Inquiries in Physical Education and Sport

The Effects of Interventional Exercise Programs in People with Mental Illness

Fani Papanikolaou, Maria Michalopoulou, Evangelos Bebetsos, Olga Kouli — Mon, 19 Oct 2026 00:00:00 +0000

Recent research findings demonstrate the positive role of physical activity (PA) in mental well-being. Long-term participation in PA can create new neurons and blood vessels in people with mental disorders, improving their cognitive abilities and general functioning. In many cases, it is recommended to incorporate PA into the treatment program for people with mental disorders, such as schizophrenia. The aim of the literature review is to examine recent research results on the impact of PA on the symptoms of schizophrenia, as well as to examine the existence of PA programs that are appropriate for people with serious mental disorders. For the needs of the research, a critical and systematic review of 26 relevant studies was conducted, which met the relevant inclusion criteria and a time period from 2000 to 2025 and were relevant to the research objectives of this work. Through the literature review, it emerged that PA offers multiple benefits to people with serious mental disorders, including weight control, improvement of cardiovascular health and prevention of the occurrence of metabolic disorders. In addition, PA enhances the treatment of negative symptoms of schizophrenia, in cognitive functions and in the general functioning of the individual, through the enhancement of brain neuroplasticity. However, the initiation and continued participation in PA programs is characterized by many challenges for this specific population group. It seems that the success of the programs depends largely on whether they offer joy and satisfaction to the participants, as well as the opportunity for social interaction during the activity. The existence of a stable social supportive environment is also important for the success of these programs. In addition, the need to develop ways to integrate mental health services with community PA centers and to integrate specialized professional coaches into these services was recorded. In addition, further clinical research is necessary to develop more effective PA programs that will lead to a significant overcoming of the barriers faced by people with serious mental disorders.

The effect of intermittent hypoxia training on biochemical markers

Mon, 19 Oct 2026 00:00:00 +0000

Sessions involving brief, continuous, and controlled exposure to moderate levels of hypoxia, referred to as intermittent hypoxia (IH), can enhance cerebral vascular function and mitochondrial metabolism of energy. Over the past fifteen years, a modified training approach based on intermittent hypoxia (IH) has been introduced and employed in several human studies and clinical trials. The IH protocols adopted varies in terms of frequency, dose, and duration of exposure. The aim of this review was to compile studies that investigated the impact of acute and chronic adaptations of IH on biochemical markers. To achieve this purpose, a search was performed within the PubMed scientific database. The findings indicate that acute hypoxia protocols evoke a significant increase in erythropoietin levels, as well as hormonal and metabolic adaptations, while remaining without impact on hematological parameters, oxidative stress markers, or antioxidant capacity. In contrast, in extended IH protocols (≥ 3 weeks), there is an elevation in hemoglobin and red blood cell counts, accompanied by reductions in glucose, total cholesterol, and triglyceride levels. In conclusion, the responses of biochemical markers to IH protocols seem to be largely influenced by the intensity and duration of the intervention. Multiple-session IH enhances hemoglobin levels and positively modifies the lipid profile, whereas the acute effects of IH induce hormonal and metabolic adjustments in parameters such as cortisol, testosterone, and lactic acid.

Total Quality Management in Greek Education

Anastasios Papadopoulos, Olga Kouli, Efi Titskari, Vasilis Grammatikopoulos — Mon, 19 Oct 2026 00:00:00 +0000

The purpose of the present study was to examine the differences among school leaders -principals, deputy principals, and vice principals- in Greek primary and secondary education regarding the implementation of Total Quality Management (TQM) practices in their school units, in relation to age, years of service in education, years of leadership experience, and professional specialization. Educational executives in primary and secondary education play a crucial role in the effective management and operation of school units, being responsible for educational planning, staff coordination, and the cultivation of a positive organizational climate. Moreover, they constitute key actors in the implementation of quality improvement initiatives and educational reforms, thereby influencing school effectiveness and organizational development. Consequently, examining their perceptions and practices regarding Total Quality Management (TQM) is of particular scientific and practical significance. The sample consisted of 822 educational executives from across Greece, including 374 men and 448 women. Among them, 604 served as principals, 60 as acting principals, and 158 as vice principals. The final TQM questionnaire administered to participants comprised 19 items loading onto four factors: “Purpose–Leadership,” “Improvement–Processes,” “Motivation–Encouragement,” and “Fear Elimination.” Multivariate analyses of variance (MANOVAs) were conducted to investigate statistically significant differences across demographic variables. The findings revealed statistically significant age-related differences in the factors “Motivation–Encouragement” and “Fear Elimination.” Regarding years of service in education, significant differences were identified in all factors except “Improvement–Processes.” With respect to years of leadership experience, significant differences were observed in the factors “Purpose–Leadership” and “Motivation–Encouragement.” Finally, differences based on professional specialization were statistically significant across all factors except “Purpose–Leadership.” The newly developed TQM questionnaire enables the systematic assessment of quality management practices in Greek primary and secondary education, providing valuable insights into an area that has received limited empirical attention within the Greek educational context.

The final TQM questionnaire administered to participants comprised 19 items loading onto four factors: “Purpose–Leadership,” “Improvement–Processes,” “Motivation–Encouragement,” and “Fear Elimination.” Multivariate analyses of variance (MANOVAs) were conducted to investigate statistically significant differences across demographic variables.

The findings revealed statistically significant age-related differences in the factors “Motivation–Encouragement” and “Fear Elimination.” Regarding years of service in education, significant differences were identified in all factors except “Improvement–Processes.” With respect to years of leadership experience, significant differences were observed in the factors “Purpose–Leadership” and “Motivation–Encouragement.” Finally, differences based on professional specialization were statistically significant across all factors except “Purpose–Leadership.”

The newly developed TQM questionnaire enables the systematic assessment of quality management practices in Greek primary and secondary education, providing valuable insights into an area that has received limited empirical attention within the Greek educational context.

The Effect of the 11+ Program on Injury Prevention in soccer: A Review

Mon, 19 Oct 2026 00:00:00 +0000

Soccer is the most popular team sport worldwide. It is characterized by high-intensity actions and frequent physical contact, which lead to high injury rates. The hamstrings, knee joint, and ankle are particularly affected. Reduced muscle strength and endurance, low cardiorespiratory fitness, as well as limited proprioception and flexibility, are key risk factors for musculoskeletal injuries. The aim of this review was to examine the effect of the 11+ injury prevention program on reducing injuries in soccer.
The methodology was based on the collection and analysis of data from the international literature, focusing on studies that examined the effectiveness of the 11+ at different levels of soccer players. The search was conducted in Google Scholar, PubMed, and Scopus using keywords related to FIFA 11+ and injury prevention, covering the period 2006–2024. In total, ten studies were analyzed, including male and female players, mainly youth and amateur players, to evaluate the program’s effectiveness across different populations.
The 11+ is a comprehensive warm-up program that includes running, neuromuscular exercises, balance training, dynamic stretching, strength exercises, and plyometric drills, with the primary aim of reducing injury incidence in soccer players. According to the studies analyzed, implementing the program 2–3 times per week, for a duration ranging from 8 weeks to 18 months, can reduce overall injury rates by 30–70%. The greatest benefits are observed in teams with high compliance and in young female soccer players.
The 11+ is a low-cost and easy-to-implement program, and it is considered essential to be incorporated into training routines for both youth and professional soccer players, in order to support their health and enhance their competitive readiness. In conclusion, the 11+ significantly contributes to reducing injury incidence, preventing severe musculoskeletal injuries, and improving the overall physical fitness of soccer players.

Relationships Between Predispositional and State Goal Orientations in Different Instructional Conditions in Physical Education Settings

Marios Goudas, Athanasios Kolovelonis, Stuart Biddle, Ken Fox — Mon, 19 Oct 2026 00:00:00 +0000

Two studies were conducted to examine the effects of the instructional environment (i.e., setting process, performance, or “do your best” goals, study 1); teaching with the practice or the inclusion style of teaching, (study 2) on the relationships between predispositional and state goals in physical education settings. In study 1, 100 fifth and sixth grade students completed a task and ego goal orientation measure and one week later they practiced basketball dribbling setting different types of goals in a single physical education session and then they responded on a state goals questionnaire. In study 2, 24 girls completed a task and ego goal orientation measure and they participated in physical education lessons taught with two different teaching styles, at the end of which they responded on a task and ego state goals measure. The results of both studies showed that predispositional goals were moderately and positively correlated with the corresponding state goals. Moreover, some evidence regarding the effects of the instructional environment on these relationships emerged. Results of both studies are discussed with reference to achievement goal theory. Practical suggestions are also offered.