Manolis Adamakis
Biographic Data
| ID | 6685268 |
|---|---|
| NAME | Manolis Adamakis |
| GIVEN NAMES | Manolis |
| FAMILY NAME | Adamakis |
| SIGNATURE | ADAMAKIS M |
| AFFILIATIONS | University College Cork |
| ORCID | 0000-0003-3881-6892 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 10 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
ePhyLi digital tools improve student-teachers' physical literacy knowledge
Introduction Physical Literacy (PL) is widely recognized as an essential focus for promoting active lifestyles and lifelong healthy habits. Equipping teachers and student-teachers, particularly those in primary and physical education, with significant PL-related knowledge is essential for fostering lifelong healthy behaviors from childhood. This study aimed to present the ePhyLi Erasmus + Sport project contents and to evaluate the effectiveness, …
Evaluating Fidelity Frameworks in Health Interventions
This scoping review aimed to map fidelity-related frameworks used to design, implement, and evaluate health interventions from 2015 to 2025. Despite the growing recognition of fidelity as critical for intervention effectiveness, no prior synthesis had examined which conceptual, implementation, or adaptation frameworks are employed or how they differ. A systematic search across five databases identified 520 eligible studies. Seventeen frameworks w…
Integrating outdoor and adventure education in school physical education. Insights from European physical educators
Outdoor and Adventure Education (OAE) is explored as a vehicle for promoting adolescents’ holistic development , including physical, emotional, and social growth. • The study examines barriers relevant to OAE integration in school Physical Education (PE), by adopting a cross-country and context perspective. • Findings emphasize the alignment of OAE with Sustainable Development Goals , particularly in fostering youth well-being, meaningful educati…
Physical education student teachers’ wellbeing during Covid-19
The coronavirus 2019 (Covid-19) pandemic has given rise to significant global challenges across education, and specifically in the physical education teacher education (PETE) community. Students attending teacher education programmes during the Covid-19 pandemic have experienced an abrupt and unprecedented pedagogical transition from a face-to-face capacity to remote teaching, learning, and assessment environments. Crucially, student teachers' sc…
Implications for European Physical Education Teacher Education during the Covid-19 pandemic
The present study, using a sample of Physical Education Teacher Education (PETE) representatives from five Higher Education European institutions (England, Finland, Greece, Ireland, and Portugal) sought to investigate the proposed measures of change required for programme delivery during the academic year of 2020–21. Each team completed a SWOT (strengths, weaknesses, opportunities and threats) examination through inductive cross-analysis, using a…
Are pre-service teachers’ beliefs toward curricular outcomes challenged by teaching methods modules and school placement? Evidence from three Greek physical education faculties
Current research on physical education teacher education (PETE) has shown that pre-service teachers’ beliefs concerning the scope of physical education (PE) remain highly influential during their studies. However, undergraduate programmes seem to have a limited effect on pre-service teachers’ teaching priorities, and this situation is left unchallenged. Therefore, the aim of the present study was to examine the impact of two PE teaching methods m…
The impact of occupational socialization on physical education pre-service teachers’ beliefs about four important curricular outcomes
Most national Physical Education (PE) curriculums worldwide are based on a variety of outcome goals. The most important are physical activity and fitness, self-actualization, motor skill development and social development. Capturing PE Teacher Education pre-service teachers’ beliefs toward these outcomes may offer a useful insight into the process of identifying and understanding prospective teachers’ decisions and actions. The aim of the current…
The impact of occupational socialization on physical education pre-service teachers’ beliefs about four important curricular outcomes
Most national Physical Education (PE) curriculums worldwide are based on a variety of outcome goals. The most important are physical activity and fitness, self-actualization, motor skill development and social development. Capturing PE Teacher Education pre-service teachers’ beliefs toward these outcomes may offer a useful insight into the process of identifying and understanding prospective teachers’ decisions and actions. The aim of the current…
Physical education student teachers’ wellbeing during Covid-19
The coronavirus 2019 (Covid-19) pandemic has given rise to significant global challenges across education, and specifically in the physical education teacher education (PETE) community. Students attending teacher education programmes during the Covid-19 pandemic have experienced an abrupt and unprecedented pedagogical transition from a face-to-face capacity to remote teaching, learning, and assessment environments. Crucially, student teachers' sc…
Are pre-service teachers’ beliefs toward curricular outcomes challenged by teaching methods modules and school placement? Evidence from three Greek physical education faculties
Current research on physical education teacher education (PETE) has shown that pre-service teachers’ beliefs concerning the scope of physical education (PE) remain highly influential during their studies. However, undergraduate programmes seem to have a limited effect on pre-service teachers’ teaching priorities, and this situation is left unchallenged. Therefore, the aim of the present study was to examine the impact of two PE teaching methods m…
The impact of occupational socialization on physical education pre-service teachers’ beliefs about four important curricular outcomes
Most national Physical Education (PE) curriculums worldwide are based on a variety of outcome goals. The most important are physical activity and fitness, self-actualization, motor skill development and social development. Capturing PE Teacher Education pre-service teachers’ beliefs toward these outcomes may offer a useful insight into the process of identifying and understanding prospective teachers’ decisions and actions. The aim of the current…
Are pre-service teachers’ beliefs toward curricular outcomes challenged by teaching methods modules and school placement? Evidence from three Greek physical education faculties
Current research on physical education teacher education (PETE) has shown that pre-service teachers’ beliefs concerning the scope of physical education (PE) remain highly influential during their studies. However, undergraduate programmes seem to have a limited effect on pre-service teachers’ teaching priorities, and this situation is left unchallenged. Therefore, the aim of the present study was to examine the impact of two PE teaching methods m…
Implications for European Physical Education Teacher Education during the Covid-19 pandemic
The present study, using a sample of Physical Education Teacher Education (PETE) representatives from five Higher Education European institutions (England, Finland, Greece, Ireland, and Portugal) sought to investigate the proposed measures of change required for programme delivery during the academic year of 2020–21. Each team completed a SWOT (strengths, weaknesses, opportunities and threats) examination through inductive cross-analysis, using a…
Physical education student teachers’ wellbeing during Covid-19
The coronavirus 2019 (Covid-19) pandemic has given rise to significant global challenges across education, and specifically in the physical education teacher education (PETE) community. Students attending teacher education programmes during the Covid-19 pandemic have experienced an abrupt and unprecedented pedagogical transition from a face-to-face capacity to remote teaching, learning, and assessment environments. Crucially, student teachers' sc…
Integrating outdoor and adventure education in school physical education. Insights from European physical educators
Outdoor and Adventure Education (OAE) is explored as a vehicle for promoting adolescents’ holistic development , including physical, emotional, and social growth. • The study examines barriers relevant to OAE integration in school Physical Education (PE), by adopting a cross-country and context perspective. • Findings emphasize the alignment of OAE with Sustainable Development Goals , particularly in fostering youth well-being, meaningful educati…
ePhyLi digital tools improve student-teachers' physical literacy knowledge
Introduction Physical Literacy (PL) is widely recognized as an essential focus for promoting active lifestyles and lifelong healthy habits. Equipping teachers and student-teachers, particularly those in primary and physical education, with significant PL-related knowledge is essential for fostering lifelong healthy behaviors from childhood. This study aimed to present the ePhyLi Erasmus + Sport project contents and to evaluate the effectiveness, …
Evaluating Fidelity Frameworks in Health Interventions
This scoping review aimed to map fidelity-related frameworks used to design, implement, and evaluate health interventions from 2015 to 2025. Despite the growing recognition of fidelity as critical for intervention effectiveness, no prior synthesis had examined which conceptual, implementation, or adaptation frameworks are employed or how they differ. A systematic search across five databases identified 520 eligible studies. Seventeen frameworks w…
Physical Education and Pedagogy (6 works) · Inclusion and Disability in Education and Sport (4 works) · Medical education (4 works) · Medicine (4 works) · Pedagogy (4 works) · Physical education (4 works) · Psychology (4 works) · Motivation and Self-Concept in Sports (3 works) · Coaching (2 works) · Curriculum (2 works)