Schooltime and sports club experiences of dysfunctional pedagogy among physical education and sport students in Romania

Dados Bibliográficos

ID13126937
AutoresPál Hamar (0009-0008-8651-3013, Hungarian School Sport Federation, autor correspondente), Ian Whyte (0000-0001-9834-8926, Osaka University of Health and Sport Sciences), Lívia Borosán (0000-0002-9468-9640, Hungarian School Sport Federation), Yvette Budainé Csepela (0009-0003-7895-0962, Hungarian School Sport Federation), Ákos Cserny (0000-0003-4375-821X, Hungarian School Sport Federation), Iuliana Boroș-Balint (0000-0002-5717-412X, Babeș-Bolyai University), Béla-József Balla (0000-0002-2204-0500, Babeș-Bolyai University), Rareş D Ciocoi-Pop (0000-0002-2483-8014, Babeș-Bolyai University), István Soós (0000-0002-5511-9477, Hungarian School Sport Federation)
Ano2026
Volume34
Fascículo2
Páginas1-20
Data de publicação2026-02-23
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoJournal of Contemporary Central and Eastern Europe (JOURNAL)
Identificadores do periódicoISSN: 2573-9638 • E-ISSN: 2573-9646
EditoraTaylor & Francis (PUBLISHER • GB)
DOI10.1080/25739638.2026.2621408
OpenAlexW7133824420
IdiomaEN
Referências citadas22

In the Journal of Contemporary Central and Eastern Europe published a detailed analysis of the concept of black (dysfunctional) pedagogy, its historical and philosophical roots, and the pertinent legal aspects. Among other things, they found that individuals may internalize behaviours associated with black pedagogy through cultural and historical transmission. The legal aspects of black pedagogy are not primarily rooted in the regulation of education and the activities of those who participate in it, but to the emergence and development of fundamental rights for youth. In this study, we analyse university students’ and athletes’ previous experiences with black pedagogy, focusing on the role of physical education teachers and coaches. Data collection took place with students studying at the Hungarian Department of Physical Education and Sports Faculty of Babeş-Bolyai University (N = 228), using a Hungarian language, paper-based questionnaire consisting mainly of open-ended questions. Results confirmed that black pedagogy was experienced by students with harassment being most often caused by teachers between the ages of 31 and 50. In our sample, the incidence of psychological or emotional abuse was highest in secondary schools.

Athletes · Club · Dysfunctional family · Perspective (graphical · Physical education · Qualitative research · Motivation and Self-Concept in Sports · Physical Education and Pedagogy · Physical Education and Training Studies