Editorial: Psychological factors in physical education and sport, volume V

Several studies in this volume focus on motivational processes and the importance of supporting autonomy in sport and educational contexts. Jiang et al. investigated the relationship between needsupportive coaching behaviours and athletes' engagement, highlighting the mediating role of subjective task value and task orientation. Similarly, Zhang et al. analysed how a coaching style based on autonomy support fosters resilience and optimism, promoting the overall development of young athletes. Similarly, Langøy et al. showed that when teachers support students' autonomy during physical education classes, it promotes their commitment and the satisfaction of psychological needs, with some possible gender differences. Frikha investigated the relationship between extracurricular physical activity and academic performance, showing that this relationship is mediated by intrinsic motivation and enjoyment. An original study by Valero-Valenzuela et al. demonstrated that a play-based approach (PBA) can enhance motivation and enjoyment among young track and field athletes, suggesting that a PBA program may have positive effects at both the psychosocial and cognitive levels. Similarly, Guo et al. analysed the relationship between compulsory exercise and motor habits among university students, showing the mediating effects of self-efficacy and attitudes toward exercise. A study by Volgemute et al. revealed that athletes with higher levels of imagery ability achieved better outcomes, suggesting that personalized imagerybased training could improve students' performance. Similarly, Hu et al. showed the importance of psychological resilience and exercise motivation in promoting sports participation among adolescents. Finally, a scoping review by Haugan et al. examined the relationship between executive functions and "game intelligence" in elite football players, emphasizing the importance of cognitive processes in sports decision-making.A second group of studies examined teaching processes, the role of the teacher, and the educational environment. Su & Liu showed that support from physical education teachers increases students' participation in sports through the mediating effects of learning motivation and self-efficacy. In the same area, Hao et al. found that support from different sources, such as teachers, parents, and peers, positively influences students' motivation to learn in physical education. Wu et al. investigated perceptions of the sports environment and found that they are positively correlated with athletic progress, mediated by self-efficacy and motor behaviour. Similarly, Niźnikowski et al. explored the effectiveness of verbal feedback in learning complex gymnastics skills, concluding that targeted feedback on key elements significantly improves performance compared to constant feedback on all errors. Finally, Sindiani & Tsuk analysed the motivations and concerns of motor science students regarding a career as physical education teachers. Their findings highlight the importance of institutional and economic support in influencing students' motivation to pursue a teaching career. The fourth group of studies explored interpersonal relationships and the social contexts of sport. Bao showed that peer relationships significantly influence college students' self-efficacy in exercise. The importance of interpersonal relationships, social support, and exercise motivation among university students was further confirmed by the study conducted by Wang et al. Pan & Sui analysed the coach-athlete relationship, highlighting its positive influence on team performance. In parallel, Zeng & Yin demonstrated that abusive coaching behaviour negatively affects athlete engagement. Song et al. investigated the impact of parental psychological control on adolescents' physical activity, identifying a significant negative correlation. Similarly, Cheng & Jiao showed that a positive sports atmosphere enhances subjective well-being through peer relationships and positive emotions. Finally, Hu et al. proposed a theoretical model based on grounded theory to describe the factors influencing physical activity, identifying individual, family, school, community, and policylevel determinants.Two articles addressed the topic of inclusion and personal development. Al Harthy et al. examined the relationship between social inclusion and mental health in people with disabilities. Their findings indicated that social inclusion is associated with better overall mental health and a lower incidence of anxiety and depression among individuals with disabilities who participate in sports. Hong et al. described the "Voices of Athletes" program, highlighting its educational benefits and its potential to promote awareness, leadership, and personal development in young athletes.Based on these concepts, this research topic aimed to explore key issues and summarise recent studies on the factors that influence physical and psychological well-being, as well as participation in physical activity, in physical education and sport contexts.