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Copyright of Apunts: Educació Física i Esports is the property of Institut Nacional d'Educacio Fisica de Catalunya and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Apunts: Educació Física i Esports is the property of Institut Nacional d'Educacio Fisica de Catalunya and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study shows the impact of using gamification as a learning strategy in Physical Education to develop healthy habits. The study, designed as a gamified teaching unit called Play The Game, has been used in the second year of secondary education in three schools in Barcelona. The aim of the study has been to control healthy heart rate in physical activity through gamified challenges based on levels, points, classifications and badges. Moreover, Play The Game has introduced innovative elements such as individual attention, cooperation, emotions, technology and combining formal and informal contexts to meet current educational demands and the new ecologies of learning (Coll, 2013). The study has been based on a qualitative and sociocritical methodology and it has been implemented using an action research design. Data were collected by questionnaires and discussion groups. The findings showed the potential of gamification as an emerging learning strategy in Physical Education to increase learning motivation and develop healthy habits in students. [ABSTRACT FROM AUTHOR]

This research analyses the images related to the physical activities that appear in physical education textbooks, particularly in the third stage of primary education, and their correspondence to the content blocks of the curriculum. The sample consists of 821 images published by four Spanish publishers based on Spain's Education Act. A univariate descriptive study was performed using a category system drawn up ad hoc and whose construction process consisted of two pilot tests, two consultations with experts and triangulation with three observers. The variables of the study were type of physical activity, environment, space and level of sport. The results show a clear predominance of the "Motor Skills" and "Games and Sports Activities" content blocks as opposed to the blocks related to body language, health and body awareness. Consequently a traditional view of our area remains prevalent in compulsory schooling, although publishers are beginning to emerge in which the predominant images are not drawn from the traditional model based on sport, competition and the elite. [ABSTRACT FROM AUTHOR]

Copyright of Apunts: Educació Física i Esports is the property of Institut Nacional d'Educacio Fisica de Catalunya and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Physical education can play a significant role in the education of emotional skills which directly affect the academic performance of students and improve their subjective wellbeing. This paper examines the emotional experience of adolescents in different kinds of sports games with and without competition. It involves a quasi-experimental repeated measures design. 220 students doing lower and upper secondary education at 5 schools in Catalonia and Valencia took part in it. 4 sessions based on different sets of sports games were held. Using the validated Games and Emotions Scale (GES) the students identified the emotional experience arising in each game. The data analysis was performed using generalised estimating equations (GEE). The model considered within-participants factors, which were 1) motor action domain, 2) competition and 3) type of emotion, and between-participants factors, which were 1) gender and 2) sports background. The results led to three main findings: a) the prominent role of sociomotor games in promoting strong positive emotions; b) the presence of adversaries (in competition and cooperation-competition games) increases the intensity of negative emotions; c) the introduction of competition increases the intensity of positive emotions in psychomotor games and the values of negative emotions in sociomotor games. This study provides a scientific rationale and practical recommendations to promote emotional physical education geared towards subjective wellbeing and the acquisition of healthy lifestyles by adolescents. [ABSTRACT FROM AUTHOR]

Copyright of Apunts: Educació Física i Esports is the property of Institut Nacional d'Educacio Fisica de Catalunya and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper presents the results of original research conducted with students doing the Motor Games course on the Infant Teacher Degree programme at Jaume I University which uses service-learning (SL) methodology. Direct services were provided to children with disabilities. We used life stories as a research tool to determine whether they developed practical skills and academic content in the field of physical education (PE) teaching. We also sought to verify whether the use of SL promotes students' critical and reflective capacity. After analysing the interviews we obtained four categories of academic results: general aspects, teaching practice learning, the beneficial effects of teaching and constructive opinions and criticism. Finally we conclude that SL training programmes are useful for developing practical skills and academic content in the field of PE and also for promoting a critical and reflective attitude on the part of students. [ABSTRACT FROM AUTHOR]

This qualitative study examines the social physical anxiety (SPA) experienced by teenage girls in the context of swimming lessons given as part of physical education (PE) and explores its explanatory factors as well as the coping strategies used. We carried out a case study in a school by means of 12 semi-structured interviews with teenage girls and the teachers who taught them in swimming lessons combined with observation of these lessons. The data were categorised using qualitative content analysis and triangulation. The results show that SPA is an emotion that many girls experience in swimming lessons because their bodies are exposed to the evaluative gaze of others, especially boys. The social context of the lessons is crucial since being subjected to criticism or ridicule about their physical appearance by their peers is one of the causal factors of SPA, while social support and acceptance help to minimise it. The consequences of this discomfort result in coping strategies designed to resolve problems by adopting specific behaviours to conceal the body, manage emotions by reassuring themselves that it is a normal situation, and even avoid the situation by refusing to participate in the lessons. Teachers should consider this problem when teaching swimming in order to provide girls with a positive PE experience. [ABSTRACT FROM AUTHOR]

Our purpose in this paper is to show how a particular narrative, what we call here 'the same old story', about girls and physical education is maintained and reproduced by many of the researchers who study this topic, and by sections of the media who report on some of this research. We believe we need to understand the extent of the contribution researchers of girls and physical education make to the same old story if we are to contribute to a process of bringing about change for the better for all girls. First of all we summarise the collective knowledge from social, pedagogical and historical research on girls and physical education overviewed by Flintoff and Scraton in 2006, before going on to examine some of the research literature post-2006 that we think reproduces the same old story in a variety of ways. Next we present a case study of the treatment of the report of a large-scale study in England by the media to show not only that newspapers and other media outlets are parasitic upon research but that they also invariably simplify, sensationalise and misrepresent the findings of studies of girls and physical education. We conclude that this topic of study, like the broader field of physical education and sport pedagogy, is marred by poor citation practices and a consequent general lack of systematic building on previously published studies. Moreover, we suggest that there appear to be few programmes of research and a marked absence of a broader programme of interlocking research studies that could produce genuine developments in practice. Finally, we propose that a large part of a shared mission for this field of inquiry is that it must become more focused on how we go about improving the situation for girls in physical education, building on what we already know from activist studies and other student-centred interventions. [ABSTRACT FROM AUTHOR]

Copyright of Apunts: Educació Física i Esports is the property of Institut Nacional d'Educacio Fisica de Catalunya and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Bearing in mind the significant introduction of the circus into school and extracurricular activities over recent years, this study aims to present two educational programmes in which circus activities have gained prominence as part of the Physical Education curriculum. To that end we visited classes in a primary school in Brazil and a secondary school in Spain, where this discipline has been part of the study programme for more than 5 years. The facts observed reveal that the circus is presented as innovative and motivating discipline with excellent student acceptance and participation. Moreover, the teachers in charge notice that the circus and art in a wider sense are important educational components by virtue of their creative and expressive potential. Finally, the description of these experiences enables us to discuss the circus modalities used and the difficulties faced by teachers during the implementation of this discipline. [ABSTRACT FROM AUTHOR]

The aim of this paper is to present an educational proposal using something rarely to be found in physical education: the via ferrata. The inclusion of an adventure sport in a programme in this subject is justified among other reasons by the interest of students in learning new activities other than the usual traditional ones (football, basketball, athletics, etc.). This adventure sport consists of following a vertical and horizontal route up a rock wall using special equipment. This article puts forward ideas about how to adapt the sport and its technical elements in physical education classes. [ABSTRACT FROM AUTHOR]

The aim of this study was to establish the action procedure for teachers when faced with a specific educational need in the area of physical education. We designed an investigation based on the Delphi method of three rounds. The first group of participants included five university professors with a high degree of theoretical knowledge about the inclusion of students with disabilities in the area of physical education. The second group consisted of 11 teachers with practical experience in the area of physical education and students with disabilities in the classroom. Their contributions helped conclude the study with a final design of the Action Procedure facing the Inclusion of students with disabilities in the area of Physical Education (PAIADEF). [ABSTRACT FROM AUTHOR]