Purpose: This study aims to analyze the effects of a service learning (SL) program on the subjective happiness (SH), prosocial behavior (PB), and professional learning (PL) perceptions of Physical Education Teacher Education (PETE) students as well as to examine the correlations among these variables. Methods: The study used a quasi-experimental design of two non-equivalent groups (control and experimental) comparing pre-test and post-test data. The instruments used were the Subjective Happiness Scale, the Prosocial and Civic Competence questionnaire, and the Impact of Service Learning during Initial Training of Physical Activity and Sports questionnaire. Results: Data indicated that SL only had a significant influence on SH when the students compared themselves with their peers. On the other hand, the effect of SL on promoting PB and PL perceived was significant in several of their dimensions. Finally, the results showed a greater correlation of the perceived PL with the PB than with the SH. Discussion/Conclusion: The results of the study provide educational researchers with valuable information to better understand how SL influences the training of PETE students.

Background: Physical self-perception is often related with better physical fitness perception in adolescents. Moreover, it is an important social cognitive perspective to provide suitable mental health in this population. However, this relationship is unequal between boys and girls. The physical fitness is a marker of health in young population. The aims of the present study were the following: (1) to compare physical self-perception and self-reported overall physical fitness (OPF) between boys and girls (gender) and body mass index (BMI) status, and (2) to determine the mediating role of all physical self-perception subscales (except physical condition) and BMI status in the link between gender and OPF in adolescent students. Methods: This cross-sectional study consisted of 85 adolescent students of secondary school between 12 and 17 years of age; 41 were boys (M_age = 14.6, SD = 1.7) and 44 were girls (M_age = 14.4, SD = 1.6). Adolescent participants completed all clinical characteristics by body composition measures (age, body weight, body height, and BMI). Physical self-perception was assessed by the physical self-perception profile (PSPP) whereas the international fitness scale (IFIS) was used to predict the self-reported OPF of adolescents in the present study. Results: Gender (boys and girls) differed significantly in all PSPP subscales and OPF, whereas the BMI status (underweight = 19 students, normal weight = 53 students, overweight/obese = 13 students) showed significant differences in all clinical characteristics, physical condition (PSPP), and OPF. A multiple mediation analysis was performed using bias corrected bootstrap. This multiple mediation analysis revealed that all PSPP subscales were significant mediators between gender and OPF: attractive body (p = 0.013), sport competence (p = 0.009), physical strength (p = 0.002), and self-confidence (p = 0.002). The total direct effect of gender on OPF was significant (p = 0.002). Moreover, the multiple mediation estimated a completely standardized indirect of X on Y for attractive body (effect = 0.109), sport competence (effect = 0.066), physical strength (effect = 0.130), and self-confidence (effect = 0.193). Conclusions: These findings contribute to understanding the link between gender and OPF in adolescent students and the mediation of physical self-perception and OPF in this relationship. In addition, strategies focused to improve self-confidence and physical self-perception are necessary in female adolescent students, because boys showed better physical self-perception in all PSPP subscales. Girls are a risk group because they report low physical self-confidence with their respective insecurity feelings and psychological disorders. Thus, personal physical self-perception must be considered as an important social cognitive perspective to provide suitable mental health in children and adolescents.

(1) Background: The population of older adults is growing faster but most of them experience physical, psychological, and social limitations. Higher education should reflect these concerns by providing students appropriate skills to support a sustainable society and putting the acquired theoretical knowledge into practice. Intergenerational Service Learning (SL) is an educational approach capable of contributing to these requirements. The goal of the study was to analyze the effects of an intergenerational SL program from the complementary perspective of the different agents involved. (2) Methods: The study used hermeneutic phenomenological methodology, widely used in educational research. A total of 23 (three female) Physical Education Teacher Education students (PETEs) and 20 older adults (three male) participated. Reflective journals were used for PETEs and semi-structured group interviews for older adults. (3) Results: The following categories emerged from PETEs: social sensitivity and disconfirmation of negative stereotypes, academic and professional learnings, satisfaction and personal growth, and desire for social justice. From older adults, four complementary categories emerged: disconfirmation of negative stereotypes, improvement of physical function, satisfaction and desire of continuity, and social interaction. (4) Conclusions: Intergenerational SL offers important social and educational inputs by deconstructing negative stereotypes and providing positive experiences to both PETEs and older adults.

Background: The purpose of this study was to examine the differences in anthropometric measurements using an aerobic and Pilates exercise program which lasted 24 weeks. Method: This was a clinical intervention study of 303 women over the age of 60 living in Novi Sad, Serbia. Changes in body mass index and skinfold thickness were estimated through height, weight, and anthropometric measurements. The program comprised Pilates exercises for upper- and lower-body strength, agility, and aerobic capacity. Results: Fat mass (FM) improved significantly (pre-test, 32.89%, 8.65; post-test, 28.25%, 6.58; P0.05), but there was a higher correlation between FM (%) and waist–hip ratio (rho, 0.80; P<0.01). Conclusion: A mixed program of aerobics and Pilates, controls and improves baseline muscle mass and decreases FM values, without causing deterioration during practice and follow-up exercises.

There is evidence that perceived health status is relevant for older adults' wellbeing, and at the same time perceived health status can be influenced by self-perceptions of ageing. There is a lack of studies on the relationship between these variables. The aim of this study was to explore attitudes towards ageing and self-perceptions of ageing among Spanish middle-aged and older people, and to identify possible mediators in the relationship between self-perceptions of ageing on perceived health status. The sample comprised 1,124 individuals from 50 to 98 years old (mean = 64.84, standard deviation = 10.12) from the Ageing in Spain Longitudinal Study database, Pilot Survey (ELES-PS). Almost 70 per cent of the participants stated that old age begins at a specific chronological age and half of them considered that society treats older people with indifference. Self-perceptions of ageing, physical activity, cognitive functioning and age were significant predictors, and together these variables explained 15.9 per cent in the variance of perceived health status. The multiple mediation analysis revealed that self-perceptions of ageing predicted cognitive functioning (B = 0.848, p < 0.01) and physical activity (B = 2.9046, p < 0.001), and mediated the association between self-perceptions of ageing and perceived health status (B = 0.1144, standard error = 0.0147, p < 0.01). Results from this study highlight the importance of perceptions and attitudes towards ageing for older adults' health and wellbeing, thus this study contributes to a better understanding of how these variables are related. In this sense, results from this study can be useful for designing interventions for fostering wellbeing. Addressing negative self-perceptions of ageing and negative attitudes towards ageing can be particularly useful because they are associated with more pessimistic expectancies about the ageing process.

Recent studies, supported by the European project Europe Engage – Developing a Culture of Civic Engagement through Service-Learning within Higher Education in Europe , suggest that service-learning (SL) is an effective approach to develop personal and social learning linked to real contexts. This particular case study analyses the perceived effects of an SL programme implemented in Melilla (on the border between Africa and Europe) by Physical Education Teacher Education (PETE) students. They offered a service focusing on promoting physical activity and sport among different vulnerable groups (unaccompanied foreign minors, migrants and refugees, adults with autism spectrum disorders, women in conditions of social exclusion, ex-drug addicts and vulnerable older people). This case study used a qualitative hermeneutic-phenomenological methodology. A total of 46 PETE students (36 male and 10 female) participated in one of the two editions of SL carried out in 2017–2018 and 2018–2019. Two focus groups and 46 personal reflective journals were analysed, and some interesting outcomes emerged from the thematic analysis, related to the four categories of Butin’s conceptual model, which was used as a benchmark. These findings reveal how SL can promote an inclusive Physical Education (PE) experience in such a multicultural setting. The positive results achieved are consistent with previous SL research and specifically support the applied intervention design based on the phases of Kolb’s experiential learning (1984). In conclusion, SL offers an empowering approach for multicultural education in PETE programmes, supporting the socially critical research developed in PE in recent decades.