International Sports Studies

Intercultural Learning Opportunities in International Voluntary Service in Sport: The Case of Play Handball

Steffen Greve, Jessica Süßenbach, David Storek — Wed, 24 Dec 2025 00:00:00 +0000

In recent years, international volunteering has become very popular in Germany, and this also applies to the opportunities in sport-related development work. For young adults, this means familiarising themselves with a foreign culture and contributing their sport-related competences. At the same time, this field of work offers a wide variety of intercultural learning opportunities. This immediately raises the question of how such learning opportunities are designed and accompanied, and how they can lead to the acquisition of intercultural competences. In this study, eight young adults were interviewed about their voluntary service with the organisation Play Handball. The analysis of the interviews is carried out in the light of the process model of intercultural competences and focuses on the views of the interviewees with the help of qualitative content analysis. The results show various learning occasions within the framework of the voluntary service, which are triggered by corresponding irritations and were interpreted and reflected upon differently by the volunteers; their own previous experiences in the sport of handball are of particular importance here.

Physical Education Teachers as Homeroom Teachers: Professional Identity, Perceptions, and Implementations

Sima Zach, Amit Natani, Sarit Shalev, Miki Ophir — Wed, 24 Dec 2025 00:00:00 +0000

This study examined the perceptions of Physical Education (PE) teachers who are also homeroom teachers regarding their professional identity and methods for transforming perceptions into actions. A mixed methods design was employed. 128 PE teachers working as homeroom teachers completed a questionnaire examining perceptions of their professional identity and tasks as homeroom advisers. For the qualitative phase, four focus groups of PE teachers identified as homeroom teachers (n = 28) were interviewed to gain deeper insight into the results. Quantitative findings showed that once PE teachers became homeroom teachers, they developed a strong dual-role identity as teachers, in addition to their professional teacher identity. They extended the scope of educational values and became more holistically oriented in their attitude. Conversely, the qualitative results revealed that they could more clearly see the student's worldview beyond the physical aspects of sport and movement. They were empathetic towards the students and more oriented towards creating a positive climate with social acceptance. In their view, a deeper understanding of the complexities of student life enhances student-teacher communication and increases the likelihood of achieving educational goals. They also became an integral part of the staff, affecting their centrality and sustainability in the school. The discussion elaborates on how PE teacher education programs should integrate specific preparation for becoming a homeroom teacher within their curriculum. Such preparation would equip them with tools to cope with the conflicts, dilemmas, and difficulties they will encounter.

From Novice Sprint All the Way up to Ironman! Exploring the Progression of Recreation Specialisation for Amateur Ironman Triathlon Finishers

Chung-Chi Wu, Ming-Hung Chen, Cheng-Wei Li — Wed, 24 Dec 2025 00:00:00 +0000

This research provides an in-depth interpretation of how amateur Ironman triathlon finishers develop their skills and commitment to the sport. A qualitative approach was adopted to collect data from 25 amateur Ironman triathlon finishers through a two-step process—individual in-depth interviews followed by a focus group interview—and the resulting data were analysed to synthesise key themes. The analysis revealed that progression along the recreational specialisation continuum involves three areas encompassing eight themes. The first area, facilitators, underscores the influence of personal motivation and social support in sustaining participation. The second area, specialisation development, reflects growth in knowledge, behaviour, and affective engagement with the sport. The third area, changes after progression, highlights personal insights, evolving event preferences, and shifts in social or individual roles. Based on these findings, this research enhances the application of serious leisure theory and recreational specialisation literature, particularly in the context of Ironman triathlon participants. It also lays the groundwork for future large-scale model development and identifies two promising research directions: strategies for mental adjustment to overcome obstacles and approaches to maintaining a sense of balance in life. Overall, the findings offer a concise theoretical basis and practical guidance for fostering sustained participation in recreational triathlon.

Education for Sustainable Development: The Role of Physical Education in China – An Exploratory Qualitative Study of Teachers’ Attitudes and Practices

Mehvish Bashir, Ivan Curovic, Alex Hodgson, Pat Oakes, Li Ping, David Grecic — Wed, 24 Dec 2025 00:00:00 +0000

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

Family–School Collaboration for Preschoolers’ Physical Activity During Movement Restrictions: Barriers, Strategies, and Implications

Yuan Li, Hui Yin Ler, Lan Su, Eng Hoe Wee — Wed, 24 Dec 2025 00:00:00 +0000

The COVID-19 pandemic disrupted traditional educational and physical activity routines, particularly for preschool children who require consistent movement for optimal development. This study examined the role of family–school collaboration in supporting preschoolers’ physical activity (PA) during periods of movement restrictions. A total of 489 participants (46 teachers and 443 parents) completed the Preschoolers' Home Collaboration Questionnaire (PHCQ-T and PHCQ-P). Findings revealed that 35% of parents engaged in family exercise every 2–3 days, typically for 21–30 minutes. In contrast, teachers reported engaging in 31–60 minutes of daily physical activity. Both home and preschool environments faced barriers to PA, including poor weather, time constraints, lack of space or equipment, and limited confidence or knowledge in organising physical activities. Gender differences in activity preferences were notable: boys preferred basketball (p < 0.001), football (p = 0.004), and balance biking (p = 0.034), while girls showed a preference for gymnastics (p = 0.029), yoga (p = 0.036), roller skating (p = 0.021), and skateboarding (p = 0.022). Despite challenges, over 80% of both teachers and parents agreed that shared responsibility and collaboration were essential for promoting PA. Communication preferences varied: parents favoured livestreaming and chat groups, while teachers preferred news platforms and chat groups. However, preschoolers overall failed to meet the National Association for Sport and Physical Education’s recommendation of 120 minutes of daily PA. This study highlights the urgent need for sustained family–school partnerships to promote preschoolers’ physical activity, particularly during disruptions. A proposed multi-platform hybrid model—featuring weekly livestreams, interactive chats, and accessible digital resources could support PA continuity. Furthermore, targeted training for parents and teachers is necessary to enhance their capacity to engage children effectively in physical activities.

Re-examining Athletes’ Stress-Burnout Relationship: A Systematic Review and Meta-Analysis

Chien-Hsun Lin, Frank Jing-Horng Lu, Yun-Che Hsieh, Wei-Jiun Shen — Wed, 24 Dec 2025 00:00:00 +0000

To re-examine the impact of athletes’ stress on burnout by extending the previous meta-analytic review conducted by Lin et al. (2022) and by investigating the additional moderators, including athletes’ age, gender, sports experience, training load, athletic level, and region, within the stress-burnout relationship. Studies published between 2001 and April 2025 from five online academic databases were collected following PRISMA guidelines (Page et al., 2021) and evaluated using the 14 evaluation questions (Kmet et al., 2004). Fifty-nine eligible studies with 15,370 athletes were identified. The meta-analysis employing a random-effects model indicated a medium-to-large association between stress and burnout (r = 0.478, p < .05). Furthermore, athletes’ stress-burnout relationship showed different patterns according to age, sports experience, training load, athletic level, and region. The athletes’ stress-burnout association was confirmed, with variations across demographic, sport-specific, and cultural-regional factors. These findings highlight the need for tailored prevention programmes that integrate psychological strategies, coaching practices, and recovery monitoring to mitigate training-induced burnout across different developmental stages and cultural contexts.

Studying Baduanjin Qigong: A Bibliometric Analysis of Research Trends and Future Prospects

Wed, 24 Dec 2025 00:00:00 +0000

Baduanjin, a traditional Chinese Qigong exercise, has gained increasing scholarly attention for its post-COVID-19 health benefits. This study presents a bibliometric analysis to map research trends, identify influential contributors, and highlight future directions in Baduanjin research. The analysis is based on Scopus-indexed publications from 1982 to 2025, with a total of 525 documents included. The field has expanded rapidly since 2015, with a notable surge after 2021. Zheng G is identified as the most productive author, while Medicine (United States) emerges as the leading publication source. China remains the dominant contributor and central hub of collaboration, particularly with the United States, Malaysia, the United Kingdom, and Canada. Key research hotspots include mental health and well-being, rehabilitation and chronic diseases, traditional Chinese medicine and holistic health, ageing and physical function, and pulmonary rehabilitation. The conceptual structure map reveals Baduanjin’s multidisciplinary nature, integrating mental, physical, and therapeutic dimensions. Future research should enhance international collaboration, standardise methodologies, expand its scope among young adults and women, and further explore its role in preventative healthcare and education.

Sports Participation and Mental Health Among University Students: International Perspectives and Policy Recommendations

Shinjae Park — Wed, 24 Dec 2025 00:00:00 +0000

This paper examines how sports participation relates to the mental health of Korean university students and suggests policy directions to better support student well-being through structured physical activity. Although awareness of mental health issues among students has grown in recent years, regular engagement in sports remains limited. The primary objective of this study is to identify how international practices in university sports can inform policy frameworks in Korea and to propose evidence-based strategies that address student mental health more effectively. Drawing on government reports, previous studies, and policy cases from the United States, Europe, and Japan, this study identifies structural challenges in Korea’s university sports landscape and offers practical recommendations. Existing research highlights that physical activity contributes not only to physical fitness but also to stress relief, improved emotional stability, and boosted self-esteem. Mental health in this paper is defined broadly to include reductions in stress and anxiety, alleviation of depressive symptoms, and improvements in self-worth and psychological resilience. The findings indicate that sports participation helps alleviate academic stress, enhances emotional stability, and strengthens self-esteem, thereby functioning as a critical mechanism for student well-being. Building on these insights, this paper presents a multi-layered policy framework that includes enhancing campus sports infrastructure; integrating physical activity with mental health services; fostering collaboration among governmental bodies, universities, local governments, and private companies; and promoting a long-term shift toward a more active and supportive campus culture. By drawing on comparative cases such as Title IX and the NCAA system in the U.S., the Healthy Campus Network and BUCS in Europe, and municipal–university partnerships in Japan, the study provides concrete international benchmarks that can guide Korean policy. This study frames sports as a strategic tool for student mental health and highlights the need for institutional reform in higher education. It contributes originality by linking international models with Korea’s policy gaps and by proposing actionable strategies for sustainable well-being. However, the lack of primary data collection may limit the generalizability of the findings.

What Makes International Sport “International”?

Richard Peter Bailey, Maria Luisa M. Guinto — Wed, 24 Dec 2025 00:00:00 +0000

The term international appears frequently in sports research—across titles, abstracts, and journal names—because it signals reach, scope, and significance. Yet many studies that use this label rely exclusively on data from a single country, league, or institution. This raises a fundamental question: What should international mean in sport scholarship, and what obligations follow when authors invoke it?

This is not an argument against single-context research. Studies rooted in a single country or community provide essential, detailed knowledge: they illuminate histories, policies, and lived experiences that might otherwise go unseen. The challenge lies in addressing the gap between description and claim. A study conducted in one setting can legitimately speak to broader issues, but those claims must be supported by explicit reasoning rather than assumed by virtue of a global label alone. Clearer standards would make the term international more meaningful and the field more rigorous.

Message from the ISCPES President

Prof Dr Rosa López de D’Amico — Wed, 24 Dec 2025 00:00:00 +0000

It gives me great pleasure to share highlights from the 23^rd Biennial Conference of the International Society for Comparative Physical Education and Sport (ISCPES), held in the beautiful city of Auckland, New Zealand, from December 1st to 4th, 2025. The programme opened with a meaningful and traditional Maori cultural welcome, setting the tone for rich exchange and collaboration. The conference theme, "Advancing Global Well-being through Physical Education and Sport," guided the conversation, scholarship, and cultural engagement throughout the event.

This is the first ISCPES congress ever organised in New Zealand —a milestone long overdue—and we are grateful to the organising committee for their dedication and hospitality. In these complex times for humanity, we especially appreciate everyone who took the effort to submit their research, attend, and participate. To all those who consistently follow ISCPES wherever we hold our events and who support and trust us, our ongoing gratitude goes to you.

The world has changed significantly in recent years. The COVID-19 pandemic, the rise of global sedentarism, and the ongoing socio-political uncertainties have reshaped our lives and work. Yet, they have also made us more adaptable. In response, ISCPES successfully held its first virtual Biennial Conference organised by LNCPE Trivandrum, India, in December 2021. This 2025, we were delighted to reconvene in person, complemented by selected virtual presentations.

Participants represented a wide global community, including colleagues from Japan, Spain, Mexico, Trinidad and Tobago, Brazil, China, Portugal, Malaysia, India, the USA, Italy, Chile, Barbados, Venezuela, and, of course, New Zealand. We were privileged to learn from distinguished speakers and to engage with diverse research topics through oral and poster presentations. The congress fostered collaboration, cultural learning, and new friendships---an essential step in strengthening our global academic network.

During the conference, three key announcements were made:

The 24^th ISCPES Biennial Conference will be hosted by the Universidad Autónoma de Nuevo León (Autonomous University of Nuevo Leon) in Monterrey, Mexico, in 2027.
In 2026, we look forward to a regional conference in Havana, Cuba, entitled “University, Physical Activity and Sports” (UNAFID), organised by the Universidad de Ciencias de la Cultura Física y el Deporte “Manuel Fajardo,” scheduled for October 19- 23, 2026.
The ISCPE General Assembly endorsed the continuity of the ‘International Study of Quality Physical Education (ISQPE), 5-Year Plan from 2026 to 2030’ coordinated by Dr. Walter Ho.

I also take this opportunity to formally present the ISCPES Board for 2025 – 2027:

Rosa López de D’Amico - Venezuela (President),
Usha Nair - India (Vice-President)
Jennie Yang Xie - China (Membership Coordinator)
Maria Gutiérrez - Spain (Treasurer),
Ling Qin - China (Research Coordinator)
Oswaldo Ceballos - Mexico (Americas Representative)
Sanjay Kumar Prajapati - India (Asia Representative)
Antonio Campos - Spain (Europe Representative),
Francisco Serrano - New Zealand (Oceania Representative)
Maria Luisa Guinto - Philippines (Journal Editor)
Pedro Carvalho - Portugal (Past President)

We extend our heartfelt thanks to Dr Gopinathan Kishore and Dr Naoki Suzuki for their dedicated service to the 2023-2025 Board. To the new board, let’s continue working together! There is still much to be done as we continue advocating for the recognition of our field. Physical Education and sport have the power not only to unify people, but, moreover, to contribute meaningfully to the development of societies.

Let us move forward----together.