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Educational Practices for Health in Physical Education and Psychomotricity

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A special issue of Healthcare (ISSN 2227-9032).

Deadline for manuscript submissions: 30 March 2027 | Viewed by 11494

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Special Issue Editors

Dr. Josune Rodríguez-Negro

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Guest Editor

Physical Education and Sport, Faculty of Education and Sport, University of the Basque Country, UPV/EHU, 01007 Vitoria-Gasteiz, Spain
Interests: physical education; psychomotricity; education; physical activity
Special Issues, Collections and Topics in MDPI journals

Dr. Javier Yanci-Irigoyen

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Guest Editor

Department of Physical Education and Sport, Faculty of Education and Sport, University of the Basque Country, UPV/EHU, 01007 Vitoria-Gasteiz, Spain
Interests: physical activity; sports science; exercise; physical education
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Physical education and psychomotricity play a very important role in the health of children and adolescents. The latest research and scientific studies reflect the evolution of the field and the growing interest in this area.

Despite this, there is a need to continue researching successful educational practices for health in physical education and psychomotricity in order to improve certain aspects, e.g., increase physical activity levels in children, prevent illness, promote motor skill development, and support mental health. Furthermore, some new successful educational practices for the health of children and adolescents have been developed in recent years, but their results are yet to be assessed.

Throughout this Special Issue, the aim is to disseminate quality research related to health promotion in physical education and psychomotricity. Further investigations of outcome measures would benefit children, adolescents, and their teachers.

We are pleased to invite you to submit original research (empirical, quantitative or qualitative) manuscripts, as well as systematic reviews or meta-analyses with evidence-based recommendations regarding outcomes of successful educational practices for health in physical education and psychomotricity. These are all welcome as long as they deepen and expand our understanding of physical education/psychomotricity. Research areas may include (but are not limited to) the following:

Influence of physical activity on health;
Health and illness prevention;
Stress and mental health;
Obesity;
Rehabilitation;
Addictive behaviors;
Healthy habit development;
Successful educational practices for health;
Inclusive practices for children with illnesses.

We look forward to receiving your contributions.

Dr. Josune Rodríguez-Negro
Dr. Javier Yanci-Irigoyen
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 250 words) can be sent to the Editorial Office for assessment.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Healthcare is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2700 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

physical education
psychomotricity
health
inclusion
motor skills
obesity
mental health
addiction
education
physical activity

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Published Papers (5 papers)

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13 pages, 418 KB

Open AccessArticle

Lifestyles, Self-Esteem and Mental Well-Being in Students Transitioning to Higher Education

by Luís Loureiro, Armando Silva and Ana Teresa Pedreiro

Healthcare 2026, 14(6), 799; https://doi.org/10.3390/healthcare14060799 - 21 Mar 2026

Viewed by 908

Abstract

Introduction: Lifestyle is characterized by identifiable behavioral patterns that can affect individuals’ health, and is considered one of the predominant factors for maintaining both quality of life and people’s health. This triad (lifestyle, quality of life and health) is closely associated with well-being. Objective: The aim of this study is to evaluate the relationship between lifestyles, well-being, and self-esteem in students who have completed secondary education and are in the process of transitioning to higher education. Methods: Data were collected using a questionnaire of sociodemographic (e.g., age, gender) and physical (e.g., BMI) variables, a Self-Esteem Scale, a Well-Being scale, and the FANTASTICO Lifestyle questionnaire. Statistical analysis was performed using canonical correlation analysis and a Structural Equation Model. Results: The sample consisted of 235 students, with a mean age of 18.4 years. Canonical correlation analysis revealed that lifestyle explains 58.5% of the variance in mental health. The first (most important) canonical function (r = 0.86; p < 0.001) highlighted that the domains of introspection, sleep/stress management, and family/social support are the primary predictors of higher levels of self-esteem and psychological well-being. Structural Equation Modeling confirmed that lifestyle positively predicts psychological well-being through both direct and indirect pathways (β = 0.172; 95.0% BC CI [0.095, 0.253]). Self-esteem emerged as a significant partial mediator in this relationship, suggesting that healthy lifestyle habits reinforce the perception of personal competence, which, in turn, enhances emotional adjustment. Together, these findings validate the dynamic triad between behavior, self-perception, and well-being during the transition to higher education. Conclusions: This study shows that the transition to higher education is a pivotal period where lifestyle patterns significantly shape students’ psychological adjustment. The findings confirm that a healthy lifestyle, specifically centered on stress management, sleep, and social support, serves as a robust predictor of both self-esteem and psychological well-being. By identifying self-esteem as a key partial mediator, the results suggest that healthy habits do more than just improve physical health. Full article

(This article belongs to the Special Issue Educational Practices for Health in Physical Education and Psychomotricity)

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16 pages, 735 KB

Open AccessArticle

The Relationship Between Physical Literacy and Physical Fitness in Preschool-Aged Children

by Mirela Sunda, Iva Blazevic and Barbara Gilic Skugor

Healthcare 2026, 14(6), 708; https://doi.org/10.3390/healthcare14060708 - 10 Mar 2026

Viewed by 395

Abstract

Background/Objectives: Physical literacy (PL) is a multidimensional construct that supports lifelong engagement in physical activity, while physical fitness (PF) represents a key health-related outcome and an important component of PL in early childhood. Evidence on the relationship between PL and PF in preschool-aged children is still limited, particularly in Croatia. Therefore, this study aimed to examine the association between PL and PF in preschool children and to explore age- and gender-related differences. Methods: A total of 103 preschool children (58 girls and 45 boys aged 4–6) participated in this cross-sectional study. PL was assessed using Physical Literacy in Children Questionnaire (PL-C Quest), covering physical, psychological, social, and cognitive domains, while PF and anthropometric variables were measured using the PREFIT test battery. Age and gender effects were analyzed using aligned rank transform ANOVA, while associations between PL domains and PF variables were examined using Spearman’s rank correlations. Results: No significant gender differences were observed in PL or PF variables, except for cardiorespiratory endurance among 6-year-olds. Age had a significant effect on most PF indicators, with moderate-to-large effect sizes, but not on PL scores. Significant associations between PL and PF were age-dependent, with the strongest and most consistent correlations observed in 5-year-old children, particularly between total PL and shuttle run performance (ρ = 0.46, p < 0.01). Conclusions: PF improves markedly with age during the preschool period, whereas PL appears relatively stable. Modest, but meaningful associations between PL and PF highlight the importance of early, holistic movement experiences that support not only physical development but also motivation, confidence, and understanding of physical activity. Future studies should investigate the parental influence on children’s PL and PF. Full article

(This article belongs to the Special Issue Educational Practices for Health in Physical Education and Psychomotricity)

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16 pages, 295 KB

Open AccessArticle

by Dawid Koźlenia, Rafał Szafraniec, Jakub Jarosz, Leszek Mazur and Jarosław Domaradzki

Healthcare 2026, 14(2), 161; https://doi.org/10.3390/healthcare14020161 - 8 Jan 2026

Viewed by 722

Abstract

Objectives: This study examined whether integrating an isometric exercise program into physical education (PE) lessons influences functional outcomes and cardiovascular risk markers in adolescents beyond the effects of standard PE alone. Methods: Boys aged 14–15 years were randomly assigned to an experimental group (EG, n = 19) or a control group (CG, n = 21). The EG completed a 6-week isometric exercise program integrated into PE lessons, while the CG followed the regular PE curriculum only. The intervention was based on hold isometric muscle actions (HIMA) with progressively increased volume. Anthropometric measures included body height, body mass, and body mass index (BMI). Body composition was assessed using bioelectrical impedance analysis. Functional capacity was evaluated using field-based measures of lower-limb strength and power (isometric mid-thigh pull, standing broad jump, squat jump, and countermovement jump). Systolic and diastolic blood pressure were measured as indicators of cardiovascular health. Results: A mixed model ANOVA showed that no significant group × time interactions were observed for body composition, functional outcomes, or blood pressure (all p > 0.05). Lean body mass increased over time in both groups (p < 0.01). Improvements in isometric mid-thigh pull (p < 0.01) and standing broad jump (p = 0.01) occurred irrespective of group allocation. Blood pressure remained unchanged. Linear regression revealed that biological maturation did not moderate intervention effects; however, more mature participants demonstrated higher absolute strength levels independent of the intervention (p < 0.05). Conclusions: The inclusion of an isometric exercise program within PE lessons did not provide additional benefits for health-related functional outcomes beyond standard PE alone. In its current format, isometric exercise does not appear to add sufficient value to justify its implementation as a stand-alone strategy in school-based PE. Full article

(This article belongs to the Special Issue Educational Practices for Health in Physical Education and Psychomotricity)

13 pages, 933 KB

Open AccessArticle

Physical Activity Habits and Sleep Duration According to Gender: A Cross-Sectional Study of Elementary School Children

by Josune Rodríguez-Negro, Iñaki Llodio and Javier Yanci

Healthcare 2024, 12(14), 1400; https://doi.org/10.3390/healthcare12141400 - 13 Jul 2024

Cited by 5 | Viewed by 3322

Abstract

(1) Background: The main goals of this study were to describe the physical activity (PA) and sleep habits of 8–12-year-old children according to their gender and to evaluate the relationship between PA and sleep habits (i.e., duration and timing). (2) Methods: A total of 236 children (114 boys and 122 girls) completed the Physical Activity Questionnaire for Older Children (PAQ-C) and an ad hoc sleep habits questionnaire. (3) Results: Boys were more physically active than girls (2.62 ± 0.51 vs. 2.46 ± 0.48, p = 0.026) and enacted higher PA levels in school recess (3.82 ± 1.36 vs. 3.56 ± 1.38, p = 0.003), during the afternoon (3.37 ± 1.20 vs. 2.89 ± 1.12, p = 0.003), and during weekends (3.54 ± 1.20 vs. 3.18 ± 0.48, p = 0.009). Per sleep habits, boys had a significantly later bedtime (21:53 ± 2:08 vs. 21:34 ± 2:14, p = 0.009) and a significantly smaller total sleep duration (9.64 ± 0.86 vs. 9.89 ± 0.87 h, p = 0.023) than girls. No significant correlations between PA and sleep habits were found. (4) Conclusions: We found differences in the PA and sleep habits between school-age boys and girls. Institutions and entities should consider designing specific interventions to improve PA and sleep habits according to gender. Full article

(This article belongs to the Special Issue Educational Practices for Health in Physical Education and Psychomotricity)

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19 pages, 852 KB

Open AccessSystematic Review

Teaching Methodologies for First Aid in Physical Education in Secondary Schools: A Systematic Review

by José María Parada-Espinosa, Sonia Ortega-Gómez, Manuel Ruiz-Muñoz and Jara González-Silva

Healthcare 2025, 13(10), 1112; https://doi.org/10.3390/healthcare13101112 - 10 May 2025

Cited by 4 | Viewed by 3978

Abstract

Background: First aid training in secondary education enhances emergency preparedness and supports public health. Despite its inclusion in many school curricula, there is no consensus on the most effective teaching methodologies. This systematic review aims to compare instructional strategies used in first aid training during Physical Education and evaluate their impact on students’ knowledge, practical skills, and confidence. Methods: A systematic review was conducted in accordance with PRISMA 2020 guidelines. Six databases (SCOPUS, Web of Science, ERIC, DIALNET, MEDLINE, and PsycINFO) were searched up to December 2024. Eligible studies were quasi-experimental or observational, involved students aged 11–18, and focused on first aid instruction within Physical Education. Methodological quality was assessed using the PEDro scale. Results: Eleven studies with a total of 3069 students aged 11–18 were included. Active and technology-based methodologies outperformed traditional approaches, improving knowledge acquisition (10.2–30.5%) and practical skill development (18.6–42.3%). Long-term retention ranged from 14.2% to 45.8%, with longer interventions yielding better outcomes. Gamification, simulations, and peer learning improved CPR quality and boosted student confidence. However, most studies assessed only short-term outcomes, limiting conclusions about sustained learning. Conclusions: Active methodologies, particularly gamification, simulation, and cooperative learning, enhance knowledge retention, practical skills, and confidence in providing first aid. Although the results were consistently positive, methodological heterogeneity and limited long-term follow-up reduce their generalizability. Further high-quality, longitudinal research is needed to identify the most effective and sustainable strategies. These findings support integrating first aid training into Physical Education as a public health initiative to strengthen emergency preparedness in schools. Full article

(This article belongs to the Special Issue Educational Practices for Health in Physical Education and Psychomotricity)

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