Physical Education and Sports: Studies and Research

A critical analysis of the disconnection between science and practice in weight training

Ferdinando Cereda — 2025-04-07

Background: Resistance training (RT) has emerged as a powerful tool for health promotion, with substantial scientific evidence supporting its beneficial effects across multiple physiological systems and psychological domains. Despite this robust knowledge base, a significant disconnection persists between scientific evidence and practical implementation in both clinical and everyday settings.

Objectives: This study aims to critically examine this science-practice gap by analyzing common misconceptions surrounding RT and proposing strategies to enhance knowledge translation.

Methods: Through a narrative review of scientific literature from PubMed, Scopus, and Google Scholar, the research synthesizes evidence regarding RT's scientifically validated benefits, prevalent myths, and effective communication approaches.

Results: Findings show a concerning lack of scientific awareness among practitioners and end-users. Persistent misconceptions, such as "RT reduces flexibility" and "plant-based proteins are inferior for muscle hypertrophy," continue to circulate despite contradictory evidence.

Conclusions: Improved scientific communication via targeted educational programs, digital platforms, and collaboration between researchers and policymakers is urgently needed to bridge this gap and maximize RT’s public health impact.

Promoting gender responsiveness in teaching physical education

Ryan Cazel Lalog — 2025-04-04

Background: Implementing gender policies in physical education at Batangas State University remains moderate, with challenges in ensuring gender-responsive and equitable activities for male and female students. Issues such as students' self-confidence, self-perception, and limited gender mainstreaming strategies and resources hinder the development of a more inclusive learning environment.

Objectives: This study examined gender policy implementation, the use of strategies and resources in various physical education activities, differences in male and female instructors' assessments, challenges in gender mainstreaming, and the development of gender-responsive activities.

Methods: A descriptive research method was used, collecting data from 105 university physical education instructors (77 males, 28 females) through a researcher-made survey questionnaire.

Results: Findings revealed that gender policies were moderately implemented (mean score: 3.47), while both male (3.67) and female (3.63) instructors highly utilized strategies and resources in physical fitness, rhythmic activities, individual and dual sports, and team sports. No significant differences were observed in male and female educators' assessments, indicating shared perspectives on gender mainstreaming.

Conclusions: The study emphasizes the need for more vigorous policy enforcement and improvements in sports-related content to enhance gender inclusivity. Addressing self-confidence, self-perception, and individual differences is crucial for fostering equitable learning experiences. Universities should provide continuous professional development for PE instructors on gender-sensitive teaching strategies. Future research should explore the long-term impact of gender-responsive approaches on student engagement, performance, and overall well-being in physical education.

Unveiling the digital gym: A phenomenological dive into online physical education pedagogy

Princes Lloyda Peralta — 2025-04-04

Background: The COVID-19 pandemic necessitated a rapid shift to online learning, posing significant challenges for traditionally hands-on subjects like Physical Education (PE). Limited student engagement, digital accessibility issues, and the need for pedagogical adaptation became major concerns for PE instructors.

Objectives: This study aims to explore the lived experiences of PE instructors in adapting to online instruction, identifying the strategies, challenges, and innovations they employed to maintain instructional effectiveness.

Methods: A qualitative research design utilizing Interpretative Phenomenological Analysis (IPA) was adopted to gain deep insights into instructors’ experiences. Purposive sampling was used to select seven PE instructors from urban and rural institutions, ensuring diverse teaching contexts. Data were collected through semi-structured interviews, and thematic analysis was conducted to identify key adaptation strategies.

Results: Five major themes emerged from the findings: (1) Adaptation to Online Instruction, where instructors restructured their teaching approaches to accommodate digital platforms; (2) Effective Use of Digital Tools, emphasizing the role of online resources in enhancing instructional delivery; (3) Innovative Approaches to Engagement, detailing gamification techniques and interactive pedagogies; (4) Equitable Access Strategies, addressing disparities in internet connectivity and learning resources; and (5) Assessment of Success and Progress, highlighting novel evaluation methods tailored for online PE instruction. These themes collectively form the "Navigating Instructional Delivery Through Innovation, Technology, Engagement, and Equity" framework.

Conclusions: The study provides valuable insights into how PE instructors have innovatively adapted to online learning, ensuring student engagement and equitable access to education. The findings offer implications for policy-making, teacher training programs, and the future integration of technology in PE instruction. Future research should explore student perspectives and the long-term impact of digital PE on learning outcomes.

Medical observations and injury analysis: All Girls Touch Rugby Championship 2024

Mohamad Nizam Nazarudin — 2025-04-04

Background: Touch rugby is a high-intensity, non-contact sport requiring agility, speed, and coordination. This study analyzes injury distribution, treatment effectiveness, and preventive measures among youth touch rugby players.

Objectives: This study examined injury patterns among adolescent female athletes during the 2024 All-Girls Touch Rugby Championship (AGTR 2024).

Methods: A retrospective observational study was conducted using medical reports from the two-day All-Girls Touch Rugby Championship 2024 (AGTR 2024) at Universiti Putra Malaysia. The study examined 484 female athletes (ages 9–18 years), with 176 injuries recorded and categorized as soft tissue injuries (52.3%), abrasions (23.9%), and sprains (14.2%). Descriptive statistics were used to assess injury distribution, while chi-square analysis (χ² = 10.45, p < 0.01) evaluated the relationship between injury type and age group.

Results: Younger players (10–14 years) sustained more abrasions (60%), whereas older athletes (15–18 years) had a higher incidence of soft tissue injuries (68%). Injuries increased by 66.7% on Day 2, highlighting the impact of cumulative fatigue and tournament intensity. Ice therapy (68%) and bandaging (55%) were the most utilized treatments, with only 7% of cases requiring outpatient referrals.

Conclusions: Findings underscore the need for structured warm-ups, enhanced hydration protocols, and targeted strength training to reduce injury risks. The study emphasizes the role of injury surveillance, playing surface improvements, and gender-specific training programs in preventing injuries and enhancing athlete safety. Implementing evidence-based preventive strategies can promote the long-term development and sustainability of touch rugby for adolescent athletes. Future research should focus on longitudinal injury tracking and tailored intervention strategies.