and mental health indicators of a Sweden cohort, in relation to the degree of physical activity for the period of years 2004–2007 ( N = 29,254) and years 2012–2015 ( N = 38,553). Surveyed subjects are age 16 to 84 years old, with data representing median scores of four years, not normalized for age. Y-axis: Percentage of subjects reporting “stressed”; X-axis: Percentage of subjects indicating physical active at least 30 minutes each day. Each dot represents one County (Län), dot-size indicates self-reported fatigue, and color self-reported healthiness of the County. If 70% of the population states they are having “Good/Very good” health, the dot is blue. If less than 70% states they are having good/very good health, the dot is red. The circle indicated with a black arrow corresponds to nation median. The black line connected to the nation circle represents the movement in the X–Y plane from the year 2004 to 2007, and from 2012 to 2015, respectively. Data retrieved from the Public Health Agency of Sweden 2019-04-22 ( www.folkhalsomyndigheten.se ).

Results in Figure 1 may in part be explained by a polarization of who is physically active: Some individuals are extremely active, others very inactive, giving a similar central tendency (mean/median). As physical activity and mental stress are not changed, but health is, the figure indicates that other factors must be more important to our overall health and fatigue. Recently, a national study of Swedish 11- to 15-year-olds concluded that this age group is inactive for most of their time awake, that is, sitting, standing or moving very little [ 55 ]. Time as inactive increased with age, from 67 percent for 11-year-olds to 75 percent for 15-year-olds. The study states that in all age groups, the inactive time is evenly distributed over the week, with school time, leisure time, and weekend. Further, those who feel school-related stress have more inactive time, both overall and during school hours, than those who have less school-related stress.

People active in sports have, in general, better health than those who do not participate in sports, because they are physically and mentally prepared for the challenges of sports, abilities that in many cases can be transferred to other parts of life [ 56 ].

However, there is a certain bias in this statement. Sport practitioners are already positively selected, because sickness and injury may prevent participation. As many health benefits of sport are related to the level of physical activity, separation of sport and physical exercise may be problematic. Regardless, societal benefits of these health effects can be seen in lower morbidity, healthier elderly, and lower medical costs [ 7 , 57 , 58 ].

Health effects of physical activity in many cases follow a dose–response relationship; dose of physical activity is in proportion to the effect on health [ 59 , 60 ]. Figure 2 depicts the relationship between risk of death and level of physical activity, in a Finnish twin cohort, adjusted for smoking, occupational group, and alcohol consumption [ 59 ]. Odds ratio (OR) for the risk of all-cause mortality in a larger sample in the same study was 0.80 for occasional exercisers ( p = 0.002, 95% CI = 0.69–0.91). This dose–response relationship between risk of all-cause mortality and physical activity is evident in several extensive studies [ 60 , 61 , 62 ]. The total dose is determined by the intensity (how strenuous), duration (duration), and frequency (how often). While Figure 2 shows sex differences in death rates, it is likely that sedentary behavior is equally hazardous for men and women, but inconsistent results sometime occur due to inadequate assessment measures, or low statistical power [ 59 , 63 ]. To obtain the best possible development due to physical exercise/training, both for prevention and treatment purposes, a basic understanding of how these variables affect the dose of activity is required, as well as understanding how they can be modified to suit individual requirements. A physically active population is important for the health of both the individual and society, with sport participation being one, increasingly important, motivator for exercise.

Relative risk (odds ratio; OR) of premature death in relationship to level of physical activity, in 286 male and 148 female twin pairs, adjusted for smoking, occupational group, and use of alcohol [ 59 ].

There is strong scientific evidence supporting an association between physical exercise/training and good physical and mental health. For example: A reduction in musculoskeletal disorders and reduced disability due to chronic disease [ 27 , 64 ], better mental health with reduced anxiety [ 65 , 66 ], insomnia [ 67 ], depression [ 31 ], stress [ 68 ], and other psychological disorders [ 69 ]. Physical and mental health problems are related to an increased risk of developing a number of our major public health diseases and may contribute to premature death ( Table 2 ).

Health-related physiological effects of aerobic and muscle strengthening physical activity. Green circle indicates that the activity contributes with an effect, whereas a red circle indicates that the activity has no proven effect. Orange circle indicates that the activity may in some cases be effective.

5.1. Effects on Physical Health

The effects of physical activity and exercise are both acute (during and immediately after) and long-lasting. Effects remaining after a long period of regular physical activity have far-reaching consequences for health and are described below. For example, some muscle enzymes’ activity can be quickly increased by physical exercise/training but just as quickly be lost when idle [ 118 ]. Other changes remain for months or years even if training ends—for instance, increased number and size of muscle fibers and blood vessels [ 49 , 119 , 120 ]. Good health, therefore, requires physical activity to be performed with both progression and continuity. Most of the conducted physical exercise/training is a combination of both aerobic and muscle strengthening exercise, and it can be difficult to distinguish between their health effects ( Table 2 ).

To describe ill-health, indicators of life expectancy, disease incidence (number), and prevalence (how often) are used [ 121 ]. In describing the relationship between physical activity and falling ill with certain diseases, the dose–response relationship, the effect size (the risk reduction that is shown in studies), and the recommended type and dose of physical activity are considered [ 122 ]. Table 3 shows the relative effects of regular physical activity ton the risk of various diseases (US Department of Human Services, 2009). The greatest health gains are for people who move from completely sedentary to moderately active lifestyles, with health effects seen before measurable improvements in physical performance. Previously, most scientific studies collected data only on aerobic physical activity. However, resistance exercise also shows promising health (mental and physical) and disease-prevention effects [ 123 , 124 , 125 , 126 , 127 ].

Disease prevention effects of regular physical activity.

Compiled from US Department of Health and Human Service, https://health.gov/paguidelines/report/ [ 62 , 146 ] 1 : Risk reduction refers to the relative risk in physically active samples in comparison to a non-active sample, i.e., a risk reduction of 20% means that the physically active sample has a relative risk of 0.8, compared to the non-active sample, which has 1.0. 2 : In general, general recommendations for PA that are described and referred to herein apply to most conditions. However, in some cases, more specific recommendations exist, more in depth described by the US Department of Health and Human Service, amongst others [ 62 ]. 3 : Evidence is dependent on cancer subtype; refer to US Department of Health and Human Service [ 62 ] for in-depth guidance. PA = Physical.

Aerobic physical activity has been shown to benefit weight maintenance after prior weight loss, reduce the risk of metabolic syndrome, normalize blood lipids, and help with cancer/cancer-related side effects ( Table 2 and Table 3 ), while effects on chronic pain are not as clear [ 29 ].

Muscle-strengthening physical activity has, in contrast to aerobic exercise, been shown to reduce muscle atrophy [ 128 ], risk of falling [ 75 ], and osteoporosis [ 74 ] in the elderly. Among the elderly, both men and women adapt positively to strength training [ 129 ]. Strength training also prevents obesity [ 130 ], enhances cognitive performance if done alongside aerobic exercise [ 131 ], counteracts the development of neurodegenerative diseases [ 132 , 133 , 134 ], reduces the risk of metabolic syndrome [ 135 ], counteracts cancer/cancer-related side effects [ 135 , 136 ], reduces pain and disability in joint diseases [ 137 ], and enhances bone density [ 137 , 138 ]. The risk of falling increases markedly with age and is partly a result of reduced muscle mass, and reduced coordination and balance [ 76 , 139 , 140 ]. A strong correlation between physical performance, reduced risk of falls, and enhanced quality of life is therefore, not surprisingly, found in older people [ 141 ]. Deterioration in muscle strength, but not muscle mass, increases the risk of premature death [ 142 ] but can be counteracted by exercise as a dose–response relationship describes the strength improvement in the elderly [ 122 , 143 ]. Recommendations state high-intensity strength training (6–8 repetitions at 80% of 1-repetition maximum) as most effective [ 144 ]. Muscle strengthening physical activity for better health is recommended as a complement to aerobic physical activity [ 29 ]. Amongst the elderly, vibration training can be an alternative to increase strength [ 145 ].

5.2. Effects on Mental Health

Mental illness is a global problem affecting millions of people worldwide [ 147 ]. Headache, stress, insomnia, fatigue, and anxiety are all measures of mental ill health. The term “ ill health ” constitutes a collection of several mental health problems and symptoms with various levels of seriousness. Studies have compared expected health benefits from regular physical activity for improvement of mental health with other treatments, for example, medication. Most recent studies show that physical activity and exercise used as a primary, or secondary, processing method have significant positive effects in preventing or alleviating depressive symptoms [ 31 , 148 , 149 , 150 , 151 ] and have an antidepressant effect in people with neurological diseases [ 152 ]. Training and exercise improve the quality of life and coping with stress and strengthen self-esteem and social skills [ 69 , 153 ]. Training and exercise also lessen anxiety in people who are diagnosed with an anxiety- or stress-related disease [ 68 ], improve vocabulary learning [ 154 ], memory [ 155 , 156 ], and creative thinking [ 157 ].

The same Swedish data as used in Figure 1 show that between the years 2004–2007 and 2012–2015 anxiety, worry, and insomnia decreased but were not obviously correlated to the slightly increased level of physical activity in the population during the same period. Thus, in a multifactorial context, the importance of physical exercise alone cannot be demonstrated in this dataset.

Some of the suggested physiological explanations for improved mental health with physical activity and exercise are greater perfusion and increased brain volume [ 107 , 158 ], increased volume of the hippocampus [ 106 ], and the anti-inflammatory effects of physical activity, reducing brain inflammation in neurological diseases [ 159 ]. Physical exercise may also mediate resilience to stress-induced depression via skeletal muscle peroxisome proliferator-activated receptor gamma coactivator 1-alpha (PGC-1α), enhancing kynurenine conversion to kynurenine acid, which in turn protects the brain and reduces the risk for stress-induced depression [ 153 ]. Further, increased release of growth factors, endorphins, and signaling molecules are other exercise-induced enhancers of mental health [ 69 ].

6. How Sport Affects Health

Sport’s main purposes are to promote physical activity and improve motor skills for health and performance and psychosocial development [ 56 ]. Participants also gain a chance to be part of a community, develop new social circles, and create social norms and attitudes. In healthy individuals, and patients with mental illness, sport participation has been shown to provide individuals with a sense of meaning, identity, and belonging [ 160 , 161 ]. Whether the sport movement exists or not, training and competition including physical activity will happen. Sport’s added values, in addition to the health benefits of physical activity, are therefore of interest. Some argue that it is doubtful, or at least not confirmed, that health development can come from sport, while others believe that healthy sport is something other than health, reviewed in depth by Coakley [ 162 ]. In a sporting context, health is defined as subjective (e.g., one feels good), biological (e.g., not being sick), functional (e.g., to perform), and social (e.g., to collaborate) [ 163 ]. Holt [ 56 ] argued that the environment for positive development in young people is distinctly different from an environment for performance, as the latter is based on being measured and assessed. That said, certain skills (goal setting, leadership, etc.) can be transferred from a sporting environment to other areas of life. The best way to transfer these abilities is, at the moment, unclear.

Having the goal to win at all costs can be detrimental to health. This is especially true for children and adolescents, as early engagement in elite sports increases the risk of injury, promotes one-dimensional functional development, leads to overtraining, creates distorted social norms, risks psychosocial disorders, and has the risk of physical and psychological abuse [ 15 , 164 ]. Of great importance, therefore, is sport’s goal of healthy performance development, starting at an early age. For older people, a strong motivating factor to conduct physical activity is sports club membership [ 165 ]. One can summarize these findings by stating sport’s utility at the transition between different stages of the life; from youth to adulthood and from adulthood to old age. There, sports can be a resource for good physical and mental health [ 166 ].

Today, a higher proportion of the population, compared to 50 years ago, is engaged in organized sports, and to a lesser extent performs spontaneous sports ( Figure 3 ), something that Engström showed in 2004 [ 17 ] and is confirmed by data from The Swedish Sports Confederation ( www.rf.se ). Of the surveyed individuals in 2001, 50%–60% of children and young people said they were active in a sports club. The trend has continued showing similar progression to 2011, with up to 70% of school students playing sports in a club. Furthermore, the study shows that those active in sport clubs also spontaneously do more sports [ 167 ]. Similar data from the years 2007–2018, compiled from open sources at The Swedish Sports Confederation, confirm the trend with an even higher share of youths participating in organized sports, compared to 1968 and 2001 ( Figure 4 ).

Spontaneous sport has decreased over the last decades, to the advantage of organized sport. Data compiled from Engström, 2004, The Swedish Research Council for Sport Science.

Data compiled from open sources report Sport Statistics (Idrotten i siffror) at The Swedish Sports Confederation for the year 2011 ( www.rf.se ).

Taking part in sports can be an important motivator for physical activity for older people [ 165 , 166 ]. With aging, both participation in sports ( Figure 4 ) and physical activity in everyday life [ 168 ] decreases. At the same time, the number of people who are physically active both in leisure and in organized sports increases (The Public Health Agency of Sweden 2017; www.folkhalsomyndigheten.se ). Consequently, among elderly people, a greater proportion of the physical activity occurs within the context of sport [ 8 , 28 ]. Together, research shows that organized sports, in clubs or companies, are more important for people’s overall physical activity than ever before. Groups that are usually less physically active can be motivated through sport—for example, elderly men in sport supporters’ clubs [ 169 ], people in rural areas [ 170 ], migrants [ 171 ], and people with alternative physical and mental functions [ 172 ]. No matter how you get your sporting interest, it is important to establish a physical foundation at an early age to live in good health when you get older ( Figure 5 ). As seen in Figure 5 , a greater sport habitus at age 15 results in higher physical activity at 53 years of age. Early training and exposure to various forms of sports are therefore of great importance. Participation creates an identity, setting the stage for a high degree of physical activity later in life [ 173 ].

Odds ratio (OR) of physical activity at age 53 in relation to Sport habitus at age 15. Sport habitus (“the total physical capital"), including cultural capital, athletic diversity, and grades in physical education and health are, according to Engström [ 173 ], the factors most important for being physically active in later life. For a further discussion on sport habitus, the readers are referred to Engström, 2008 [ 173 ]. Numbers above bar show the 95% confidence interval. ** = significant difference from “Very low”, p < 0.01. *** = p < 0.001.

7. Sport’s Effects on the Health of Children and Young People

The effects of participation in organized sports for children and young people are directly linked to physical activity, with long term secondary effects; an active lifestyle at a young age fosters a more active lifestyle as an adult. As many diseases that are positively affected by physical activity/exercise appear later in life, continued participation in sport as an adult will reduce morbidity and mortality.

It must be emphasized that good physical and mental health of children and young people participating in sport requires knowledge and organization based on everyone’s participation. Early specialization counteracts, in all regards, both health and performance development [ 174 , 175 ].

7.1. Positive Aspects

According to several reviews, there is a correlation between high daily physical activity in children and a low risk for obesity, improved development of motor and cognitive skills, as well as a stronger skeleton [ 176 , 177 ]. Positive effects on lipidemia, blood pressure, oxygen consumption, body composition, metabolic syndrome, bone density and depression, increased muscle strength, and reduced damage to the skeleton and muscles are also described [ 178 , 179 ]. If many aspects are merged in a multidimensional analysis [ 8 , 173 ], the factors important for future good health are shown to be training in sports, broad exposure to different sports, high school grades, cultural capital, and that one takes part in sport throughout childhood ( Table 4 ).

Compiled health profiles for men and women at the age of 20 years, depending on participation in organized sports at the age of 5, 7, 8, 10, 14, and 17 years.

Classification with repeated latent class analysis creates three groups for girls and boys, respectively: Children who never participated (girls only), participated, quit prematurely, or began late (only boys) in sports. Arrows indicate whether participation in sports at young age has an effect on health at 20 years of age. Green up arrow is positive, red down arrow negative, and a horizontal black double arrow shows that sport had no significant effect. Modified from Howie et. al., 2016 [ 8 ].

Psychological benefits of sports participation of young people were compiled by Eime et al. [ 1 ], where the conclusion was that sporting children have better self-esteem, less depression, and better overall psychosocial health. One problem with most of these studies, though, is that they are cross-sectional studies, which means that no cause–effect relationship can be determined. As there is a bias for participating children towards coming from socially secure environments, the results may be somewhat skewed.

7.2. Negative Aspects

As Table 4 and Table 5 show, there are both positive and negative aspects of sports. Within children’s and youth sports, early specialization to a specific sport is a common phenomenon [ 175 ]. There is no scientific evidence that early specialization would have positive impact, neither for health nor for performance later in life [ 175 ]. No model or method including performance at a young age can predict elite performance as an adult. By contrast, specialization and competitiveness can lead to injury, overtraining, increased psychological stress, and reduced training motivation, just to mention a few amongst many negative aspects [ 174 , 175 ]. Another important aspect is that those who are excluded from sports feel mentally worse [ 8 ]. As there is a relationship between depressive episodes in adolescence, and depression as adults [ 116 ], early exclusion has far-reaching consequences. Therefore, sports for children and young people have future health benefits by reducing the risk of developing depression and depressive symptoms, as well as improved wellbeing throughout life.

Positive and negative aspects with sport (at young age).

While some degree of sport specialization is necessary to develop elite-level athletes, research shows clear adverse health effects of early specialization and talent selection [ 180 ]. More children born during the fall and winter (September–December) are excluded [ 181 ], and as a group, they are less physically active than spring (January–April) children, both in sports and leisure ( Figure 6 ). In most sports and in most countries, there is a skewed distribution of participants when sorted by birth-date, and there are more spring children than fall children among those who are involved in sport [ 182 , 183 , 184 , 185 , 186 ]. Because a large part of the physical activity takes place in an organized form, this leads to lower levels of physical activity for late-born persons (Malm, Jakobsson, and Julin, unpublished data). Early orientation and training in physical activity and exercise will determine how active you are later in life. Greater attention must be given to stimulating as many children and young people as possible to participate in sport as long as possible, both in school and on their leisure time. According to statistics from the Swedish Sports Confederation in 2016, this relative-age effect persists throughout life, despite more starting than ending with sport each year [ 18 ].

The figure shows the distribution of 7597 children aged 10 years and younger who in 2014 were registered as active in one particular, individual sport in Sweden (data compiled from the Swedish Sport Confederation, www.rf.se ). Spring, Summer, and Fall represent January–April, May–August, and September–December, respectively.

When summarize, the positive and negative aspects of sport at a young age can be divided into three categories: (1) Personal identification, (2) social competence, and (3) physiological capacity, briefly summarized in Table 5 . A comprehensive analysis of what is now popularly known as “physical literacy” has recently been published [ 187 ].

7.3. Relevance of Sports

Sports can make children and young people develop both physically and mentally and contribute with health benefits if planned and executed exercise/training considers the person’s own capacities, social situation, and biological as well as psychological maturation. In children and adolescents, it is especially important to prevent sports-related injuries and health problems, as a number of these problems are likely to remain long into adulthood, sometimes for life. Comprehensive training is recommended, which does not necessarily mean that you have to participate in various sports. What is required is diverse training within every sport and club. Research shows that participation in various sports simultaneously during childhood and adolescence is most favorable for healthy and lifelong participation [ 8 , 173 , 188 , 189 ].

8. Sport’s Effects on the Health of Adults and the Elderly

Adults who stop participating in sports reduce their physical activity and have health risks equal to people who have neither done sports nor been physical [ 190 , 191 ]. Lack of adherence to exercise programs is a significant hindrance in achieving health goals and general physical activity recommendations in adults and the elderly [ 192 ]. While several socioeconomic factors are related to exercise adherence, it is imperative that trainers and health care providers are informed about factors that can be modulated, such as intervention intensity (not to high), duration (not too long), and supervision, important for higher adherence, addressed more in depth by Rivera-Torres, Fahey and Rivera [ 192 ].

Healthy aging is dependent on many factors, such as the absence of disease, good physical and mental health, and social commitment (especially through team sports or group activities) [ 193 ]. Increased morbidity with age may be partly linked to decreased physical activity. Thus, remaining or becoming active later in life is strongly associated with healthy aging [ 194 ]. With increased age, there is less involvement in training and competition ( Figure 4 ), and only 20% of adults in Sweden are active, at least to some extent, in sports clubs, and the largest proportion of adults who exercise do it on their own. The following sections describes effects beyond what is already provided for children and youths.

8.1. Positive Aspects

Participation in sports, with or without competition, promotes healthy behavior and a better quality of life [ 166 ]. Exclusion from sports at a young age appears to have long-term consequences, as the previously described relative age effect ( Figure 6 ) remains even for master athletes (Malm, Jakobsson, and Julin, unpublished data). Because master athletes show better health than their peers [ 95 ], actions should be taken to include adults and elderly individuals who earlier in life were excluded from, or never started with sport [ 195 ]. As we age, physical activity at a health-enhancing intensity is not enough to maintain all functions. Higher intensity is required, best comprising competition-oriented training [ 196 , 197 ]. One should not assume that high-intensity exercise cannot be initiated by the elderly [ 198 ]. Competitive sports, or training like a competitive athlete as an adult, can be one important factor to counter the loss of physical ability with aging [ 199 ]. In this context, golf can be one example of a safe form of exercise with high adherence for older adults and the elderly, resulting in increased aerobic performance, metabolic function, and trunk strength [ 200 , 201 ].

8.2. Negative Aspects

Increased morbidity (e.g., cardiovascular disease) with aging is seen also among older athletes [ 202 ] and is associated with the same risk factors as in the general population [ 203 ]. An increased risk of cardiovascular disease among adults (master) compared to other populations has been found [ 204 ]. Unfortunately, the designs and interpretations of these studies have been criticized, and the incidence of cardiac arrest in older athletes is unclear [ 205 ]. In this context, the difference between competitive sports aiming to optimize performance and recreational sports has to be taken into account, where the former is more likely to induce negative effects due to high training loads and/or impacts during training and games. Although high-intensity training even for older athletes is positive for aerobic performance, it does not prevent the loss of motor units [ 206 ].

Quality of life is higher in sporting adults compared to those who do not play sports, but so is the risk of injury. When hit by injury, adults and young alike may suffer from psychological disorders such as depression [ 207 ], but with a longer recovery time in older individuals [ 208 ]. As with young athletes, secession of training at age 50 years and above reduces blood flow in the brain, including the hippocampus, possibly related to long-term decline in mental capacity [ 209 ].

8.3. Relevance of Sport

As for children and young people, many positive health aspects come through sport also for adults and the elderly [ 210 ]. Sport builds bridges between generations, a potential but not elucidated drive for adults’ motivation for physical activity. The percentage of adults participating in competitive sports has increased in Sweden since 2010, from about 20 percent to 30 percent of all of those who are physically active [ 18 ], a trend that most likely provides better health for the group in the 30–40 age group and generations to come.

9. Recommendations for Healthy Sport

• 1. Plan exercise, rest, and social life. For health-promoting and healthy-aging physical activity, refer to general guidelines summarized in this paper: Aerobic exercise three times a week, muscle-strengthening exercise 2–3 times a week.
• 2. Set long-term goals.
• 3. Adopt a holistic performance development including physiological, medical, mental, and psychosocial aspects.
• ○ a. Exercise load (time, intensity, volume);
• ○ b. Recovery (sleep, resting heart rate, appetite, estimated fatigue, etc.);
• ○ c. Sickness (when–where–how, type of infections, how long one is ill, etc.);
• ○ d. Repeat type- and age-specific physical tests with relevant evaluation and feedback;
• ○ e. Frequency of injuries and causes.
• ○ a. Motivation for training, competition, and socializing;
• ○ b. Personal perception of stress, anxiety, depression, alienation, and self-belief;
• ○ c. Repeat type- and age-specific psychological tests with relevant evaluation and feedback.
• 6. Register and interpret signs of overtraining, such as reduced performance over time, while maintaining or increasing exercise load.

Author Contributions

C.M. and A.J. conceived and designed the review. C.M., A.J., J.J. and interpreted the data and drafted the manuscript. J.J. edited the manuscript, tables, and figures. All authors approved the final version.

This work was supported by the Swedish Sports Confederation.

Conflicts of Interest

The authors declare no conflict of interest.