Validation of research activity in the field of sports science and physical education for students in higher education

Background and Study Aim. The research validation in sports science and physical education is essential for performance measurement. This validation is also important for developing innovative educational tools and ensuring rigorous evaluation criteria in academic and school settings. The aim of the study is to evaluate and validate the research activities carried out by students in bachelor's and master's programs in sports science and physical education. Material and Methods. The study included 103 students (75 undergraduate and 28 master's) from the Physical Education and Sports Department, analyzed based on their study program and sports specialization. The content of the Research Methodology (RM) course was monitored using the e-learning platform of the university center. Knowledge evaluation was based on the requirements in the syllabus for each study program. It followed the guidelines regarding assessment rules in the credit system and gradebook completion. Each study program focused on indicators S1 for elective and compulsory activities, which included course and seminar participation (A1, A2, and A3), final evaluation (F.E.), and S2. The final grade (FG) was rounded in favor of the student. The portfolio (Project) included 3 reports (R) regarding the thematic content of the research methods addressed: literature review method (R1), survey method based on questionnaires (R2) and experimental method (R3). Statistical indicators were calculated using the KyPlot 6.0 software. To calculate the differences in means between groups (study programs), the nonparametric Kruskal-Wallis test was used. The differences between bachelor’s study programs were calculated with the Wilcoxon Rank Sum Test (Mann-Whitney U Test) for unpaired data. Statistical significance was set at p < 0.05. Results. The students from Physical Education and Sport (PES) had higher attendance (p<0.05) and better performance in course activities (p<0.05), seminars (p<0.05) and mandatory activities (p<0.01). However, the differences in final evaluation and final grade were not significant (p>0.05). The students in the master's program showed greater involvement in seminars compared to courses (+2.5%). The confidence interval analysis (0.95) pointed out lower variability for indicators A1, A2 and A3, while the final evaluation and final grade highlighted greater dispersion. Statistical tests indicated significant differences between groups (p<0.001), with a higher average for the PES program (8.00 points), suggesting the impact of different requirements and evaluation weights on academic performance. The opinions of students about the course "Research Methodology and Methods in Physical Education and Sport Science" showed a high level of appreciation (72.9% excellent, 20.4% very good). This confirmed the quality of teaching and identified opportunities to improve teaching methods meant to enhance academic motivation. Conclusions. This study aimed at evaluating and validating the research activities carried out by students in sports science and physical education. Significant differences were identified between undergraduate and master's programs regarding student involvement in academic activities and evaluation results. It is necessary to adapt teaching methods and evaluation strategies for optimizing learning and student motivation in the field of physical education and sports science.