TY - JOUR AU - Hamar, Pál AU - Ian, Whyte AU - Borosán, Lívia AU - Budainé Csepela, Yvette AU - Cserny, Ákos AU - Iuliana, Boros-Balint AU - Balla, Béla József AU - Rareş, D. Ciocoi-Pop AU - Soós, István TI - Schooltime and sports club experiences of dysfunctional pedagogy among physical education and sport students in Romania JF - JOURNAL OF CONTEMPORARY CENTRAL AND EASTERN EUROPE J2 - J Cont Cent East Eur VL - 2026 PY - 2026 SN - 2573-9638 DO - 10.1080/25739638.2026.2621408 UR - https://m2.mtmt.hu/api/publication/36977587 ID - 36977587 LA - English DB - MTMT ER - TY - JOUR AU - Temiz, Ceren Nur AU - Ersoy, Kübra AU - Szekeres, Diána AU - Gáldiné Gál, Andrea AU - Soós, István TI - Tackling Bullying: Adaptation and Validation of the Handling Bullying Questionnaire in Hungarian Physical Education Context JF - PHYSICAL CULTURE AND SPORT STUDIES AND RESEARCH J2 - PHYS CULT SPORT STUD RES VL - 112 PY - 2026 IS - 1 SP - 84 EP - 94 PG - 11 SN - 2081-2221 DO - 10.2478/pcssr-2026-0007 UR - https://m2.mtmt.hu/api/publication/37003759 ID - 37003759 AB - Physical education classes may carry a higher risk of bullying than other classes due to students perceived freedom, competitive environment, limited teacher supervision, and visible physical differences. Despite these risks, research on how teachers intervene is limited, yet this study sheds light on intervention methods perceived by future teachers who are in a critical period of professional development. Therefore, this study aimed to translate, adapt, and validate The Handling Bullying Questionnaire (HBQ) among physical education teacher candidates (PETC) in Hungary. A total 170 PETC completed the HBQ that measures the likelihood of using the strategies in a hypothetical bullying scenario. Linguistic adaptation was carried out using the back-translation technique. Exploratory factor analysis, confirmatory factor analysis, and reliability analysis are used to examine the structure of the scale. Based on exploratory and confirmatory factor analysis, a construct with 22 items and 5 factors replicated the same measurement results with the previous studies. The scale explains 58.82% of the total variance. Cronbach alpha values ranged from 0.692 to 0.750. The results indicate that PETCs are not in favor of ignoring bullying but are more inclined toward authority-based strategies and involve others in the incident, while tending to work less with victim. It was determined that the strategies varied according to gender, age, and year of study. Findings indicate that Hungarian version of HBQ is a valid and reliable measurement tool for PETCS. LA - English DB - MTMT ER - TY - JOUR AU - Karwamba, Michubu AU - Hamar, Pál AU - Soós, István TI - Impact of smart wearable devices on physical activity and motivation JF - MAGYAR SPORTTUDOMÁNYI SZEMLE J2 - M SPORTTUD SZLE VL - 27 PY - 2026 IS - 1 (119) SP - 3 EP - 10 PG - 8 SN - 1586-5428 UR - https://m2.mtmt.hu/api/publication/37003893 ID - 37003893 LA - English DB - MTMT ER - TY - JOUR AU - Soós, István AU - Whyte, Ian AU - Szekeres, Diána AU - Ozsváth, Károly AU - Szabó, Attila AU - Ling, Jonathan AU - Jiménez-Parra, Jose Francisco AU - Valero-Valenzuela, Alfonso TI - The Role of Motivation to Promote Personal and Social Responsibility Through PE and Sport: A Comparative Exploratory Investigation of Prospective PE Teachers and Sports Leaders in Hungary and Spain JF - PHYSICAL ACTIVITY AND HEALTH J2 - PAAH VL - 9 PY - 2025 IS - 1 SP - 1 EP - 15 PG - 15 SN - 2515-2270 DO - 10.5334/paah.403 UR - https://m2.mtmt.hu/api/publication/35721775 ID - 35721775 LA - English DB - MTMT ER - TY - JOUR AU - Ghazvini, Narges AU - Hamar, Pál AU - Soós, István TI - Intrinsic Motivational Climate and Physical Activity Levels of Female Students in Budapest, Hungary JF - STUDIA UNIVERSITATIS BABES-BOLYAI EDUCATIO ARTIS GYMNASTICAE J2 - STUD UNIV BABES-BOLYAI EDUCATIO ARTIS GYMNASTICAE VL - 69 PY - 2025 SP - 47 EP - 62 PG - 16 SN - 1453-4223 DO - 10.24193/subbeag.69(4).29 UR - https://m2.mtmt.hu/api/publication/35801827 ID - 35801827 AB - Motivation is a vital determinant in sustaining physical activity (PA). Motivation influences not only PA participation but also serves as a crucial determinant of exercise adherence. The study of motivational processes in sports for adolescents is crucial because, according to the World Health Organization, globally, 81% of adolescents aged 11-17 years were insufficiently physically active in 2022. The present research aimed to investigate a) the relationship of the variables of IMCPEQ [ intrinsic motivational climate of PE lessons questionnaire] with PA of Hungarian female students and b) the differences concerning motivational components of students’ PA. A sample of 325 Hungarian female students from nine schools aged 13–15 (mean age = 14.07; SD = 0.87) was used. They responded to the questionnaires online. Pearson correlation coefficient and one-way ANOVA were performed to identify the relationship and differences between variables. Findings indicated a significant positive relationship between PA levels and Task-involving climate, Social-relatedness supporting climate, Autonomy-supporting climate, Enjoyment, and Physical activity. No relationship was present between Ego/competitive climate variable and PA levels. Moreover, the intrinsic motivational climate in physical education (PE) significantly influenced differences in PA levels among female students. Post hoc test with Bonferroni corrections’ results indicated significant differences in the variables. To summarize, IMCPEQ, as analysed by the Self-determination Theory and Achievement Goal Theory, encouraged physical activity. According to the study results and based on the higher mean of the task-involving climate, students’ personal development, objectives, and expertise in skills should be emphasized.Article history: Received: 2024 November 18; Revised 2025 January 08; Accepted 2025 January 10; Available online: 2025 February 10; Available print: 2025 February 28 LA - English DB - MTMT ER - TY - JOUR AU - Csordás-Makszin, Ágnes AU - Hamar, Pál AU - Berki, Tamás AU - Soós, István TI - Testnevelő tanárok tanítási motivációjának összehasonlító elemzése a Kárpát-medencében JF - MAGYAR SPORTTUDOMÁNYI SZEMLE J2 - M SPORTTUD SZLE VL - 26 PY - 2025 IS - 113 (1) SP - 11 EP - 19 PG - 9 SN - 1586-5428 UR - https://m2.mtmt.hu/api/publication/36022736 ID - 36022736 LA - Hungarian DB - MTMT ER - TY - JOUR AU - Temiz, Ceren Nur AU - Sivrikaya, Ahmet Haktan AU - Soós, István TI - Preservice physical education teacher's self-efficacy: A cross-cultural comparative study in Türkiye and Hungary JF - HUNGARIAN EDUCATIONAL RESEARCH JOURNAL (HERJ) J2 - HERJ VL - 2025 PY - 2025 SN - 2062-9605 DO - 10.1556/063.2025.00377 UR - https://m2.mtmt.hu/api/publication/36115647 ID - 36115647 AB - This study aimed to determine the teaching self-efficacy of Hungarian and Turkish preservice physical education teachers (PrePETs) and to identify the similarities and differences between two countries with different educational systems in the context of demographic factors. Research indicates that self-efficacy (SE) is critical to preservice teachers' ability to cope with challenges, their professional development, and effective performance and teaching practices. Although there is numerous research on SE, studies on PrePETs remain under-represented, especially in cross-national studies. Therefore, a cross-sectional survey design was employed involving o 107 Hungarian and Turkish PrePET. Data were collected using the Teacher Self-Efficacy Scale and the Demographic Questionnaire. The results revealed that both Turkish and Hungarian PrePETs showed higher SE with no significant differences observed based on gender, GPA, age, or country. However, teaching experience was a statistically differentiating factor while it has a positive, modest correlation with Turkish candidates, it had a negative, weak correlation among Hungarian candidates. The findings of the study highlight the role of teaching experience in shaping SE while highlighting similar and different factors influencing SE. By addressing these differences and similarities, the study contributes to a deeper understanding of SE beliefs in cross cultural context. LA - English DB - MTMT ER - TY - JOUR AU - Csordás-Makszin, Ágnes AU - Spray, Christopher M. AU - Berki, Tamás AU - Hamar, Pál AU - Karsai, István AU - Soós, István TI - Antecedents of physical education teachers’ motivational strategies in Central Europe JF - EUROPEAN PHYSICAL EDUCATION REVIEW J2 - EUR PHYS EDUC REV PY - 2025 SN - 1356-336X DO - 10.1177/1356336X251337075 UR - https://m2.mtmt.hu/api/publication/36149328 ID - 36149328 N1 - Hungarian University of Sports Science, Hungary Loughborough University, United Kingdom University of Pécs, Hungary Export Date: 30 June 2025; Correspondence Address: Á. Csordás-Makszin; Department of Physical Education Theory and Methodology, Hungarian University of Sports Science, Budapest, Alkotás utca 42-48, 1123, Hungary; email: makszin.agnes@tf.hu AB - Promoting autonomy-supportive teachers’ behaviour is important for teaching students to take responsibility for their performance and for increasing their level of enjoyment in physical education (PE). Based on self-determination theory, our research aimed to identify the antecedents of PE teachers’ motivational strategies that can facilitate students’ psychological needs satisfaction and positive outcomes during PE classes. A total of 376 primary and secondary school PE teachers completed our cross-sectional-design questionnaires in four Central European countries (Hungary, Romania, Slovakia, and Serbia). Measures included perceived job pressures, opportunities for professional development, perceptions of students’ self-determination in PE, teachers’ psychological need satisfaction in their job, teachers’ self-determination at work, and teachers’ provision of autonomy support, structure, and involvement strategies. Jamovi software for structural equation modelling and the path analysis method was used for statistical analysis. Following post hoc modification, the hypothesized model showed a good fit to our model (χ 2 (17) = 64.60, p = 0.00; CMIN/ df = 3.80; CFI = 0.92; TLI = 0.81; SRMR = 0.05; RMSEA = 0.08). Results indicated that teachers’ opportunities for professional development had a significant positive relationship with their need satisfaction at work, which was positively linked with their motivation to teach. Job pressure was negatively associated with basic psychological need satisfaction. Teachers’ perception of students’ autonomous motivation was positively linked with their own autonomous and controlled motivation, and was also directly and positively linked to their use of involvement and autonomy-supportive teaching strategies. LA - English DB - MTMT ER - TY - JOUR AU - Szekeres, Diána AU - Soós, István AU - Dóczi-Vámos, Gabriella AU - Novák, János AU - Gáldiné Gál, Andrea TI - A bántalmazás jelenségköre a magyar sportban az edzői tapasztalatokon keresztül JF - MAGYAR SPORTTUDOMÁNYI SZEMLE J2 - M SPORTTUD SZLE VL - 26 PY - 2025 IS - 2 (114) SP - 102 EP - 103 PG - 2 SN - 1586-5428 UR - https://m2.mtmt.hu/api/publication/36195627 ID - 36195627 LA - Hungarian DB - MTMT ER - TY - JOUR AU - Farkas, Judit AU - Soós, István AU - Perényi, Szilvia AU - Dóczi-Vámos, Gabriella AU - Szekeres, Diána AU - Kalmár, Zsuzsanna AU - Bodnár, Ilona AU - Lénárt, Ágota AU - Gáldiné Gál, Andrea TI - Komparatív elemzés egyes angol-szász és európai országok gyermek- és ifjúságvédelmi szabályozásának és szervezeti rendszerének fejlődéséről 2015 és 2025 között JF - MAGYAR SPORTTUDOMÁNYI SZEMLE J2 - M SPORTTUD SZLE VL - 26 PY - 2025 IS - 2 (114) SP - 51 EP - 51 PG - 1 SN - 1586-5428 UR - https://m2.mtmt.hu/api/publication/36195762 ID - 36195762 LA - Hungarian DB - MTMT ER -