ECSS Paris 2023: CP-SH18
Introduction This study presents the first scoping review on the translation of traditional Chinese sports, a field that has received fragmented and disproportionately focused scholarly attention. While existing literature has predominantly centered on terminology translation and cultural representation in martial arts, areas such as the translation of health-promoting traditional sports, interpreting for international competitions, and the role of translation in safeguarding intangible cultural heritage have yet to be systematically consolidated. This review aims to map the available evidence, identify critical knowledge gaps, and offer a comprehensive overview of the current research landscape. Methods The review follows PRISMA-ScR guidelines. Given that most relevant literature is published in Chinese, CNKI was searched on 25 January 2026 as the most authoritative source for this domain. Original peer-reviewed articles on any aspect of traditional Chinese sports translation were eligible. Data on authorship, journals, titles, abstracts, source text types, translator profiles, and thematic foci were extracted and analyzed. Results A total of 83 records were retrieved, of which 26 met the inclusion criteria and were scoped. The findings reveal a steady increase in scholarly output over the past decade. The translation of martial arts terminology and the translation of Chinese ethnic minority sports were the two most frequently explored topics. Notably, no studies were identified that specifically addressed the translation of traditional sports for therapeutic purposes, sign language interpreting in disability-inclusive traditional sports, or the translation of women’s traditional sports practices. The majority of studies analyzed canonical written texts, involved male translators, and were produced by scholars based in mainland China, underscoring a limited geographical and sociocultural diversity. Discussion & Conclusion The growing academic interest in translating traditional Chinese sports reflects broader cultural heritage revitalization efforts and the global visibility of these sports through mega-events such as the Olympic Games. This visibility, in turn, generates a practical demand for high-quality, evidence-informed translation practices that support international exchange, classification, and heritage preservation. By systematically mapping the field, this review identifies pressing research gaps, particularly in the domains of health-oriented sports translation, interpreting services, and gender-inclusive perspectives. Future research should expand its focus to include non-professional translators, female and disability-involved contexts, and diverse sociocultural settings. The findings also provide practical implications for developing specialized translation curricula, professional guidelines, and comprehensive support systems for the global dissemination of traditional Chinese sports.
Read CV Gong SiqinECSS Paris 2023: CP-SH18
Physical Education (PE) contains an immense potential to create an empowering environment [1]. However, due to binary structures, non-cisgender students face many challenges, such as toilets, the curriculum as well as gender separating groups [2]. Studies indicate that teachers reproduce stereotypes with these practices and lack skills for gender-sensitive practices [3]. In order to change these barriers, it is critical to examine teachers’ perspectives. This results in the research question for a systematic review: What perspectives do sport teachers have regarding gender diversity in PE? The PRISMA method was used to identify potential studies for this systematic review [4]. The initial search was conducted on 6th March 2025, including three electronical databases (Web of Science, EBSCOHost and BISP SURF). Studies were considered eligible, if they were written in English, had an empirical study design and were published in the last ten years. Afterwards, the included studies were analysed and the results synthesised. Data synthesis revealed four main perspectives: (1) Three different teachers’ approaches towards gender diversity in PE, which include acceptance and initiative taking, reactive approach and incomprehension. (2) Teachers’ perception of their non-cisgender students and the interactions among students. (3) Teachers’ perceived challenges, which emerge in interactions between students and the subject PE itself. (4) Teachers’ uncertainties regarding gender diversity in PE. In conclusion, most teachers notice possible challenges for non-cisgender students. Nevertheless, some approaches support a heteronormative system, and teachers imploring these approaches struggle to react appropriately. References 1. Bailey, R. (2006). Physical Education and Sport in Schools: A Review of Benefits and Outcomes. Journal of School Health, 76(8), 397-401. 2. Greenspan, S., Griffith, C., Hayes, C. & Murtagh, E. (2019). LGBTQ+ and ally youths‘ school athletics perspectives: a mixed-method analysis. Journal of LGBT Youth, 16(4), 403-434. https://doi.org/10.1080/19361653.2019.1595988 3. Castro-García, M., Barquero-Ruiz, C. & López-Villar, C. (2024). Are Gender Stereotypes Still Prevalent in Physical Education? Spanish Teachers’ and Students’ Beliefs and Attitudes Towards Gender Equity. Journal of Teaching in Physical Education, 44(1), 111-122. https://doi.org/10.1123/jtpe.2023-0352 4. Page, M. J., Moher, D., Bossuyt, P. M., Boutron, I., Hoffman, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S.,…McKenzie, J. E. (2021). PRISMA 2020 explanation and elaboration: updated guidance and exemplars for reporting systematic reviews. BMJ, 372(160), 1-36. http://dx.doi.org/10.1136/bmj.n160
Read CV Anne BangertECSS Paris 2023: CP-SH18
Introduction This study investigates the moral significance of self-acknowledgment in competitive volleyball and proposes its application as a pedagogical framework for adolescent character education. Self-acknowledgment is defined here as the voluntary act whereby an athlete physically admits to a fault—such as a “net touch” or a "touch-out"—through a deliberate gesture, typically raising a hand as the informal fair play [1]. This practice stands in sharp relief to formal officiating and technological aids like the Video Assistant Referee (VAR). While such systems enhance accuracy, they also risk displacing opportunities for voluntary moral agency. Consequently, analyzing the intentional, unsolicited act of self-acknowledgment becomes vital for understanding sport’s unique capacity to foster moral development through embodied experience [1, 2]. Conceptual Framework: The Four Pillars of Self-Acknowledgment The ethical significance and pedagogical utility of self-acknowledgment arise from its four constitutive pillars, which together establish a robust conceptual framework: 1) Experiential Voluntariness (a spontaneous report from first-person involvement, unprompted by external authority); 2) Truth-Commitment (disclosing a disadvantageous truth over tactical gain); 3) Empirical Basis (grounding the admission in direct sensory experience, e.g., the tactile sensation of ball on fingertips, not mere inference); 4) Autonomy of Conscience (a confession motivated purely by personal moral judgment, outside formal rules). These are a confession motivated by personal moral conscience. Methods and Analysis: Embodied Virtues Through a philosophical-conceptual analysis focused on “touch-out” scenarios, this study deconstructs the singular gesture of self-acknowledgment to reveal its function as a nexus for multiple, simultaneously enacted moral virtues: 1) Integrity (Aligning internal knowledge with external action); 2) Veracity (Upholding truth as paramount over tactical advantage); 3) Sportsmanship (Actively constructing a just competitive environment); 4) Conscientious Practice (Exercising real-time self-officiating and moral judgment); 5) Self-Realization (Materializing the "practical self" that upholds ideals under pressure); 6) Agentic Proactivity (Demonstrating moral autonomy by transcending baseline rules). Conclusion This analysis reveals the act as a nexus of six core virtues: Integrity, veracity, sportsmanship, conscience practice, self-realization, and agentic proactivity. The study provides a framework for "embodied morality," proposing that such analyzed in-game moments can be translated into deliberate pedagogical tools. This bridges the gap between ethical theory and the experiential, physical dimension of character development in youth. References 1. Loland, S. (2002) Fair Play in Sport: A Moral Norm System. Routledge. 2. Heather L. Reid (2006). Olympic Sport and Its Lessons for Peace. Journal of the Philosophy of Sport. 33(2), 205-214.
Read CV YunJeong ChoiECSS Paris 2023: CP-SH18