Objective: This study aimed to examine the relationship between athletes’ attitudes toward sport and their quality of life and to explore whether these variables differed across selected demographic characteristics among university athletes.

Methods: A cross-sectional design was used with 201 university athletes (52.7% female, 47.3% male; mean age = 23.25 ± 5.17 years). Data were collected using the Attitude Toward Sport Scale and the WHOQOL-BREF. Because the data did not meet parametric assumptions, non-parametric statistical analyses were conducted to examine correlations and group differences.

Results: Statistically significant positive correlations were found between attitudes toward sport and all dimensions of quality of life (p < .01), with coefficients ranging from r = .19 to r = .52. Strong associations were also observed among attitude sub-dimensions, particularly between interest in sport and sport–life integration (r = .71) and between interest in sport and active participation (r = .67). No significant differences were found between team and individual sports across most variables (p > .05), although athletes in team sports reported significantly higher scores in the environmental dimension of quality of life (U = 3971.50, p = .015). Gender differences were identified in physical health (U = 3979.00, p = .010) and environmental factors (U = 4004.00, p = .012), both favoring male participants, whereas attitudes toward sport did not differ significantly by gender (p > .05). Marital status was associated with significant differences in psychological state, general health, social relationships, interest in sport, and sport–life integration. Duration of sport participation also showed significant effects on physical health, environmental factors, and interest in sport.

Conclusion: More positive attitudes toward sport were associated with better quality of life among university athletes. These findings suggest that fostering favorable attitudes toward sport may contribute to broader well-being outcomes in this population.

Kho-Kho is a fast-paced traditional indigenous sport demanding explosive motor movements. While foundational physical conditioning is essential, the specific multidimensional factors differentiating match performance at the highest competitive tiers remain underexplored. The objective of this study was to evaluate the anthropometric, motor, and physiological correlates of competitive success to identify the primary predictors of performance among elite athletes. A cross-sectional observational design was employed, recruiting 30 national-level female Kho-Kho players. Multidimensional profiling included Body Mass Index, resting heart rate, reaction time, speed, agility, and explosive strength. In-game performance was concurrently evaluated during a competitive event by expert coaches using a structured Likert-scale assessment. Data were analyzed using Pearson's product-moment correlation coefficients following the verification of parametric assumptions. The correlational analysis revealed a statistically significant inverse relationship between match performance and both linear speed (r = -0.379, p = 0.03) and cognitive-motor reaction time (r = -0.417, p = 0.02). Conversely, foundational metrics such as agility, explosive strength, and resting heart rate did not demonstrate statistically significant correlations. In conclusion, these findings suggest an elite plateau effect, where baseline physical traits are uniformly developed at the national level. Raw linear velocity and neural processing speed emerge as the primary performance differentiators, providing empirical validation for integrating targeted neuro-cognitive and overspeed drills into elite training frameworks

Objective: This study aimed to investigate the relationship between conspicuous consumption tendencies and levels of social desirability among students in the Faculties of Sport Sciences at public and foundation (private) universities, and to examine whether these variables differed according to selected demographic characteristics.

Methods: The study included 666 university students, of whom 351 were enrolled at Muş Alparslan University, a public university, and 315 at Istanbul Topkapı University, a foundation (private) university. All participants were students in the Faculty of Sport Sciences. The sample comprised 438 male and 228 female students, with mean ages of 20.9 ± 1.9 and 20.9 ± 2.5 years, respectively. Data were collected using a demographic information form, the Conspicuous Consumption Tendencies Scale, and the Social Desirability Scale. Descriptive statistics, the Mann–Whitney U test, the Kruskal–Wallis H test, and Spearman’s rank-order correlation analysis were used for data analysis.

Results: The findings showed that, among students at both public and foundation universities, the variables of following fashion and purchase motivation were associated with significant differences in both social desirability and conspicuous consumption tendencies. Gender was found to be a significant factor particularly in relation to social desirability, whereas income level was significant only among foundation university students (p < .05). In addition, a moderate, positive, and statistically significant relationship was identified between conspicuous consumption tendencies and social desirability levels across the full sample.

Conclusion: Conspicuous consumption tendencies and social desirability among students in Faculties of Sport Sciences appear to be shaped primarily by fashion orientation and purchase motivation. Gender plays a meaningful role in social desirability, while income level differentiates outcomes only among students attending foundation universities. Overall, higher levels of conspicuous consumption were associated with higher levels of social desirability.

Objective: This study aims to analyze recent scientific evidence on lower extremity injuries in basketball practice, identifying the most affected anatomical regions, the most frequent types of injury, and their distribution according to age, gender, and level of sports participation.

Methods: A systematic review was conducted following PRISMA guidelines, through a search of scientific articles published between 2017 and 2025 in databases such as PubMed, MEDLINE, Scopus, SciELO, Redalyc, and Google Scholar. Quantitative studies addressing lower extremity injuries in basketball players of different participation levels (recreational, amateur, and professional), genders, and age groups were included. After the processes of identification, screening, and eligibility, a total of 27 studies were included in the final analysis.

Results: The findings indicate that the lower extremities constitute the most vulnerable anatomical region in basketball practice, with the ankle being the most frequently injured area, followed by the knee. Most of the analyzed studies reported ankle sprains as the most common diagnosis, while knee ligament injuries were associated with greater severity. Injury incidence was higher among amateur and adult athletes, and injury mechanisms were mainly related to basketball-specific movements such as jumping, landing, and changes of direction. Additionally, a scarcity of studies conducted in recreational contexts and in pediatric populations was identified.

Conclusions: Lower extremity injuries represent a significant problem in basketball practice, particularly involving the ankle and knee. The findings highlight the need to implement injury prevention programs based on neuromuscular training, proprioception, and improvements in landing technique, with special emphasis on youth and non-professional basketball.

Objective: The global burden of physical inactivity contributes to 5.3 million deaths annually, exceeding smoking-related mortality in certain regions and contributing substantially to the 1.5 billion individuals worldwide living with chronic diseases. Physical education (PE) represents a critical intervention point, yet persistent challenges limit effectiveness including inadequate instructional time (80 minutes weekly versus recommended 150 minutes), insufficient specialized teacher preparation (42% of elementary PE teachers lack specialized training), and limited capacity for differentiated instruction in heterogeneous student populations. The emergence of Generative Artificial Intelligence (Gen AI), particularly Large Language Models (LLMs) such as ChatGPT (launched November 2022, achieving 100 million users within two months), presents unprecedented opportunities for transforming pedagogical practices in sports sciences and PE contexts while simultaneously introducing critical challenges regarding academic integrity, cognitive development, and the preservation of embodied learning central to movement education.  This comprehensive review aimed to: (i) systematically examine current applications and pedagogical affordances of Gen AI and LLMs in sports sciences and PE didactics; (ii) analyze alignment with established pedagogical principles including constructivism, social constructivism, situated learning theory, and Universal Design for Learning; (iii) critically evaluate potential benefits and risks from a didactics perspective including impacts on teacher development, student learning outcomes, curriculum design, and assessment practices; and (iv) propose evidence-informed frameworks for pedagogically sound integration emphasizing human-AI collaboration rather than replacement of essential teaching functions.

Methods: A systematic literature search was conducted following adapted PRISMA guidelines across seven databases (PubMed/MEDLINE, Web of Science, Scopus, IEEE Xplore, ERIC, SPORTDiscus, Google Scholar) covering January 2022 to November 2025. Search terms combined Gen AI/LLM terminology with pedagogical concepts in sports sciences contexts using Boolean operators. Inclusion criteria focused on peer-reviewed articles examining pedagogical applications, teaching innovations, learning outcomes, and didactic research methodologies. From 1,247 initial records, 858 titles and abstracts were screened after duplicate removal (n=389), with 247 undergoing full-text review. Final analysis included 78 studies meeting inclusion criteria. Data extraction utilized standardized forms capturing study characteristics, methodological approaches, AI technology examined, pedagogical context, theoretical framework, key findings, and practice implications. Thematic analysis employed a pedagogically-oriented framework organizing findings into four domains aligned with core didactic functions: teaching support, learning enhancement, assessment innovation, and didactic research.

Results: Analysis of 78 studies (67% published 2023-2024) revealed significant pedagogical applications across four domains with concurrent identification of critical challenges. Teaching Support domain demonstrated lesson planning time reductions of 35% to 45%, with AI-assisted lesson plan quality rated 7.3 out of 10 (SD=1.2) for curriculum alignment compared to 7.8 out of 10 (SD=0.9) for manually created plans. Educators reported 67% satisfaction with differentiated instruction materials generated through Gen AI platforms. Learning Enhancement domain revealed improved conceptual understanding when engaging with AI tutors for anatomy and biomechanics concepts, with students valuing immediate availability and scaffolded explanations. Assessment Innovation applications showed AI-generated feedback demonstrated substantial agreement with expert teacher feedback for student assignments. Didactic Research efficiency gains included literature synthesis completion substantially faster than traditional methods and qualitative coding demonstrating substantial agreement between AI and expert human coders. However, critical challenges emerged including academic integrity violations in 23% to 43% of student work, factual inaccuracies in AI-generated specialized content, cognitive atrophy concerns (AI-Chatbot Induced Cognitive Atrophy, AICICA), reduced emphasis on embodied learning in PE contexts, and equity issues affecting students with limited digital literacy or technology access.

Conclusion: Gen AI and LLMs represent transformative tools for sports sciences and PE didactics when implemented within robust pedagogical frameworks that preserve the essential embodied, social, and affective dimensions of movement education. Evidence supports specific applications including administrative efficiency, differentiated cognitive content delivery, formative assessment support, and research methodology enhancement, while simultaneously demanding critical attention to academic integrity, accuracy verification, equity considerations, and prevention of cognitive atrophy through over-reliance. A hybrid pedagogical model is recommended integrating Gen AI for cognitive content delivery, theoretical knowledge construction, and administrative tasks while rigorously preserving face-to-face instruction, kinesthetic learning experiences, immediate physical feedback, and human mentorship central to sports education. Successful integration requires comprehensive teacher professional development focusing on pedagogical decision-making rather than technical operation, explicit policies balancing academic integrity with beneficial use, critical AI literacy curriculum specific to sports sciences contexts, and ongoing empirical evaluation of long-term learning outcomes. The field requires a paradigm shift from technology-driven adoption to pedagogy-informed integration, ensuring Gen AI serves educational goals rather than dictating them.