000163807 001__ 163807
000163807 005__ 20251107115328.0
000163807 0247_ $$2doi$$a10.3390/bs15111495
000163807 0248_ $$2sideral$$a145974
000163807 037__ $$aART-2025-145974
000163807 041__ $$aeng
000163807 100__ $$0(orcid)0000-0002-7540-5737$$aOrtega-Zayas, Miguel Ángel$$uUniversidad de Zaragoza
000163807 245__ $$aTable Tennis in Physical Education: Teachers’ Perceptions of Health-Related Aspects in School-Age Children
000163807 260__ $$c2025
000163807 5060_ $$aAccess copy available to the general public$$fUnrestricted
000163807 5203_ $$aTable tennis (TT) is recognized for its accessibility, adaptability, and health benefits, making it suitable for physical education (PE). This study aimed to investigate the prevalence of TT implementation in primary school PE classes and explored associations with teacher characteristics and perceptions regarding injury risk, safety, inclusivity for students with disabilities or special educational needs, student engagement, and the educational value in PE curricula. A cross-sectional survey was conducted among 393 Spanish primary school PE teachers who completed the validated Racket Sports Attitude Scale (RSAS). Associations between teacher characteristics and TT use were tested using Pearson’s Chi-square, with effect sizes reported as Cramer’s V, Phi, and Somers’ D for ordinal variables. Additional analyses examined links between TT adoption and perceptions of injury risk, inclusivity, safety for pupils, ability to enhance engagement, and its educational value in PE. Only 11.7% of teachers reported using TT in PE classes. Implementation rates were not significantly different by sex but were associated with age (χ2 = 27.2, p < 0.001, Somers’ D = 0.071) and teaching experience (χ2 = 30.0, p < 0.001, Somers’ D = 0.099). TT use showed strong associations with perceptions of lower injury risk (Cramer’s V = 0.707), suitability for students with disabilities (0.712), special educational needs (0.715), safety (0.707), engagement (0.712), and educational value (0.716) (p < 0.001). Despite positive perceptions, TT is underutilized in PE curricula.
000163807 536__ $$9info:eu-repo/grantAgreement/ES/DGA/S53-23R
000163807 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttps://creativecommons.org/licenses/by/4.0/deed.es
000163807 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000163807 700__ $$aPatanè, Pamela
000163807 700__ $$0(orcid)0000-0002-3776-2901$$aPeñarrubia-Lozano, Carlos$$uUniversidad de Zaragoza
000163807 700__ $$0(orcid)0000-0002-6829-0775$$aPradas, Francisco$$uUniversidad de Zaragoza
000163807 7102_ $$13001$$2187$$aUniversidad de Zaragoza$$bDpto. Expres.Music.Plást.Corp.$$cÁrea Didáctica Expres.Corporal
000163807 773__ $$g15, 11 (2025), 1495 [14 pp.]$$tBehavioral Sciences$$x2076-328X
000163807 8564_ $$s1803501$$uhttps://zaguan.unizar.es/record/163807/files/texto_completo.pdf$$yVersión publicada
000163807 8564_ $$s2500814$$uhttps://zaguan.unizar.es/record/163807/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000163807 909CO $$ooai:zaguan.unizar.es:163807$$particulos$$pdriver
000163807 951__ $$a2025-11-07-10:25:05
000163807 980__ $$aARTICLE