Similarities and differences in the use of questioning in the educational process of school physical education and coaching: A Literature Review

Abstract

Questions function as stimuli that promote understanding, learning, and critical thinking. In Physical Education (PE) and sports, they can be used as supportive tools, enhancing the holistic development of children. The purpose of the present study was to explore the similarities and differences in the use of questioning in the contexts of sport and school PE, through a review of the available literature. To this end, a search for published studies was conducted in the electronic databases Google Scholar, ERIC, Taylor & Francis Online, ScienceDirect, and HEAL-Link, using keywords related to questioning as well as to PE and sports. The literature search resulted in the identification and inclusion of 27 studies in this review. These studies were published in scientific journals, written in English or Greek, and focused on the use of questioning in school PE and sports contexts. The 27 research studies were further categorized into those examining the use of questioning in school settings (n = 13) and those focusing on its application in sports environments (n = 14). The literature highlights the importance of open-ended, high-order cognitive questions in fostering critical thinking, reflection, and metacognitive skills. However, in practice, both teachers and coaches predominantly use closed-ended questions that require low-level cognitive engagement. This trend appears to be associated with insufficient training of teachers and coaches, a strong focus on performance outcomes in sports, limited instructional time in PE classes, and the persistent dominance of traditional pedagogical views. Further research on the use of questioning in PE and sports is deemed necessary, as well as raising awareness among teachers and coaches regarding its effective implementation, especially in Greece, where no similar study was identified in the present review.