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Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal 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 Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica 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.)

Introduction: Prospective research in Health Sciences and Sports Sciences warns of the need to design and implement educational program at the different stages of human development, that promote emotional competences, interpersonal competences, an adequate level of healthy physical activity as well as adherence to the Mediterranean diet and a more active lifestyle on a physical and social level. The main objective of the study was to design an intervention program on intra-and interpersonal competences together with emotional education, nutritional education and healthy physical activity, called 'RegulACTION'. Methods: The preliminary study sample consisted of 11 participants aged 21-28 years (M = 5.00, SD = 8.76) (8 female and 3 males) university students. An ad hoc questionnaire was elaborated to evaluate the participant's perception of the usefulness of the 'RegulACTION' experience and a semi-structured interview of 5 questions to assess their perception, identification of their emotions, awareness of their cognitions, emotions and behaviors in the different areas of their lives. Results: The descriptive results show that the participants are receptive to continuing training in the regulation of cognitions (thoughts) and emotions to increase their satisfaction in different areas of their lives. Regarding the qualitative results, the participants' perception, collected verbatim, is that they feel the need to apply the knowledge about personal and social emotions, as well as healthy behavior in terms of nutrition and exercise, in their daily lives. Discussion: The 'RegulACTION' program is designed based on the assessment of the prevalence of mental illness in the young adult and adult population, in line with the literature review in the area of knowledge of the theory of emotions, motivational theories and on the occasion of the development of a workshop organized. [ABSTRACT FROM AUTHOR]

Annual age grouping is a common organizational strategy in academics and sports. This strategy could promote the relative effects of age, which refers to the (dis)advantages that subjects who were born in the first or last months of the year may suffer. The consequences could be minimized, resulting in better physical and/or academic results. The objective of the study was to evaluate the influence of the quarter of birth and examine the correlation between physical condition variables and academic performance. The sample included 79 students (51.90% females) 13.46 ± 0.21 years old in the second year of Obligatory Secondary Education. The physical variables of this study were explosive power, cardiorespiratory capacity, speed, flexibility, and muscle strength. They were evaluated using the horizontal jump tests, Cooper test, 50 m sprint, sit-and-reach test, and medicine ball exercises, respectively. The academic variables were obtained from the average academic grade, grouped by key competencies. An Analysis of Covariance (ANCOVA), controlling for gender, body mass, and height, revealed significant differences between male students born in the first quarter compared to those born in subsequent quarters in all physical condition variables (except for cardiorespiratory capacity). For female students, significant differences were observed only in the explosive power variable. No statistically significant intra-sex differences were evident in academic performance at any time of measurement. Additionally, moderate to large correlations were found in the physical condition and academic variables. It is concluded in relation to the need to implement diverse strategies regarding the process of developing physical conditions in adolescence that satisfy the growth needs of students based on age and sex. [ABSTRACT FROM AUTHOR]

The symbiotic relationship between sports practice and psychological well-being has, in recent times, surged to the forefront of academic and public attention. The aim of this narrative review is to comprehensively explore the intricate pathways linking physical engagement in sports to its subsequent impacts on mental health and synthesize the multifarious effects of sports on psychological health, offering insights for integrating physical and psychological strategies to enhance well-being. From neurobiological underpinnings to therapeutic applications, this comprehensive manuscript provides an in-depth dive into the multifaceted world of sports and psychology. Highlighting evidence-based interventions, this review aspires to offer actionable insights for practitioners, athletes, and individuals alike, advocating for a holistic approach to mental well-being. This manuscript highlights the profound impact of sports on mental health, emphasizing its role in emotional regulation, resilience, cognitive function, and treating psychological conditions. It details how sports induce neurochemical changes, enhance brain functions like memory and learning, and aid against cognitive decline. This review also notes the benefits of regular exercise in mood improvement, stress management, and social skill enhancement, particularly when combined with mindfulness practices. It underscores the importance of considering cultural and gender perspectives in sports psychology, advocating for an integrated physical–psychological approach to promote overall well-being. [ABSTRACT FROM AUTHOR]

The objective of the present study was to elaborate on an intervention proposal called "Know yourself" based on the development of intrapersonal intelligence and wisdom in university students, in the areas of "Expression and Corporal Communication" (mention of Physical Education) and "Expression, Communication and Creation of motor manifestations" that are relevant for a degree in Primary Education. The sample consisted of a total of 109 participants (M = 22.46; SD = 2.42), 48 men and 58 women. The participants were organized into two groups: n = 59 belonging to the control group and n = 47 to the experimental group. The research process began with the search and review of the existing bibliography, for both general terms and in the university context, in addition to the collection of the sample. Participants were intentionally assigned to the control and experimental groups. A pre-test was performed with the 3D-WS SCALE that evaluates wisdom (affective, reflective, and cognitive dimensions) through a Likert scale, and the results reflected no differences between groups (p > 0.05) for all variables (three dimensions of 3D-WS SCALE and health care), and for this reason, both groups were assessed on a similar level. At a qualitative level, participants were asked about their perception of the intervention and were interviewed through a semi-structured interview at the end of the intervention. Finally, the possible results and benefits of intervention programs are discussed along the same line of study, compared to the present proposal. All the aforementioned steps of the study were conducted with the main purpose of developing interventions with an adequate focus on and a high level of efficiency in the mastery of intra- and interpersonal wisdom crucial for the personal, academic, and social development of university students. [ABSTRACT FROM AUTHOR]

The aim of this study was to determine the correlation of intelligence quotient with spelling performance, executive functions and emotional intelligence and to analyse the profiles in executive functions presented by the participants and the differences at the level of intelligence quotient, spelling performance and emotional intelligence. The sample consisted of 125 Spanish primary school students (58 girls and 67 boys) in a rural environment, with a mean age of 10.92 (±.68) years. Intelligence quotient and spelling performance were measured using the BADyG test; executive functions were assessed using the NIH EXAMINER battery and emotional intelligence was assessed using the Bar‐On questionnaire. The results show a high correlation of intelligence quotient with spelling performance, executive functions and two emotional intelligence dimensions (adaptability and interpersonal). Two clusters were observed: a high executive functions profile (n = 74, 59.7%), with high scores on all measured variables (working memory, planning, cognitive flexibility, inhibition and verbal fluency), and a low executive functions profile (n = 50, 40.3%) with low scores on all executive functions‐related variables. The multivariate analysis of variance (MANCOVA) found variations between the different clusters in the intelligence quotient, spelling performance and interpersonal emotional intelligence variables, showing that students with a higher executive functions profile had a higher intelligence quotient, spelling performance and interpersonal emotional intelligence values. This study could help to better define what kind of teaching methodology favours the development of academic performance in schoolchildren and the connections between important educational aspects such as emotional intelligence and executive functions. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Prospective research in the area of Education Sciences and Physical-Sports Education agree on the need to design and implement educational programs that promote emotional competencies (ECs), interpersonal competencies (ICs), an adequate level of healthy physical activity (NAFS) and a good adherence to the Mediterranean diet (ADM). The main objective of the study is to design an intervention program in intra- and interpersonal competencies together with nutritional education and corporality called "MotivACTION". The sample consisted of 80 primary schoolchildren aged 8 to 14 years (M = 12.70; SD = 2.76) (37 girls and 43 boys) from two schools in the Community of Madrid. An ad-hoc questionnaire was created to assess the participant's perception of the usefulness of the "MotivACTION" educational experience. The program "MotivACTION: Feed your SuperACTION" is designed and implemented based on the development of a workshop organized through the Universidad Europea de Madrid. As the main preliminary results of the pilot study, the schoolchildren who experienced the "MotivACTION" workshop showed high satisfaction with the educational program. They were able to create a healthy menu with the frog chef. They also felt better and happier at the end of it, and they enjoyed practicing physical activity moving to the rhythm of the music while doing mathematical calculations. [ABSTRACT FROM AUTHOR]

Physical education is closely linked to overall health and education innovation, making it an essential aspect of individuals' development within the educational context. Interventions among children and adolescents are important for promoting physical fitness, motor skills, and overall well-being. The use of technology, such as virtual reality and activity bracelets, can enhance physical activity levels and engagement. Teacher training and the integration of theoretical models are crucial for the overall health development of schoolchildren and adolescents. Factors such as motivation, emotional intelligence, and personality traits also play a role in physical education. It is important to consider age and sex differences in implementing study plans and providing appropriate facilities and materials. [Extracted from the article]

Background. To promote chronic adaptations, resistance training needs the manipulation of different variables, among them, the order of the exercises and sets. Specifically, for velocity-based training, paired exercises alternating upper and/or lowerbody muscle groups appear to be a good choice to promote neuromuscular adaptations. Objective. This study aimed to compare the effect of two velocity-based training programs only differing in the set configuration on muscle strength, muscular endurance and jump performance. Methods. Moderately strength-trained men were allocated into a traditional (TS, n= 8) or alternating sets (AS, n= 9) configuration group to perform a 6-week velocity-based training program using the full squat (SQ) and bench press (BP) exercises. The TS group completed all sets of the full squat (SQ) exercise before performing the bench press (BP) sets, whereas the AS group completed the first set of each exercise in an alternating manner. Training frequency, relative load, number of sets, percentage of velocity loss (%VL) within the set and inter-set rest were matched for both groups. Countermovement jump height (CMJ), load (kg)-velocity relationship, predicted 1RM, and muscular endurance for each exercise were evaluated at pre- and post-training. Results. The TS and AS groups obtained similar and non-significant improvements in CMJ (3.01 ± 4.84% and 3.77 ± 6.12%, respectively). Both groups exhibited significant and similar increases in muscle strength variables in SQ (6.19-11.55% vs. 6.90-011.76%; p D 0:033-0.044, for TS and AS, respectively), BP (6.19-13.87% and 3.99-9.58%; pD0:036-0.049, for TS and AS group, respectively), and muscular endurance in BP (7.29 ± 7.76% and 7.72 ± 9.73%; pD0:033, for the TS and AS group, respectively). However, the AS group showed a greater improvement in muscular endurance in SQ than the TS group (10.19 ± 15.23% vs. 2.76 ± 7.39%; pD0:047, respectively). Total training time per session was significantly shorter (pD0:000) for AS compared to TS group. Conclusions. Training programs performing AS between SQ and BP exercises with moderate loads and %VL induce similar jump and strength improvements, but in a more time-efficient manner, than the traditional approach. [ABSTRACT FROM AUTHOR]

Numerous investigations show the need to intervene with school children and young students in order to mitigate socio-educational difficulties such as social conflict, and public health problems such as sedentary lifestyles and childhood obesity. This study seeks to explain the rationale and protocol of an educational programme called "ACTIVE VALUES" as an intervention strategy for the reduction of sedentary lifestyles and the promotion of education in values in schools. The present research used a mixed methods approach with a quasi-experimental design of repeated measures (pre-test and post-test), with a non-randomised control group (CG) and an experimental group (EG). The sample was composed of approximately 250 students and 30 teachers from different autonomous communities in Spain, divided into EG and CG. The EG implemented a teaching methodology based on the incorporation of Active Breaks (AB) into the structure of the Teaching Personal and Social Responsibility (TPSR) model, during one academic year, while the CG used conventional teaching based on the direct instruction teaching technique. A specific two-stage professional development procedure was followed: (1) initial training and (2) continuing professional development (CPD). The fidelity of the programme was checked by observational analysis of the sessions which were analysed by two observers with expertise in educational research and active methodologies. Currently, "ACTIVE VALUES" is the first study that examines the effectiveness of an educational programme that integrates into the teaching methodology, elements that foster education in values and promote healthy lifestyle habits through physical-sports activity within the classroom. [ABSTRACT FROM AUTHOR]

The present study aimed to analyse and contrast the experiences of six Preservice Physical Education Teachers (onwards PPET) from two different socio-demographic contexts, Spain and Ireland, regarding the use of Teaching Personal and Social Responsibility (henceforth TPSR) during their work placement. The sample consisted of six students aged between 21 and 25 years (three boys and three girls), in their final year of their bachelor's degree, who had completed their work placement within the education pathway in different schools in Ireland and Spain. Each student participated in a semistructured interview to find out about their practicum experience, the relevance of TPSR and its relation to occupational socialisation theory. After transcription of the interviews, the results show great similarity between the two contexts, with a positive assessment of the experience and its high relevance for both the teacher tutor and the teachers during their nonuniversity education. Spanish students largely described the importance of past school experiences, showing a very positive assessment of past experiences as PE teachers. On the other hand, it is the students from Ireland who placed greater value on the applicability of TPSR in other subjects. In addition to having more experience using other pedagogical models, they also emphasised the importance of planning before applying methodologies such as TPSR.TPSR is highlighted as a suitable model for the promotion of social values in the classroom, although the training received during the degree course is insufficient for the proper application of the model. It is concluded that TPSR was perceived by Spanish and Irish students as a suitable methodology for teaching undergraduate students, but the students' previous experiences must be taken into account. [ABSTRACT FROM AUTHOR]

This study aimed to compare the effect on bar execution velocity and number of repetitions between two velocity-based resistance training protocols only differing in the set configuration of the full-squat (SQ) and bench-press (BP) exercises. Moderately strength-trained men were assigned to a traditional (TS, n = 9)- or an alternating-set (AS, n = 10) configuration group to perform four testing sessions against different relative loads (55–60–65–70% 1RM). Relative load, magnitude of intra-set velocity loss (%VL), number of sets, inter-set recovery time, and exercise order were matched for both groups in each session. Mean propulsive velocity of the first repetition (MPVfirst), average number of repetitions per set (NRS), total number of repetitions (TNR), and total training time per session (TT) were measured. No significant differences between training conditions were observed for any relative load in MPVfirst, NRS, and TNR in both exercises. The TS group completed a significantly higher number of repetitions (p < 0.05) at faster velocities (MPV > 0.9–1.1 m·s−1) in the SQ. In conclusion, training sessions performing AS between SQ and BP exercises with moderate relative loads and %VL result in similar bar execution velocity and volume, but in a more time-efficient manner, than the traditional approach. [ABSTRACT FROM AUTHOR]

The article presents the discussion on considering a very reliable and sensitive instrument for measuring bar velocity. Topics include research design responding to a quantitative and quasi-experimental methodology using a data collection technique through standardised tests; and degrees of freedom justified by calculating the effect size which being not necessary reporting as the null hypothesis being confirmed.

The purpose of this study was to analyse the reliability and validity of an opto-electronic sensor system (Velowin) for assessment of the bar-velocity in the deep squat exercise. Mean velocity, mean propulsive velocity and peak velocity generated in the deep squat exercise performed in the Smith machine bar were analysed compared to a linear velocity transducer considered as the gold standard. The study was conducted with a sample of 26 men with experience in resistance training. Six measurements were analysed for squat exercise in concentric phase using a progressive loading increase. Three consecutive repetitions were performed per load with a 3–4 min recovery between loads. Analysis of variance confirmed that there were no significant differences (p > 0.05) for the velocity variables between Velowin and T-Force for each of the loads. The reliability analysis showed high values of the intraclass correlation coefficient (ICC = 0.94–0.99), an 'almost perfect' Lin's concordance coefficient (CCC = 0.99) and a low coefficient of variation (CV <3.4%) for each of the loads and velocities. These results confirm the reliability and validity of the Velowin device for measuring the execution velocity in deep squat exercise. [ABSTRACT FROM AUTHOR]

The purpose of this study was to analyse the reliability and validity of an opto-electronic sensor system (Velowin) compared to a linear velocity transducer (T-Force System) considered as the gold standard. Mean velocity (MV) and peak velocity (PV) generated in the Smith machine bar placed on the shoulders in counter-movement jump exercise (CMJ) were analysed. The study was conducted with a sample of 21 men with experience in resistance training. Five measurements were analysed for CMJ exercise in concentric phase using a progressive loading increase. Three jumps were made per load with a 3–4 min recovery between loads. The analysis of the variance confirmed that there were no significant differences (p > 0.05) in the execution velocity between Velowin and T-Force with each of the loads. The reliability analysis showed, with each of the loads, high values of the intraclass correlation coefficient (ICC = 0.95–0.99) and a 'substantial' Lin´s concordance coefficient in MV (CCC ≥0.96) and between 'substantial' (CCC = 0.98) and 'almost perfect' (CCC = 0.99) in PV. These results confirm the reliability and validity of the Velowin device is reliable for measuring the execution velocity in loaded CMJ exercise. [ABSTRACT FROM AUTHOR]

Copyright of Universitas Psychologica is the property of Pontificia Universidad Javeriana 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 Revista Española de Orientación y Psicopedagogía (REOP) is the property of Revista Espanola de Orientacion y Psicopedagogia (REOP) 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 Motricidade is the property of Silabas Didaticas LDA 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.)

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. [ABSTRACT FROM AUTHOR]