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Purpose: This paper aimed to examine moderate-to-vigorous physical activity (MVPA) levels in physical education. Method: A review of reviews was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. The screening process, data extraction, assessment of the risk of bias, and analysis of the results were carried out independently by two reviewers. A total of eight systematic reviews from six databases, which included 224 studies, involving more than 80,000 students (elementary, middle, and high school), enrolled in more than 450 schools worldwide were unpacked. Results: Students fail to meet the 50% recommendation of MVPA lesson time, irrespective of country, school stage, gender, or MVPA measures. Physical education-based interventions increased students’ MVPA during lessons (range 14.3%–24%) compared with control groups. Conclusion: Physical education is uniquely positioned to provide physical activity opportunities for students, but teachers must target the provision of adequate MVPA levels, which is not currently happening.

Technology has been recently found to be an effective tool to deliver public health interventions [1]. More specifically, the effects of interventions using apps to improve health have been targeted lately [2]. The goal of the present study was to conduct a systematic review of systematic reviews to summarize the scientific evidence. Three research questions were formulated to guide the research: RQ1. Are interventions using apps effective to improve PA? RQ2. Are interventions using apps effective to improve sedentary behavior? RQ3. Are interventions using apps effective to improve diet? This review of reviews was registered with PROSPERO (CRD42022345909). Systematic reviews were included following the PICOTS framework (population, intervention, comparator, outcomes, time and setting). In addition, reviews with several research objectives were included only when they comprised more than two-thirds of the studies analyzing one or more of the objectives of this review. As a result, 12 systematic reviews were selected for data extraction. Findings uncovered that apps could be effective to improve individuals' PA, sedentary behavior and diet. However, elements like the intervention components, the context/environment/setting, the length of the intervention or the population targeted should be carefully considered in future studies.

Resumen Los objetivos de este estudio han sido dos: (a) analizar si los factores del aprendizaje cooperativo discriminan las diferentes metas de aproximacion del modelo de metas de logro 3 × 2 y, en consecuencia, (b) valorar el papel que pueda desempenar la etapa educativa. Participan un total de 1292 estudiantes (660 hombres y 632 mujeres) pertenecientes a las etapas educativas de primaria (580), secundaria (531) y bachillerato (181), con edades comprendidas entre los 10 y los 19 anos (M = 13.05, DT = 2.45). Se administran los cuestionarios CAC y CML 3 × 2-EF como instrumentos de recogida de datos. Los resultados del analisis discriminante han mostrado que los factores del aprendizaje cooperativo son predictores de las metas de aproximacion, destacandose el factor responsabilidad individual para las metas de aproximacion-tarea (MAT) y aproximacion-yo (MAY), siendo este mismo el menos discriminante para la meta de aproximacion-otros. Ademas, los resultados del analisis de arbol de decisiones indican que en educacion primaria, educacion secundaria y bachillerato, los estudiantes con el nivel mas alto en MAT y MAY son aquellos que puntuan mas elevado en responsabilidad individual. Estos hallazgos reflejan la importancia de la responsabilidad individual para que el alumnado de educacion fisica muestre patrones mas adaptativos, como lo son MAT y MAY.

The aim of the present study is two-fold: (a) to analyze whether the cooperative learning (CL) factors discriminate the different approach goals of the 3 × 2 achievement goals model and, consequently, (b) to assess the role that can play educational stage. A total of 1292 students participate (660 men and 632 women) belonging to the educational stages of primary (580), secondary (531) and baccalaureate (181), with ages between 10 and 19 years (M = 13.05, SD = 2.45). The CAC and CML 3 × 2-EF questionnaires are administered as data collection instruments. The results of the discriminant analysis have shown that the cooperative learning factors are predictors of the approach goals, highlighting the individual responsibility factor for the task-approach goals (TAG) and self-approach goals (SAG), this being the least discriminant for the other-approach goals (OAG). In addition, the results of the decision tree analysis indicate that in primary education, secondary education and baccalaureate, the students with the highest level in TAG and SAG are those that score the highest in individual responsibility. These findings reflect the importance of individual responsibility so that physical education students show more adaptive patterns such as TAG and SAG.

El presente estudio ha sido contextualizado desde la problematica que supone los bajos niveles de actividad fisica durante la adolescencia, teniendo en cuenta el papel que desempenan los padres, como modelo conductual, para el fomento de la actividad fisica de los hijos. Por consiguiente, el objetivo de este estudio fue analizar en que medida inciden los padres para la practica de la actividad fisica de los hijos. Participaron un total de 487estudiantes, chicos ( n = 262) y chicas ( n = 225), con edades comprendidas entre los 14 y 16 anos ( M = 15.02 DT = 0.87), y se emplearon el cuestionario PAQ-A y tres items de elaboracion propia, previamente consensuados por los investigadores. Se llevaron a cabo estadisticos descriptivo, correlaciones, pruebas T y regresiones. El analisis de regresion mostro una influencia importante del animo que ejercen los padres para la actividad fisica de los hijos. A modo de conclusion, se demuestra la importancia de los padres en el fomento de la practica de actividad fisica en los hijos. Abstract. The present study has been contextualized from the problematic that low levels of physical activity suppose during adolescence, taking into account the role that parents play, such as as behavioral models, for the promotion of their children´s physical activity. Therefore, the aim of this research was to test the extent to which parents influence their children`s physical activity habits. The sample was formed by 487 students, both boys ( n = 262) and girls ( n = 225), ranging in age from 14 to 16 years old ( M = 15.02; SD = 0.87). The PAQ-A questionnaire, as well as three items of own elaboration, previously established by the researchers, were employed. Descriptive statistics, correlations, T tests and regressions were run. The regression analysis showed an important impact of the encouragement to be physically activity that parents provide to their children. In conclusion, the importance of parents in promoting children`s physical activity practices is demonstrated.

Cooperative learning is a pedagogical framework extensively used in educational contexts worldwide, but some scholars warn that we do not know much about how its claimed outcomes are delivered. The aim of this study was to uncover the connections between cooperative learning contexts and students’ task and self-approach goals in physical education. We hypothesized that those students who perceived a stronger cooperative learning context in their classes would also show higher task and self-approach goals. A total of 1328 students (648 females and 680 males) from three different educational stages: primary education (n = 584), secondary education (n = 550) and baccalaureate (n = 194), agreed to participate. Participants’ ages ranged between 10 and 20 years ( M = 13.11; SD = 2.45). An ex-post-facto, cross-sectional research design was followed. Results showed a direct and significant connection between high-perceived cooperative learning contexts and high students’ task and self-approach goals. The odds ratio tests verified this positive association, indicating a 4-times greater probability for students who perceived a strong cooperative learning context in the classroom of having high task and self-approach goals. In the same line, we observed that, as the perception of a cooperative learning context increased, task and self-approach goals also increased. This means that a small change in the class context to make it more cooperative had an impact on the students’ achievement goals. Teachers should try to create class contexts where students perceive a strong cooperative learning climate, because it has been connected to adaptive motivational patterns, task and self-approach goals, and these are associated with positive outcomes.

Interest in analyzing physically active behaviors during school recesses has grown in recent years as the school environment has consolidated (recess, physical education classes, lunch-time, before and after school) as a crucial space to bring these levels towards those recommended through intervention programs and improvements in the school environment. Unfortunately, in most of these studies, children do not achieve the 60 min a day of moderate to vigorous physical activity (MVPA) recommended by the World Health Organization. The aim of this systematic review is to analyze the cross-sectional, longitudinal, and intervention studies objectively measured with accelerometers that have emerged in recent years to determine the amount of MVPA of children at recess. This systematic review followed the PRISMA guidelines. The extraction process for the studies included in this systematic review yielded a total of 43 articles. The studies were classified according to the methodological nature of the research: cross-sectional (n = 34), longitudinal (n = 3) and quasi-experimental (n = 6). The results of the studies confirm that during the recess period younger children are physically more active than older ones and that in general, boys are more physically active than girls. In addition, the data show that the school contributes to more than 40% of the total MVPA. The intervention programs led to an increase in MVPA of up to 5%. Providing schools with equipment and facilities shows that intervention programs are beneficial for raising children&rsquo, s levels of physical activity.

The present research had two complementary aims: (a) to examine the associations between cooperative learning (CL) and emotional intelligence (EI) in physical education (PE) and (b) to explore and compare the use of CL in PE in primary education (PED), secondary education (SED) and baccalaureate (BA). A total of 1332 students (682 males, 650 females) took part in the study. All participants were aged between 10 and 20 years old (M = 13.09, SD = 2.47) and belonged to 13 different schools in Southwest Spain. They completed the cooperative learning questionnaire (CLQ), referring to the PE classes, in addition to the emotional intelligence questionnaire in physical education (EIQPE). Positive and significant associations were found between CL and EI in all school stages. In addition, moderately strong associations were uncovered between CL and the different dimensions of EI: emotional recognition, emotional control and regulation and emotional empathy. Participants belonging to classrooms with larger cooperation indices presented higher levels of EI. Results also highlighted a greater use of CL in PE classes during the PED stage in comparison to the SED and BA stages. These outcomes are discussed in light of the existing literature and methodological implications are derived for teaching PE. The use of CL in PE is recommended because of its positive contribution to the affective domain through IE. This will be especially important during the SED and BA stages, where lower rates of CL were observed.

The purpose of this study was to examine the link between physical activity (PA) and mental health (MH) in children in terms of gender. A total of 750 subjects (52.9% boys, Mage = 10.88, SD = 0.75) reported the level of PA they were performing by means of a self-report questionnaire, and they also completed the Spanish version of the Strengths and Difficulties Questionnaire (SDQ). Results revealed statistically significant differences in regard to gender in the physical activity index (PAI), the externalizing of problems, and prosocial behavior. Boys presented high scores on the PAI and externalizing problems. Girls obtained higher values on the prosocial scale. In the prediction analysis, the PAI revealed a statistically significant relationship in linear models for externalizing and internalizing problems, as well as in both the linear and quadratic models in the prosocial scale for the case of male gender. For girls, the PAI revealed a statistically significant relationship in the quadratic model for internalizing problems and in both the linear and quadratic models for the prosocial scale. These findings are discussed in terms of previous research literature on PA and MH in children. Some important educational implications for teaching and learning physical education are suggested.

In childhood, the perception of body image is in the construction phase and emerges linked to the aesthetic ideals of society, which is well differentiated according to gender. In this way, according to people&rsquo, s interpretations of the environment and how to manage it emotionally, greater or lesser body satisfaction may be generated, which could have irreversible consequences for children. Therefore, our interest lies in how body image satisfaction and gender can act as modulating variables of emotional intelligence in childhood, analyzing differences in the intrapersonal, interpersonal, stress management, adaptability, and mood dimensions of emotional intelligence, according to the degree of body image satisfaction and the child&rsquo, s gender. A total of 944 Primary Education students selected by multistage cluster sampling, 548 boys and 396 girls aged between 9 and 12 years from different schools in Extremadura (Spain), participated in the research. The study design was descriptive, and questionnaires to measure emotional intelligence, self-perception, and body image satisfaction were used. An analysis of descriptive statistics, a Chi-square test to measure the variance/invariance of the participants&rsquo, distribution according to their satisfaction with body image and gender, and a MANOVA to determine the possible effects of satisfaction with body image as well as of gender on emotional intelligence were conducted. Regardless of gender, children who were satisfied with their body image showed higher interpersonal intelligence, greater adaptability, and better mood. With respect to gender, girls showed higher stress management than boys. Throughout Compulsory Education, it is necessary to promote campaigns imparted by specialists to prevent body image dissatisfaction, so that the benefits can reach the entire educational community (students, teachers, and parents). In this work, several possibilities are described to meet the demands of contemporary society.

Background: The aim of this systematic review was to examinemotivational interventions based on physical activity as precursor of psychosocial benefits inside of the scholar context. Method: studies were identified in seven databases (Web of Science, Sport Discuss, Scopus, Eric, Pubmed, Psycinfo and Google Scholar). The search process was from June 2011 to September 2019. A total of 41 articles met the inclusion criteria. Results: 23 studies showed psychological effects after intervention and also 10 studies showed psychosocial effect after the intervention. The rest of the studies, although they presented changes, did not become significant.Conclusions: this systematic review showed the importance of motivational processes for the performance of physical activity and sport as a precursor of psychosocial changesand highlights the importance of strategies and the temporal nature of studies to maintain significant changes over time.Likewise, the study shows the future trend of motivational interventions, highlighting the female gender as participants of special interest, and changing the methodology through web-based interventions and active breaks or mental breaks during traditional subject classes.

[Resumen] El propósito de esta investigación fue analizar el rol predictivo de la inteligencia emocional y la importancia concedida a la realización de la actividad física, sobre el autoconcepto físico en escolares. Tomaron parte en el estudio un total de 838 sujetos con edades comprendidas entre los 9 y los 12 años. Se usaron los instrumentos AF-5 (Autoconcepto), EQ-i: YV “Inteligencia emocional para niños y adolescentes”, y una pregunta diseñada concretamente para el estudio en el que se valora la importancia que los escolares otorgan a la actividad física. El análisis discriminante llevado a cabo encontró que el estado de ánimo y la importancia de la actividad física predecían de forma significativa el autoconcepto físico. Se sugiere la contribución de los contextos educativos y sociales en el desarrollo de la inteligencia emocional, así como la promoción de la actividad física, por la relevancia en el proceso de construcción del autoconcepto físico. [Abstract] The purpose of this research was to analyze the predictive role of emotional intelligence and the importance given to the realization of physical activity, on the physical self-concept in children. A total of 838 subjects aged between 9 and 12 years participated in the study. The instruments AF-5 (Self-Concept), EQ-i:YV “Emotional Intelligence for children and teenagers”, and an item specifically designed for the study, which assesses the importance which schoolchildren give to physical activity, were used. The discriminant analysis carried out found that the state of mind and the importance of physical activity significantly predicted the physical self-concept. It is suggested the contribution of educational and social contexts in the development of emotional intelligence, as well as the promotion of physical activity, by the relevance in the process of construction of physical self-concept.

This study aims to analyze the psychophysiological stress response of a helicopter crew using portable biosensors, and to analyze the psychophysiological stress response differences of experienced and non-experienced crew members. We analyzed 27 participants (33.89 &plusmn, 5.93 years) divided into two different flight maneuvers: a crane rescue maneuver: 15 participants (three control and 12 military) and a low-altitude maneuver: 12 participants (five control and seven military). Anxiety, rating of perceived exertion, subjective perception of stress, heart rate, blood oxygen saturation, skin temperature, blood lactate, cortical arousal, autonomic modulation, leg and hand strength, leg flexibility, spirometry, urine, and short-term memory were analyzed before and after both helicopter flight maneuvers. The maneuvers produced a significant increase in stress and effort perception, state of anxiety, and sympathetic modulation, as well as a significant decrease in heart rate, blood oxygen saturation, leg and inspiratory muscle strength, and urine proteins. The use of biosensors showed how a crane rescue and low-altitude helicopter maneuvers produced an anticipatory anxiety response, showing an increased sympathetic autonomic modulation prior to the maneuvers, which was maintained during the maneuvers in both experienced and non-experienced participants. The crane rescue maneuver produced a higher maximal heart rate and decreased pulmonary capacity and strength than the low-altitude maneuver. The psychophysiological stress response was higher in the experienced than in non-experienced participants, but both presented an anticipatory stress response before the maneuver.

Parenting styles have been used to explain the effects of family socialization on children’s learning skills. In this research, we have considered build an instrument for evaluating academic goals in the primary school stage, that allows us determine the relationships between the different types of goals and the different ways of establishing and policing the rules that the participants perceive from their parents. Those participating in this research were 550 pupils from of primary education. The Questionnaire on Academic Goals (QAG) has highly acceptable psychometric characteriztics. The analysis has shown the existence of four solid, well-defined factors. The relationships between the different types of goals and the different ways of establishing and policing the rules are verified. The pupils classified in the groups concerning the goals of social evaluation and reward were characterized by a more indulgent parenting style, determined by an absence of rules and limits for their children’s behavior. On the other hand, those pupils classified in the groups concerning the goals of learning and achievement were characterized by parents with an inductive style, determined by the use of reasoning and explanations towards their children in so far as the consequences of breaking the rules.

Framed within Self-Determination Theory, the objective of this study was to analyze the relationship between satisfaction and frustration of basic psychological needs, levels of motivation, physical activity, and satisfaction with life. Methods: A total of 487 students participated, comprising males (n = 262) and females (n = 225), aged between 14 and 16 years (M = 15.02, SD = 0.87), from different secondary schools. Results: A regression analysis was carried out (structural equation modeling) that revealed the existence of two theoretical lines, one positive and the other negative, where the satisfaction of basic psychological needs was positively related to autonomous motivation and physical activity, which predicted satisfaction with life. On the other hand, the frustration of basic psychological needs was positively related to controlled motivation, whereas controlled motivation (introjected regulation and extrinsic regulation) was inversely associated with physical activity and satisfaction with life. Conclusion: The results show the importance of motivational processes in physical activity, and the effects of physical activity on satisfaction with life in adolescents who spend more time engaged in physical activity.

Minors’ mental health is a subject of high global concern. Understanding the factors that influence their mental health is essential to improving the health of future generations. In this study, an analysis of the Strengths and Difficulties Questionnaire’s usefulness is carried out, as a validated tool, recognized in Spain and internationally, for the measurement of minors’ mental health. In turn, the influence of the variables of gender, age, and physical health, along with the occupational social class of parents on Spanish minors’ mental health, has been analyzed. Spanish minors with good physical health and of parents with middle and higher education, as well as in an occupational social class, are less likely to suffer mental health problems. On the other hand, it seems that internalizing symptoms are more likely in girls, and externalizing symptoms are more likely in boys. However, when a global measure of mental health is made without specific subscales, the effects of gender and age diverge greatly, according to the studies. Although there are examples of current research using the same measurement tool, there is still a need for many more international studies that are coordinated using the same methodology. This study identifies the factors which the international and Spanish scientific literature has revealed as being determinants in minors’ mental health. Finally, it is essential that the influence of these factors be assessed in the areas of primary care and mental health to facilitate better detection, intervention, or prevention of mental health problems in today’s children, as well as the children of future generations.

Aim: Taking into account Bar-On’s postulations about social-emotional intelligence, the aim of the current work is to find out the differences in the five dimensions of this intelligence between children that practice organized sport and those children that do not practice it at the elementary school level. Method: A randomly selected sample of 940 children from elementary schools, ranging in age from 6 to 12 years old, attending different schools from the Autonomous Community of Extremadura (Spain), was used. Results: The results showed that children who practiced organized sport had better abilities at the intrapersonal and interpersonal level, better adaptability and mood states, and greater emotional intelligence than those who did not. The findings regarding gender and age indicated greater values in girls of emotional intelligence, highlighting the interpersonal dimension, as well as mood state scores, whereas younger children showed greater intrapersonal intelligence and less stress management. Moreover, children who practiced for three or more hours per day had a greater ability to cope with stress than those children who practiced for fewer hours a day. Conclusions: To conclude, it is important to promote federative sport practice in elementary education in order to ensure that children learn to better regulate and manage their emotions.

Previous research highlighted the effectiveness of cooperative learning in the four learning domains: physical, cognitive, social and affective. However, recent reviews have called for more empirical research on social and emotional learning based on contemporary theories, frameworks and assessment tools. Little is known about the links between cooperative learning and two strong contemporary frameworks: the achievement goal theory and the four-branch model of emotional intelligence. The goal of this study was to assess the connections between cooperative learning, task and self-approach goals, and emotional intelligence in physical education classes. Forty primary education students (21 girls, 19 boys), 10&ndash, 12 years (Mage = 10.87, SD = 0.85), enrolled in two different classes in only one school, participated. None of them had experienced cooperative learning as a pedagogical model before. The study followed a one group, pre-test-post-test, pre-experimental design. Both classes experienced the same cooperative learning intervention programme conducted in physical education, which included two consecutive learning units for a total of 16 sessions (2 per week/50 min each). The same physical education teacher, an expert in cooperative learning, conducted all sessions. Results showed that the cooperative learning framework helped increase students&rsquo, self-approach goals and their emotional control and regulation, and empathy. In conclusion, the present study reinforced the use of cooperative learning in physical education, because it can guide students to more adaptive motivational patterns and to develop their emotional intelligence. Furthermore, it contributes to the students&rsquo, social and emotional learning building quality relationships, learning to manage stressors, and evolve individually and in groups.

espanolEl objetivo de esta investigacion fue construir y validar la escala de gestion de aprendizaje cooperativo en una muestra de maestros y profesores de ensenanza secundaria en Espana. La muestra estuvo formada por 376 maestros y profesores, pertenecientes a ensenanza infantil (n=136), primaria (n=159) y secundaria (n=71), tanto de genero masculino (n=110) como femenino (n=266), y de centros publicos (n=269), concertados (n=106) y privados (n=1) de la Region de Extremadura. Los resultados obtenidos mostraron que el instrumento presenta una adecuada validez factorial y consistencia interna, mediante la generacion de 3 factores: Diseno, Seguimiento y Evaluacion. Finalmente, se concluye que este trabajo aporta evidencias cientificas de que la escala de gestion de aprendizaje cooperativo se muestra valida y fiable para analizar esas estrategias a desarrollar en el aula en profesores y maestros espanoles. EnglishThe aim of this research was to validate the management of cooperative learning scale in a sample size of teachers from Primary and Secondary schools in Spain. The sample was composed of 376 teachers belonged to Childhood (n=136), Primary (n=159) and Secondary (n=71) schools, both male (n=110) and female (n=266), from public (n=269), state (n=106) and private (n=1) schools from the Region of Extremadura. Results showed that the instrument had an adequate factorial validity and internal consistency, revealing a structure of 3 factors: Design, Follow-Up and Evaluation. Finally, this work gives empiric evidences that the management of cooperative learning scale is valid and reliable to examine these behaviors in Spanish teachers.