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Introduction: Education and vocation are crucial to one's identity. The current study aimed to see the association between educational identity and career identity development among Chinese PE students. The mediating effect of self-efficacy on educational identity and career identity was explored. Further, the study intended to see the moderating role of gender for the mediating effect of self-efficacy between educational identity and career identity development. Methods: A total of 369 (age range= 16-22) Chinese PE students were recruited as participants in the study. There were 180 (48.8%) males and 189 (51.2%) females in the sample. Hayes process model 58 was applied to develop a moderated mediation model. Results: The results reported that there was a significant positive association between educational identity with self-efficacy and career identity. However, self-efficacy was not related to career identity. Further, self-efficacy did not play a mediating role between educational identity and career identity development. On the other hand, gender significantly moderated the mediating effect of self-efficacy between educational identity and career identity development. Discussion: The study suggests that individuals who have a strong sense of educational identity are more likely to possess higher levels of self-efficacy and a clearer understanding of their career goals. However, it is notable that self-efficacy did not directly impact career identity, suggesting the presence of other factors influencing this aspect of identity formation. Interestingly, moderating role of gender suggests that the influence of self-efficacy on career identity development may vary depending on one's gender, highlighting the importance of considering gender-specific factors in career-related interventions and counseling programs. The practical and theoretical implications of the study are discussed. Implications: The practical implications of this study suggest the importance of educational identity, the need for comprehensive career counseling interventions, and the consideration of gender-specific factors. The theoretical implications contribute to identity development theory, mediation and moderation frameworks, and cross-cultural research on career identity.

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Ser estudante de Educação Física em tempos de pandemia. Os impactos da pandemia de covid-19 na rotina de estudantes e as estratégias, limitações e possibilidades para lidar com o ensino remoto emergencial. A partir das experiências divididas em uma roda de conversa, em um evento nacional da área, propomos a reflexão sobre as adversidades que interferem na rotina dos alunos e alunas. Desde suas tarefas diárias pré-pandêmicas, até as novas demandas impostas devido às implicações causadas pela pandemia. Pautadas em conceitos de Michel Foucault, busca articular-se a alteridade, tendo em vista as singularidades de adaptação ao momento atual. Salientando a importância de criar um espaço de fala franca entre os/as envolvidos/as no processo de ensino. Assim, foi produzida a roda de conversa, com o intuito de viabilizar este espaço, produzindo novos modos de dizer sobre os/as discentes e o curso de Educação Física.

Being a physicial education student in pandemic times. The pandemic effects in students' routines, the strategies, limitations and possibilities to deal with the emergency remote teaching. From the experiences that were shared in a conversation, in a P.E national event, a reflection was proposed about the adversities that interfere in the life of those students. Including their previous daily tasks, and also the new demands wich were imposed by the pandemic. Based on concepts of Michel Foucault, otherness is sought, considering the singularities involved in the adaptation to the current moment. Emphasizing the importance of creating spaces where everyone involved on the teaching and learning process can be honest to each other. Thereby, a discussion was developed in order to enable this moment, creating new ways of speaking about the P.E graduation and it's students

Ser estudiante de educación física en tiempos de pandemia. Los impactos de la pandemia de covid19 en la rutina de los estudiantes y las estrategias, limitaciones y posibilidades para hacer frente a la educación remota. A partir de las experiencias divididas en una rueda de conversación, en un evento nacional en la zona, nos proponemos reflexionar sobre las adversidades que interfieren en la rutina de los estudiantes. Desde sus tareas diarias previas a la pandemia, hasta las nuevas demandas impuestas por las implicaciones provocadas por la pandemia. A partir de los conceptos de Michel Foucault, busca articular la alteridad, en vista de las singularidades de la adaptación al momento actual. Destacando la importancia de crear un espacio de conversación franca entre los involucrados en el proceso de enseñanza. Así, se produjo la rueda de conversación con el fin de habilitar este espacio, produciendo nuevas formas de hablar sobre los estudiantes y el curso de educación física.

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The spread of COVID-19 has led students to take classes online (rather than face-to-face) worldwide, including in China. For this study, we conducted qualitative focus group discussions to identify the experience of and difficulties faced by online physical education students in higher education taking online classes, including the impact on their physical activity performance, as well as some health problems they face while taking online classes during the quarantine period, such as weight gain, depression, and anxiety. Finally, utilizing Mayer's learning model as a conceptual framework, we propose a method that addresses how to effectively manage an optimal future learning system for physical education students, both during and after the COVID-19 outbreak situation. During the isolation period of COVID-19, the required equipment for the participants was rarely available at home while attending the online classes, which inevitably reduced the number of physical education units that could be conveyed. This resulted in a transfer of attention from competition to underperformance, weight gain, and adverse psychological conditions. We conclude that it is important to review and systematize the methods of online physical education learning, particularly highlighting the cultural and educational characteristics of different countries, and to investigate the effectiveness of online physical education as a whole.

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This study was conducted to explore physical education students' intrinsic motivation and clarify the influence mechanism of cooperative learning methods on learning intrinsic motivation through meta-analysis. In accordance with the Preferred Reporting Items for Systematic Reviews (PRISMA) criteria, we screened literature from the years 2000-2020. The included literature underwent bias analysis on the basis of the five criteria proposed herein. Data were extracted and summarized from the included literature to analyze the causality before and after cooperative learning intervention. Statistical analysis was conducted to determine principal factors affecting physical education students' learning intrinsic motivation. Simultaneously, the influencing mechanism of cooperative learning on physical education students' intrinsic motivation was clarified. Results revealed that intrinsic motivation had a high total effect amount. In the experimental group, only three documents determined the significant influence of cooperative learning on physical education students' intrinsic motivation. Moreover, the time and age differences needed to be considered thoroughly during the intervention. Therefore, cooperative learning intervention can improve physical education students' intrinsic motivation significantly, and meta-analysis provided a theoretical foundation for applying cooperative learning to the teaching of physical education majors.

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The aim of the study was to analyze the relationship between the Big Five personality traits and diet quality indexes among Polish and Spanish physical education students. The study was conducted among students from Poland (n = 219) and Spain (n = 280), using the Dietary Habits and Nutrition Beliefs Questionnaire and the NEO-FFI (NEO Five-Factor Inventory) questionnaire. Two indexes were used: the Pro-healthy Diet Index (pHDI-10) and the Non-healthy Diet Index (nHDI-14). For statistical analysis, the t-test with independent estimation of variance as well as both Spearman's and Pearson's correlation analysis and moderation analysis with simple slopes were used. Polish and Spanish physical education students demonstrated low levels of healthy (pHDI-10) and unhealthy (nHDI-14) diet indexes, with Polish students showing significantly higher intensities of both indicators (p < 0.001). As extraversion intensified, the levels of pHDI-10 and nHDI-14 increased (p < 0.05). The nHDI-14 index for all students decreased along with increasing openness to experiences (p < 0.01) and agreeableness (p < 0.05), and the pHDI-10 index increased with the rise in conscientiousness (p < 0.01). Analyses have indicated that the home country is an important moderator of personality relationships with the Non-healthy Diet Index (nHDI-14), which, along with the increase in conscientiousness, increased in students from Spain, while it decreased among students from Poland (p < 0.001). Polish and Spanish physical education students showed a low level of healthy (pHDI-10) and unhealthy (nHDI-14) diets depending on country of origin. Additionally, significant correlations were noted between the Big Five personality traits and pHDI-10 and nHDI-14 indexes, and a moderating impact was observed by the home country on the relationships of selected personality traits with the Non-healthy Diet Index (nHDI-14).

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We aimed to analyze personality-related determinants of physical activity among Polish and Spanish physical education (PE) students. The study was conducted among 219 Polish and 280 Spanish PE students, using the International Physical Activity Questionnaire (IPAQ) and the NEO-FFI Personality Inventory. Compared with Spanish PE students, their Polish counterparts are characterized by a higher level of extraversion and conscientiousness and a lower level of neuroticism. The level of total physical activity for all students was 8,697.21 METs, and this value was higher among Polish students. Among Polish and Spanish PE students, the level of total, vigorous, and moderate physical activity increased along with the increase in extraversion, while a decrease occurred along with the increase in neuroticism. The level of each domain of physical activity also increased in line with the intensification of student conscientiousness. In moderation analyses, it was shown that the home country of students may be considered a moderator of the relationship between conscientiousness and total exercise in such a way that the physical activity increased along with the increase in conscientiousness only among the Polish students. In addition, the country is a moderator of the correlation between moderate physical activity and neuroticism (p = 0.031), openness (p = 0.049), and conscientiousness (p = 0.019), with moderate activity only decreasing among Polish students and increasing along with the increase in openness and conscientiousness. Positive correlations among physical activity, extraversion, and conscientiousness, as well as negative ones with neuroticism, were demonstrated among Polish and Spanish students, and also the moderating impact of the country on the correlation between personality-related dimensions and physical activity.

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BACKGROUND: Nutritional behaviours are determined by numerous individual and environmental factors. OBJECTIVE: The aim of the study was to analyse the frequency of consuming selected food product groups (with potentially beneficial and potentially detrimental effects on health) among physical education students depending on gender and home country. MATERIALS AND METHODS: The study was conducted among 219 Polish and 280 Spanish physical education students, using a standardised questionnaire for obtaining information on views and eating habits for people aged 16-65 (Kom-PAN). In the statistical analysis, the Mann-Whitney U test and t-test with independent estimation of variance were incorporated,the significance level at α = 0.05. RESULTS: Among Polish and Spanish students, significant differences in the frequency of consuming certain product groups depending on home country were noted, with Polish students significantly more frequently consuming recommended products (fruit, vegetables, whole-grains, milk, fromage frais, and poultry), but also those non-recommended (purified cereals, cheeses with high fat content, butter, fried foods, sweets and alcoholic beverages). Spanish students significantly more often consumed recommended meals including legume seeds and sea fish, but also non-recommended products (red meat, fast food, sweets and energy drinks). Moreover, significant differences in the frequency of consuming selected product groups depending on sex were observed, with an indication of the tendency for less rational food choices among male students than female students, especially regarding the consumption of: high-milled cereal products, processed and red meat, fatty cheeses, fried foods, lard, sweets and energy drinks. On the other hand, women consumed sweets significantly more often than men, and less often legume seeds and fish. CONCLUSIONS: A limited prevalence of rational dietary choices among Polish and Spanish physical education students and their diversity depending on gender and home country have been demonstrated.

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A investigação objetivou compreender os significados atribuídos por estudantes do Terceiro Ano do Ensino Médio (EM) às suas experiências nas aulas de Educação Física (EF) durante a Educação Básica. Construímos os conhecimentos por meio da análise de documentos, da observação participante, dos diários de campo e do grupo de discussão. Analisamos e discutimos os conteúdos aprendidos nas aulas de EF, os significados da EF escolar e as relações com a vida cotidiana, bem como intentamos compreender essas aulas como espaço de relações interpessoais. O diálogo e os vínculos nas aulas de EF foram considerados fundamentais para que os conteúdos fossem mais interessantes e mais significativos.

The research aimed to understand the significance Third Year High School (HS) students attributed to their experiences in Physical Education (PE) classes during Basic Education. We build knowledge through document analysis, participant observation, field diaries and the discussion group. We analyse and discuss the content learned in PE classes, the significance of school PE and its relationships with daily life, and PE classes as a space for interpersonal relationships. Dialogue and links in PE classes were considered key to making the content more interesting and meaningful.

La investigación tenía como objetivo comprender los significados atribuidos por los estudiantes del Tercer Año de la Enseñanza Media (EM) a sus experiencias en las clases de Educación Física (EF) durante la Educación Básica. Desarrollamos conocimiento a través del análisis de documentos, de la observación participante, de diarios de campo y de grupos de debate. Analizamos y discutimos los contenidos aprendidos en las clases de EF, los significados de la EF en la escuela y las relaciones con la vida diaria, y las clases de EF como un espacio de relaciones interpersonales. El diálogo y los vínculos en las clases de educación física se consideraron clave para hacer que los contenidos sean más interesante y significativos.

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BACKGROUND: In their professional practice, teachers can exert a strong influence on students, promoting healthy habits for life through the example of their own lifestyle. The aim of this study was to compare sports habits and attitudes in Physical Activity and Sports Education students at the universities of León (Spain) and Mostaganem (Algeria). METHODS: We administered the "Motivations and Attitudes Toward Physical Activity and Sports" questionnaire (in Spanish MIAFD) to 125 Algerian university students from the Institute for Physical Education and Sport (age: 21.87 ± 2.51) and 122 Spanish university students (age: 22.98 ± 2.36) from the Faculty of Physical Activity and Sport Science. RESULTS: Chi-square tests showed significant differences (p < 0.001) with a large effect size (Cramer's V: 0.650) in perceptions of sport and satisfaction with participation. CONCLUSION: The students from Mostaganem and Leon show many similarities, such as the number of female students in physical education and sport is quite small compared to male students. Both consider that universities should improve sports facilities to promote good practice. The practice of sports by our university students is far superior to that of students with other degrees, suggesting that they will set a good example of healthy habits once they enter their profession. Nevertheless, the participation of female Algerian students in sport was lower than that of Spanish students, and students at León showed more intrinsic motivation for participating in sport than their counterparts at Mostaganem.

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Diversos hábitos adquiridos durante os anos cursados nas universidades permanecem incorporados ao cotidiano dos estudantes, mesmo após a conclusão do curso. O objetivo deste estudo é avaliar fatores específicos relacionados ao estilo de vida e à qualidade de vida em universitários do curso de Educação Física da Universidade do Estado do Rio de Janeiro (UERJ). Trata-se de um estudo descritivo com abordagem quantitativa com alunos do primeiro ao último período acadêmico com matrícula ativa no curso de graduação em Educação Física (Licenciatura e Bacharelado) da UERJ, com ingresso por meio do vestibular. Foi aplicado um questionário adaptado do Perfil do Estilo de Vida Individual, contendo oito componentes: alimentação, atividade física, autoimagem, relacionamentos, controle do estresse, finanças, comportamento preventivo e sono restaurador. Utilizou-se o teste de Spearman para analisar a associação entre os domínios do questionário (p < 0,05). A amostra foi composta por 103 estudantes (idade: 22,16 ± 3,85 anos), 66,02% do sexo masculino e 33,98% do sexo feminino. A análise dos componentes revelou uma tendência de os jovens universitários apresentarem, ao iniciar a fase adulta, dificuldade em manter níveis ideais de sono restaurador (3,19 ± 2,02) e finanças (4,14 ± 2,15). O componente relacionamentos (7,49 ± 1,61) apresentou os melhores níveis. Pode-se concluir que os estudantes de Educação Física pesquisados nem sempre conseguem seguir as recomendações que eles mesmos irão disseminar para clientes e alunos. Esse distanciamento entre o discurso e a prática se manifestou em diferentes graus, configurando diversos níveis de inadequações às práticas concernentes à saúde. Assim sendo, os conhecimentos acerca da importância dos hábitos de saúde nem sempre se manifestaram no comportamento alimentar, na atividade física, no sono e demais componentes atrelados à qualidade de vida e ao estilo de vida da amostra do presente estudo....(AU)

Several habits acquired during routed years in universities remain embedded in the daily lives of students, even after completing the course. The aim of this study is to evaluate specific factors related to lifestyle and quality of life in undergraduates of the Physical Education course at the State University of Rio de Janeiro (UERJ). This is a descriptive study with a quantitative approach with students from the first to the last academic period with active enrollment in the undergraduate degree in Physical Education (Licentiate and Bachelor's degree) of UERJ, with admission through the entrance exam. We applied a questionnaire, adapted from the Individual Lifestyle Profile, containing eight components: nutrition, physical activity, self-image, relationships, stress management, finance, preventive behavior and restorative sleep. We used the Spearman test to analyze the association between the domains of the questionnaire (p < 0.05). The sample consisted of 103 students (age: 22.16 ± 3.85 years), 66.02% male and 33.98% female. The analysis of the components revealed a tendency for university students present, at the beginning of adulthood, difficulty in maintaining optimal levels of restorative sleep (3.19 ± 2.02) and finance (4.14 ± 2.15). The component relationships (7.49 ± 1.61) showed the best levels. It can be concluded that the students of Physical Education researched do not always follow the recommendations that they themselves will disseminate to clients and students. This distance between discourse and practice has manifested itself in different degrees, setting different levels of inadequacies in health practices. Therefore, knowledge about the importance of health habits was not always manifested in the eating behavior, physical activity, sleep and other components related to the quality of life and lifestyle in the sample of the present study....(AU)

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Objetivo: A presente pesquisa objetiva investigar o imaginário coletivo de estudantes de Educação Física sobre a vida saudável. Metodologia: Foi realizada uma entrevista coletiva com 27 alunos do curso de Educação Física, organizada ao redor do uso do Procedimento Desenhos-Estórias com Tema "uma pessoa que leva uma vida saudável". As produções foram consideradas à luz do método psicanalítico em termos de produção interpretativa dos campos de sentido afetivo-emocional subjacentes ao material obtido. Resultados: O trabalho interpretativo permitiu a percepção de um campo denominado "responsabilidade individual", que se estrutura a partir da crença de que a saúde seria um estado que depende primordialmente de iniciativas e ações individuais. Conclusões: O quadro encontrado indica que o campo opera efeitos positivos, no sentido do fortalecimento da iniciativa pessoal, mas gera, como consequência problemática, um obscurecimento acerca da importância de fatores ambientais, que dependem de ações sociais e governamentais. .

Objective: We investigated the collective imagination of Physical Education students about a healthy life. Methodology: We performed an interview with 27 students of Physical Education, drawing upon the procedure Thematic Story-Drawing with Theme "a person who leads a healthy life." The productions were considered in the light of the psychoanalytic method and uptake of interpretive fields of meaning underlying affective-emotional. Results: The interpretation work allowed for perceiving a field called "individual responsability", which is structured based on the belief in that health would be a state that depends mainly on individual initiatives and actions. Conclusions: The picture found indicates that the field operates positive effects toward personal initiative, but it produces, as a problematic consequence, an obfuscation about the importance of environmental factors, which depend on social and governamental actions. .

Objetivo: se investigó el imaginario colectivo de los estudiantes de Educación Física acerca una vida sana. Metodología: llevó a cabo una entrevista con 27 estudiantes de curso de Educación Física basándose en el procedimiento Historia-Dibujo con Tema, con el tema "una persona que lleva una vida saludable". Las produciones fueron consideradas a la luz del método psicoanalítico y el captura interpretativo de los campos de sentido afectivo- emocional subyacente. Resultados: encontró un campo de sentido afectivo-emocional llamado "responsabilidad individual", con la creencia de que la salud es un estado que depende, fundamentalmente, de los logros personales. Conclusiones: mientras que esto campo operan en el sentido de reforzar la iniciativa personal, culpa la persona por su condición de salud/enfermidad. .

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O objetivo do presente estudo foi identificar a auto-percepção da imagem corporal entre estudantes de educação física e de medicina de uma universidade particular da cidade do Rio de Janeiro. Foram pesquisadas 195 estudantes universitárias. Deste grupo, 97 cursavam educação física e 98 eram graduandas em medicina e apresentou média de idade de 21,4 ±3,1 anos. Para verificação da auto-percepção da imagem corporal utilizou-se o Body Shape Questionnaire (BSQ). Os resultados indicam que as alunas de medicina apresentaram maiores escores do BSQ (84,1) do que as universitárias de educação física (70,6) (p<0,003). Além disto, as estudantes de medicina distribuíram-se em maior proporção nas categorias relacionadas a alguma preocupação com a imagem corporal (p<0,03). Neste sentido, o trabalho, a princípio, revela que as universitárias de medicina mostram-se mais propícias aos distúrbios relacionados à imagem corporal do que as alunas de educação física, a despeito de estas últimas sofrerem pressões para manter o corpo dentro de padrões estéticos considerados ideais.

The objective of this study is to identify body image perceptions among students of physical education and medical science from a private university in the city of Rio de Janeiro. The research was conducted on 195 female college students. From this group, 97 were physical education students and 98 were medical science graduates, and the age average was 21.4 ± 3.1 years old. In order to verify body image perceptions, the Body Shape Questionnaire (BSQ) was used. The results indicate that medical science students showed higher scores on BSQ (84.1) than physical education students (70.6) (p<0.003). Furthermore, medical science students were distributed in greater proportions on categories concerning preoccupation with body shape (p<0.03). In that sense, the research initially shows that medical science students are more inclined to develop disorders relating to body shape than physical education students, in spite of the latter suffering pressures to keep their bodies within aesthetic standards considered ideal.

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