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Purpose: To describe the self-reported menstrual health, symptomatology, and perceived effects of the menstrual cycle on athletic performance for national and international Australian football (soccer) players. Methods: Players from national and domestic teams were invited to complete an online questionnaire regarding menstrual health, use of hormonal contraceptives (HCs), negative symptomatology, and perceived disruption of the menstrual cycle to performance. Descriptive statistics and binomial regressions with odds ratios (OR) were used to report the relationship of menstrual-related variables with perceived performance disruption. Results: A total of 199 players (20.9 [5.1] y) completed the questionnaire, with 18% of players reporting using HCs. One primary amenorrhea case was detected, and 26% of players reported menarche at age ≥15 years. For non-HC users, the prevalence of secondary amenorrhea was 2%, oligomenorrhea was 19%, and heavy menstrual bleeding was 11%. Ninety-seven percent of players reported experiencing physical or affective menstrual symptoms (5 [1.3] per player), and 40% of all players reported that menstrual symptoms impacted their ability to work, study, train, or compete. Furthermore, 40% of players perceived their training or performance to be disrupted by the menstrual cycle. Increasing number of menstrual symptoms (OR = 1.43; 95% CI, 1.28–1.62; P < .001), heavy menstrual bleeding (OR = 12.73; 95% CI, 3.4–82.8; P < .001), and pelvic pain (OR = 3.40; 95% CI, 1.7–7.2; P < .001) increased the likelihood of perceiving the menstrual cycle to disrupt performance. Conclusion: Heavy menstrual bleeding and HC use were low among this cohort of national and international footballers, whereas amenorrhea and oligomenorrhoea were comparable with other football populations. Nearly all players reported menstrual symptoms, and increased symptomatology was associated with greater perceived effects on performance.

This case study describes the adaptation process of a female sailor experiencing several career-change events and transitions. Qualitative data were collected longitudinally as part of a sport psychology consultation process. Data analysis was guided by the meta-model of adaption in sport. Along two Olympic cycles (i.e., Tokyo 2020 and Paris 2024), the athlete experienced multiple changes. These included two transitions between sailing classes, teaming up with a partner, long training camps, an injury, the coronavirus pandemic, and competing in major championships. Transition demands included building team cohesion and developing self-efficacy and mental strength. The athlete exhibited successful and poor adaptation. The applied work facilitating her successful adaptation is presented. Her adaptation ability developed as she progressed in her career, en route to becoming a world champion. These findings provided initial applied-practice support for the meta-model of adaption in sport.

The aim of the current study was to explore elite athletes’ experiences of the COVID-19 pandemic and its impact on both growth and well-being. Informed by two complementary theoretical models, this research focused on elite athletes’ potential to experience growth. Five elite athletes completed the Stress-Related Growth Scale–Revised and underwent semistructured interviews to develop a narrative of their experiences. Through a thematic analysis, we articulated elite athletes’ experiences of both illusory and real adversarial growth following the COVID-19 pandemic. Four themes illustrated their experiences: the COVID-19 experience, searching for positives, self-transformation, and the social impact. A fifth theme, well-being, was integral throughout, involving the continued protection and development of athlete well-being. Future research recommendations and implications include further exploration of adversarial growth experiences after the pandemic and long-term effects of the pandemic on elite athletes, the creation of an adversarial growth measure, and engagement with this research to inform support measures to decrease the impact of adversity on elite athletes’ well-being.

Purpose: Travel fatigue impacts cognitive and physiologic systems, but its association with elite soccer match performance is unclear. In this retrospective observational study, we aimed to explore the association between travel and match outcomes in elite North American soccer. Methods: Travel data and match outcomes (team points or goals scored and conceded) and physical performance outcomes from 26 elite professional soccer teams and their players were analyzed (148 matches [team-based data] and 1252 player matches from 297 players; age 22.7 [4.5] y). Player- and match-level correlations between performance measures and both acute and cumulated travel metrics were analyzed. Results: Cumulative travel metrics were positively associated with team (travel distance [r = .20; 95% CI, .03–.25], travel time [r = .20; .06–.37], and time away [r = .20; .06–.37]) and individual player (travel distance, [r = .14; .08–.19], travel time [r = .17–.23], and time away [r = .13; .07–.18]) high-intensity running. Cumulative time away was negatively associated with team points (r = −.14; −.28 to −.001) and positively associated with goals conceded (r = .14; .01–.27); no clear association between acute travel metrics and match outcomes or physical performance was observed. Conclusions: As travel cumulated, away teams and their players ran more but for less reward (team points), although the magnitude of these associations was small. These data are exploratory and do not imply a causal relationship; however, further research should consider cumulation of travel.

Purpose: The study validated variables corresponding to lactate threshold (LT) in swimming. Speed (sLT), blood lactate concentration (BL_LT), oxygen uptake (VO_2LT), and heart rate (HR_LT) corresponding to LT were calculated by 2 different incremental protocols and validated in comparison with maximal lactate steady state (MLSS). Methods: Ten competitive swimmers performed a 7 × 200-m front-crawl incremental “step test” with 2 protocols: (1) with 30-second rests between repetitions (short-rest incremental protocols) and (2) on a 5-minute cycle (swim + rest time, long-rest incremental protocols). Five methods were used for the assessment of sLT and corresponding BL_LT, VO_2LT, and HR_LT: intersection of 2 lines, D_max, modified D_max, visual inspection, and intersection of combined linear and exponential regression lines. Subsequently, swimmers performed two to three 30-minute continuous efforts to identify speed (sMLSS) and physiological parameters corresponding to MLSS. Results: Both protocols resulted in similar sLT and corresponding physiological variables (P > .05). Bland–Altman plots showed agreement between protocols (sLT, bias: −0.017 [0.002] m·s⁻¹; BL_LT, bias: 0.0 [0.5] mmol·L⁻¹; VO_2LT, bias: −0.1 [2.2] mL·kg⁻¹·min⁻¹; HR_LT. bias: −2 [8] beats·min⁻¹). However, sLT calculated by modified D_max using short rest was higher compared with speed at MLSS (1.346 [0.076] vs 1.300 [0.101] m·s⁻¹; P < .05). Conclusions: Calculated sLT, BL_LT, VO_2LT, and HR_LT using all other methods in short-rest and long-rest incremental protocols were no different compared with MLSS (P > .05). Both 7 × 200-m protocols are valid for determination of sLT and corresponding physiological parameters, but the modified D_max method may overestimate sLT.

Purpose: Our research examined the effects of a content course in a physical education teacher education program. Methods: Ten participants were recruited from a physical education teacher education content course to examine participants’ common content knowledge (CCK) and specialized content knowledge (SCK) in tennis and badminton. Descriptive and inferential statistics were used to investigate (a) participants’ pre–post gains in CCK and SCK, (b) the relationship between participants’ playing and teaching experience with CCK and SCK, and (c) the relationship among the dependent variables in both pretest and posttest. Results: Participants’ content knowledge variables increased significantly. Furthermore, the study revealed inconsistent relationships between participants’ self-reported playing, teaching, and coaching experiences with their CCK and SCK scores at the pretest. We found inconsistent relationships between CCK and SCK among pre- and posttests. Discussion/Conclusion: The primary finding is that preservice teachers can improve substantively their content knowledge through well-designed content courses, but in some domains, there is more work to do.

Purpose: Drawing from self-determination theory, this exploratory mixed-methods study investigated the motivation and involvement of school staff regarding Dubai 30 × 30, an annual event for all Dubai residents, including schools, where the aim is to be physically active for 30 min each day for 1 month. Method: A convenience sample of 18 physical education teachers, 20 classroom teachers, and two principals from three private international schools participated in surveys, focus groups, and interviews following the 2022 Dubai 30 × 30. Results: Both autonomous and controlled motives underlied staff’s involvement in Dubai 30 × 30, and motivation and involvement were significantly related. Themes highlighted physical education teachers’ leadership as well as synergies across staff, parents, and community partners that embodied the ethos of whole-of-school physical activity approaches. Secondary analyses found school size, school level, and teacher gender were significant factors in staff motivation and/or involvement. Discussion/Conclusion: This study provides initial evidence related to school-based implementation of Dubai 30 × 30 and adds to the international literature on whole-of-school physical activity.

Purpose: This study aimed to explore the educational necessity of physical activity (PA) education in children by examining the perceptional changes of preservice childhood teachers regarding PA education in children. Method: A total of 18 preservice childhood teachers, who participated in PA education classes, were analyzed according to their experiences. Results: Through the PA education classes, the preservice childhood teachers perceived PA education as (a) education that allows for the learning of another mode of expression besides language, (b) education that is faithful to the nature of children, and (c) education that facilitates integrated education. Discussion/Conclusion: The changes in the preservice childhood teachers’ perceptions toward PA education were discussed reflective of thinking by Van Manen as (a) education that they can undertake; (b) education that they have to undertake; and (c) education that is essential in childhood education, helping the teachers realize the necessity of PA in children.

Purpose: To explore the relationship between a mother and adapted physical education (APE) teacher. Method: A retrospective, qualitative case study approach was utilized. Semistructured interviews with the mother, child with Down syndrome, and APE teacher were conducted. Results: Four themes were extracted from the data: (a) “[APE] is perfectly normal”—value of APE, (b) “Education is power and key”—the importance of understanding, (c) “Whatever it takes to be a part of Sam’s day”—involvement in APE and PA, and (d) “Know your tribe and love them hard”—building strong relationships. Discussion: Findings suggest that parents and APE teachers have influence and contribute to the development of a collaborative relationship. From parents, parental value and importance toward APE were seen as facilitators. And from APE teachers, their communication by sharing visualizations of what occurs at school and their predispositions toward parents, such as competence and respect, were regarded as facilitators.

Purpose: Drawing on current theoretical perspectives on teaching methods (i.e., constructivism, cognitivism, or behaviorism), the present research developed a scale to assess students’ perceptions of teaching methods in physical education. Method: Four studies were conducted to design and analyze the psychometric properties of this scale: (a) to create the scale through a think-aloud protocol (n = 4) and an expert panel (n = 4), (b) to test the initial factor structure (n _Study 2 = 465), (c) to reevaluate the psychometric structure with an expert panel and a cross-sectional study (n _Study 3 = 1,420), and (d) to confirm the scale structure and test concurrent validity and factorial invariance (n _Study 4 = 1,208). Results: These conjoint efforts identified a four-factor structure underlying the teaching methods in physical education (constructivist, cognitivist, behaviorist, and laissez-faire methods) and provided preliminary evidence for its validity and reliability. Conclusion: The teaching methods in physical education enables researchers to systematically examine students’ perceptions of teaching methods in the PE class.