Open Access

Article

Article ID: 710

Health-related fitness: Preservice physical educators attempt the model

by Colin G. Pennington

Insight - Sports Science, Vol.7, No.1, 2025; 19 Views

Purpose: This study aimed to explore and describe the perceptions held by eleven preservice teachers regarding Health-Related Fitness as they learn to teach within the model to middle school students during an early field experience. It was hypothesised that issues brought up by the PTs at the beginning of the early field experience will be more self-centred (i.e., class management, preparation, curriculum and pedagogical content knowledge) and more student-centred toward the end of the early field experience (i.e., joy of student achievement, developing relationships). Method: Each PT was formally observed teaching two times for 40-60 min per session, as well as informally interviewed once for a period of approximately two hours at the conclusion of the semester. Additionally, the researcher also had dozens of conversations with each PT over the course of the semester to mentor and guide the PT through their field experience. Written data were analysed through open coding then selective coding to identify a “core category” and relate it to other categories and themes common to occupational socialization theory literature. Analytic induction was employed while documenting negative cases. Results: Most preservice teachers and middle school pupils ultimately “bought in” to Health-Related Fitness by the culmination of the early field experience and, in fact, most PT’s focus did become ore student-centred. Discussion: This exploratory study suggests that preservice teachers learn their conceptions of teaching Health-Related Fitness from a variety of different environments, contexts, and leadership figures. These personal experiences teaching Health-Related Fitness manifest themselves in preservice teachers understanding of how Health-Related Fitness content should be practiced in physical education. Physical education teacher education faculty can facilitate preservice teachers’ self-exploration through introspective and reflective practices.

Open Access

Review

Article ID: 711

Addressing gender inequalities in European football: Key dimensions and strategies

by George Yiapanas

Insight - Sports Science, Vol.7, No.1, 2025; 22 Views

Women’s football in Europe has undergone a remarkable transformation in recent years, evolving from a historically marginalized status to a vibrant and increasingly celebrated part of the football world. Despite these advancements, gender inequality continues to present a formidable and multifaceted challenge, reflecting broader societal inequities and deep-rooted historical biases that persist in many aspects of life. This study employs a robust theoretical approach to systematically identify the key dimensions of gender inequality in European football and assess existing strategies deployed by the UEFA and its national associations, aimed at mitigating these disparities. This in-depth examination uncovers gaps and opportunities, providing a nuanced understanding of where progress has been made and where continued effort is required. Additionally, the study presents a comprehensive set of actionable insights and evidence-based recommendations designed to enhance current strategies and introduce pioneering solutions that effectively address specific challenges. Ultimately, this study contributes to the broader discourse on gender equality in sports, offering actionable insights for stakeholders committed to transforming the landscape of European football. The goal is to pave the way toward a more equitable and inclusive future for women’s football, setting an example for sports globally through evidence-based reforms and fostering collaboration among key stakeholders and policymakers.