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Dr. Josep Vidal
Specific Didactics and Pedagogy, University of the Balearic Islands, E-07122 Palma , Spain

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0 Exercise
0 Health Promotion
0 Low Back Pain
0 Physical Education
0 physical activity

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Journal article
Published: 01 June 2021 in Retos
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La inactividad física y una baja capacidad aeróbica, implican importantes consecuencias para la salud. El entorno sociopersonal puede influir en la práctica de actividad física (AF) de los jóvenes. El estudio tiene por objetivo determinar qué variables se relacionan con la AF y la capacidad aeróbica de los jóvenes, en función de la influencia de los padres, las amistades y el profesorado. En el estudio participaron 2399 personas de entre 10 y 16 años, de las cuales 1175 fueron chicos (49%) y 1224 chicas (51%), con una edad media de 12.7 años. En colaboración con diferentes centros educativos se les administró un cuestionario de hábitos de práctica deportiva en jóvenes, que incluía las siguientes variables: amistades que hacen deporte, percepción de ser animados y ayudados por sus padres y el profesorado a hacer deporte, índice de masa corporal (IMC), volumen máximo de oxígeno (VO2máx.), y horas semanales de AF y de pantalla. Para valorar el VO2máx., se administró el test de course-navette. Para los análisis de los datos se utilizaron pruebas t-student y correlación de Pearson. Los resultados indican, que los jóvenes que tienen amistades que hacen deporte y que perciben ser ayudados por sus padres a hacer deporte, realizan más horas AF semanal, obtienen valores de VO2máx. y de IMC más saludables, y pasan menos tiempo delante de las pantallas. Estos resultados refuerzan la necesidad de establecer estrategias de promoción de la AF, que favorezcan el apoyo familiar y la práctica deportiva entre amistades. Physical inactivity and a low aerobic capacity, has significant health consequences. Socio-personal environment can influence on physical activity (PA) of young people. This study aimed to define which variables are related to the PA and the aerobic capacity of young people, based on the influence of parents, friends and teachers. A sample comprised of 2399 young people aged 10 to 16 years, (1175 boys, 49% - and 1224 girls, 51%) with a mean age of 12.7 years. In collaboration with different educational centers, a sports habits practice questionnaire in young people was distributed among them, which included the following variables: friends practicing sports regulary, perception of being encouraged and supported by their families, and teachers to do sport, body mass index (BMI), maximum oxygen volume (VO2max.), performed PA hours, and weekly screen hours. The course-navette test, was administered in order to measure the VO2max. T-tests and Pearson's correlation were used for data analysis. The study shows that young people who have friends who doing sports and who perceive that they are encouraged and supported by their parents to do sports, do more PA weekly hours, obtain healthier BMI and VO2max., and spend less time in front of screens. These results reinforce the need to establish strategies to promote PA, which favour family support and sports practice among friends.

ACS Style

Martí Xavier Bennàsser Torrandell; Josep Vidal Conti. Influencia de padres, amistades y profesorado en la actividad física y la capacidad aeróbica de los jóvenes (Influence of parents, friends and teachers on physical activity and aerobic capacity on young people). Retos 2021, 42, 714 -723.

AMA Style

Martí Xavier Bennàsser Torrandell, Josep Vidal Conti. Influencia de padres, amistades y profesorado en la actividad física y la capacidad aeróbica de los jóvenes (Influence of parents, friends and teachers on physical activity and aerobic capacity on young people). Retos. 2021; 42 ():714-723.

Chicago/Turabian Style

Martí Xavier Bennàsser Torrandell; Josep Vidal Conti. 2021. "Influencia de padres, amistades y profesorado en la actividad física y la capacidad aeróbica de los jóvenes (Influence of parents, friends and teachers on physical activity and aerobic capacity on young people)." Retos 42, no. : 714-723.

Journal article
Published: 22 February 2021 in Sustainability
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Current research shows that individuals with intellectual disabilities do not engage in enough physical activity to acquire health benefits. However, cooperative learning has been shown to be an effective tool for inclusion and for improving healthy physical habits. The aim of this study is to contrast an explanatory model which incorporates quality of life, active time in cooperative activities, body mass index and age, as well as to analyze, using multi-group structural equations, the existing associations according to the sex of subjects with intellectual disabilities. The convenience sampling used allowed the collection of data from a total of 156 subjects in Granada (Spain), aged between 18–55 years. In terms of gender, the sample was homogeneous, representing 52.6% (n = 82) for women and 47.4% (n = 74) for men. The active time during the cooperative learning was recorded with the Xiaomi Mi Band 2 activity band, for the quality of life scale (GENCAT) was used, and the body mass index was calculated through its standardized equation. Age was directly associated with body mass index in both sexes. Likewise, age was positively related to the active time of women. Quality of life was directly associated with active time and body mass index was inversely related to active time. This study shows the importance of active time during work and cooperative learning in individuals with intellectual disabilities, as it is associated with an improvement in the quality of life and a reduction in the problems of sedentarism, overweight, and obesity.

ACS Style

Gabriel González-Valero; Josep Vidal-Conti; Félix Zurita-Ortega; Pere Palou-Sampol. Active Time in Cooperative Activities, Quality of Life and Body Mass Index in Individuals with Intellectual Disabilities. A Model of Structural Equations. Sustainability 2021, 13, 2341 .

AMA Style

Gabriel González-Valero, Josep Vidal-Conti, Félix Zurita-Ortega, Pere Palou-Sampol. Active Time in Cooperative Activities, Quality of Life and Body Mass Index in Individuals with Intellectual Disabilities. A Model of Structural Equations. Sustainability. 2021; 13 (4):2341.

Chicago/Turabian Style

Gabriel González-Valero; Josep Vidal-Conti; Félix Zurita-Ortega; Pere Palou-Sampol. 2021. "Active Time in Cooperative Activities, Quality of Life and Body Mass Index in Individuals with Intellectual Disabilities. A Model of Structural Equations." Sustainability 13, no. 4: 2341.

Journal article
Published: 16 June 2020 in International Journal of Environmental Research and Public Health
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The current evidence for a relation between children’s heart rate measures and their academic performance and executive functioning is infancy. Despite several studies observing dose-response effects of physical activity on academic performance and executive function in children, further research using objective measures of the relative intensity of physical activity (e.g., heart rate) is warranted. The present study aimed to inspect associations between heart rate response and various academic performance indicators and executive function domains. A total of 130 schoolchildren between the ages of 9 and 13 years (M = 10.69, SD 0.96 years old; 56.9% boys) participated in a cross-sectional study. Children’s heart rate data were collected through participation in physical education classes using the polar TeamTM hardware and software. One week before heart rate measures, academic performance was obtained from the school records in maths, Spanish language, Catalan language, physical education, and Grade point average. Executive function was measured by two domains, cognitive flexibility with the Trail Making Test and inhibition with the Stroop test. Associations between children’s heart rate data and academic performance and executive function were analyzed using regression models. Academic performance was found to be positively related to four heart rate measures (β range, 0.191 to 0.275; all p < 0.040). Additionally, the hard heart rate intensity level was positively related to two academic indicators (β range, 0.183 to 0.192; all p < 0.044). Three heart rate measures were associated with two cognitive flexibility subdomains (β range, −0.248 to 0.195; all p < 0.043), and three heart rate measures were related to one inhibition subdomain (β range, 0.198 to 0.278; all p < 0.028). The results showed slight associations of heart rate responses during physical education lessons with academic performance but did not clearly indicate associations with executive function. Future experimental studies testing associations between different bouts of intensity levels are needed to disentangle the relationship with brain function during childhood.

ACS Style

Adrià Muntaner-Mas; Josep Vidal-Conti; Jo Salmon; Pere Palou-Sampol. Associations of Heart Rate Measures during Physical Education with Academic Performance and Executive Function in Children: A Cross-Sectional Study. International Journal of Environmental Research and Public Health 2020, 17, 1 .

AMA Style

Adrià Muntaner-Mas, Josep Vidal-Conti, Jo Salmon, Pere Palou-Sampol. Associations of Heart Rate Measures during Physical Education with Academic Performance and Executive Function in Children: A Cross-Sectional Study. International Journal of Environmental Research and Public Health. 2020; 17 (12):1.

Chicago/Turabian Style

Adrià Muntaner-Mas; Josep Vidal-Conti; Jo Salmon; Pere Palou-Sampol. 2020. "Associations of Heart Rate Measures during Physical Education with Academic Performance and Executive Function in Children: A Cross-Sectional Study." International Journal of Environmental Research and Public Health 17, no. 12: 1.

Journal article
Published: 21 October 2019 in Retos
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El patio del recreo es uno de los espacios de los centros escolares donde principalmente se producen la gran mayoría de relaciones sociales arbitrarias y donde los alumnos se mueven y juegan libremente. Ocupa un décima parte del horario anual del centro, por lo que no incidir en este espacio y tiempo sería dejar pasar la oportunidad de incrementar o al menos, mejorar, aspectos relacionados con la salud, el bienestar, las relaciones, la prevención de conflictos o simplemente aspectos que se dejan pasar por no ocupar el lugar que se merece como espacio educativo. El interés del estudio primordialmente consiste en especificar los principales aspectos que deben tenerse en cuenta a la hora de llevar a cabo un cambio en la organización y/o estructura de los patios escolares. Los objetivos del estudio que persigue el presente artículo des del marco de la experiencia de transformación en el patio de un centro de infantil y primaria, son 1) presentar evidencias desde diferentes estudios de la importancia de reservar momentos de recreo en los centros escolares; 2) establecer una “hoja de ruta” para llevar a cabo transformaciones que ayuden a crear espacios activos y dinámicos que contribuyan, principalmente a mejorar la salud del alumnado y por tanto, facilitar al equipo docente poder llevar a cabo el proyecto o programa de cambio (desde las peculiaridades y singularidades de cada uno de los centros) y 3) definir algunas propuestas transversales que se pueden introducir en este espacio y tiempo. Playgrounds are among the few spaces in schools where the large majority of arbitrary social relationships are formed and where students move and play freely. Recess time takes up 10% of the annual academic calendar. Therefore, not taking into consideration this space and time would be a missed opportunity to increase or at least improve aspects related to health, well-being, relationships, conflict prevention, or simply aspects that are overlooked due to this time not receiving the deserved attention within the educational framework. The interest of this study consists primarily in specifying the main aspects that should be considered when carrying out changes in the organization and/or structure of school playground areas. The objectives which this article pursues are mainly three. 1) to show evidence from different studies of the importance of recess time in schools. 2) to establish a "road map" to carry out transformations which would help to create active and dynamic spaces contributing, above all, to the improvement of students' health and therefore allowing the teaching staff to carry out the project or program of change (given the particularities and singularities of each one of the centers) and 3) to define some transversal proposals which can be introduced within this space and time.

ACS Style

Mª Isabel Salas Sánchez; Josep Vidal-Conti. Orientaciones para crear patios activos en los centros escolares (Orientations to create active playgrounds in schools). Retos 2019, 745 -753.

AMA Style

Mª Isabel Salas Sánchez, Josep Vidal-Conti. Orientaciones para crear patios activos en los centros escolares (Orientations to create active playgrounds in schools). Retos. 2019; (38):745-753.

Chicago/Turabian Style

Mª Isabel Salas Sánchez; Josep Vidal-Conti. 2019. "Orientaciones para crear patios activos en los centros escolares (Orientations to create active playgrounds in schools)." Retos , no. 38: 745-753.

Journal article
Published: 28 June 2018 in Contextos Educativos. Revista de Educación
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La actual evidencia científica presenta diversos posicionamientos en la definición de los niveles de estrés en función del género y su influencia en el rendimiento académico. Los objetivos del estudio son: a) examinar las diferencias de género en el nivel de estrés académico, de estresores académicos y de estrategias de afrontamiento en estudiantes universitarios; b) evaluar la relación entre los niveles de estrés y el rendimiento académico. Participaron 162 estudiantes universitarios del Grado en Educación Primaria con una edad media de 23.7 (DE=5.68). El instrumento de medida utilizado fue el Inventario SISCO del estrés académico. También se recogió la nota media de expediente académico de los estudios de grado. Los principales resultados fueron: 1) El 96.1% de las mujeres y el 88.2% de los hombres presentan niveles de estrés académico; 2) “Las evaluaciones de los profesores” y “el tipo de trabajo que piden los profesores” son los estímulos estresores que muestran una diferencia estadísticamente significativa, percibiendo mayor estrés las mujeres, (p=0.008, p=0.005; respectivamente); 3) Las mujeres utilizan más “la ventilación y confidencias” como estrategia de afrontamiento, respecto al género masculino (p=0.001); 4) No se halló relación entre estrés y rendimiento académico.

ACS Style

Josep Vidal Conti; Adrià Muntaner-Mas; Pere Palou Sampol. Diferencias de estrés y afrontamiento del mismo según el género y cómo afecta al rendimiento académico en estudiantes universitarios. Contextos Educativos. Revista de Educación 2018, 181 -195.

AMA Style

Josep Vidal Conti, Adrià Muntaner-Mas, Pere Palou Sampol. Diferencias de estrés y afrontamiento del mismo según el género y cómo afecta al rendimiento académico en estudiantes universitarios. Contextos Educativos. Revista de Educación. 2018; (22):181-195.

Chicago/Turabian Style

Josep Vidal Conti; Adrià Muntaner-Mas; Pere Palou Sampol. 2018. "Diferencias de estrés y afrontamiento del mismo según el género y cómo afecta al rendimiento académico en estudiantes universitarios." Contextos Educativos. Revista de Educación , no. 22: 181-195.

Journal article
Published: 01 October 2017 in Teaching and Teacher Education
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ACS Style

Adrià Muntaner-Mas; Josep Vidal-Conti; Albert Sesé; Pere Palou. Teaching skills, students' emotions, perceived control and academic achievement in university students: A SEM approach. Teaching and Teacher Education 2017, 67, 1 -8.

AMA Style

Adrià Muntaner-Mas, Josep Vidal-Conti, Albert Sesé, Pere Palou. Teaching skills, students' emotions, perceived control and academic achievement in university students: A SEM approach. Teaching and Teacher Education. 2017; 67 ():1-8.

Chicago/Turabian Style

Adrià Muntaner-Mas; Josep Vidal-Conti; Albert Sesé; Pere Palou. 2017. "Teaching skills, students' emotions, perceived control and academic achievement in university students: A SEM approach." Teaching and Teacher Education 67, no. : 1-8.

Randomized controlled trial
Published: 10 November 2012 in European Spine Journal
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Population based studies have demonstrated that children and adolescents often complain of low back pain. A group-randomized controlled trial was carried out to investigate the effects of a postural education program on school backpack habits related to low back pain in children aged 10–12 year. The study sample included 137 children aged 10.7 years (SD = 0.672). Six classes from two primary schools were randomly allocated into experimental group (EG) (N = 63) or control group (CG) (N = 74). The EG received a postural education program over 6 weeks consisting of six sessions, while the CG followed the usual school curriculum. A questionnaire was fulfilled by the participants at pre-test, post-test, and 3 months after the intervention finished. The outcomes collected were: (1) try to load the minimum weight possible, (2) carry school backpack on two shoulders, (3) belief that school backpack weight does not affect to the back, and (4) the use of locker or something similar at school. A sum score was computed from the four items. Single healthy items mostly improved after the intervention and remained improved after 3-month follow-up in EG, while no substantial changes were observed in the CG. Healthy backpack use habits score was significantly increased at post-test compared to baseline in the EG (P P = 0.001). No significant changes were observed in the CG (P > 0.2). The present study findings confirm that children are able to learn healthy backpack habits which might prevent future low back pain.

ACS Style

Josep Vidal; Pere A. Borràs; Francisco J. Ponseti; Jaume Cantallops; Francisco B Ortega; Pere Palou. Effects of a postural education program on school backpack habits related to low back pain in children. European Spine Journal 2012, 22, 782 -787.

AMA Style

Josep Vidal, Pere A. Borràs, Francisco J. Ponseti, Jaume Cantallops, Francisco B Ortega, Pere Palou. Effects of a postural education program on school backpack habits related to low back pain in children. European Spine Journal. 2012; 22 (4):782-787.

Chicago/Turabian Style

Josep Vidal; Pere A. Borràs; Francisco J. Ponseti; Jaume Cantallops; Francisco B Ortega; Pere Palou. 2012. "Effects of a postural education program on school backpack habits related to low back pain in children." European Spine Journal 22, no. 4: 782-787.

Journal article
Published: 01 May 2011 in Medicine & Science in Sports & Exercise
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ACS Style

Josep Vidal; Pere A. Borràs; Fancisco B. Ortega; Jaume Cantallops; Xavier Ponseti; Pere Palou. Effects Of A Postural Education Program On Daily Life Habits Related To Low Back Pain. Medicine & Science in Sports & Exercise 2011, 43, 528 .

AMA Style

Josep Vidal, Pere A. Borràs, Fancisco B. Ortega, Jaume Cantallops, Xavier Ponseti, Pere Palou. Effects Of A Postural Education Program On Daily Life Habits Related To Low Back Pain. Medicine & Science in Sports & Exercise. 2011; 43 (5):528.

Chicago/Turabian Style

Josep Vidal; Pere A. Borràs; Fancisco B. Ortega; Jaume Cantallops; Xavier Ponseti; Pere Palou. 2011. "Effects Of A Postural Education Program On Daily Life Habits Related To Low Back Pain." Medicine & Science in Sports & Exercise 43, no. 5: 528.

Randomized controlled trial
Published: 04 March 2011 in Laryngo-Rhino-Otologie
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A group-randomized controlled trial was carried out to investigate the effects of a postural education program on daily life habits related to low back pain in children. The study sample included 137 children aged 10.7 years. 6 classes from 2 primary schools were randomly allocated into an experimental group (EG) (N=63) or a control group (CG) (N=74). The EG received a postural education program over 6 weeks consisting of 6 sessions, while the CG followed the usual school curriculum. A questionnaire was completed by the participants at pretest, post-test and 3 months after the intervention finished. The outcomes collected were: correct use of sofa, stooping correctly, take care to sit correctly at home/school and frequent posture change on chair at home/school. A sum score was computed from the 6 items. To examine the effect of the intervention, we used repeated measures analysis of co-variance (ANCOVA); with baseline, post-test and follow-up outcome values as dependent variables, study group as fixed factor, and sex and age as covariates. Single healthy items mostly improved after the intervention and remained improved after 3 month follow-up in EG, while no substantial changes were observed in the CG. Healthy habits score was significantly increased at post-test compared to baseline in the EG (P0.6). The results suggest that children are able to learn healthy daily life habits which might contribute to future prevention of low back pain.

ACS Style

J. Vidal; P. A. Borras; Francisco B Ortega; J. Cantallops; X. Ponseti; P. Palou. Effects of Postural Education on Daily Habits in Children. Laryngo-Rhino-Otologie 2011, 32, 303 -308.

AMA Style

J. Vidal, P. A. Borras, Francisco B Ortega, J. Cantallops, X. Ponseti, P. Palou. Effects of Postural Education on Daily Habits in Children. Laryngo-Rhino-Otologie. 2011; 32 (4):303-308.

Chicago/Turabian Style

J. Vidal; P. A. Borras; Francisco B Ortega; J. Cantallops; X. Ponseti; P. Palou. 2011. "Effects of Postural Education on Daily Habits in Children." Laryngo-Rhino-Otologie 32, no. 4: 303-308.