E-Lifestyles are individual forms of behavior in the digital environment that reflect the values, activities, interests, and opinions of consumers. Likewise, fitness Apps are considered technological tools for promoting physical activity online. Although there are studies related to sports lifestyles, it has not been analyzed yet how e-lifestyles are related to the use of fitness Apps. Based on this, this study represents a step to clarify how e-lifestyles influence different relationships with perceived ease of use, perceived usefulness, attitude, and intentions to use Fitness Apps. Therefore, the objective of the study was to analyze the relationship between the e-lifestyles of consumers of Boutique fitness centers and their relationship with the perceived ease of use, the perceived usefulness, the attitude, and the intention to use Fitness Apps. The sample was 591 customers (378 women and 213 men) of 25 Boutique fitness centers. An online questionnaire was used for data collection. Data was analyzed with confirmatory factor analysis and structural equation model. Findings provide an insight into the importance of e-lifestyles in the intention of using fitness Apps and therefore in promoting physical activity through online fitness services. The results showed positive relationships between e-lifestyles, perceived ease of use, perceived usefulness and attitude toward fitness Apps. Finally, the attitude toward fitness Apps offered a very high predictive value on use intention. This study provides a better understanding of consumer´s intention to use fitness Apps. The conclusions and recommendations for sports managers of fitness centers highlight the importance of e-lifestyles as a predecessor for the use of fitness Apps.

The objective of the work presented is to develop emotional competencies in higher-education students by following Bisquerra’s five-block model. With the methodological support of adventure pedagogy and gamification, students improve their emotional competencies, as well as the basic competencies of the degree in Physical Activity and Sport Sciences and the specific ones of the subject. The proposal, which is entitled “In search of my Avatar”, aims to make sure that, in their future as sports professionals, they will be able to serve their customers in a fully competent way. The work presented proposes different activities of emotional education to work transversally in higher education, ranging from conflict management and the use of language to improve the relationship with oneself and with others. The proposal was developed for the Degree in Sports Science and for the subject of Physical Activity and Sport in the Natural Environment, but with certain adaptations, it could be transferred to any university-degree subject.

Entrepreneurship training in the sports context is of vital importance for students of physical activity and sport sciences, increasing their employability and their ability to successfully adapt to a constantly changing business context. For this reason, this paper aims to analyze the influence of a Workshop on sports entrepreneurship on perceived desirability, perceived feasibility and entrepreneurial intentions, as well as the relationships between those concepts. 108 students from Physical Activity and Sports Sciences enrolled in a Workshop on sports entrepreneurship participated in the study, completing the Shapero and Sokol Entrepreneurial Event Model assessment instrument (1982) before and after the training sessions. The results demonstrated that the participation in the workshop significantly increased the participants’ entrepreneurial intention as well as their perceived feasibility and perceived desirability. Furthermore, perceived desirability and perceived feasibility were significant predictors of entrepreneurial intentions, both at pre and post workshop moments. A practical approach linked to know-how is necessary in future workshops.

Purpose: The main aim of this study was to analyze and establish the state of the question about entrepreneurship and intrapreneurship in sport, identify the role of innovation in both of them, as well as to determine the latest study trends and detect possible research niches.Design/methodology/approach: A systematic review of the Web of Science, Scopus, PsycINFO, ERIC, SPORTDiscus and Dialnet databases was performed. The analysis of the selected texts allowed categorizing the entrepreneurship articles into subthemes: precursors of entrepreneurship, intention/orientation of entrepreneurship, different perspectives of entrepreneurship in sport and social entrepreneurship in sport. Of the 49 texts included in the review, only seven articles dealt with intrapreneurship, and they could not be classified into subtopics because the studies are scarce, diverse and with disparate themes.Findings: The main findings show deficiencies in research on precursors/antecedents of entrepreneurial and intrapreneurial behavior, especially in relation to innovation, the importance of the political perspective on entrepreneurship in sport and formulation of behavior training programs for intrapreneurs.Originality/value: This paper provides valuable and global information about entrepreneurship and intrapreneurship in sport, of which there were scattered or grouped data in some reviews.

La investigación acerca del desarrollo de competencias con ABP ha crecido mucho en los últimos años, sin embargo, no se han investigado sus consecuencias sobre procesos psicosociales, como la creatividad, liderazgo entre iguales y cohesión de equipo en el trabajo en grupo. En este trabajo además se analizan las diferencias en el nivel competencial de 16 grupos de 4 estudiantes de la asignatura Psicología Social del Deporte del Grado en Ciencias de la Actividad Física y el Deporte como resultado de su participación en una metodología de ABP evaluada con rúbricas. Los instrumentos utilizados en esta experiencia se dividen en dos: la evaluación de competencias y la evaluación de variables psicológicas relacionadas, como el liderazgo entre iguales (Escala de Evaluación del Líder Deportivo), la creatividad (Potencial Creativo y de la Creatividad Practicada en el trabajo y en la organización) y la cohesión grupal (versión española reducida del GEQ). Los resultados demuestran un aumento en todas las competencias, aunque en creatividad y en planificación no se aprecian mejoras significativas. La única de las variables psicosociales que ha mejorado significativamente ha sido el factor Empatía y Responsabilidad del Liderazgo, aunque el tamaño del efecto es pequeño. Como conclusiones se ofrecen recomendaciones sobre el uso del ABP y la evaluación a través de rúbricas.