Inquiries in Physical Education and Sport

Hand Grip Strength Differences Between Adult Climbing Athletes and Physical Education Students

Danai Valsamidi — 2026-01-30

Grip strength is considered an important factor in athletic performance for climbing, as it affects an athlete's ability to hold and/or transfer their body weight using different types of grips in demanding situations. The purpose of this study was to evaluate the differences in grip strength between male climbing athletes and physical education (PE) students. A total of 23 climbing athletes (age: 27.7 ± 7.93 years, weight: 71.43 ± 8.44 kg, height: 178 ± 0.7 cm, and years of systematic involvement: 9.25 ± 1.47 years, Mean ± SD) and 23 PE students (age: 19.34 ± 0.78 years, weight: 75.3 ± 9.39 kg, height: 179 ± 0.9 cm) who had no prior involvement in climbing voluntarily participated in the study. The evaluation was performed using the portable hand dynamometer Takei Grip Strength Dynamometer (Grip-D T.K.K.5101, Japan), in an upright position with legs apart, with the examined limb fully extended and positioned at a short distance from the trunk. Two trials were performed for each limb, each lasting 5’’, with a one-minute break between trials, and the highest value for each limb was evaluated. The results of the multivariate analysis of covariance (MANCOVA), with age, height, and weight as covariates, revealed statistically significant differences in grip strength between the two groups. Specifically, climbing athletes demonstrated greater grip strength (right hand: 52.34 ± 1.94 kg, left hand: 50.23 ± 1.70 kg, Mean ± SE) compared to PE students (right hand: 42.11 ± 1.94 kg, left hand: 39.29 ± 1.70 kg). These findings confirm the positive effect of systematic and specialized climbing training on grip strength. Additionally, they contribute to the development of a database aimed at improving athlete selection, performance evaluation, and training effectiveness.

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

Evanthia Maria Fragkogoula — 2026-01-30

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.

The intercultural competence of preschool teachers in inclusive education

Anastasia Ziloudi — 2026-01-30

Children coming from different cultural backgrounds constitute a vulnerable social group, which the Greek educational system is called upon to integrate. This inclusion process requires the development of specialized educational interventions and supportive actions aimed at fostering an inclusive environment. Responsible for the implementation of these actions are the educators themselves, who, in order to build such an environment, must feel both cognitively competent and prepared to manage the new inclusive classroom that offers equal opportunities to all students. The purpose of the present study was to investigate kindergarten teachers' attitudes towards the development of an inclusive culture, as well as their intercultural competence in creating a climate of harmonious coexistence. The study employed a quantitative research approach, with data collected through questionnaires administered to 201 kindergarten teachers working in public schools in the prefecture of Dodecanese. The findings reveal that the majority of educators report being familiar with the concept of “inclusion”; however, they express concerns regarding its practical implementation in the classroom. They acknowledge that they lack the necessary intercultural training and the appropriate scientific competence—factors that hinder the effective and efficient application of inclusive teaching practices.

Self-Efficacy Perceptions for Teaching Physical Education of in-Service and preservice Physical Education teachers.

Galatia Agiomamiti — 2026-01-30

Purpose of the present study was to compare the self-efficacy perceptions of in-service and preservice Physical Education (PE) teachers regarding specific elements of the dimensions of effective physical education teaching. The sample consisted of 100 in-service and 120 preservice PE teachers. Participants’ perceptions of their teaching effectiveness were recorded using the Self-Evaluation of Teacher Effectiveness in Physical Education questionnaire (SETEQ-PE). This instrument includes 25 items, which comprise six factors of effective teaching: Implementation of Physical Education content, Lesson delivery, Learning environment, Instructional strategies, Student and teaching assessment, and Use of technology. According to the Mann–Whitney U test results, in-service PE teachers consider themselves more effective than PE preservice teachers in the Implementation of PE content in aspects related to teaching tactics, enriching teaching with knowledge from various scientific fields, and integrating topics related to physical activity into instruction. Regarding the Learning Environment, in-service PE teachers outperform preservice teachers in their ability to individualize instruction to enhance students’ motor development, as well as their social and emotional growth, while also ensuring a safe and supportive classroom climate. In the domain of Student and Teaching Evaluation, preservice PE teachers reported higher self-efficacy across all related practices, including peer and self-assessment, and the involvement of colleagues and students in the evaluation process. Moreover, in-service PE teachers reported greater confidence in using and integrating technology in their teaching practices, such as videos and computers. In conclusion, the findings of this study reveal significant differences in self-efficacy beliefs between in-service and preservice PE teachers, particularly in areas such as content implementation, learning environment, evaluation, and the use of technology. These results offer useful insights for enhancing the initial preparation of future PE teachers and underscore the need for continued professional development among those already in the field.

The Effect of a Mindfulness-Based Intervention on Subjective Performance, Spontaneous Self-Talk and Dispositional Mindfulness among Young Football Players

Evangelos Galanis — 2026-01-30

Mindfulness-based interventions are presented as either an alternative or a complementary approach to improving sport performance, involving the mindful awareness and non-judgemental acceptance of an athlete's internal experiences. The present study examined the effectiveness of the mindfulness-acceptance-commitment (MAC) intervention on the subjective performance, spontaneous self-talk, and dispositional mindfulness of young Greek football players. Local football teams were randomly assigned to either the control group or the intervention group. Forty-six young football players (15.7±.82 years old) completed the intervention (control group= 20, intervention group= 26). A seven-week MAC intervention took place between the two measurements, during which subjective performance, spontaneous self-talk and dispositional mindfulness were assessed. Overall, no statistically significant effects were revealed for the dependent variables. However, notable trends emerged in the MAC intervention group, including a decrease in negative retrospective spontaneous self-talk, an increase in non-judgementality, and a stable subjective performance.