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Background: Research shows that new technologies have increased the tendency to use electronic sports in physical education activities. Studies on physical education activities and e-sports are relatively new and scattered in their focus. However, universities and professionals are growing interested in further research in this area. Aim: The purpose of this study is to systematically review the research done in e-sports and physical education. Materials and Methods: A search was made using EBSCO, Scopus, and Web of Science databases to collect information on the articles. More than 250 scientific articles from 2000 to 2024 were reviewed. The keywords used were: ("Internet sports" or "electronic sports" or "online sports" or "virtual sports" or "E-sport) and ("physical training" or "sports training" or "fitness training" or "Exercise instruction" or "Sports education" or "physical education"). After removing duplicates, 200 articles were screened by reviewing titles and abstracts, resulting in the exclusion of 100 articles that did not meet the inclusion criteria related to integrating electronic sports and physical education. The full texts of the remaining 100 articles were assessed, leading to the exclusion of 36 more articles due to insufficient data or lack of relevance, leaving 64 articles selected for detailed analysis based on their comprehensive coverage and relevance to the study. Then, the selected items were fully studied and finalized, and the items that were more complete than the others were chosen as references. Conclusion: The study identified critical organizational, technological, individual, and environmental factors influencing the implementation of e-sports. It also highlighted nine mediators’ factors essential for effective execution. Strategies like gamification, e-sport fitness challenges, cross-training, team building, health education, e-sport analysis, and smartening education were proposed to support the model's implementation. The expected outcomes of applying this model in physical education include improved cognitive skills, increased physical activity, enhanced social interaction, inclusivity, and technology skill integration. The study emphasizes that considering these factors and strategies will aid in successfully implementing the conceptual model.

Background: In recent years, the examination of the impact of various types of different exercises as the key influential components on balance has gained considerable popularity. Numerous studies have investigated the effects of diverse exercise modalities on the enhancement of balance abilities. Aim: The aim of this research was to compare the effects of different types of learning (explicit and implicit) on the balance of elderly individuals. Materials and Methods: Forty-two elderly participants (both women and men), after initial health assessments and medical history reviews, voluntarily participated in the study. They were randomly assigned to three groups: explicit learning group (14 participants), implicit learning group (14 participants), and control group (14 participants). Before the implementation of the targeted learning exercises, the static balance of the participants was assessed using the Flamingo Test, and dynamic balance was measured using the Timed Up and Go (TUG) test. After two sessions of learning exercises, the participants were reassessed. Statistical analysis was conducted using descriptive statistics (mean and standard deviation) and inferential statistics (ANCOVA and Shapiro-Wilk test) at a significance level of P<0.05. Results: The findings indicated that there was no significant difference between the groups in the pre-test, but after performing the learning exercises, the static balance of the implicit learning group showed a statistically significant improvement compared to the explicit learning group and the control group. However, there was no significant increase in dynamic balance performance in any of the groups. Conclusion: The results of this study support the claim that implicit learning exercises can have a positive and significant impact on the static balance performance of elderly individuals. It was also shown that implicit cognitive training had no effect on dynamic balance, which may indicate the important role of other variables such as motor control abilities.

Today, using new technologies is considered a vital factor in the sports tourism area. Tourist destinations try to use these technologies to create a competitive advantage to be a leader in this area. The use of these technologies brings lots of advantages. This research aims to identify the consequences of using new technologies in sports tourism. The research method is mixed with a sequential exploratory approach. In the first phase, the main indicators and components are identified using the online focus group research method, then in order to confirm them, a quantitative survey method was used. The data collection tools are semi-structured interviews collected from two focus groups including academic and executive participants related to the fields of sports management, sports tourism, and information technology. According to the research findings, 67 primary codes, 27 open codes, 13 axial codes, and 4 selective categories were extracted. In the quantitative phase of the research, all the values ​​related to the components and indicators were confirmed.  From the results of the present research, we can point out the benefits such as "smart health, smart sports tourism, green technologies, sustainable development (healthy and sustainable environment, dynamic and healthy economy, etc.), smart and sustainable sports tourism destinations" that were found to be the main advantages of using new technologies in sports tourism.

Schadenfreude has been defined as the enjoyment of others’ misery; a kind of happiness from malice, which one acquires when one learns that others are lucky or experiencing a setback. The purpose of this study was to analyze the experiences of Sulaymaniyah football team fans regarding the theory of happiness from the Erbil team's discomfort in Iraq. An interview was conducted with the fans who had lived experiences (N = 18) and the data were analyzed using thematic analysis. The findings showed that several factors affect schadenfreude, such as political and governmental problems, managerial weaknesses of responsible people, past problems, and discrimination between teams. The findings extend the theory of social identity theory. According to the results, the managers of the teams and the officials of the Kurdistan Region in Iraq can provide the ground for reducing the happiness of the opponent's team with proper management and non-partisanship of the teams. Research in the field of schadenfreude can reduce the problems of advocacy and the wrong decisions of managers and officials and contribute to equality in this field.

Background: Physical education (PE) plays a crucial role in fostering an enjoyment of physical activity (PA) and developing physical literacy in students. This, in turn, contributes to lifelong health and well-being. Aim: The study explored the association between teachers’ perceived physical literacy, students' enjoyment of PA, and physical literacy. This was done by investigating the mediating role of teachers' self-efficacy in teaching PE. Materials and Methods: The sample included 40 physical education teachers and 100 students in 7 to 9 grades of secondary education, totaling 140 participants. The teachers completed the Physical Education Teachers' Perceived Physical Literacy Instrument (PPLI) and Teacher Self-Efficacy Scale (TSES). In contrast, the students completed the Physical Activity Enjoyment Scale (PACES) and Adolescent Physical Literacy Questionnaire (APLQ). Results The results from the structural equation modeling confirmed the model's fit and showed that teachers’ perceived physical literacy and self-efficacy have a direct and positive relationship with students' enjoyment of PA and physical literacy. Additionally, teachers' self-efficacy indirectly mediated the relationship between teachers’ perceived physical literacy and students' enjoyment of PA and physical literacy. Conclusion: The results underscore the importance of teachers' perceived physical literacy in fostering positive student outcomes concerning PA by mediating the role of teaching self-efficacy.