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Cooperative learning is a pedagogical framework extensively used in educational contexts worldwide, but some scholars warn that we do not know much about how its claimed outcomes are delivered. The aim of this study was to uncover the connections between cooperative learning contexts and students’ task and self-approach goals in physical education. We hypothesized that those students who perceived a stronger cooperative learning context in their classes would also show higher task and self-approach goals. A total of 1328 students (648 females and 680 males) from three different educational stages: primary education (n = 584), secondary education (n = 550) and baccalaureate (n = 194), agreed to participate. Participants’ ages ranged between 10 and 20 years ( M = 13.11; SD = 2.45). An ex-post-facto, cross-sectional research design was followed. Results showed a direct and significant connection between high-perceived cooperative learning contexts and high students’ task and self-approach goals. The odds ratio tests verified this positive association, indicating a 4-times greater probability for students who perceived a strong cooperative learning context in the classroom of having high task and self-approach goals. In the same line, we observed that, as the perception of a cooperative learning context increased, task and self-approach goals also increased. This means that a small change in the class context to make it more cooperative had an impact on the students’ achievement goals. Teachers should try to create class contexts where students perceive a strong cooperative learning climate, because it has been connected to adaptive motivational patterns, task and self-approach goals, and these are associated with positive outcomes.
Sergio Rivera-Pérez; Javier Fernandez-Rio; Damián Iglesias Gallego. Uncovering the Nexus Between Cooperative Learning Contexts and Achievement Goals in Physical Education. Perceptual and Motor Skills 2021, 1 .
AMA StyleSergio Rivera-Pérez, Javier Fernandez-Rio, Damián Iglesias Gallego. Uncovering the Nexus Between Cooperative Learning Contexts and Achievement Goals in Physical Education. Perceptual and Motor Skills. 2021; ():1.
Chicago/Turabian StyleSergio Rivera-Pérez; Javier Fernandez-Rio; Damián Iglesias Gallego. 2021. "Uncovering the Nexus Between Cooperative Learning Contexts and Achievement Goals in Physical Education." Perceptual and Motor Skills , no. : 1.
Javier Fernandez-Rio; Damián Iglesias Gallego. What do we know about pedagogical models in physical education and sport so far? An overview of reviews. What do we know about pedagogical models in physical education and sport so far? An overview of reviews 2021, 1 .
AMA StyleJavier Fernandez-Rio, Damián Iglesias Gallego. What do we know about pedagogical models in physical education and sport so far? An overview of reviews. What do we know about pedagogical models in physical education and sport so far? An overview of reviews. 2021; ():1.
Chicago/Turabian StyleJavier Fernandez-Rio; Damián Iglesias Gallego. 2021. "What do we know about pedagogical models in physical education and sport so far? An overview of reviews." What do we know about pedagogical models in physical education and sport so far? An overview of reviews , no. : 1.
The aim of the present study is two-fold: (a) to analyze whether the cooperative learning (CL) factors discriminate the different approach goals of the 3 × 2 achievement goals model and, consequently, (b) to assess the role that can play educational stage. A total of 1292 students participate (660 men and 632 women) belonging to the educational stages of primary (580), secondary (531) and baccalaureate (181), with ages between 10 and 19 years (M = 13.05, SD = 2.45). The CAC and CML 3 × 2-EF questionnaires are administered as data collection instruments. The results of the discriminant analysis have shown that the cooperative learning factors are predictors of the approach goals, highlighting the individual responsibility factor for the task-approach goals (TAG) and self-approach goals (SAG), this being the least discriminant for the other-approach goals (OAG). In addition, the results of the decision tree analysis indicate that in primary education, secondary education and baccalaureate, the students with the highest level in TAG and SAG are those that score the highest in individual responsibility. These findings reflect the importance of individual responsibility so that physical education students show more adaptive patterns such as TAG and SAG. Los objetivos de este estudio han sido dos: (a) analizar si los factores del aprendizaje cooperativo (AC) discriminan las diferentes metas de aproximación del modelo de metas de logro 3 × 2 y, en consecuencia, (b) valorar el papel que pueda desempeñar la etapa educativa. Participan un total de 1292 estudiantes (660 hombres and 632 mujeres) pertenecientes a las etapas educativas de primaria (580), secundaria (531) y bachillerato (181), con edades comprendidas entre los 10 y los 19 años (M = 13.05, DT = 2.45). Se administran los cuestionarios CAC y CML 3 × 2-EF como instrumentos de recogida de datos. Los resultados del análisis discriminante han mostrado que los factores del aprendizaje cooperativo son predictores de las metas de aproximación, destacándose el factor responsabilidad individual para las metas de aproximación-tarea (MAT) y aproximación-yo (MAY), siendo este mismo el menos discriminante para la meta de aproximación-otros (MAO). Además, los resultados del análisis de árbol de decisiones indican que en educación primaria, educación secundaria y bachillerato, los estudiantes con el nivel más alto en MAT y MAY son aquellos que puntúan más elevado en responsabilidad individual. Estos hallazgos reflejan la importancia de la responsabilidad individual para que el alumnado de educación física muestre patrones más adaptativos como lo son MAT y MAY.
Sergio Rivera Pérez; Benito León del Barco; Jerónimo J. González Bernal; Damián Iglesias Gallego. Cooperative learning and approach goals in physical education: The discriminant role of individual accountability. Revista de Psicodidáctica (English ed.) 2021, 26, 78 -85.
AMA StyleSergio Rivera Pérez, Benito León del Barco, Jerónimo J. González Bernal, Damián Iglesias Gallego. Cooperative learning and approach goals in physical education: The discriminant role of individual accountability. Revista de Psicodidáctica (English ed.). 2021; 26 (1):78-85.
Chicago/Turabian StyleSergio Rivera Pérez; Benito León del Barco; Jerónimo J. González Bernal; Damián Iglesias Gallego. 2021. "Cooperative learning and approach goals in physical education: The discriminant role of individual accountability." Revista de Psicodidáctica (English ed.) 26, no. 1: 78-85.
Los objetivos de este estudio han sido dos: (a) analizar si los factores del aprendizaje cooperativo discriminan las diferentes metas de aproximación del modelo de metas de logro 3 × 2 y, en consecuencia, (b) valorar el papel que pueda desempeñar la etapa educativa. Participan un total de 1292 estudiantes (660 hombres y 632 mujeres) pertenecientes a las etapas educativas de primaria (580), secundaria (531) y bachillerato (181), con edades comprendidas entre los 10 y los 19 años (M = 13.05, DT = 2.45). Se administran los cuestionarios CAC y CML 3 × 2-EF como instrumentos de recogida de datos. Los resultados del análisis discriminante han mostrado que los factores del aprendizaje cooperativo son predictores de las metas de aproximación, destacándose el factor responsabilidad individual para las metas de aproximación-tarea (MAT) y aproximación-yo (MAY), siendo este mismo el menos discriminante para la meta de aproximación-otros. Además, los resultados del análisis de árbol de decisiones indican que en educación primaria, educación secundaria y bachillerato, los estudiantes con el nivel más alto en MAT y MAY son aquellos que puntúan más elevado en responsabilidad individual. Estos hallazgos reflejan la importancia de la responsabilidad individual para que el alumnado de educación física muestre patrones más adaptativos, como lo son MAT y MAY. The aim of the present study is two-fold: (a) to analyze whether the cooperative learning factors discriminate the different approach goals of the 3 × 2 achievement goals model and, consequently, (b) to assess the role that can play educational stage. A total of 1292 students participate (660 men and 632 women) belonging to the educational stages of primary (580), secondary (531) and baccalaureate (181), with ages between 10 and 19 years (M = 13.05, SD = 2.45). The CAC and CML 3 × 2-EF questionnaires are administered as data collection instruments. The results of the discriminant analysis have shown that the cooperative learning factors are predictors of the approach goals, highlighting the individual responsibility factor for the task-approach goals (TAG) and self-approach goals (SAG), this being the least discriminant for the other-approach goals. In addition, the results of the decision tree analysis indicate that in primary education, secondary education and baccalaureate, the students with the highest level in TAG and SAG are those that score the highest in individual responsibility. These findings reflect the importance of individual responsibility so that physical education students show more adaptive patterns such as TAG and SAG.
Sergio Rivera Pérez; Benito León del Barco; Jerónimo J. González Bernal; Damián Iglesias Gallego. Aprendizaje cooperativo y metas de aproximación en educación física: el rol discriminante de la responsabilidad individual. Revista de Psicodidáctica 2021, 26, 78 -85.
AMA StyleSergio Rivera Pérez, Benito León del Barco, Jerónimo J. González Bernal, Damián Iglesias Gallego. Aprendizaje cooperativo y metas de aproximación en educación física: el rol discriminante de la responsabilidad individual. Revista de Psicodidáctica. 2021; 26 (1):78-85.
Chicago/Turabian StyleSergio Rivera Pérez; Benito León del Barco; Jerónimo J. González Bernal; Damián Iglesias Gallego. 2021. "Aprendizaje cooperativo y metas de aproximación en educación física: el rol discriminante de la responsabilidad individual." Revista de Psicodidáctica 26, no. 1: 78-85.
Interest in analyzing physically active behaviors during school recesses has grown in recent years as the school environment has consolidated (recess, physical education classes, lunch-time, before and after school) as a crucial space to bring these levels towards those recommended through intervention programs and improvements in the school environment. Unfortunately, in most of these studies, children do not achieve the 60 min a day of moderate to vigorous physical activity (MVPA) recommended by the World Health Organization. The aim of this systematic review is to analyze the cross-sectional, longitudinal, and intervention studies objectively measured with accelerometers that have emerged in recent years to determine the amount of MVPA of children at recess. This systematic review followed the PRISMA guidelines. The extraction process for the studies included in this systematic review yielded a total of 43 articles. The studies were classified according to the methodological nature of the research: cross-sectional (n = 34), longitudinal (n = 3) and quasi-experimental (n = 6). The results of the studies confirm that during the recess period younger children are physically more active than older ones and that in general, boys are more physically active than girls. In addition, the data show that the school contributes to more than 40% of the total MVPA. The intervention programs led to an increase in MVPA of up to 5%. Providing schools with equipment and facilities shows that intervention programs are beneficial for raising children’s levels of physical activity.
Sergio Pulido Sánchez; Damián Iglesias Gallego. Evidence-Based Overview of Accelerometer-Measured Physical Activity during School Recess: An Updated Systematic Review. International Journal of Environmental Research and Public Health 2021, 18, 578 .
AMA StyleSergio Pulido Sánchez, Damián Iglesias Gallego. Evidence-Based Overview of Accelerometer-Measured Physical Activity during School Recess: An Updated Systematic Review. International Journal of Environmental Research and Public Health. 2021; 18 (2):578.
Chicago/Turabian StyleSergio Pulido Sánchez; Damián Iglesias Gallego. 2021. "Evidence-Based Overview of Accelerometer-Measured Physical Activity during School Recess: An Updated Systematic Review." International Journal of Environmental Research and Public Health 18, no. 2: 578.
Previous research highlighted the effectiveness of cooperative learning in the four learning domains: physical, cognitive, social and affective. However, recent reviews have called for more empirical research on social and emotional learning based on contemporary theories, frameworks and assessment tools. Little is known about the links between cooperative learning and two strong contemporary frameworks: the achievement goal theory and the four-branch model of emotional intelligence. The goal of this study was to assess the connections between cooperative learning, task and self-approach goals, and emotional intelligence in physical education classes. Forty primary education students (21 girls, 19 boys), 10–12 years (Mage = 10.87; SD = 0.85), enrolled in two different classes in only one school, participated. None of them had experienced cooperative learning as a pedagogical model before. The study followed a one group, pre-test-post-test, pre-experimental design. Both classes experienced the same cooperative learning intervention programme conducted in physical education, which included two consecutive learning units for a total of 16 sessions (2 per week/50 min each). The same physical education teacher, an expert in cooperative learning, conducted all sessions. Results showed that the cooperative learning framework helped increase students’ self-approach goals and their emotional control and regulation, and empathy. In conclusion, the present study reinforced the use of cooperative learning in physical education, because it can guide students to more adaptive motivational patterns and to develop their emotional intelligence. Furthermore, it contributes to the students’ social and emotional learning building quality relationships, learning to manage stressors, and evolve individually and in groups.
Sergio Rivera-Pérez; Javier Fernandez-Rio; Damián Iglesias Gallego. Effects of an 8-Week Cooperative Learning Intervention on Physical Education Students’ Task and Self-Approach Goals, and Emotional Intelligence. International Journal of Environmental Research and Public Health 2020, 18, 61 .
AMA StyleSergio Rivera-Pérez, Javier Fernandez-Rio, Damián Iglesias Gallego. Effects of an 8-Week Cooperative Learning Intervention on Physical Education Students’ Task and Self-Approach Goals, and Emotional Intelligence. International Journal of Environmental Research and Public Health. 2020; 18 (1):61.
Chicago/Turabian StyleSergio Rivera-Pérez; Javier Fernandez-Rio; Damián Iglesias Gallego. 2020. "Effects of an 8-Week Cooperative Learning Intervention on Physical Education Students’ Task and Self-Approach Goals, and Emotional Intelligence." International Journal of Environmental Research and Public Health 18, no. 1: 61.
This study aims to analyze the psychophysiological stress response of a helicopter crew using portable biosensors, and to analyze the psychophysiological stress response differences of experienced and non-experienced crew members. We analyzed 27 participants (33.89 ± 5.93 years) divided into two different flight maneuvers: a crane rescue maneuver: 15 participants (three control and 12 military) and a low-altitude maneuver: 12 participants (five control and seven military). Anxiety, rating of perceived exertion, subjective perception of stress, heart rate, blood oxygen saturation, skin temperature, blood lactate, cortical arousal, autonomic modulation, leg and hand strength, leg flexibility, spirometry, urine, and short-term memory were analyzed before and after both helicopter flight maneuvers. The maneuvers produced a significant increase in stress and effort perception, state of anxiety, and sympathetic modulation, as well as a significant decrease in heart rate, blood oxygen saturation, leg and inspiratory muscle strength, and urine proteins. The use of biosensors showed how a crane rescue and low-altitude helicopter maneuvers produced an anticipatory anxiety response, showing an increased sympathetic autonomic modulation prior to the maneuvers, which was maintained during the maneuvers in both experienced and non-experienced participants. The crane rescue maneuver produced a higher maximal heart rate and decreased pulmonary capacity and strength than the low-altitude maneuver. The psychophysiological stress response was higher in the experienced than in non-experienced participants, but both presented an anticipatory stress response before the maneuver.
Marta Vicente-Rodríguez; Damián Iglesias Gallego; Juan Pedro Fuentes-García; Vicente Javier Clemente-Suárez. Portable Biosensors for Psychophysiological Stress Monitoring of a Helicopter Crew. Sensors 2020, 20, 6849 .
AMA StyleMarta Vicente-Rodríguez, Damián Iglesias Gallego, Juan Pedro Fuentes-García, Vicente Javier Clemente-Suárez. Portable Biosensors for Psychophysiological Stress Monitoring of a Helicopter Crew. Sensors. 2020; 20 (23):6849.
Chicago/Turabian StyleMarta Vicente-Rodríguez; Damián Iglesias Gallego; Juan Pedro Fuentes-García; Vicente Javier Clemente-Suárez. 2020. "Portable Biosensors for Psychophysiological Stress Monitoring of a Helicopter Crew." Sensors 20, no. 23: 6849.
The present research had two complementary aims: (a) to examine the associations between cooperative learning (CL) and emotional intelligence (EI) in physical education (PE) and (b) to explore and compare the use of CL in PE in primary education (PED), secondary education (SED) and baccalaureate (BA). A total of 1332 students (682 males, 650 females) took part in the study. All participants were aged between 10 and 20 years old (M = 13.09; SD = 2.47) and belonged to 13 different schools in Southwest Spain. They completed the cooperative learning questionnaire (CLQ), referring to the PE classes, in addition to the emotional intelligence questionnaire in physical education (EIQPE). Positive and significant associations were found between CL and EI in all school stages. In addition, moderately strong associations were uncovered between CL and the different dimensions of EI: emotional recognition, emotional control and regulation and emotional empathy. Participants belonging to classrooms with larger cooperation indices presented higher levels of EI. Results also highlighted a greater use of CL in PE classes during the PED stage in comparison to the SED and BA stages. These outcomes are discussed in light of the existing literature and methodological implications are derived for teaching PE. The use of CL in PE is recommended because of its positive contribution to the affective domain through IE. This will be especially important during the SED and BA stages, where lower rates of CL were observed.
Sergio Rivera-Pérez; Benito León-Del-Barco; Javier Fernandez-Rio; Jerónimo González-Bernal; Damián Iglesias Gallego. Linking Cooperative Learning and Emotional Intelligence in Physical Education: Transition across School Stages. International Journal of Environmental Research and Public Health 2020, 17, 5090 .
AMA StyleSergio Rivera-Pérez, Benito León-Del-Barco, Javier Fernandez-Rio, Jerónimo González-Bernal, Damián Iglesias Gallego. Linking Cooperative Learning and Emotional Intelligence in Physical Education: Transition across School Stages. International Journal of Environmental Research and Public Health. 2020; 17 (14):5090.
Chicago/Turabian StyleSergio Rivera-Pérez; Benito León-Del-Barco; Javier Fernandez-Rio; Jerónimo González-Bernal; Damián Iglesias Gallego. 2020. "Linking Cooperative Learning and Emotional Intelligence in Physical Education: Transition across School Stages." International Journal of Environmental Research and Public Health 17, no. 14: 5090.
The purpose of this study was to examine the link between physical activity (PA) and mental health (MH) in children in terms of gender. A total of 750 subjects (52.9% boys, Mage = 10.88; SD = 0.75) reported the level of PA they were performing by means of a self-report questionnaire, and they also completed the Spanish version of the Strengths and Difficulties Questionnaire (SDQ). Results revealed statistically significant differences in regard to gender in the physical activity index (PAI), the externalizing of problems, and prosocial behavior. Boys presented high scores on the PAI and externalizing problems. Girls obtained higher values on the prosocial scale. In the prediction analysis, the PAI revealed a statistically significant relationship in linear models for externalizing and internalizing problems, as well as in both the linear and quadratic models in the prosocial scale for the case of male gender. For girls, the PAI revealed a statistically significant relationship in the quadratic model for internalizing problems and in both the linear and quadratic models for the prosocial scale. These findings are discussed in terms of previous research literature on PA and MH in children. Some important educational implications for teaching and learning physical education are suggested.
Damián Iglesias Gallego; Benito León-Del-Barco; Santiago Mendo-Lázaro; Marta Leyton-Román; Jerónimo J. González-Bernal. Modeling Physical Activity, Mental Health, and Prosocial Behavior in School-Aged Children: A Gender Perspective. Sustainability 2020, 12, 4646 .
AMA StyleDamián Iglesias Gallego, Benito León-Del-Barco, Santiago Mendo-Lázaro, Marta Leyton-Román, Jerónimo J. González-Bernal. Modeling Physical Activity, Mental Health, and Prosocial Behavior in School-Aged Children: A Gender Perspective. Sustainability. 2020; 12 (11):4646.
Chicago/Turabian StyleDamián Iglesias Gallego; Benito León-Del-Barco; Santiago Mendo-Lázaro; Marta Leyton-Román; Jerónimo J. González-Bernal. 2020. "Modeling Physical Activity, Mental Health, and Prosocial Behavior in School-Aged Children: A Gender Perspective." Sustainability 12, no. 11: 4646.
In childhood, the perception of body image is in the construction phase and emerges linked to the aesthetic ideals of society, which is well differentiated according to gender. In this way, according to people’s interpretations of the environment and how to manage it emotionally, greater or lesser body satisfaction may be generated, which could have irreversible consequences for children. Therefore, our interest lies in how body image satisfaction and gender can act as modulating variables of emotional intelligence in childhood, analyzing differences in the intrapersonal, interpersonal, stress management, adaptability, and mood dimensions of emotional intelligence, according to the degree of body image satisfaction and the child’s gender. A total of 944 Primary Education students selected by multistage cluster sampling, 548 boys and 396 girls aged between 9 and 12 years from different schools in Extremadura (Spain), participated in the research. The study design was descriptive, and questionnaires to measure emotional intelligence, self-perception, and body image satisfaction were used. An analysis of descriptive statistics, a Chi-square test to measure the variance/invariance of the participants’ distribution according to their satisfaction with body image and gender, and a MANOVA to determine the possible effects of satisfaction with body image as well as of gender on emotional intelligence were conducted. Regardless of gender, children who were satisfied with their body image showed higher interpersonal intelligence, greater adaptability, and better mood. With respect to gender, girls showed higher stress management than boys. Throughout Compulsory Education, it is necessary to promote campaigns imparted by specialists to prevent body image dissatisfaction, so that the benefits can reach the entire educational community (students, teachers, and parents). In this work, several possibilities are described to meet the demands of contemporary society.
Diana Amado Alonso; Benito León-Del-Barco; Santiago Mendo-Lázaro; Damián Iglesias Gallego. Examining Body Satisfaction and Emotional–Social Intelligence among School Children: Educational Implications. International Journal of Environmental Research and Public Health 2020, 17, 2120 .
AMA StyleDiana Amado Alonso, Benito León-Del-Barco, Santiago Mendo-Lázaro, Damián Iglesias Gallego. Examining Body Satisfaction and Emotional–Social Intelligence among School Children: Educational Implications. International Journal of Environmental Research and Public Health. 2020; 17 (6):2120.
Chicago/Turabian StyleDiana Amado Alonso; Benito León-Del-Barco; Santiago Mendo-Lázaro; Damián Iglesias Gallego. 2020. "Examining Body Satisfaction and Emotional–Social Intelligence among School Children: Educational Implications." International Journal of Environmental Research and Public Health 17, no. 6: 2120.
El propósito de esta investigación fue analizar las relaciones entre la motivación, actividad física y la inteligencia emocional, y determinar en qué medida incide la actividad física en la inteligencia emocional. Participaron un total de 431 sujetos (12-16 años) de distintos centros educativos. Se valoraron los niveles de autodeterminación, niveles de actividad física y la inteligencia emocional. Los resultados mostraron relaciones significativas de carácter positivo entre la actividad física, los niveles de motivación más autodeterminados y las dimensiones interpersonales, adaptabilidad y estado de ánimo de la inteligencia emocional. Además, los análisis de regresión mostraron que los niveles de actividad física predecían la dimensión interpersonal, adaptabilidad y estado de ánimo de la variable inteligencia emocional. Como conclusión, nuestro estudio destaca la importancia que presenta el estado de ánimo y la adaptabilidad emocional, acompañada de los niveles de motivación más autodeterminados, en la realización de la actividad física.
M. Vaquero-Solís; D. Amado Alonso; D. Sánchez-Oliva; P.A. Sánchez-Miguel; Damián Iglesias Gallego. INTELIGENCIA EMOCIONAL EN LA ADOLESCENCIA: MOTIVACIÓN Y ACTIVIDAD FÍSICA. Revista Internacional de Medicina y Ciencias de la Actividad Física y del Deporte 2020, 20, 119 -131.
AMA StyleM. Vaquero-Solís, D. Amado Alonso, D. Sánchez-Oliva, P.A. Sánchez-Miguel, Damián Iglesias Gallego. INTELIGENCIA EMOCIONAL EN LA ADOLESCENCIA: MOTIVACIÓN Y ACTIVIDAD FÍSICA. Revista Internacional de Medicina y Ciencias de la Actividad Física y del Deporte. 2020; 20 (77):119-131.
Chicago/Turabian StyleM. Vaquero-Solís; D. Amado Alonso; D. Sánchez-Oliva; P.A. Sánchez-Miguel; Damián Iglesias Gallego. 2020. "INTELIGENCIA EMOCIONAL EN LA ADOLESCENCIA: MOTIVACIÓN Y ACTIVIDAD FÍSICA." Revista Internacional de Medicina y Ciencias de la Actividad Física y del Deporte 20, no. 77: 119-131.
Background: The aim of this systematic review was to examinemotivational interventions based on physical activity as precursor of psychosocial benefits inside of the scholar context. Method: studies were identified in seven databases (Web of Science, Sport Discuss, Scopus, Eric, Pubmed, Psycinfo and Google Scholar). The search process was from June 2011 to September 2019. A total of 41 articles met the inclusion criteria. Results: 23 studies showed psychological effects after intervention and also 10 studies showed psychosocial effect after the intervention. The rest of the studies, although they presented changes, did not become significant.Conclusions: this systematic review showed the importance of motivational processes for the performance of physical activity and sport as a precursor of psychosocial changesand highlights the importance of strategies and the temporal nature of studies to maintain significant changes over time.Likewise, the study shows the future trend of motivational interventions, highlighting the female gender as participants of special interest, and changing the methodology through web-based interventions and active breaks or mental breaks during traditional subject classes.
Mikel Vaquero-Solís; Damián Iglesias Gallego; Miguel Ángel Tapia-Serrano; Juan J. Pulido; Pedro Antonio Sánchez-Miguel. School-based Physical Activity Interventions in Children and Adolescents: A Systematic Review. International Journal of Environmental Research and Public Health 2020, 17, 999 .
AMA StyleMikel Vaquero-Solís, Damián Iglesias Gallego, Miguel Ángel Tapia-Serrano, Juan J. Pulido, Pedro Antonio Sánchez-Miguel. School-based Physical Activity Interventions in Children and Adolescents: A Systematic Review. International Journal of Environmental Research and Public Health. 2020; 17 (3):999.
Chicago/Turabian StyleMikel Vaquero-Solís; Damián Iglesias Gallego; Miguel Ángel Tapia-Serrano; Juan J. Pulido; Pedro Antonio Sánchez-Miguel. 2020. "School-based Physical Activity Interventions in Children and Adolescents: A Systematic Review." International Journal of Environmental Research and Public Health 17, no. 3: 999.
Parenting styles have been used to explain the effects of family socialization on children’s learning skills. In this research, we have considered build an instrument for evaluating academic goals in the primary school stage, that allows us determine the relationships between the different types of goals and the different ways of establishing and policing the rules that the participants perceive from their parents. Those participating in this research were 550 pupils from of primary education. The Questionnaire on Academic Goals (QAG) has highly acceptable psychometric characteriztics. The analysis has shown the existence of four solid, well-defined factors. The relationships between the different types of goals and the different ways of establishing and policing the rules are verified. The pupils classified in the groups concerning the goals of social evaluation and reward were characterized by a more indulgent parenting style, determined by an absence of rules and limits for their children’s behavior. On the other hand, those pupils classified in the groups concerning the goals of learning and achievement were characterized by parents with an inductive style, determined by the use of reasoning and explanations towards their children in so far as the consequences of breaking the rules.
Benito León-Del-Barco; Santiago Mendo-Lázaro; Silvia Iglesias Gallego; María-Isabel Polo-Del-Río; Damián Iglesias Gallego. Academic Goals and Parental Control in Primary School Children. International Journal of Environmental Research and Public Health 2019, 17, 206 .
AMA StyleBenito León-Del-Barco, Santiago Mendo-Lázaro, Silvia Iglesias Gallego, María-Isabel Polo-Del-Río, Damián Iglesias Gallego. Academic Goals and Parental Control in Primary School Children. International Journal of Environmental Research and Public Health. 2019; 17 (1):206.
Chicago/Turabian StyleBenito León-Del-Barco; Santiago Mendo-Lázaro; Silvia Iglesias Gallego; María-Isabel Polo-Del-Río; Damián Iglesias Gallego. 2019. "Academic Goals and Parental Control in Primary School Children." International Journal of Environmental Research and Public Health 17, no. 1: 206.
Framed within Self-Determination Theory, the objective of this study was to analyze the relationship between satisfaction and frustration of basic psychological needs, levels of motivation, physical activity, and satisfaction with life. Methods: A total of 487 students participated, comprising males (n = 262) and females (n = 225), aged between 14 and 16 years (M = 15.02; SD = 0.87), from different secondary schools. Results: A regression analysis was carried out (structural equation modeling) that revealed the existence of two theoretical lines, one positive and the other negative, where the satisfaction of basic psychological needs was positively related to autonomous motivation and physical activity, which predicted satisfaction with life. On the other hand, the frustration of basic psychological needs was positively related to controlled motivation, whereas controlled motivation (introjected regulation and extrinsic regulation) was inversely associated with physical activity and satisfaction with life. Conclusion: The results show the importance of motivational processes in physical activity, and the effects of physical activity on satisfaction with life in adolescents who spend more time engaged in physical activity.
Mikel Vaquero Solís; Pedro Antonio Sánchez-Miguel; Miguel Ángel Tapia Serrano; Juan J. Pulido; Damián Iglesias Gallego. Physical Activity as a Regulatory Variable between Adolescents’ Motivational Processes and Satisfaction with Life. International Journal of Environmental Research and Public Health 2019, 16, 2765 .
AMA StyleMikel Vaquero Solís, Pedro Antonio Sánchez-Miguel, Miguel Ángel Tapia Serrano, Juan J. Pulido, Damián Iglesias Gallego. Physical Activity as a Regulatory Variable between Adolescents’ Motivational Processes and Satisfaction with Life. International Journal of Environmental Research and Public Health. 2019; 16 (15):2765.
Chicago/Turabian StyleMikel Vaquero Solís; Pedro Antonio Sánchez-Miguel; Miguel Ángel Tapia Serrano; Juan J. Pulido; Damián Iglesias Gallego. 2019. "Physical Activity as a Regulatory Variable between Adolescents’ Motivational Processes and Satisfaction with Life." International Journal of Environmental Research and Public Health 16, no. 15: 2765.
Minors’ mental health is a subject of high global concern. Understanding the factors that influence their mental health is essential to improving the health of future generations. In this study, an analysis of the Strengths and Difficulties Questionnaire’s usefulness is carried out, as a validated tool, recognized in Spain and internationally, for the measurement of minors’ mental health. In turn, the influence of the variables of gender, age, and physical health, along with the occupational social class of parents on Spanish minors’ mental health, has been analyzed. Spanish minors with good physical health and of parents with middle and higher education, as well as in an occupational social class, are less likely to suffer mental health problems. On the other hand, it seems that internalizing symptoms are more likely in girls, and externalizing symptoms are more likely in boys. However, when a global measure of mental health is made without specific subscales, the effects of gender and age diverge greatly, according to the studies. Although there are examples of current research using the same measurement tool, there is still a need for many more international studies that are coordinated using the same methodology. This study identifies the factors which the international and Spanish scientific literature has revealed as being determinants in minors’ mental health. Finally, it is essential that the influence of these factors be assessed in the areas of primary care and mental health to facilitate better detection, intervention, or prevention of mental health problems in today’s children, as well as the children of future generations.
Fernando Fajardo-Bullón; Irina Rasskin-Gutman; Benito León-Del Barco; Eduardo João Ribeiro Dos Santos; Damián Iglesias Gallego. International and Spanish Findings in Scientific Literature about Minors’ Mental Health: Predictive Factors Using the Strengths and Difficulties Questionnaire. International Journal of Environmental Research and Public Health 2019, 16, 1603 .
AMA StyleFernando Fajardo-Bullón, Irina Rasskin-Gutman, Benito León-Del Barco, Eduardo João Ribeiro Dos Santos, Damián Iglesias Gallego. International and Spanish Findings in Scientific Literature about Minors’ Mental Health: Predictive Factors Using the Strengths and Difficulties Questionnaire. International Journal of Environmental Research and Public Health. 2019; 16 (9):1603.
Chicago/Turabian StyleFernando Fajardo-Bullón; Irina Rasskin-Gutman; Benito León-Del Barco; Eduardo João Ribeiro Dos Santos; Damián Iglesias Gallego. 2019. "International and Spanish Findings in Scientific Literature about Minors’ Mental Health: Predictive Factors Using the Strengths and Difficulties Questionnaire." International Journal of Environmental Research and Public Health 16, no. 9: 1603.
Aim: Taking into account Bar-On’s postulations about social-emotional intelligence, the aim of the current work is to find out the differences in the five dimensions of this intelligence between children that practice organized sport and those children that do not practice it at the elementary school level. Method: A randomly selected sample of 940 children from elementary schools, ranging in age from 6 to 12 years old, attending different schools from the Autonomous Community of Extremadura (Spain), was used. Results: The results showed that children who practiced organized sport had better abilities at the intrapersonal and interpersonal level, better adaptability and mood states, and greater emotional intelligence than those who did not. The findings regarding gender and age indicated greater values in girls of emotional intelligence, highlighting the interpersonal dimension, as well as mood state scores, whereas younger children showed greater intrapersonal intelligence and less stress management. Moreover, children who practiced for three or more hours per day had a greater ability to cope with stress than those children who practiced for fewer hours a day. Conclusions: To conclude, it is important to promote federative sport practice in elementary education in order to ensure that children learn to better regulate and manage their emotions.
Diana Amado-Alonso; Benito León-Del-Barco; Santiago Mendo-Lázaro; Pedro A. Sánchez-Miguel; Damián Iglesias Gallego. Emotional Intelligence and the Practice of Organized Physical-Sport Activity in Children. Sustainability 2019, 11, 1615 .
AMA StyleDiana Amado-Alonso, Benito León-Del-Barco, Santiago Mendo-Lázaro, Pedro A. Sánchez-Miguel, Damián Iglesias Gallego. Emotional Intelligence and the Practice of Organized Physical-Sport Activity in Children. Sustainability. 2019; 11 (6):1615.
Chicago/Turabian StyleDiana Amado-Alonso; Benito León-Del-Barco; Santiago Mendo-Lázaro; Pedro A. Sánchez-Miguel; Damián Iglesias Gallego. 2019. "Emotional Intelligence and the Practice of Organized Physical-Sport Activity in Children." Sustainability 11, no. 6: 1615.
Taking into account Bar-On’s postulations about social-emotional intelligence, the aim of the current work is to find out the differences in the five dimensions of this intelligence between children that practice organized sport and those children that do not practice it at elementary school level, to show that an increasing in the number of hours per day performing this activity causes differences in some of these dimensions. Hence, a sample of 940 children from elementary schools, ranging in age from 6 to 12 years old, attending different schools from the Autonomous Community of Extremadura (Spain), was used. Results showed that children who practiced organized sport had better coping abilities for stress, adaptability, and mood states, and that they are more emotionally intelligent than those who did not. Moreover, children who practiced for fewer hours daily (up to 2 hours) had better stress coping than those who practiced more. To conclude, it is important to promote the sport federative practice in elementary education, in order to ensure that children learn to better regulate and manage their emotions, without increasing it to an excessive number of hours per day, which may generate greater stress that might be difficult to control.
Benito León; Santiago Mendo; Diana Amado; Pedro A. Sánchez; Damián Iglesias. Emotional Intelligence and Practice of Organized Physical-Sport Activity in Children. 2018, 1 .
AMA StyleBenito León, Santiago Mendo, Diana Amado, Pedro A. Sánchez, Damián Iglesias. Emotional Intelligence and Practice of Organized Physical-Sport Activity in Children. . 2018; ():1.
Chicago/Turabian StyleBenito León; Santiago Mendo; Diana Amado; Pedro A. Sánchez; Damián Iglesias. 2018. "Emotional Intelligence and Practice of Organized Physical-Sport Activity in Children." , no. : 1.
The cooperative methodology provides an opportunity for university students to develop interpersonal, social, and teamwork competences which can be decisive in their professional and social success. The research described here examines the influence of cooperative learning on the social skills necessary for teamwork. Furthermore, it analyses whether the continued use of this type of learning, the type of group, the basic social skills for teamwork, or the academic level of the students, influence their efficacy. To do so, we have designed a research project of a quasi-experimental kind with a pre-test, a post-test, and a control group, in which 346 university undergraduate students studying degrees in Infant and Primary Education completed self-report surveys about behavior patterns in social skills concerning self-assertion and the reception and imparting of information in teamwork situations. The results show that cooperative learning in university classrooms is effective as a method for developing the social skills necessary for teamwork, as well as the relevance of the control over the number of students in a group, the basic social skills, or the academic level of the students, as relevant factors related with efficacy; where continuity over time in the use of the cooperative methodology is what marks the greatest differences in the development of the social skills necessary for teamwork. It is important to stress that when students are asked to work autonomously in teams, with the aim of favoring the development of social skills, they should be given adequate structures that can guarantee the minimum conditions of participation, so as to allow a proper development of the said social skills.
Santiago Mendo-Lázaro; Benito León del Barco; Elena Felipe-Castaño; María-Isabel Polo-Del-Río; Damián Iglesias Gallego. Cooperative Team Learning and the Development of Social Skills in Higher Education: The Variables Involved. Frontiers in Psychology 2018, 9, 1536 .
AMA StyleSantiago Mendo-Lázaro, Benito León del Barco, Elena Felipe-Castaño, María-Isabel Polo-Del-Río, Damián Iglesias Gallego. Cooperative Team Learning and the Development of Social Skills in Higher Education: The Variables Involved. Frontiers in Psychology. 2018; 9 ():1536.
Chicago/Turabian StyleSantiago Mendo-Lázaro; Benito León del Barco; Elena Felipe-Castaño; María-Isabel Polo-Del-Río; Damián Iglesias Gallego. 2018. "Cooperative Team Learning and the Development of Social Skills in Higher Education: The Variables Involved." Frontiers in Psychology 9, no. : 1536.
Background: The purpose of this study was to analyse the relation between the number of hours of organized sports practice and self-concept, considered from a multidimensional approach (physical, emotional, academic, social and family self-concept). The relation between these variables as a function of gender was also investigated. Methods: We used a sample of 840 students from fifth and sixth grade of Elementary Education (494 boys and 346 girls), aged 9 to 12 years, from Spain. To assess the students’ self-concept, we used the AF-5 Self-Concept Form 5 questionnaire. Results: The results show that children who practice organized sport, present a better physical self-concept (0 h a day [h/d]: M = 5.20, SD = 1.82; 1 h/d: M = 5.90, SD = 1.82; 2 h/d: M = 5.99, SD = 1.56; 3 h/d: M = 6.00, SD = 1.42). Boys present a higher emotional self-concept than girls (p < 0.05). Moreover, children’s sports practice is beneficial for the academic and family self-concept but in the case of girls, a high number of hours of daily practice may be decreasing these potential benefits. Conclusions: The findings suggest that organized sports practice could have a positive effect on self-concept. We underline the importance of encourage children to practice sport and paying particular attention to gender differences in the development of the emotional self-concept during elementary education.
Diana Amado-Alonso; Santiago Mendo-Lázaro; Benito León-Del-Barco; Mario Mirabel-Alviz; Damián Iglesias-Gallego. Multidimensional Self-Concept in Elementary Education: Sport Practice and Gender. Sustainability 2018, 10, 2805 .
AMA StyleDiana Amado-Alonso, Santiago Mendo-Lázaro, Benito León-Del-Barco, Mario Mirabel-Alviz, Damián Iglesias-Gallego. Multidimensional Self-Concept in Elementary Education: Sport Practice and Gender. Sustainability. 2018; 10 (8):2805.
Chicago/Turabian StyleDiana Amado-Alonso; Santiago Mendo-Lázaro; Benito León-Del-Barco; Mario Mirabel-Alviz; Damián Iglesias-Gallego. 2018. "Multidimensional Self-Concept in Elementary Education: Sport Practice and Gender." Sustainability 10, no. 8: 2805.
The analysis of the mental health in children under 14 years has become a research topic of global interest where the family can be a key factor for protection or risk against mental health problems. With this work, we intend to determine, employing binary logistic regression analysis, whether parental acceptance-rejection perceived by boys and girls can predict their mental health. Seven hundred sixty-two students participated, the average age was 12.23 years; 53.8% (n = 410) girls and 46.2% (n = 352) boys. We have used the Strengths and Difficulties Questionnaire (SDQ), self-reported version and the Affection Scale children version (EA-H) for parental acceptance-rejection to assess mental health. The odds ratio (OR) of the logistic models reports that there is a greater probability of having mental health problems in boys and girls when they perceive that they are highly criticized and rejected by their parents. With our work, we highlight the importance of the environment and family affection on mental health. The perception of the children about the rejection, aversion, and criticism of their parents constitutes a risk factor in the manifestation of mental health problems.
Benito León-Del-Barco; Fernando Fajardo-Bullón; Santiago Mendo-Lázaro; Irina Rasskin-Gutman; Damián Iglesias-Gallego. Impact of the Familiar Environment in 11–14-Year-Old Minors’ Mental Health. International Journal of Environmental Research and Public Health 2018, 15, 1314 .
AMA StyleBenito León-Del-Barco, Fernando Fajardo-Bullón, Santiago Mendo-Lázaro, Irina Rasskin-Gutman, Damián Iglesias-Gallego. Impact of the Familiar Environment in 11–14-Year-Old Minors’ Mental Health. International Journal of Environmental Research and Public Health. 2018; 15 (7):1314.
Chicago/Turabian StyleBenito León-Del-Barco; Fernando Fajardo-Bullón; Santiago Mendo-Lázaro; Irina Rasskin-Gutman; Damián Iglesias-Gallego. 2018. "Impact of the Familiar Environment in 11–14-Year-Old Minors’ Mental Health." International Journal of Environmental Research and Public Health 15, no. 7: 1314.