@article{65443,
  abstract     = {{<jats:title>Abstract</jats:title>
                  <jats:p>Social media is integral to adolescents’ daily lives and plays an important role in their health- and fitness-related behavior, particularly through trends such as #fitspiration, a portmanteau of “fit” and “inspiration.” This trend has become a prominent aspect of adolescents’ fitness culture. Empirical studies demonstrate that while #fitspiration holds the potential to motivate adolescents to be physically active, it also perpetuates gender-stereotyped, predominantly White, ableist, and normative body ideals associated with fitness and an idealized weight. This trend can be linked to an increased risk of body image concerns or disordered eating among adolescents. Understanding adolescents’ engagement with fitspiration content is crucial for tailoring health and media literacy education within physical education. Therefore, a systematic review of qualitative and quantitative studies was conducted. A search of five electronic databases yielded 312 abstracts, of which 12 met the inclusion criteria. The analysis of the selected studies was based on thematic analysis and included both primary and secondary data. Seven analytical themes emerged: (1) 37–56% of adolescents actively engage with fitspiration content on social media; (2) it fulfills their need for informal and accessible participation; (3) it fosters a sense of social connection; (4) they derive inspiration from peers and influencers; (5) they aspire to idealized body standards; (6) they seek quick solutions when dissatisfied with their bodies; and (7) a few become demotivated and critical when unable to achieve these ideals. Consequently, educators should balance the potential benefits with media literacy interventions to mitigate risks such as body image issues and eating disorders.</jats:p>}},
  author       = {{Grimminger-Seidensticker, Elke and Korte, Johanna}},
  issn         = {{2509-3142}},
  journal      = {{German Journal of Exercise and Sport Research}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Adolescents’ engagement with #fitspiration content—a systematic review of qualitative and quantitative studies and pedagogical implications for physical education Der Umgang von Jugendlichen mit Inhalten zu #fitspiration - Ein systematisches Review qualitativer und quantitativer Studien sowie pädagogische Implikationen für den Sportunterricht}}},
  doi          = {{10.1007/s12662-026-01107-7}},
  year         = {{2026}},
}

@article{34820,
  abstract     = {{The construct of noticing is considered to be of crucial importance for professional action of (prospective) physical education (PE) teachers in the context of (inclusive) PE. In order to implement the demands of inclusive PE teaching, noticingwith regard to processes of recognition proves to be particularly significant. Due to the relevance of physicality, the design of recognition relationships that encourage pupils' development results in specific requirements for the selective attention and the theory-based interpretation of processes of recognition and disregard in complex teaching situations. This facet of competence has hardly been studied so far, partly due to the lack of instruments for standardised assessment of this construct. In the context of this paper, the development and validation of a standardised, video vignette-based test instrument for the measurement of noticingwith regard to processes of recognition of prospective PE teachers is presented. The validation focuses on the content of the test and the internal structure of the instrument as well as on correlations with related constructs in terms of content. The results from three consecutive validation studies provide indications of the reliability and validity of the test score interpretation of the instrument ViProQiS_A. The findings so far indicate that the standardised measurement of noticingwith regard to processes of recognitionin inclusive PE could be realized on the basis of the test instrument developed here.}},
  author       = {{Langer, Wiebke and Bruns, Julia and Erhorn, Jan}},
  issn         = {{2509-3150}},
  journal      = {{German Journal of Exercise and Sport Research}},
  keywords     = {{Physical education teacher education, Competence modelling and, measurement, Inclusive physical education, Video-based items, Noticing}},
  number       = {{3}},
  pages        = {{386--397}},
  publisher    = {{Springer}},
  title        = {{{Development and validation of a video-based test instrument to measure noticing with regard to processes ofrecognition in inclusive physical education}}},
  doi          = {{10.1007/s12662-022-00807-0}},
  volume       = {{52}},
  year         = {{2022}},
}

@article{37830,
  abstract     = {{<jats:title>Zusammenfassung</jats:title><jats:p>Jegliche Art von Emotionen im Sport spielen vor allem in Wettkampfsituationen eine bedeutende Rolle, wenn es darum geht, zu einem bestimmten Zeitpunkt die optimale Leistung abzurufen. Emotionen können Auswirkungen auf der physiologischen, perzeptuell-kognitiven oder behavioralen Ebenen haben. Daher bildet den Schwerpunkt des vorliegenden Scoping-Reviews, die Untersuchung der Bedeutung wettkampfbezogener (state) Emotionen von Sporttreibenden. Die Literaturrecherche ergab 1126 Arbeiten, aus denen 15 Studien die Einschlusskriterien erfüllten. Diese wurden hinsichtlich ihrer Themenschwerpunkte betrachtet: 1) Emotionen, Kognitionen und Angst; 2) Emotionen, Leistungsbeurteilung und Stress; 3) Emotionen und Leistungsziele; 4) Unterschiede emotionaler Ausprägung im Geschlecht und Leistungsniveau; 5) Einfluss von Kausalzuschreibungen auf die Emotionen. Anschließend wurden die in den vorgestellten Studien verwendeten emotionserfassenden Messinstrumente betrachtet und vorgestellt. Zusammengefasst erscheint die Erfassung wettkampfbezogener (state) Emotionen rund um das sportliche Geschehen (vor, während, danach) ein wesentlicher Bestandteil der angewandten Sportpsychologie, davon abgeleiteter Emotionsregulationsstrategien und somit der optimalen Leistungserbringung zu sein, auch wenn der (deutschsprachigen) sportpsychologischen Praxis bisher nur begrenzte validierte Messinstrumente vorliegen.</jats:p>}},
  author       = {{Wetzel, Änne and Güldenpenning, Iris and Weigelt, Matthias}},
  issn         = {{2509-3142}},
  journal      = {{German Journal of Exercise and Sport Research}},
  keywords     = {{Physical Therapy, Sports Therapy and Rehabilitation, Orthopedics and Sports Medicine}},
  number       = {{3}},
  pages        = {{419--432}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Wettkampfbezogene Emotionen im Sport – ein Scoping-Review}}},
  doi          = {{10.1007/s12662-021-00772-0}},
  volume       = {{52}},
  year         = {{2021}},
}

@article{37787,
  abstract     = {{<jats:title>Abstract</jats:title><jats:sec><jats:title>Purpose</jats:title><jats:p>In sports games, tactical instructions are mostly presented on tactic boards under temporal constraints determined by the length of time outs (e.g., 20–60 s time outs in basketball) and coaches’ instructional behavior. Thus, instructions should be presented in a way that enables fast and errorless information processing. High affordances in visual–spatial transformation (e.g., mental rotation processes) might both impede information processing and decrease execution performance. The aim of this study was to scrutinize the effect of different orientations of visual tactical displays on observation time under self-paced conditions as well as to compare the effects on execution performance to those of externally paced conditions. According to the self-determination theory, self-control over observation time is assumed to increase performance.</jats:p></jats:sec><jats:sec><jats:title>Methods</jats:title><jats:p>In a mixed-factors design with two factors, 48 participants were instructed to execute a basketball playing pattern, which was presented on a virtual tactic board in one of five different spatial disparities to the players’ on-court perspective. The Self-Paced Group determined the observation time in a self-controlled manner, whereas in the Yoked Group observation times were externally controlled, i.e., the observation time was constrained to match that of the Self-Paced Group..</jats:p></jats:sec><jats:sec><jats:title>Results</jats:title><jats:p>The self-controlled time for watching the pattern before execution was significantly shorter and spatial accuracy in pattern execution was significantly higher for low disparity between instruction perspective and on-court perspective. Self-control over observation time did not affect execution accuracy.</jats:p></jats:sec><jats:sec><jats:title>Conclusion</jats:title><jats:p>The orientation effects might be explained by interfering mental rotation processes that are necessary to transform the instructional perspective into the players’ egocentric perspective. According to these results, coaches should align their tactic boards to their players’ on-court viewing perspective.</jats:p></jats:sec>}},
  author       = {{Krause, Daniel and Weigelt, Matthias}},
  issn         = {{2509-3142}},
  journal      = {{German Journal of Exercise and Sport Research}},
  keywords     = {{Physical Therapy, Sports Therapy and Rehabilitation, Orthopedics and Sports Medicine}},
  number       = {{3}},
  pages        = {{354--365}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Mental rotation and performance in basketball: effects of self-controlled and externally controlled time constraints on the processing and execution of tactic board instructions with varied orientations}}},
  doi          = {{10.1007/s12662-020-00659-6}},
  volume       = {{50}},
  year         = {{2020}},
}

@article{42712,
  abstract     = {{In der Sportwissenschaft existiert eine Vielzahl von motorischen Testinstrumenten, deren Konstruktionen unterschiedliche Zielstellungen verfolgen. Mit MOBAK-3-4 (Motorische Basiskompetenzen) etabliert sich ein kompetenzorientiertes Testverfahren für Dritt- und Viertklässler. In der vorliegenden Untersuchung mit N = 344 Kindern (167 Mädchen; M = 8,78 Jahre, SD = 0,40) sollen die faktorielle Validität des MOBAK-3-4 Testinstruments sowie Zusammenhänge mit dem Geschlecht, Alter und Gewichtsstatus (Body Mass Index, BMI), der Häufigkeit und Art von außerschulischer Sportaktivität sowie dem fähigkeitsorientierten Hagedorn-Parcours aufgeklärt werden. Die zweifaktorielle Struktur des MOBAK-3-4 konnte mit den Faktoren Sich-Bewegen und Etwas-Bewegen bestätigt werden (CFI = 0,97; RMSEA = 0,033). Zusammenhänge mit den motorischen Basiskompetenzen konnten durch die Integration der Kovariaten Geschlecht, Alter und BMI sowie Häufigkeit und Art von außerschulischer Sportaktivität in die konfirmatorische Faktorenanalyse nachgewiesen werden. Jungen zeigten gegenüber Mädchen im Umgang mit dem Ball (Etwas-Bewegen) bessere Leistungen. Mädchen waren hinsichtlich der Ganzkörperkoordination im Raum (Sich-Bewegen) leicht überlegen. Während die älteren Kinder im Etwas-Bewegen stärker als die jüngeren Kinder waren, zeigten sich im Sich-Bewegen keine altersspezifischen Leistungsunterschiede. Weiterhin stand die Häufigkeit Mannschaftssport in einem engen Zusammenhang mit Etwas-Bewegen sowie die Ausübung von Individualsportarten mit Sich-Bewegen. Zudem zeigten die Ergebnisse des Hagedorn-Parcours auf latenter Ebene mittlere bis starke Zusammenhänge mit den Kompetenzbereichen Sich-Bewegen (β = 0,75, p < 0,001) und Etwas-Bewegen (β = 0,66, p < 0,001).}},
  author       = {{Strotmeyer, Anne and Kehne, Miriam and Herrmann, Christian}},
  issn         = {{2509-3142}},
  journal      = {{German Journal of Exercise and Sport Research}},
  number       = {{1}},
  pages        = {{82--91}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Motorische Basiskompetenzen}}},
  doi          = {{10.1007/s12662-019-00596-z}},
  volume       = {{50}},
  year         = {{2019}},
}