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The present study investigates the effect of an educational program hybridized between the Model of Personal and Social Responsibility (TPSR) and the Teaching Games for Understanding (TGfU) in physical education classes on the health and psychosocial variables of students, as well as knowing the advantages and disadvantages of its implementation by teachers. The applied program lasted 11 weeks in two Secondary Education centers with a total of four teachers (two in the experimental group and two in the control group) and 99 students (55 from the control group and 44 from the experimental group). We use research methodology Mixed Methods with a quasi-experimental design, where students completed a questionnaire before and after the educational program and teachers were interviewed at the end of the intervention. The results of the questionnaires indicate significant improvements in the experimental group over time in terms of the intention to be physically active, as well as in autonomous motivation, the self-determination index, the index of psychological mediators, personal and social responsibility, and enjoyment. Moreover, the interviews show positive opinions regarding the organizational capacity of the session using this methodology and the interest of teachers in continuing to apply it in the future, as well as the need for initial and ongoing training for proper implementation. In conclusion, the hybridization between the TPSR and TGfU model is presented as an effective alternative to be applied in the educational context with the aim of improving young peoples’ intention to be physically active and psychological variables, such as motivation, responsibility, and enjoyment, in physical education classes.
Gregorio García-Castejón; Oleguer Camerino; Marta Castañer; David Manzano-Sánchez; José Jiménez-Parra; Alfonso Valero-Valenzuela. Implementation of a Hybrid Educational Program between the Model of Personal and Social Responsibility (TPSR) and the Teaching Games for Understanding (TGfU) in Physical Education and Its Effects on Health: An Approach Based on Mixed Methods. Children 2021, 8, 573 .
AMA StyleGregorio García-Castejón, Oleguer Camerino, Marta Castañer, David Manzano-Sánchez, José Jiménez-Parra, Alfonso Valero-Valenzuela. Implementation of a Hybrid Educational Program between the Model of Personal and Social Responsibility (TPSR) and the Teaching Games for Understanding (TGfU) in Physical Education and Its Effects on Health: An Approach Based on Mixed Methods. Children. 2021; 8 (7):573.
Chicago/Turabian StyleGregorio García-Castejón; Oleguer Camerino; Marta Castañer; David Manzano-Sánchez; José Jiménez-Parra; Alfonso Valero-Valenzuela. 2021. "Implementation of a Hybrid Educational Program between the Model of Personal and Social Responsibility (TPSR) and the Teaching Games for Understanding (TGfU) in Physical Education and Its Effects on Health: An Approach Based on Mixed Methods." Children 8, no. 7: 573.
An educational physical education (PE) hybridization program based on the personal and social responsibility model and gamification strategies was used in order to explore the effect on cognitive performance and academic achievement. A 9-month group-randomized controlled trial was conducted, with 150 participants (age: 14.63 ± 1.38) allocated into the control group (CG, n = 37) and experimental group (EG, n = 113). Inhibition, verbal fluency, planning, and academic achievement were assessed. Significant differences were observed in the post-test for cognitive inhibition, verbal fluency (named animals), and the mean of both verbal fluency tasks in favor of the EG. With regard to the intervention, verbal fluency (named animals), verbal fluency (named vegetables), the mean of both verbal fluency tasks, cognitive inhibition, language, the average of all subjects, the average of all subjects except PE, and the average from the core subjects increased significantly in the EG. Values for the last five variables (academic variables and cognitive inhibition) in addition to mathematics also increased in the CG. This study contributes to the current knowledge by suggesting that both methodologies produced improvements in the measured variables, but the use of the hybridization resulted in improvements in cognitive performance, specifically with regard to cognitive inhibition and verbal fluency.
David Melero-Cañas; Vicente Morales-Baños; Daniel Ardoy; David Manzano-Sánchez; Alfonso Valero-Valenzuela. Enhancements in Cognitive Performance and Academic Achievement in Adolescents through the Hybridization of an Instructional Model with Gamification in Physical Education. Sustainability 2021, 13, 5966 .
AMA StyleDavid Melero-Cañas, Vicente Morales-Baños, Daniel Ardoy, David Manzano-Sánchez, Alfonso Valero-Valenzuela. Enhancements in Cognitive Performance and Academic Achievement in Adolescents through the Hybridization of an Instructional Model with Gamification in Physical Education. Sustainability. 2021; 13 (11):5966.
Chicago/Turabian StyleDavid Melero-Cañas; Vicente Morales-Baños; Daniel Ardoy; David Manzano-Sánchez; Alfonso Valero-Valenzuela. 2021. "Enhancements in Cognitive Performance and Academic Achievement in Adolescents through the Hybridization of an Instructional Model with Gamification in Physical Education." Sustainability 13, no. 11: 5966.
The purpose of this study was to show the relationship between future academic expectations and the concepts of motivation, basic psychological needs, school social climate, and responsibility. Additionally, possible differences in future expectations were analyzed according to gender and educational stage. A total of 984 students (M = 12.87; SD = 1.84) from elementary and secondary school participated in this study. A single questionnaire composed of different scales was administered to check the values of motivation (EME), psychological need satisfaction (PNSE), school social climate (CECSCE), responsibility (PSRQ), sociodemographic differences, and a question to find out future academic expectations. Results showed that the group with the highest future expectations (do a degree or upper vocational training) had statistical differences of p < 0.001 with respect to the group with the lowest future expectations (finish compulsory secondary studies or basic vocational training and start work) and middle expectations (do a high school or middle vocational training) with regard to autonomous motivation, satisfaction of psychological needs, school and teacher climate, and social and personal responsibility. The group with the lowest expectations had higher values with respect to the other two groups in terms of amotivation (p < 0.001). Moreover, women and elementary school children had greater future academic expectations (p < 0.001). In conclusion, the promotion of basic psychological needs satisfaction, autonomous motivation, personal and social responsibility, and school social climate are related to higher academic expectations, and the improvement of these variables becomes especially important for boys and secondary students who could have a higher chance of dropping out of school.
David Manzano-Sánchez; Alberto Gómez-Mármol; Luis Conte Marín; José Jiménez-Parra; Alfonso Valero-Valenzuela. Future Academic Expectations and Their Relationship with Motivation, Satisfaction of Psychological Needs, Responsibility, and School Social Climate: Gender and Educational Stage. International Journal of Environmental Research and Public Health 2021, 18, 4558 .
AMA StyleDavid Manzano-Sánchez, Alberto Gómez-Mármol, Luis Conte Marín, José Jiménez-Parra, Alfonso Valero-Valenzuela. Future Academic Expectations and Their Relationship with Motivation, Satisfaction of Psychological Needs, Responsibility, and School Social Climate: Gender and Educational Stage. International Journal of Environmental Research and Public Health. 2021; 18 (9):4558.
Chicago/Turabian StyleDavid Manzano-Sánchez; Alberto Gómez-Mármol; Luis Conte Marín; José Jiménez-Parra; Alfonso Valero-Valenzuela. 2021. "Future Academic Expectations and Their Relationship with Motivation, Satisfaction of Psychological Needs, Responsibility, and School Social Climate: Gender and Educational Stage." International Journal of Environmental Research and Public Health 18, no. 9: 4558.
This study examined the effect of an educational hybrid physical education (PE) intervention on cognitive performance and academic achievement in adolescents. A 9-month group-randomized controlled trial was conducted in 150 participants (age: 14.63 ± 1.38) allocated into control group (CG, n = 37) and experimental group (EG, n = 113). Inhibition, verbal fluency, planning and academic achievement were assessed. Significant differences were observed in the post-test for cognitive inhibition, verbal fluency in animals, and the average from verbal fluency in favour of the EG. With regard to the intervention, verbal fluency in animals, verbal fluency in vegetables, the average of verbal fluency, cognitive inhibition, language, the average of all subjects, the average of all subjects except PE, and the average from the core subjects) increased significantly in the EG. The last five variables (the academic ones and cognitive inhibition) also increased in the CG, in addition to mathematics. This study contributes to the knowledge by suggesting that both methodologies produced improvements in the measured variables, but the use of a hybrid program based on TPSR and gamification strategies produce improvements in cognitive performance, specifically through the cognitive inhibition and verbal fluency.
David Melero-Cañas; Vicente Morales-Baños; Daniel N. Ardoy; Alfonso Valero-Valenzuela; David Manzano-Sánchez. Enhancements on Cognitive Performance and Academic Achievement in Adolescents Through the Hybridization of an Instructional Model With Gamification in Physical Education. 2021, 1 .
AMA StyleDavid Melero-Cañas, Vicente Morales-Baños, Daniel N. Ardoy, Alfonso Valero-Valenzuela, David Manzano-Sánchez. Enhancements on Cognitive Performance and Academic Achievement in Adolescents Through the Hybridization of an Instructional Model With Gamification in Physical Education. . 2021; ():1.
Chicago/Turabian StyleDavid Melero-Cañas; Vicente Morales-Baños; Daniel N. Ardoy; Alfonso Valero-Valenzuela; David Manzano-Sánchez. 2021. "Enhancements on Cognitive Performance and Academic Achievement in Adolescents Through the Hybridization of an Instructional Model With Gamification in Physical Education." , no. : 1.
Increasing physical activity (PA) and personal and social values are two of the greatest demands in the current educational system. This study examined the effects of a program based on the hybridization of the Personal and Social Responsibility Model and gamification. A total of 58 students (13.89 years old, SD = 1.14) in two groups (experimental and control) participated during a complete academic year. Motivation, physical activity and sedentary behavior were assessed through questionnaires. Physical fitness was evaluated using previously validated field tests. The results showed significant differences over time between the experimental group (EG) and control group (CG) in afterschool physical activity (APA) during the weekend (p = 0.003), sedentary time (p = 0.04) and speed–agility (p = 0.04). There were no significant differences in motivation. In reference to the intervention, the speed–agility (p = 0.000), strength (p = 0.000), agility (p = 0.000), cardiorespiratory fitness (p = 0.001), APA–weekend (p = 0.000), APA–week (p = 0.000) and sedentary time (p = 0.000) increased significantly in the EG. The speed–agility (p = 0.000), APA–weekend (p = 0.03) and sedentary time (p = 0.008) increased in the CG. The implementation of a program based on the hybridization of pedagogical models can be useful in producing improvements in physical fitness, physical activity and sedentary behaviors.
David Melero-Canas; David Manzano-Sánchez; Daniel Navarro-Ardoy; Vicente Morales-Baños; Alfonso Valero-Valenzuela. The Seneb’s Enigma: Impact of a Hybrid Personal and Social Responsibility and Gamification Model-Based Practice on Motivation and Healthy Habits in Physical Education. International Journal of Environmental Research and Public Health 2021, 18, 3476 .
AMA StyleDavid Melero-Canas, David Manzano-Sánchez, Daniel Navarro-Ardoy, Vicente Morales-Baños, Alfonso Valero-Valenzuela. The Seneb’s Enigma: Impact of a Hybrid Personal and Social Responsibility and Gamification Model-Based Practice on Motivation and Healthy Habits in Physical Education. International Journal of Environmental Research and Public Health. 2021; 18 (7):3476.
Chicago/Turabian StyleDavid Melero-Canas; David Manzano-Sánchez; Daniel Navarro-Ardoy; Vicente Morales-Baños; Alfonso Valero-Valenzuela. 2021. "The Seneb’s Enigma: Impact of a Hybrid Personal and Social Responsibility and Gamification Model-Based Practice on Motivation and Healthy Habits in Physical Education." International Journal of Environmental Research and Public Health 18, no. 7: 3476.
Self-determination theory and Vallerand’s hierarchical model have been studied taking into account different types of social factors that can result in different consequences. The purpose of this work was to see if responsibility and social climate could predict antisocial and prosocial behavior and violence. For this, 429 students (M = 11.46, SD = 1.92) participated in the study, answering a questionnaire with five variables: school climate, responsibility, motivation, satisfaction of psychological needs, prosocial and antisocial behavior, and violence. The main results indicated that most variables correlated positively and directly, except in the case of antisocial behavior and violence. On the other hand, a prediction model (X2 = 584.145 (98); RMSEA = 0.104 [90% CI = 0.096, 0.112]; TLI = 0.849; CFI = 0.894) showed that responsibility and school climate can predict basic psychological needs, and that these needs can improve autonomous motivation, which, in turn, could positively predict on improving prosocial behavior and reducing antisocial behavior and violence. In conclusion, school climate and responsibility can encourage the development of positive consequences in the classroom, specifically in terms of prosocial behavior and the reduction of violence and antisocial behavior.
David Manzano-Sánchez; Alberto Gómez-Mármol; Alfonso Valero-Valenzuela; José Jiménez-Parra. School Climate and Responsibility as Predictors of Antisocial and Prosocial Behaviors and Violence: A Study towards Self-Determination Theory. Behavioral Sciences 2021, 11, 36 .
AMA StyleDavid Manzano-Sánchez, Alberto Gómez-Mármol, Alfonso Valero-Valenzuela, José Jiménez-Parra. School Climate and Responsibility as Predictors of Antisocial and Prosocial Behaviors and Violence: A Study towards Self-Determination Theory. Behavioral Sciences. 2021; 11 (3):36.
Chicago/Turabian StyleDavid Manzano-Sánchez; Alberto Gómez-Mármol; Alfonso Valero-Valenzuela; José Jiménez-Parra. 2021. "School Climate and Responsibility as Predictors of Antisocial and Prosocial Behaviors and Violence: A Study towards Self-Determination Theory." Behavioral Sciences 11, no. 3: 36.
The aim was to implement a value-promoting programme (Teaching Personal and Social Responsibility, TPSR) and to assess its impact on psychological and contextual variables in students comparing the differences among one group that applied it in several subjects, another group only in Physical Education (PE), and a control group. Method: The programme was applied for eight months with 257 students from three secondary school centres (151 boys and 106 girls) with a mean age of 15.97 years (SD = 2.31). They were in three groups: one group with 67 students (control group), one group with 90 students receiving at least 60% of the total teaching time using the value-promoting programme (experimental group for global education, EG-GE), and one group with 100 students (experimental group for physical education only, EG-PE). The main improvements in the results were found in the EG-GE for responsibility, psychological mediator index, self-determination index, resilience, climate, and prosocial behaviour. In the EG-PE, improved results were observed in the self-determination index, classroom climate, and prosocial behaviour. Female and EG-GE students improved much more than male and EG-PE students. The outcomes in psychological variables can be higher if TPSR is applied to the whole subjects apart from physical education. These results are even more pronounced for female students in personal and social responsibility. It is worth highlighting the importance of coordinating educational institutions to facilitate the involvement of the greatest number of teachers.
David Manzano-Sánchez; Sixto González-Víllora; Alfonso Valero-Valenzuela. Application of the Teaching Personal and Social Responsibility Model in the Secondary Education Curriculum: Implications in Psychological and Contextual Variables in Students. International Journal of Environmental Research and Public Health 2021, 18, 3047 .
AMA StyleDavid Manzano-Sánchez, Sixto González-Víllora, Alfonso Valero-Valenzuela. Application of the Teaching Personal and Social Responsibility Model in the Secondary Education Curriculum: Implications in Psychological and Contextual Variables in Students. International Journal of Environmental Research and Public Health. 2021; 18 (6):3047.
Chicago/Turabian StyleDavid Manzano-Sánchez; Sixto González-Víllora; Alfonso Valero-Valenzuela. 2021. "Application of the Teaching Personal and Social Responsibility Model in the Secondary Education Curriculum: Implications in Psychological and Contextual Variables in Students." International Journal of Environmental Research and Public Health 18, no. 6: 3047.
The aim was to implement a value-promoting program (Teaching Personal and Social Responsibility, TPSR) and to assess its impact on students. Method: The program was applied for 8 months with 257 students from three secondary school centres (151 boys and 106 girls) with a mean of 15.97 years old (SD = 2.31). They were in three groups, 67 students (control group), 90 students receiving at least 60% of the total teaching time the value-promoting program (experimental group for global education, EG-GE) and 100 students (experimental group only for physical education, EG-PE). As main results improvements were found in the EG-GE for responsibility, psychological mediator index, self-determination index, resilience, climate and prosocial behaviours. In the EG-PE improved were observed in the self-determination index, classroom climate and prosocial behaviours. Female students and from EG-GE improve much more than males and from EG-PE. The outcomes in psychological variables can be higher if TPSR is applied to the whole subjects apart from physical education. These results are even more pronounced for female students in personal and social responsibility. It is worth highlighting the importance of coordinating educational institutions to facilitate the involvement of the greatest number of teachers.
David Manzano-Sánchez; Sixto González-Víllora; Alfonso Valero-Valenzuela. Application of Teaching Personal and Social Responsibility Model to the Secondary Education Curriculum. Implications for Students and Teachers. 2021, 1 .
AMA StyleDavid Manzano-Sánchez, Sixto González-Víllora, Alfonso Valero-Valenzuela. Application of Teaching Personal and Social Responsibility Model to the Secondary Education Curriculum. Implications for Students and Teachers. . 2021; ():1.
Chicago/Turabian StyleDavid Manzano-Sánchez; Sixto González-Víllora; Alfonso Valero-Valenzuela. 2021. "Application of Teaching Personal and Social Responsibility Model to the Secondary Education Curriculum. Implications for Students and Teachers." , no. : 1.
Increasing physical activity (PA) and personal and social values are two of the greatest demands in the current educational system. This study examined the effect of a hybrid pro-gramme based on the Personal and Social Responsibility Model and Gamification. A total of 58 students (13.89 years old, SD = 1.14) in two groups (Experimental and Control) participated dur-ing a complete academic year. Motivation, physical activity and sedentary behaviour were as-sessed though questionnaires. Physical fitness was evaluated using previously validated field tests. The results showed significant differences over time between EG and CG in afterschool physical activity (APA) at the weekend (p = 0.003), sedentary time (p = 0.04) and speed-agility (p = 0.04). There were no significant differences in motivation. Regarding the intervention, speed-agility (p = 0.000), strength (p = 0.000), agility (p = 0.000), cardiorespiratory fitness (p = 0.001), APA-weekend (p = 0.000), APA-week (p= 0.000) and sedentary time (p = 0.000) increased signifi-cantly in the EG. Speed-agility (p = 0.000), APA-weekend (p = 0.03) and sedentary time (p = 0.008) increased in the CG. The use of this hybrid program can be useful to produced improvements in physical fitness, physical activity and sedentary hevaviours. The use of a hybrid program based on teaching personal and social responsibility and gamification strategies, produced improvements in physical fitness, physical activity and sedentary behavior, but not in motivation variables. Further research is demanded in order to contrast this relevant findings due to the potential drawbacks and diversity found in the scientific literature among model-based practice.
David Melero-Canas; David Manzano-Sánchez; Daniel Navarro-Ardoy; Vicente Morales-Baños; Alfonso Valero-Valenzuela. The Seneb´S EnigmA: Impact of a Hybrid Personal and Social Re-Sponsibility and Gamification Model-Based Practice on Motivation and Healthy Habits in Physical Education. 2021, 1 .
AMA StyleDavid Melero-Canas, David Manzano-Sánchez, Daniel Navarro-Ardoy, Vicente Morales-Baños, Alfonso Valero-Valenzuela. The Seneb´S EnigmA: Impact of a Hybrid Personal and Social Re-Sponsibility and Gamification Model-Based Practice on Motivation and Healthy Habits in Physical Education. . 2021; ():1.
Chicago/Turabian StyleDavid Melero-Canas; David Manzano-Sánchez; Daniel Navarro-Ardoy; Vicente Morales-Baños; Alfonso Valero-Valenzuela. 2021. "The Seneb´S EnigmA: Impact of a Hybrid Personal and Social Re-Sponsibility and Gamification Model-Based Practice on Motivation and Healthy Habits in Physical Education." , no. : 1.
Background: Sleep is an important phenomenon to restore the body, both physically and emotionally, providing a state of balance in the person. It has been proven that adequate sleep at night is one of the main needs of older people in order to maintain an active and healthy life; among other factors, regular physical exercise can improve the quality of sleep. The aim of this research is to evaluate the effects of a physical exercise program supplemented with vibration training on sleep quality and the use of sleep drugs in women over 65 years of age. Methods: Fifty-two independent, physically active adult women were randomised into two groups: a physical exercise program (n = 26, control group) and the same physical exercise program supplemented with vibration training (n = 26, experimental group). The control group performed two weekly sessions of exercise, and the experimental group added another two sessions of vibration training to these two sessions for 12 weeks. Sleep quality was assessed using the Pittsburgh index. Statistical significance was established as p < 0.05. Results: After the intervention, there were significant changes to the quality of sleep (p = 0.001) and hours of sleep (p = 0.002) in the experimental group. The consumption of drugs decreased in this group, although not significantly; however, it did have a moderate effect size (p = 0.058; d = 0.36). The control group, on the other hand, reported significantly worsened sleep quality (p = 0.001) and increased drug use (p = 0.008). Conclusion: Three months of vibration training, as a complement to a conventional physical exercise program, improves sleep quality and reduces the consumption of sleeping pills in women over 65 years of age.
María Victoria Palop-Montoro; Emilio Lozano-Aguilera; Milagros Arteaga-Checa; Víctor Serrano-Huete; Juan Antonio Párraga-Montilla; David Manzano-Sánchez. Sleep Quality in Older Women: Effects of a Vibration Training Program. Applied Sciences 2020, 10, 8391 .
AMA StyleMaría Victoria Palop-Montoro, Emilio Lozano-Aguilera, Milagros Arteaga-Checa, Víctor Serrano-Huete, Juan Antonio Párraga-Montilla, David Manzano-Sánchez. Sleep Quality in Older Women: Effects of a Vibration Training Program. Applied Sciences. 2020; 10 (23):8391.
Chicago/Turabian StyleMaría Victoria Palop-Montoro; Emilio Lozano-Aguilera; Milagros Arteaga-Checa; Víctor Serrano-Huete; Juan Antonio Párraga-Montilla; David Manzano-Sánchez. 2020. "Sleep Quality in Older Women: Effects of a Vibration Training Program." Applied Sciences 10, no. 23: 8391.
The objectives of the present study are to analyze the different training patterns of the amateur runners, according to their gender, and to find out a correlation between the training pattern and the motivation. The sample was composed of 457 amateur runners. For the collection of data, a two-part questionnaire was used. The first part consisted of questions about sporting and healthy patterns and the second part consisted of the Perception of Success Questionnaire (POSQ), adapted to Spanish. The obtained results indicated that their motives for starting to practice running and to continue their involvement are health and fun. The training pattern is as follows: they practise one to three days per week, running from three to five hours overall plus additional stretching and high intensity training. They participated in less than one running event per month. Most of them did not belong to an athletic club, did not have a coach, were not federated and have more than four years’ experience of running. What concerns the gender differences, the men trained more than the women, and they did it with relatives and friends; women preferred to do it with friends or by themselves with the assistance of a coach. Age and running hours per week were the best variables to predict the task goal orientation, especially for men. For women, training hours per week predicted the goal orientation but to the ego. This finding could be especially helpful for coaches. A high number of training hours for men was linked with a task goal orientation, and on the other hand, for women it meant an ego goal orientation. The consequences of their behaviours were likely to be markedly different.
David Manzano-Sánchez; Lucas Postigo-Pérez; Manuel Gómez-López; Alfonso Valero-Valenzuela. Study of the Motivation of Spanish Amateur Runners Based on Training Patterns and Gender. International Journal of Environmental Research and Public Health 2020, 17, 8185 .
AMA StyleDavid Manzano-Sánchez, Lucas Postigo-Pérez, Manuel Gómez-López, Alfonso Valero-Valenzuela. Study of the Motivation of Spanish Amateur Runners Based on Training Patterns and Gender. International Journal of Environmental Research and Public Health. 2020; 17 (21):8185.
Chicago/Turabian StyleDavid Manzano-Sánchez; Lucas Postigo-Pérez; Manuel Gómez-López; Alfonso Valero-Valenzuela. 2020. "Study of the Motivation of Spanish Amateur Runners Based on Training Patterns and Gender." International Journal of Environmental Research and Public Health 17, no. 21: 8185.
The aim of this study was to analyze how motivation and classroom social climate was enhanced in the teaching–learning context throughout a Pedagogical Model of Personal and Social Responsibility (TPSR) implementation using a mixed method approach. An educational program was applied during an academic year in a student sample of primary and secondary school. A total of 44 sessions with 54 participants, between 11 and 16 years old (M = 13.41 years, SD = 1.73) were video-recorded. A multilevel triangulation design of mixed method research was applied to merge: (a) the Observational System of Teaching Oriented Responsibility (OSTOR), which revealed how the students’ behavior patterns shifted an alongside the interventions with (b) a set of five complementary questionnaires: Motivation toward Education Scale (EME), Responsibility Questionnaire (PSRQ), Basic Psychological Needs Questionnaire (PNSE), Questionnaire to assess social school climate (CECSCE) and Questionnaire of School Violence (CUVE). The mixed methods design confirmed that both the observational and the inferential analysis show an improvement of the TPSR implementation in the student’s responsibility and satisfaction and the social climate of the classroom. The other variables, although they were also improved, did not do it significantly; all the motivation dimensions showed higher values, except for amotivation and violence.
Alfonso Valero-Valenzuela; Oleguer Camerino; David Manzano-Sánchez; Queralt Prat; Marta Castañer. Enhancing Learner Motivation and Classroom Social Climate: A Mixed Methods Approach. International Journal of Environmental Research and Public Health 2020, 17, 5272 .
AMA StyleAlfonso Valero-Valenzuela, Oleguer Camerino, David Manzano-Sánchez, Queralt Prat, Marta Castañer. Enhancing Learner Motivation and Classroom Social Climate: A Mixed Methods Approach. International Journal of Environmental Research and Public Health. 2020; 17 (15):5272.
Chicago/Turabian StyleAlfonso Valero-Valenzuela; Oleguer Camerino; David Manzano-Sánchez; Queralt Prat; Marta Castañer. 2020. "Enhancing Learner Motivation and Classroom Social Climate: A Mixed Methods Approach." International Journal of Environmental Research and Public Health 17, no. 15: 5272.
Background: The study of injuries stemming from sacroiliac dysfunction in athletes has been discussed in many papers. However, the treatment of this issue through thrust and muscle-energy techniques has hardly been researched. The objective of our research is to compare the effectiveness of thrust technique to that of energy muscle techniques in the resolution of sacroiliac joint blockage or dysfunction in middle-distance running athletes. Methods: A quasi-experimental design with three measures in time (pre-intervention, intervention 1, final intervention after one month from the first intervention) was made. The sample consisted of 60 adult athletes from an Athletic club, who were dealing with sacroiliac joint dysfunction. The sample was randomly divided into three groups of 20 participants (43 men and 17 women). One intervention group was treated with the thrust technique, another intervention group was treated with the muscle–energy technique, and the control group received treatment by means of a simulated technique. A prior assessment of the range of motion was performed by means of a seated forward flexion test, a standing forward flexion test, and the Gillet test. After observing the dysfunction, the corresponding technique was performed on each intervention group. The control group underwent a simulated technique. A second intervention took place a month later, in order to ascertain possible increased effectiveness. Results: Statistically significant differences were found between the muscle energy technique (MET) and muscle energy groups compared with the placebo group in both interventions (p = 0.000), with a significant reduction in positive dysfunction (initially 20 in all groups, eight in MET group, and two in thrust group in the final intervention). Comparing the changes in time, only the thrust group obtained statistically significant differences (p = 0.000, with a reduction of positive dysfunction, starting at 20 positives, five positive in the initial intervention and two positive in the final intervention) and when comparing both techniques, it was observed that between the first intervention and the final intervention, the thrust technique was significantly higher than the MET technique (p = 0.032). Conclusions: The thrust manipulation technique is more effective in the treatment of sacroiliac dysfunction than the energy muscle technique, in both cases obtaining satisfactory results with far middle-distance running athletes. Finally, the thrust technique showed positive results in the first intervention and also in the long term, in contrast to the MET technique that only obtained changes after the first intervention.
Urko José García-Peñalver; María Victoria Palop-Montoro; David Manzano-Sánchez. Effectiveness of the Muscle Energy Technique versus Osteopathic Manipulation in the Treatment of Sacroiliac Joint Dysfunction in Athletes. International Journal of Environmental Research and Public Health 2020, 17, 4490 .
AMA StyleUrko José García-Peñalver, María Victoria Palop-Montoro, David Manzano-Sánchez. Effectiveness of the Muscle Energy Technique versus Osteopathic Manipulation in the Treatment of Sacroiliac Joint Dysfunction in Athletes. International Journal of Environmental Research and Public Health. 2020; 17 (12):4490.
Chicago/Turabian StyleUrko José García-Peñalver; María Victoria Palop-Montoro; David Manzano-Sánchez. 2020. "Effectiveness of the Muscle Energy Technique versus Osteopathic Manipulation in the Treatment of Sacroiliac Joint Dysfunction in Athletes." International Journal of Environmental Research and Public Health 17, no. 12: 4490.
The aim of this study was to determine how secondary education students and teachers perceive the implementation of the Teaching Personal and Social Responsibility model (TPSR), the relationship between TPSR and marks in physical education (PE), and potential differences with regard to gender. For this purpose, TPSR was implemented for seven months and on completion 121 students (48 girls) aged between 12 and 16 from the first and third grade of secondary education were asked to complete the TPSR perception questionnaire (ECVA-12) to determine their satisfaction with this methodology and the values the model promoted in pupils. Moreover, the participant teachers were also interviewed. Results showed positive student perceptions of the implemented methodology and its promotion of values, and significant differences in academic performance in PE in favor of males. Teachers valued this methodology very positively and considered that it would be useful with any kind of student. This paper suggests the importance of TPSR implementation for all teachers, regardless of their specialism, and considers that there may be potential in engaging other collectives such as families.
David Manzano-Sánchez; Alberto Gómez-Mármol; Alfonso Valero-Valenzuela. Student and Teacher Perceptions of Teaching Personal and Social Responsibility Implementation, Academic Performance and Gender Differences in Secondary Education. Sustainability 2020, 12, 4590 .
AMA StyleDavid Manzano-Sánchez, Alberto Gómez-Mármol, Alfonso Valero-Valenzuela. Student and Teacher Perceptions of Teaching Personal and Social Responsibility Implementation, Academic Performance and Gender Differences in Secondary Education. Sustainability. 2020; 12 (11):4590.
Chicago/Turabian StyleDavid Manzano-Sánchez; Alberto Gómez-Mármol; Alfonso Valero-Valenzuela. 2020. "Student and Teacher Perceptions of Teaching Personal and Social Responsibility Implementation, Academic Performance and Gender Differences in Secondary Education." Sustainability 12, no. 11: 4590.
The aim of this study was to analyse a personal and social responsibility programme in students and their family’s perceptions relative to responsibility, prosocial behaviours, empathy, violence perception and physical activity levels. A sample consisting of 57 physical education students between 11 and 14 years old (mean (M) = 11.93; standard deviation (SD) = 0.73) that included 32 of their parents (M = 49.31; SD = 6.39) was distributed into experimental and control groups. The main results indicate that there were initial significant differences in favour of the control group for personal and social responsibility compared to the experimental group and they disappeared at the end of the treatment. There was an increase in antisocial behaviours for the control group at the end of the treatment. The experimental group also enhanced the values in violence perception for both students and families as compared to the control group. These results seem contradictory, which may be due in part to a short-time intervention programme and a low number of participants in the sample. More studies will clarify the improvements this kind of programme can bring to the variables studied.
Juana García-García; David Manzano-Sánchez; Noelia Belando-Pedreño; Alfonso Valero-Valenzuela. Personal and Social Responsibility Programme Effects, Prosocial Behaviours, and Physical Activity Levels in Adolescents and Their Families. International Journal of Environmental Research and Public Health 2020, 17, 3184 .
AMA StyleJuana García-García, David Manzano-Sánchez, Noelia Belando-Pedreño, Alfonso Valero-Valenzuela. Personal and Social Responsibility Programme Effects, Prosocial Behaviours, and Physical Activity Levels in Adolescents and Their Families. International Journal of Environmental Research and Public Health. 2020; 17 (9):3184.
Chicago/Turabian StyleJuana García-García; David Manzano-Sánchez; Noelia Belando-Pedreño; Alfonso Valero-Valenzuela. 2020. "Personal and Social Responsibility Programme Effects, Prosocial Behaviours, and Physical Activity Levels in Adolescents and Their Families." International Journal of Environmental Research and Public Health 17, no. 9: 3184.
The objective of this study was to analyze the effect that the application of the personal and social responsibility model has on students’ perception of a teacher’s interpersonal style and on the perception of autonomy. A quasi-experimental design was used with a control group (n = 60) and an experimental group (n = 60) to which the intervention was applied. Participants were aged between 10 and 13 years. As the main results, the experimental group saw improvements in support for the autonomous interpersonal style, in the need for autonomy satisfaction and also in the perception of personal and social responsibility. Perception of the controlling style decreased. In conclusion, the use of this type of program in educational centers is recommended for its benefits with regard to students’ autonomy and personal and social responsibility.
Alfonso Valero-Valenzuela; Gabriel López; Juan Antonio Moreno-Murcia; David Manzano-Sánchez. From Students’ Personal and Social Responsibility to Autonomy in Physical Education Classes. Sustainability 2019, 11, 6589 .
AMA StyleAlfonso Valero-Valenzuela, Gabriel López, Juan Antonio Moreno-Murcia, David Manzano-Sánchez. From Students’ Personal and Social Responsibility to Autonomy in Physical Education Classes. Sustainability. 2019; 11 (23):6589.
Chicago/Turabian StyleAlfonso Valero-Valenzuela; Gabriel López; Juan Antonio Moreno-Murcia; David Manzano-Sánchez. 2019. "From Students’ Personal and Social Responsibility to Autonomy in Physical Education Classes." Sustainability 11, no. 23: 6589.
The present study aimed to apply a programme based on Hellison’s Teaching Personal and Social Responsibility model (TPSR), traditionally used in Physical Education, to other school subjects and analyse aspects related to motivation and satisfaction of basic psychological needs among other variables. The programme was applied for 7 months during one academic year, all students receiving at least 60% of the lessons through this teaching methodology. A mixed method research methodology and quasiexperimental design was implemented in three schools (two primary, one secondary), with a total of 29 teachers and 272 students (45 control, 227 experimental group) involved. The students completed a questionnaire before and after the study and the teachers underwent semi-structured interviews at the end of the intervention. The results indicated improvements for the experimental group in personal and social responsibility, the psychological mediator index, the self-determination index, prosocial behaviours and teacher climate, as well as a reduction in amotivation and antisocial behaviours. The results were similar for primary and secondary school. The interviews yielded positive opinions and showed suitability of the method to be applied in the rest of subjects. It is concluded that TPSR can be an appropriate methodology to be implemented in the different curriculum subjects to improve basic psychological need satisfaction, motivation, prosocial behaviours and classroom climate.
David Manzano-Sánchez; Alfonso Valero-Valenzuela. Implementation of a Model-Based Programme to Promote Personal and Social Responsibility and Its Effects on Motivation, Prosocial Behaviours, Violence and Classroom Climate in Primary and Secondary Education. International Journal of Environmental Research and Public Health 2019, 16, 4259 .
AMA StyleDavid Manzano-Sánchez, Alfonso Valero-Valenzuela. Implementation of a Model-Based Programme to Promote Personal and Social Responsibility and Its Effects on Motivation, Prosocial Behaviours, Violence and Classroom Climate in Primary and Secondary Education. International Journal of Environmental Research and Public Health. 2019; 16 (21):4259.
Chicago/Turabian StyleDavid Manzano-Sánchez; Alfonso Valero-Valenzuela. 2019. "Implementation of a Model-Based Programme to Promote Personal and Social Responsibility and Its Effects on Motivation, Prosocial Behaviours, Violence and Classroom Climate in Primary and Secondary Education." International Journal of Environmental Research and Public Health 16, no. 21: 4259.
The objective of the study was to evaluate the impact of a program based on the Teaching Personal and Social Responsibility (TPSR) on the variables of responsibility, basic psychology needs, motivation, satisfaction with life and the intention to be physically active, as well as the differences of gender. The participants were 85 students (experimental group n = 35, 17 girls and control group n = 50, 28 girls). The students of the experimental group received the TPSR for 8 months within the physical education subject. The findings indicated an improvement in the experimental group in terms of personal responsibility and in the case of female students, in basic psychological needs and intrinsic motivation. In conclusion, the TPSR program can be integrated into the physical education curriculum in order to improve the personal responsibility of students and fulfill their motivation and satisfaction of basic psychological needs.
Manzano- Sánchez; Alfonso Valero-Valenzuela; Conde- Sánchez; Ming-Yao Chen. Applying the Personal and Social Responsibility Model-Based Program: Differences According to Gender between Basic Psychological Needs, Motivation, Life Satisfaction and Intention to be Physically Active. International Journal of Environmental Research and Public Health 2019, 16, 2326 .
AMA StyleManzano- Sánchez, Alfonso Valero-Valenzuela, Conde- Sánchez, Ming-Yao Chen. Applying the Personal and Social Responsibility Model-Based Program: Differences According to Gender between Basic Psychological Needs, Motivation, Life Satisfaction and Intention to be Physically Active. International Journal of Environmental Research and Public Health. 2019; 16 (13):2326.
Chicago/Turabian StyleManzano- Sánchez; Alfonso Valero-Valenzuela; Conde- Sánchez; Ming-Yao Chen. 2019. "Applying the Personal and Social Responsibility Model-Based Program: Differences According to Gender between Basic Psychological Needs, Motivation, Life Satisfaction and Intention to be Physically Active." International Journal of Environmental Research and Public Health 16, no. 13: 2326.
Alfonso Valero-Valenzuela; David Manzano-Sánchez; Juan Antonio Moreno-Murcia; Diego Heredia León. Interpersonal Style of Coaching, Motivational Profiles and the Intention to be Physically Active in Young Athletes. Studia Psychologica 2019, 61, 110 -119.
AMA StyleAlfonso Valero-Valenzuela, David Manzano-Sánchez, Juan Antonio Moreno-Murcia, Diego Heredia León. Interpersonal Style of Coaching, Motivational Profiles and the Intention to be Physically Active in Young Athletes. Studia Psychologica. 2019; 61 (2):110-119.
Chicago/Turabian StyleAlfonso Valero-Valenzuela; David Manzano-Sánchez; Juan Antonio Moreno-Murcia; Diego Heredia León. 2019. "Interpersonal Style of Coaching, Motivational Profiles and the Intention to be Physically Active in Young Athletes." Studia Psychologica 61, no. 2: 110-119.
The objective of the present study was to determine the predictive capacity of the motivational climate generated by coaches and perceived by handball players on implicit beliefs about ability and beliefs about the causes of success in sport. The sample consisted of 444 youth handball players. These players completed the Beliefs about the Causes of Success in Sport Questionnaire, the Conceptions of the Nature of Athletic Ability Questionnaire, Version Two, and the Perceived Motivational Climate in Sport Questionnaire. The structural regression model showed that the mastery climate positively predicted the belief in incremental ability and that this in turn positively predicts both belief in athletic success through effort and ability. The results reflected the importance of the coach in the formative process of the player and the search for performance in sport.
Manuel Gómez-López; David Manzano-Sánchez; Juan Andrés Merino-Barrero; Alfonso Valero-Valenzuela. The Importance of the Coach in Predicting Implicit Beliefs about Skill and Beliefs about the Causes of Success in Handball Players. International Journal of Environmental Research and Public Health 2018, 16, 78 .
AMA StyleManuel Gómez-López, David Manzano-Sánchez, Juan Andrés Merino-Barrero, Alfonso Valero-Valenzuela. The Importance of the Coach in Predicting Implicit Beliefs about Skill and Beliefs about the Causes of Success in Handball Players. International Journal of Environmental Research and Public Health. 2018; 16 (1):78.
Chicago/Turabian StyleManuel Gómez-López; David Manzano-Sánchez; Juan Andrés Merino-Barrero; Alfonso Valero-Valenzuela. 2018. "The Importance of the Coach in Predicting Implicit Beliefs about Skill and Beliefs about the Causes of Success in Handball Players." International Journal of Environmental Research and Public Health 16, no. 1: 78.