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The impact of technological transformations in all sectors is undeniably significant, especially in fitness family business. The aim is to examine the digital transformation perceptions of fitness centre employees and the effects of perceived empowerment on their job performance in family business in Turkey.

The sample was 334 fitness centre employees. Four variables were evaluated (digital transformation, meaning competence, self-determination and job performance), and PLS-SEM was used.

The digital transformation process in the fitness sector can be considered as an important factor in terms of creating new business ventures. Our results showed that digital transformation perceived by family business employees had a significantly influence on the meaning competence of the employees. Also, the meaning competence of employees was a mediator between the digital transformation and job performance.

Managers of family businesses must take into account that an appropriate digital transformation of their products and/or services has an impact on the meaning competence of their employees. Thus, through increased competence in employee performance, the digitization of family business fitness will lead to higher employee performance and productivity.

This study innovates by linking digital transformation as a factor influencing the coach's own motivation and self-perceived competence in the use of technology to their job performance.

Physical education has been described as an essential material to contribute to sustainable development. Therefore, it is necessary to examine the proficiency of higher education students in the three dimensions of sustainable development. This paper aims to analyse both the competences associated with the sustainability of preservice physical education teachers and the curriculum's influence on them.

In total, 341 students (112 women) completed the validated Physical Education for Sustainable Development – Future Teacher PESD-FT questionnaire. This instrument assesses sustainable competences in its three dimensions (social, economic and environmental). In order to determine the influence of the curriculum on sustainability competences, the academic year studied was used as a variable. Variables such as gender, age and competitive experience in institutionalised sport were also considered in the statistical analysis.

The results showed that the total set of students scored above average in their self-perception of competences associated with sustainable development in all three dimensions. The Mann–Whitney U test and Kruskal–Wallis statistics showed no differences attributed to gender and grade, respectively.

This could help to rule out the influence of the curriculum as the main factor in the acquisition of these sustainable competences. However, greater competitive experience in institutionalised sports was associated with greater proficiency in social competence within sustainable development.