OAR@UM Community:

Exploring the effects of a microdose yoga training programme on attention in primary school students

Thu, 01 Jan 2026 00:00:00 GMT

Title: Exploring the effects of a microdose yoga training programme on attention in primary school students Abstract: This study investigated the effect of a six-week microdose yoga training programme on the attention of primary students using a mixed-method design. This research provides the broader educational system with insight into the potential benefits of yoga for students' attention and overall well-being. Sixty male participants aged between eight and ten were recruited using cluster sampling and assigned to either a control group or an experimental group. The experimental group took part in the six-week yoga programme, which consisted of one 15-minute session per week. Participants' attention was assessed using the Six-Letter Cancellation Test, both pre- and post intervention, alongside semi-structured interviews with educators, to explore their perceptions of the programme’s impact on students’ attention. Quantitative data were analysed using a repeated-measures ANOVA, while interview data were analysed using thematic analysis. Quantitative results indicated a statistically significant improvement in attention over time in both the control and experimental groups (𝑝 < .001) but no significant differences between them. Qualitative findings revealed that educators did not perceive clear improvements in attention resulting from the intervention. However, they reported short-term benefits in other areas, such as calmness and relaxation. Educators also suggested that the limited frequency and duration of the intervention may have constrained its effectiveness. Overall, these findings indicate that while microdose yoga in its current format did not produce measurable improvements in attention, it may have short-term classroom benefits, and further research should examine higher-frequency and longer-duration implementations. Description: MTL(Melit.)

The dark side of perfectionism : links to burnout and mental health in football

Thu, 01 Jan 2026 00:00:00 GMT

Title: The dark side of perfectionism : links to burnout and mental health in football Abstract: Football environments often place athletes under intense psychological and performance related pressure. Increasing awareness of athlete mental health has highlighted concerns surrounding perfectionism, burnout, and emotional well-being in competitive sport. This research explores the links between perfectionism, burnout, and mental health among Maltese professional footballers, with particular emphasis on the role of educational interventions in supporting psychological well-being. A qualitative research approach was adopted within an interpretivist paradigm. Data was collected through semi-structured interviews with eight male footballers competing in the Maltese Premier and Challenge Leagues. The data was analysed using reflexive thematic analysis. Findings revealed that perfectionism operates as a dual construct, acting as both a source of motivation and psychological strain. While having high personal standards helped support performance, maladaptive tendencies such as self-criticism and rumination were strongly linked to emotional exhaustion and burnout. External pressures within the close-knit Maltese football environment further intensified fear of judgment and reduced psychological safety. Burnout was experienced as a gradual process linked to persistent overthinking, difficulty disengaging from performance, and challenges in balancing football with external demands. Educational interventions were identified as a key protective factor, with players emphasising the need for early and preventative mental health education. The study emphasises the importance of incorporating education-based psychological support within football systems to promote adaptive coping, reduce maladaptive perfectionism, and support long-term athlete well being. It reinforces the role of education in fostering psychologically supportive sporting environments. Description: MTL(Melit.)

Career transitions of Maltese physical education teachers into school leadership roles : psychological and professional insights

Thu, 01 Jan 2026 00:00:00 GMT

Title: Career transitions of Maltese physical education teachers into school leadership roles : psychological and professional insights Abstract: The transition from classroom teaching to school leadership is a significant and increasingly examined phenomenon in educational research, yet the specific journeys of Physical Education (PE) teachers into formal leadership roles remain largely underexplored, particularly within small island educational systems such as Malta. This qualitative study examines the career transitions of Maltese PE teachers into school leadership roles, exploring the motivations, transferable skills, psychological attributes, leadership identities, and structural challenges that shape these journeys. The study is underpinned by three theoretical frameworks: Social Cognitive Career Theory (Lent et al., 1994), Role Identity Theory (Burke & Stets, 2012), and Transformational Leadership Theory (Bass, 1985). Semi-structured interviews were conducted with eight former PE teachers, five male and three female, now occupying formal leadership positions, including Deputy Head of School and Head of School, across primary and secondary settings within Malta's education system. Participants had accumulated between five and twenty years of PE teaching experience prior to their transition into leadership. Data were analysed using Braun and Clarke’s (2021) reflexive thematic analysis. Five themes were identified: motivations for transition were complex and multilayered, encompassing career plateauing, subject marginalisation, and growing self-belief built through trusted responsibility; transferable skills included behaviour management, relational intelligence, and coaching-derived strategic thinking; psychologically, factors such as resilience, emotional intelligence, and a can-do orientation emerged as defining assets cultivated through their experience in PE and sport; leadership styles were predominantly collaborative and coaching-oriented, with situational flexibility; and challenges included the mindset shift from teacher to leader, curriculum knowledge gaps, and limited formal support structures. The findings confirm that PE teachers bring distinctive and undervalued preparation to school leadership, with practical implications for leadership preparation policy, mentoring provision, and succession planning in Maltese schools. Description: MTL(Melit.)

Exploring educators' and students' perspectives on field trips in ethics education in secondary schools

Thu, 01 Jan 2026 00:00:00 GMT

Title: Exploring educators' and students' perspectives on field trips in ethics education in secondary schools Abstract: This study explores how Ethics educators and Ethics students perceive the role of field trips in Ethics Education within secondary education. It examines how students’ personal experiences influence their understanding of ethical concepts and considers the implications of these perspectives for designing field trips within the ethics curriculum. A qualitative approach was used, involving eleven semi-structured interviews with Ethics educators and students. The data were analysed using Thematic Analysis to identify patterns and meanings. The findings show that participants hold predominantly positive views of field trips, recognising their value in enhancing student engagement, supporting moral reasoning, and promoting the development of transversal skills. Field trips were also perceived as effective in connecting abstract ethical concepts to real-life contexts. However, several challenges were identified, including logistical constraints and limitations within the school structure. The study concludes by providing recommendations to facilitate an effective integration of field trips into the Ethics Education Programme, particularly to meet the learning needs of Alpha-generation students in Maltese secondary schools. Description: MTL(Melit.)