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Prof. Alfonso Valero-Valenzuela
University of Murcia. Faculty of Sport Sciences

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0 Physical Education
0 Teaching methods
0 Physical activity and education
0 Teaching and learning of social sciences
0 Motivation in Physical Education

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Physical Education
Physical activity and education
Motivation in Physical Education
Teaching and learning of social sciences

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Journal article
Published: 02 July 2021 in Children
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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.

ACS Style

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 Style

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 (7):573.

Chicago/Turabian Style

Gregorio 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.

Journal article
Published: 25 May 2021 in Sustainability
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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.

ACS Style

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 Style

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 (11):5966.

Chicago/Turabian Style

David 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.

Journal article
Published: 11 May 2021 in Estudios sobre Educación
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«El proceso de enseñanza y el éxito del aprendizaje están estrechamente vinculados a factores cognitivos y motivacionales. Este estudio tuvo como propósito poner a prueba un modelo multinivel en estudiantes de Educación Superior sobre la relación de la organización docente y las dimensiones del grit, mediada por la competencia percibida. Participaron 3.033 estudiantes de cinco países, a los que se les midió la utilidad y organización del docente, la competencia y el grit. Los resultados muestran que, a nivel individual, la organización por parte del profesorado centrada en la utilidad se relacionó positivamente con el grit del estudiante cuando estaba mediada por la competencia percibida. Se sugiere que el profesor mejore su tarea organizativa docente, pues genera mayores logros en el estudiante a través del impacto positivo sobre su competencia.

ACS Style

Juan-Antonio Moreno-Murcia; Elisa Huéscar; Jaime León; Alfonso Valero-Valenzuela; Gracielle Fin; Rudy-José Nodari-Júnior; José-L. Tristán; Gabriel Gastélum-Cuadras; Rodrigo Vargas-Vitoria; Luis Cid; Diogo Monteiro; Diogo-S. Teixeira. Modelo cognitivo-motivacional para la promoción de la persistencia en Educación Superior: relación entre la organización docente, la competencia del alumnado y el «grit». Estudios sobre Educación 2021, 1 .

AMA Style

Juan-Antonio Moreno-Murcia, Elisa Huéscar, Jaime León, Alfonso Valero-Valenzuela, Gracielle Fin, Rudy-José Nodari-Júnior, José-L. Tristán, Gabriel Gastélum-Cuadras, Rodrigo Vargas-Vitoria, Luis Cid, Diogo Monteiro, Diogo-S. Teixeira. Modelo cognitivo-motivacional para la promoción de la persistencia en Educación Superior: relación entre la organización docente, la competencia del alumnado y el «grit». Estudios sobre Educación. 2021; ():1.

Chicago/Turabian Style

Juan-Antonio Moreno-Murcia; Elisa Huéscar; Jaime León; Alfonso Valero-Valenzuela; Gracielle Fin; Rudy-José Nodari-Júnior; José-L. Tristán; Gabriel Gastélum-Cuadras; Rodrigo Vargas-Vitoria; Luis Cid; Diogo Monteiro; Diogo-S. Teixeira. 2021. "Modelo cognitivo-motivacional para la promoción de la persistencia en Educación Superior: relación entre la organización docente, la competencia del alumnado y el «grit»." Estudios sobre Educación , no. : 1.

Journal article
Published: 25 April 2021 in International Journal of Environmental Research and Public Health
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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.

ACS Style

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 Style

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 (9):4558.

Chicago/Turabian Style

David 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.

Preprint
Published: 20 April 2021
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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.

ACS Style

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 Style

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.

Chicago/Turabian Style

David 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.

Journal article
Published: 27 March 2021 in International Journal of Environmental Research and Public Health
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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.

ACS Style

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 Style

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 (7):3476.

Chicago/Turabian Style

David 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.

Journal article
Published: 17 March 2021 in Behavioral Sciences
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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.

ACS Style

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 Style

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 (3):36.

Chicago/Turabian Style

David 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.

Journal article
Published: 16 March 2021 in International Journal of Environmental Research and Public Health
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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.

ACS Style

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 Style

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 (6):3047.

Chicago/Turabian Style

David 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.

Preprint
Published: 01 February 2021
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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.

ACS Style

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 Style

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.

Chicago/Turabian Style

David 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.

Preprint
Published: 18 January 2021
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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.

ACS Style

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 Style

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.

Chicago/Turabian Style

David 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.

Journal article
Published: 05 November 2020 in International Journal of Environmental Research and Public Health
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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.

ACS Style

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 Style

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 (21):8185.

Chicago/Turabian Style

David 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.

Journal article
Published: 01 August 2020 in International Journal of Environmental Research and Public Health
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The objective of this study is to show the links and differences in the expressions of competitive anxiety in the face of the existence of resilient resources in young athletes, according to sporting (years of experience) and personal (gender) characteristics. To meet these aims, the participants answered the Resilience Scale (RS-14) and the Competitive State Anxiety Inventory-2R (CSAI-2R). The sample consisted of 241 adolescent handball and basketball players between 14 and 17 years old. Different analyses were performed, including a differential and multivariate descriptive, a correlation, and a multiple regression. The results showed that anxiety was negatively related to resilience in its acceptance dimension. It was shown that girls showed higher levels of somatic anxiety, while boys showed higher levels of acceptance. Statistically significant differences were found in the resources for acceptance in favor of boys, while there were significantly different indicators in somatic anxiety and self-confidence in favor of girls. The sports experience was positively related to resilience and negatively to anxiety. Although the existence of indicators of cognitive anxiety (e.g., recurrent thoughts or rhyming), coaches and athletes need to understand that they are also indicators of a necessary activation for psychological functioning. Channeling such a process through psychological training of different skills will enhance the capacities for self-confidence.

ACS Style

Juan González-Hernández; Marcial Gomariz-Gea; Alfonso Valero-Valenzuela; Manuel Gómez-López. Resilient Resources in Youth Athletes and Their Relationship with Anxiety in Different Team Sports. International Journal of Environmental Research and Public Health 2020, 17, 5569 .

AMA Style

Juan González-Hernández, Marcial Gomariz-Gea, Alfonso Valero-Valenzuela, Manuel Gómez-López. Resilient Resources in Youth Athletes and Their Relationship with Anxiety in Different Team Sports. International Journal of Environmental Research and Public Health. 2020; 17 (15):5569.

Chicago/Turabian Style

Juan González-Hernández; Marcial Gomariz-Gea; Alfonso Valero-Valenzuela; Manuel Gómez-López. 2020. "Resilient Resources in Youth Athletes and Their Relationship with Anxiety in Different Team Sports." International Journal of Environmental Research and Public Health 17, no. 15: 5569.

Journal article
Published: 22 July 2020 in International Journal of Environmental Research and Public Health
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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.

ACS Style

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 Style

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 (15):5272.

Chicago/Turabian Style

Alfonso 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.

Journal article
Published: 04 June 2020 in International Journal of Environmental Research and Public Health
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Teacher-endorsed supporting behaviors present themselves as key influencers of student adaptive academic and social functions. The objective of this paper was twofold. First, this study sought to test a model in which student-perceived autonomy support was associated with group cohesion, considering the mediating role of basic psychological needs satisfaction and intrinsic motivation. Second, the current study examined the dimensionality of the model across five Western countries, namely Spain, Portugal, Brazil, Chile, and Mexico. A convenience sample of 3033 college students (Mage = 21.51 ± SD = 3.71) were recruited for the analysis. The results revealed that perceived autonomy support was positively associated with needs satisfaction, being consequently associated with intrinsic motivation and, ultimately, with group cohesion. Additionally, a multigroup analysis revealed that the model was invariant across college students from the different countries. The current results are discussed around the promotion of teacher uses of autonomy-supportive behaviors fostering adaptive outcomes in students regarding positive social relations and that the cultures of Ibero-American countries are equivalent in this process.

ACS Style

Juan Antonio Moreno-Murcia; Elisa Huéscar Hernández; Luís Cid; Diogo Monteiro; Filipe Rodrigues; Diogo Teixeira; Jeanette M. López-Walle; Argenis Vergara-Torres; José Tristan; Gabriel Gastélum-Cuadras; Julio Cesar Guedea Delgado; Juan Luis Soto Peña; Iván Rentería; Rodrigo Vargas Vitoria; Aquiles Alejandro Almonacid Fierro; Alfonso Valero-Valenzuela; Jorge Flandez; Rudy José Nodari Júnior; Gracielle Fin; Mauricio Rocha Calomeni; Divaldo Martins De Souza; César Augusto De Souza Santos. Assessing the Relationship between Autonomy Support and Student Group Cohesion across Ibero-American Countries. International Journal of Environmental Research and Public Health 2020, 17, 3981 .

AMA Style

Juan Antonio Moreno-Murcia, Elisa Huéscar Hernández, Luís Cid, Diogo Monteiro, Filipe Rodrigues, Diogo Teixeira, Jeanette M. López-Walle, Argenis Vergara-Torres, José Tristan, Gabriel Gastélum-Cuadras, Julio Cesar Guedea Delgado, Juan Luis Soto Peña, Iván Rentería, Rodrigo Vargas Vitoria, Aquiles Alejandro Almonacid Fierro, Alfonso Valero-Valenzuela, Jorge Flandez, Rudy José Nodari Júnior, Gracielle Fin, Mauricio Rocha Calomeni, Divaldo Martins De Souza, César Augusto De Souza Santos. Assessing the Relationship between Autonomy Support and Student Group Cohesion across Ibero-American Countries. International Journal of Environmental Research and Public Health. 2020; 17 (11):3981.

Chicago/Turabian Style

Juan Antonio Moreno-Murcia; Elisa Huéscar Hernández; Luís Cid; Diogo Monteiro; Filipe Rodrigues; Diogo Teixeira; Jeanette M. López-Walle; Argenis Vergara-Torres; José Tristan; Gabriel Gastélum-Cuadras; Julio Cesar Guedea Delgado; Juan Luis Soto Peña; Iván Rentería; Rodrigo Vargas Vitoria; Aquiles Alejandro Almonacid Fierro; Alfonso Valero-Valenzuela; Jorge Flandez; Rudy José Nodari Júnior; Gracielle Fin; Mauricio Rocha Calomeni; Divaldo Martins De Souza; César Augusto De Souza Santos. 2020. "Assessing the Relationship between Autonomy Support and Student Group Cohesion across Ibero-American Countries." International Journal of Environmental Research and Public Health 17, no. 11: 3981.

Journal article
Published: 04 June 2020 in Sustainability
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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.

ACS Style

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 Style

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 (11):4590.

Chicago/Turabian Style

David 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.

Journal article
Published: 01 June 2020 in Sustainability
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Amateur football is played by millions of individuals worldwide, but it has been scarcely researched (almost no studies have targeted this sport). There seems to be a need to fill this gap, because it has an impact in these individuals’ health status. The aim of our research was to uncover amateur football players’ physical and psychological traits to understand the impact of this sport in their health (physical, mental, and social well-being). Two-hundred footballers (17–40 years) from four regions in Spain (north, central, southwest, southeast), enrolled in 16 different football teams participated. They completed a questionnaire to assess their motives for sport participation, their intention to continue playing football, and their exercise addiction. To objectively measure their physical activity levels, accelerometers were used during practice sessions. Ratings of perceived exertion (RPE) were obtained from coaches prior to and after every practice session and players at the end of every practice. Results showed a mean 140.1 moderate-to-vigorous physical activity (MVPA)/minutes/week. Players’ RPE scores were similar in the “fairly light” range (6–20 scale) at pre (11.38 ± 1.64) and post training (11.83 ± 1.39), and it was not different between players and coaches (11.50 ± 1.52). Enjoyment was the highest-ranked motive to practice amateur football (6.34 ± 0.67; 1–7 range), followed by fitness (5.68 ± 0.97; 1–7 range), social (4.80 ± 0.85; 1–7 range), and appearance (4.04 ± 1.21; 1–7 range). Players had some symptoms of exercise addiction (21.09 ± 4.53; 1–30 range) and their intentions to continue playing were very high (4.31 ± 1.08; 1–5 range). Moreover, enjoyment was the strongest predictor of these intentions (R2 = 0.260). In conclusion, a weekly amateur football practice almost allows players to meet international MVPA recommendations for health benefits. Enjoyment was their strongest motive to practice, and the players showed some symptoms of exercise addiction. These two variables were the strongest predictors of the participants’ intention to continue playing amateur football. This sport could be considered adequate to help adults maintain an active, healthy lifestyle.

ACS Style

Javier Fernandez-Rio; Sixto González-Víllora; Alfonso Valero-Valenzuela; Alejandro Anton-Candanedo; Juan Andrés Merino-Barrero; Juan Vicente Sierra De Los Ríos; Miguel Angel López Gajardo. Accelerometry-Measured Physical Activity in Amateur Footballers. Is It Enough to Obtain Health Benefits? Sustainability 2020, 12, 1 .

AMA Style

Javier Fernandez-Rio, Sixto González-Víllora, Alfonso Valero-Valenzuela, Alejandro Anton-Candanedo, Juan Andrés Merino-Barrero, Juan Vicente Sierra De Los Ríos, Miguel Angel López Gajardo. Accelerometry-Measured Physical Activity in Amateur Footballers. Is It Enough to Obtain Health Benefits? Sustainability. 2020; 12 (11):1.

Chicago/Turabian Style

Javier Fernandez-Rio; Sixto González-Víllora; Alfonso Valero-Valenzuela; Alejandro Anton-Candanedo; Juan Andrés Merino-Barrero; Juan Vicente Sierra De Los Ríos; Miguel Angel López Gajardo. 2020. "Accelerometry-Measured Physical Activity in Amateur Footballers. Is It Enough to Obtain Health Benefits?" Sustainability 12, no. 11: 1.

Journal article
Published: 03 May 2020 in International Journal of Environmental Research and Public Health
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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.

ACS Style

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 Style

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 (9):3184.

Chicago/Turabian Style

Juana 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.

Journal article
Published: 28 April 2020 in Sustainability
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The aim of this study was to analyze changes in the physical activity levels in students after implementing an active break (AB)-model-based program during the school day. Forty-four fifth-grade primary school children (24 boys, 20 girls, with a mean age = 10.44 ± 0.45) participated in a 17 week program. After intervention, there was an increase in moderate and vigorous total activity during physical education lessons, non-physical education lessons, and recesses. Intervention programs to encourage physical activity and decrease sedentary time are recommended.

ACS Style

Julián A. Muñoz-Parreño; Noelia Belando-Pedreño; Gema Torres-Luque; Alfonso Valero-Valenzuela. Improvements in Physical Activity Levels after the Implementation of an Active-Break-Model-Based Program in a Primary School. Sustainability 2020, 12, 3592 .

AMA Style

Julián A. Muñoz-Parreño, Noelia Belando-Pedreño, Gema Torres-Luque, Alfonso Valero-Valenzuela. Improvements in Physical Activity Levels after the Implementation of an Active-Break-Model-Based Program in a Primary School. Sustainability. 2020; 12 (9):3592.

Chicago/Turabian Style

Julián A. Muñoz-Parreño; Noelia Belando-Pedreño; Gema Torres-Luque; Alfonso Valero-Valenzuela. 2020. "Improvements in Physical Activity Levels after the Implementation of an Active-Break-Model-Based Program in a Primary School." Sustainability 12, no. 9: 3592.

Journal article
Published: 01 April 2020 in Journal of Teaching in Physical Education
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Purpose: To assess the impact of a sustained Teaching for Personal and Social Responsibility program in Physical Education.Method: There were 72 primary and secondary education students (11–13 years), enrolled in two different schools, and their four teachers were randomly distributed into an experimental group (n = 35) and a nonequivalent group (n = 37) by their schools’ administration. A pre-/posttest, repeated-measures nonequivalent group design was used. The two teachers of the experimental group implemented a Teaching for Personal and Social Responsibility program, whereas the two teachers of the nonequivalent group used Direct Instruction in their classes over four consecutive learning units (29 sessions, 5 months).Results: Students in the experimental group significantly increased their personal and social responsibility (p < .01), self-determined motivation (p < .01), basic psychological needs satisfaction (competence, autonomy, and relatedness;p < .01), sportsmanship (p < .05), and intention to be physically active outside school (p < .05).Conclusion: The Teaching for Personal and Social Responsibility program was more able to increase students’ self-determined motivation and to generate positive psychosocial consequences than the Direct Instruction approach.

ACS Style

Juan Andres Merino-Barrero; Alfonso Valero-Valenzuela; Noelia Belando Pedreño; Javier Fernandez-Río. Impact of a Sustained TPSR Program on Students’ Responsibility, Motivation, Sportsmanship, and Intention To Be Physically Active. Journal of Teaching in Physical Education 2020, 39, 247 -255.

AMA Style

Juan Andres Merino-Barrero, Alfonso Valero-Valenzuela, Noelia Belando Pedreño, Javier Fernandez-Río. Impact of a Sustained TPSR Program on Students’ Responsibility, Motivation, Sportsmanship, and Intention To Be Physically Active. Journal of Teaching in Physical Education. 2020; 39 (2):247-255.

Chicago/Turabian Style

Juan Andres Merino-Barrero; Alfonso Valero-Valenzuela; Noelia Belando Pedreño; Javier Fernandez-Río. 2020. "Impact of a Sustained TPSR Program on Students’ Responsibility, Motivation, Sportsmanship, and Intention To Be Physically Active." Journal of Teaching in Physical Education 39, no. 2: 247-255.

Journal article
Published: 22 November 2019 in Sustainability
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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.

ACS Style

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 Style

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 (23):6589.

Chicago/Turabian Style

Alfonso 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.