Research Impact:If initiatives targeting physical activity in the school community are to be effectively implemented, they need to ‘make sense’ from the school’s perspective. That is, teachers need to see their value and feel confident […]
Author: PESS
The Department of Physical Education and Sport Sciences is based part of the Faculty of Education and Health Sciences at the University of Limerick, Ireland. The department has a strong research focus with ever increasing metrics related to research. The department offers undergraduate and taught postgraduate courses in Physical Education, Sport & Exercise Sciences, Sports Performance, Sports Exercise & Performance Psychology. In addition, we have a strong reputation for postgraduate research at both PhD and MSc level.
Contact us at pess@ul.ie with any queries
Publication: A systematic review of the use and reporting of evaluation frameworks within evaluations of PA interventions
Research Impact: Several frameworks and guidance documents have been developed to facilitate the evaluation and reporting of evaluation studies in public health. Despite this, there is a lack of evidence regarding the use of such […]
Publication: Interventions outside the workplace for reducing sedentary behaviour in adults under 60 years of age.
Research Impact: Adults spend most of their time outside of their workplace being sedentary, for example, sitting while watching TV or using a computer, or travelling to and from work in a car. Prolonged sedentary […]
Publication: Transcultural impact of learning to teach sport education on preservice teachers’ perceived teaching competence, autonomy, and academic motivation.
Research Impact: A quasi-experimental pre- and post-test mixed-methods design was followed, with a total of 163 preservice teachers from three different countries (Spain Chile and Mexico) to compare the impact of the experience of learning […]
Publication: The (mis)alignment between young people’s collective PA experience & P.E. on curriculum development in Ireland
Research Impact Summary: In the context of the redevelopment of the primary curriculum and the enactment of the Junior Cycle Framework, this publication explores young people’s voice with regards to their experiences of collective physical […]
Publication: Personality, physical activity, and incident generalized anxiety disorder: findings from The Irish Longitudinal Study on Ageing
Research Impact: This study examined interrelations between the Big 5 personality factors (i.e., neuroticism, extroversion, openness, conscientiousness, and agreeableness), physical activity, and generalized anxiety disorder among older adults. It found that 1) extraversion, openness, and […]
Publication: Implications of attending the closest school on adolescents’ physical activity and car travel in Dunedin, New Zealand
Research Impact: This study sought to quantify the effects of adolescents’ school enrolment at the closest school, or not, on use of private motorised vehicle and adolescents’ moderate-to-vigorous physical activity (MVPA) levels accumulated during the […]
Publication: Response to Moradi, J. (2020). Benefits of a guided motor mental preperformance routine on learning the basketball free throw
Research Impact: Players and athletes often make use of mental skills, such as relaxation exercises, imagery, self-talk and focusing attention, to enhance their performance. Most commonly observed as part of pre-performance routines during competitions, […]
Publication: Teacher educators’ professional trajectories: evidence from Ireland, Israel, Norway & the Netherlands
Research Impact: This study describes higher education-based teacher educators’ professional trajectories, i.e. their professional activities and learning as developed throughout their career. While socially coherent and idealistic attitudes are present among teacher educators, they are […]
Publication: Between hope and happening: Problematizing the M & the P in models-based practice
Research Impact: By recognising the dangers inherent in an essentialist notion of models (i.e. by nouning or proper nouning them), and by remembering the roles set aside for teachers in the development of pedagogical models, […]
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