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This study examined students’ calibration of performance in a sport skill in relation to their performance in an executive functions test. A total of 265 students in the fourth, fifth, and sixth grades participated in the study. The students took an executive functions test, and then they were tested on a basketball shooting test, after having provided a personal estimation regarding their performance. Based on students’ actual and estimated performance, the bias index was calculated to classify students into three categories; accurates, underestimators and overestimators, while the accuracy index (absolute values of the bias index) was also calculated. The results showed a positive but small magnitude relation between students’ scores in the executive functions test and their performance calibration, while accurate scored higher on the executive function test compared to over estimators and under estimators. These results are similar to those of previous studies with elementary school children that employed cognitive tasks and were discussed with reference to theoretical and empirical implications.

The accuracy of students’ judgments has important implications for their learning and performance in educational settings. However, little is known about how students make these judgments. This study explored university students’ justifications for making their judgments of learning in a developmental psychology course. Two independent samples were involved, including a total number of 115 senior sport students. Participants responded to a knowledge test and provided their judgments at the local (Sample 1) or at the global level (Sample 2) and then provided their justifications for making these judgments. Students’ justifications for making their judgments were classified in ten categories, including the study of the learning materials, the confidence for answering (or not) correctly, the memory, the general knowledge, the knowledge of the answer and a general reference to common sense, experience, lectures, and judgment. Variations in the frequency of these justifications were found across the local and the global level, low and high accurate students, and low and high performers. These results are discussed regarding their theoretical and practical implications for undergraduate students’ learning.

This study examined 10–11-year-old students’ perceptions regarding three different types of physical activity games based on different principles of mental engagement (contextual interference, mental control, or discovery). A total of 156 students (84 girls) from five fourth-grade (75 students) and five fifth-grade (81 students) classes of five elementary schools located in a middle-sized city in central Greece participated in the study. These students participated in a larger project consisting of a series of acute experiments aiming to examine the effectiveness of cognitively challenging physical activity games in elementary physical education. Students responded to open-ended questions regarding their perceptions of the physical activity games. Their responses were analyzed through a thematic analysis. A total number of 706 quotes were identified and categorized into the lower-order themes which were organized into four higher-order themes: (a) characteristics of the games, (b) effects of the games, (c) areas for improvement, and (d) preferences for specific games. Students’ views provided supporting evidence regarding the employment of cognitively challenging physical activity games in physical education. Useful insights regarding the characteristics of the games, their effects, and their areas for improvement were also gained.

This study examined the effects of a self-regulated learning teaching unit on students’ performance calibration, goal attainment, and attributions in physical education. Participants were 101 fifth...

The subject of the book is the teaching of life skills and the development of self-regulation of learning in physical education, sports and education. The book consists of three sections. The first includes four chapters that focus on life skills. Initially, the theoretical documentation of the teaching of life skills is presented, the importance of life skills and the didactic approach to their teaching are analyzed, while life skills programs applied in education, sports and physical education are presented. This is followed by a review of research and a description of the positive outcomes that result from teaching life skills. The five chapters of the second section focus on self-regulation of learning. First, the concept of self-regulation of learning, the processes it includes, the characteristics of self-regulated students, theoretical models that describe it and research results that describe the positive effects of the development of self-regulation of learning are presented. Also, the concept of performance assessment accuracy and the didactic approach to teaching sports skills with the aim of developing self-regulation of learning are analyzed. Next, the elements and processes linking self-regulated learning to life skills are presented, and the prerequisites for the transfer of self-regulated processes (e.g., goal setting, self-monitoring, self-evaluation, self -speech) in other areas of life to become life skills, as well as theoretical models that describe this process. The third section includes three chapters of practical applications. Practical instructions and applications and detailed lesson plans are presented, with relevant accompanying support material, for teaching life skills and developing self-regulated learning in physical education and sport., Αντικείμενο του βιβλίου είναι η διδασκαλία δεξιοτήτων ζωής και η ανάπτυξη της αυτό-ρύθμισης της μάθησης στη φυσική αγωγή, στα αθλήματα και στην εκπαίδευση. Το βιβλίο αποτελείται από τρεις ενότητες. Η πρώτη περιλαμβάνει τέσσερα κεφάλαια που εστιάζουν στις δεξιότητες ζωής. Αρχικά παρουσιάζεται η θεωρητική τεκμηρίωση της διδασκαλίας των δεξιοτήτων ζωής, αναλύεται η σημασία των δεξιοτήτων ζωής και η διδακτική προσέγγιση για την διδασκαλία τους, ενώ παρουσιάζονται προγράμματα δεξιοτήτων ζωής που εφαρμόζονται στην εκπαίδευση, στα αθλήματα και στη φυσική αγωγή. Ακολουθεί ανασκόπηση ερευνών και η περιγραφή των θετικών αποτελεσμάτων που απορρέουν από την διδασκαλία των δεξιοτήτων ζωής. Τα πέντε κεφάλαια της δεύτερης ενότητας εστιάζουν στην αυτό-ρύθμιση της μάθησης. Αρχικά παρουσιάζεται η έννοια της αυτο-ρύθμισης της μάθησης, οι διαδικασίες που περιλαμβάνει, τα χαρακτηριστικά των αυτο-ρυθμιζόμενων μαθητών, θεωρητικά μοντέλα που την περιγράφουν και αποτελέσματα ερευνών που περιγράφουν τα θετικά αποτελέσματα της ανάπτυξης της αυτο-ρύθμισης της μάθησης. Επίσης, αναλύεται η έννοια της ακρίβειας εκτίμησης της απόδοσης και η διδακτική προσέγγιση για τη διδασκαλία αθλητικών δεξιοτήτων με στόχο την ανάπτυξη της αυτο-ρύθμισης της μάθησης. Στη συνέχεια παρουσιάζονται τα στοιχεία και οι διαδικασίες που συνδέουν την αυτο-ρύθμιση της μάθησης με τις δεξιότητες ζωής και περιγράφονται οι προϋποθέσεις για την μεταφορά των διαδικασιών αυτο-ρύθμισης (π.χ., καθορισμός στόχων, αυτο-παρακολούθηση, αυτο-αξιολόγηση, αυτο-ομιλία) σε άλλους τομείς της ζωής ώστε να αποτελέσουν δεξιότητες ζωής, καθώς και θεωρητικά μοντέλα που περιγράφουν αυτήν την διαδικασία. Η τρίτη ενότητα περιλαμβάνει τρία κεφάλαια πρακτικών εφαρμογών. Παρουσιάζονται πρακτικές οδηγίες και εφαρμογές και αναλυτικά πλάνα μαθημάτων, με σχετικό συνοδευτικό υποστηρικτικό υλικό, για τη διδασκαλία των δεξιοτήτων ζωής και την ανάπτυξη της αυτό-ρύθμισης της μάθησης στη φυσική αγωγή και στα αθλήματα.

Two studies were conducted to examine the acute effects of exergaming on students’ executive functions and to explore their situational interest regarding these games in elementary physical education. The first study involved a two-group, repeated measures, cross-over quasi-experimental design. Participants were 74 (36 boys) fourth- and fifth-grade students who were assigned to the experimental (38 students) and the waiting list control (36 students) group. The single physical education session with exergames was first implemented with the initial experimental group and after the post-test, the waiting list control group received the intervention. In the second study, a pre-test post-test, the within-subjects design was involved with the experimental group students (48 fourth- and fifth-grade students, 27 boys) who participated in a booster single physical education session with exergames two months after their involvement in a four-week intervention with cognitively challenging physical activity games. Both studies involved pre- and post-intervention measures for executive functions using the design fluency test and a post-test measure for situational interest. During the acute session, students had to follow the movements of an on-screen dancing character in time to a chosen song of the Just Dance 2015 exergame. The results of the first study showed that experimental group students improved significantly from pre- to post-test their scores in design fluency and in cognitive flexibility and in the total score of the design fluency test and their improvements were higher compared to the waiting list control group. The waiting list control group students, after receiving the acute session with exergames, significantly improved their scores in design fluency, inhibition, and cognitive flexibility and in the total score of the design fluency test compared to their pre-intervention scores. Moreover, the second study showed that students’ total score in the design fluency test improved significantly from pre- to post-intervention. In both studies, students reported generally high scores in all subscales of the situational interest questionnaire. These results suggested that an acute exergame-based physical education session attracted students’ interest and positively triggered their executive functions.

The present study examined the effectiveness of a school-based health education program promoting healthy diet and exercise, named DIEX, implemented on adolescents. The program is based on the Theory of Planned Behavior (TPB) and is supported by life skills training. The recipients of the program were high school students (n = 367; 168 boys and 199 girls) from 14 schools in Greece who attended 10 1 h sessions implemented by their schoolteachers. Data were collected before and after the program implementation through online questionnaires for: a. attitude, intention, subjective norms, and PBC toward healthy eating; b. knowledge about healthy eating; c. exercise behavior and attitude toward the DIEX program; and d. satisfaction with the DIEX program (only post-program). The results showed that there were significant differences among the pre- and post-measures of students’ knowledge and behavior about healthy diet, as well as attitudes and satisfaction toward the program’s application. The results show that the DIEX program may have improved nutrition behavior variables. Conclusively, a theory-based behavioral intervention with skills training may result in positive behavioral changes for young students during health education in school settings with the assistance of new technologies.

Σκοπός της διατριβής ήταν η μελέτη της αυτο-ρύθμισης της μάθησης αθλητικών καικινητικών δεξιοτήτων στη φυσική αγωγή στο δημοτικό. Ως θεωρητικό πλαίσιοχρησιμοποιήθηκε η κοινωνική γνωστική προσέγγιση αυτο-ρύθμισης της μάθησης, γιανα σχεδιαστούν πέντε έρευνες που εξέτασαν την αποτελεσματικότητα επιμέρουςδιαδικασιών αυτο-ρύθμισης. Συνολικά συμμετείχαν 380 μαθητές/τριες Ε΄ και Στ΄τάξης (168 αγόρια, 212 κορίτσια) 10 δημοτικών σχολείων. Χρησιμοποιήθηκε κυρίωςη μικροαναλυτική μέθοδος και οι μαθητές/τριες συμμετείχαν στις έρευνες ατομικά,σε ζευγάρια ή σε μικρές ομάδες. Από τα αποτελέσματα των ερευνών φάνηκε ότι οιμαθητές/τριες δημοτικού ήταν σε θέση να χρησιμοποιήσουν αποτελεσματικάδιαδικασίες αυτο-ρύθμισης και να ενισχύσουν τη μάθηση αθλητικών και κινητικώνδεξιοτήτων στη φυσική αγωγή. Πιο συγκεκριμένα, στην πρώτη έρευνα βρέθηκε ότι οιμαθητές/τριες που ασκήθηκαν στην αρχή με κοινωνική ανατροφοδότηση και στησυνέχεια με στόχους διαδικασίας και αυτο-καταγραφή είχαν την υψηλότερη επίδοσηστη ρίψη βέλους, υποστηρίζοντας την αποτελεσματικότητα του κοινωνικούγνωστικού μοντέλου των τεσσάρων επιπέδων ανάπτυξης της αυτο-ρύθμισης τηςμάθησης. Στη δεύτερη έρευνα βρέθηκε θετική επίδραση της αυτο-καταγραφής στηναπόδοση των μαθητών/τριών στη ρίψη βέλους, ενώ δεν βρέθηκαν διαφορές μεταξύτων μαθητών/τριών που έθεσαν διαφορετικού τύπου στόχους (στόχο διαδικασίας,απόδοσης, συνδυασμό στόχων διαδικασίας και απόδοσης). Στην τρίτη έρευναβρέθηκε ότι η χρήση της αυτο-ομιλίας στη διάρκεια στοχοκατευθυνόμενηςεξάσκησης είχε θετική επίδραση στην απόδοση των μαθητών/τριών στη ρίψη βέλους,υποστηρίζοντας την υπόθεση της εισαγωγής της αυτο-ομιλίας στη φάση απόδοσηςτου κυκλικού μοντέλου αυτο-ρύθμισης της μάθησης. Στην τέταρτη έρευνα βρέθηκεότι η αυτο-ομιλία είχε θετική επίδραση στην απόδοση. Η τεχνική και η παρακινητικήαυτο-ομιλία ήταν εξίσου αποτελεσματικές στην πάσα στήθους, ενώ η παρακινητικήαυτο-ομιλία ήταν πιο αποτελεσματική σε σύγκριση με την τεχνική στις τροποποιημένες κάμψεις, υποστηρίζοντας μερικά την υπόθεση ταιριάσματος τηςαυτο-ομιλίας με τις απαιτήσεις της δεξιότητας. Στην πέμπτη έρευνα βρέθηκε ότι τοαμοιβαίο στυλ και το στυλ αυτο-ελέγχου είχαν θετική επίδραση στην απόδοση τωνμαθητών/τριών στην ακρίβεια και στην τεχνική της πάσας στήθους. Η ακρίβειακαταγραφής της απόδοσης των συμμαθητών/τριών με το αμοιβαίο στυλ και της αυτο-καταγραφής με το στυλ αυτο-ελέγχου κυμάνθηκε σε μέτρια επίπεδα με τάσειςυπερεκτίμησης της απόδοσης. Συμπερασματικά, η χρήση διαδικασιών αυτο-ρύθμισηςμπορεί να ενισχύσει τη μάθηση αθλητικών και κινητικών δεξιοτήτων στη φυσικήαγωγή στο δημοτικό. Η κοινωνική γνωστική προσέγγιση αυτο-ρύθμισης της μάθησηςαποτελεί κατάλληλο θεωρητικό πλαίσιο για τη μελέτη της αυτο-ρύθμισης τηςμάθησης στη φυσική αγωγή. Με βάση την προσέγγιση αυτή και τα αποτελέσματατων ερευνών της διατριβής προτείνεται ότι η διδασκαλία αθλητικών και κινητικώνδεξιοτήτων στη φυσική αγωγή πρέπει να περιλαμβάνει διαδοχικά σύντομεςπροφορικές οδηγίες εκτέλεσης της δεξιότητας, την επίδειξή της, την άσκηση μεανατροφοδότηση και την αυτοκατευθυνόμενη άσκηση με στόχους και αυτο-παρακολούθηση.

This study examined the effects of a physical education intervention consisting of cognitively challenging physical activity games on school children’s executive functions and motivational regulations. Ninety-nine fourth- and fifth-grade children participated in this two-group, repeated measures, quasi-experimental study with a cross-over design. Children’s executive functions (measured with the design fluency and Stroop and flanker tests) and motivational regulations were measured pre- and post-intervention and one month later. At post-test, the experimental group children outperformed the waiting-list control group children in all design fluency test conditions and accuracy in the Stroop and flanker tests. Both groups improved from pre- to post-intervention their speed (reaction time) in the Stroop and flanker tests. The waiting-list control group children, after receiving the intervention, improved their performance in the executive function tests except for Stroop test accuracy and flanker test speed. The positive effects were reduced significantly one month after the end of the intervention but remained significantly higher compared to pre-intervention. No intervention effects were found for the motivational regulations. These results showed that the intervention had positive effects on children’s executive functions and supported the new shift of designing physical activity programs for developing combinedly children’s physical and cognitive development.

IntroductionPhysical activity among children and adolescents remains insufficient, despite the substantial efforts made by researchers and policymakers. Identifying and furthering our understanding of potential modifiable determinants of physical activity behaviour (PAB) and sedentary behaviour (SB) is crucial for the development of interventions that promote a shift from SB to PAB. The current protocol details the process through which a series of systematic literature reviews and meta-analyses (MAs) will be conducted to produce a best-evidence statement (BESt) and inform policymakers. The overall aim is to identify modifiable determinants that are associated with changes in PAB and SB in children and adolescents (aged 5–19 years) and to quantify their effect on, or association with, PAB/SB.Methods and analysisA search will be performed in MEDLINE, SportDiscus, Web of Science, PsychINFO and Cochrane Central Register of Controlled Trials. Randomised controlled trials (RCTs) and controlled trials (CTs) that investigate the effect of interventions on PAB/SB and longitudinal studies that investigate the associations between modifiable determinants and PAB/SB at multiple time points will be sought. Risk of bias assessments will be performed using adapted versions of Cochrane’s RoB V.2.0 and ROBINS-I tools for RCTs and CTs, respectively, and an adapted version of the National Institute of Health’s tool for longitudinal studies. Data will be synthesised narratively and, where possible, MAs will be performed using frequentist and Bayesian statistics. Modifiable determinants will be discussed considering the settings in which they were investigated and the PAB/SB measurement methods used.Ethics and disseminationNo ethical approval is needed as no primary data will be collected. The findings will be disseminated in peer-reviewed publications and academic conferences where possible. The BESt will also be shared with policy makers within the DE-PASS consortium in the first instance.Systematic review registrationCRD42021282874.

This paper presents the Erasmus + TeamUp project which aimed to provide basic skills and knowledge to sport coaches in order to enable them to work with individuals with intellectual disability (ID) and act as facilitators in their own country and local community transmitting this knowledge and values. The rationale for conducting the program is analyzed and its aims and objectives are described, with emphasis given on all relative educational material developed for application in sport and physical education settings. In particular, one of the main activities of the program was the development of the educational package by the Department of Physical Education and Sport Science, University of Thessaly, aiming to increase knowledge and skills of sport coaches in three different chapters concerning ID, Special Olympics and Paralympic Games, individualized education programming and physical activity adaptations and inclusion strategies for athletes with ID, respectively. Dissemination of this educational package and results of sport coaches’ responses from Greece, Croatia, Romania and Spain to three online questionnaires relative to the three topics created, are also presented and analyzed. Finally, practical implications and suggestions for further development are discussed. Article visualizations

The aim of the study was to examine the effectiveness of the smoking prevention program “I do not smoke, I exercise” implemented with elementary and secondary school students. “I do not smoke, I exercise” is a theory-based smoking prevention program that promotes exercise as an alternative of smoking. The program consists of eight sessions implemented weekly. Participants were 338 Greek students (135 elementary and 203 secondary students) who were pre- and posttested in smoking, program, and exercise-related measures. The results showed that the program had significant effects on elementary students’ attitudes toward smoking, intention to smoke, subjective norms, attitudes toward the application of the program, and knowledge about the health consequences of smoking. For secondary students, significant effects were found on students’ perceived behavioral control and knowledge about the health consequences of smoking, while very few students reported a smoking experience before and after the intervention. Therefore the program “I do not smoke, I exercise” may have positive effects on variables related with smoking behavior. Differences in the program’s impact on elementary and secondary students were identified. All these are discussed with reference to the need of implementing smoking prevention programs in schools contexts.

Three experiments examined students’ calibration in physical education in relation to task characteristics. Participants in the 3 experiments were 388 students. Calibration accuracy and bias were calculated based on students’ predicted and actual performance in tests including variations of a sport task (basketball shooting) and tasks from different sports (basketball and soccer). An overconfidence effect was found in all experiments, and evidence regarding the hard–easy effect emerged. High compared with low performers were more accurate, and some variations with respect to gender also emerged. The magnitude of calibration error was similar across tasks, whereas approximately half of the students were consistent in the direction of calibration (most of them were overestimators). Results are discussed with reference to theoretical and empirical evidence associated with performance calibration and self-regulated learning in physical education. Methodological issues, practical implications, and future directions are also discussed.

The aim of this study was to explore students’ calibration of sport performance in relation to better or worse than average effect in physical education settings. Participants were 147 fifth and sixth grade students (71 boys, 76 girls) who were tested in a soccer passing accuracy test after they had provided estimations for their own and their peers’ performance in this test. Based on students’ actual and estimated performance, calibration indexes of accuracy and bias were calculated. Moreover, students were classified in better, worse, or equal than average groups based on estimated scores of their own and their peers’ average performance. Results showed that students overestimated their own performance while most of them believed that their own performance was worse than their peers’ average performance. No significant differences in calibration accuracy of soccer passing were found between better, worse, or equal than average groups of students. These results were discussed with reference to previous calibration research evidence and theoretical and practical implications for self-regulated learning and performance calibration in physical education.

The purpose of the present chapter is to demonstrate how health and physical education teachers embed self-regulatory practices into their teaching designed to enhance students’ self-regulation of learning. Two teachers were asked to create lesson plans in health and physical education with the goal to engage students in self-regulatory processes; such as goal-setting, self-monitoring, and self-evaluation. Using Zimmerman’s model of self-regulated learning, these lesson plans were described and analyzed. Findings showed that both teachers, through specific practices built into their lesson plans, were able to teach students how to become self-regulated learners. In particular, teachers facilitated self-regulation of their students’ learning by setting appropriate goals, planning how to achieve these goals, and motivating them to attain these goals. In lesson one, students set goals for personal health behaviors, recorded their physical reactions to a health-related activity, and evaluated progress towards their goals. In lesson two, the development of specific physical education exercises were enhanced using process-oriented goals and self-monitoring. Teachers provided feedback throughout the practice sessions, asked students to reflect on their performance, and assisted them in planning subsequent learning efforts until skills were automatized. Implications are discussed regarding how these lesson plans can serve as illustrative examples of how teachers can develop students’ self-regulatory competence in the domains of health and physical education.

The aim of this study was to examine students’ self-regulated learning and metacognitive feelings regarding a sport skill in elementary physical education. Participants were 88 fifth-and sixth-grade students who were assigned to four groups and practised basketball shooting at different levels of self-regulated learning (i.e. observation, emulation, self-control, and self-regulation). Students were pre- and post-tested in basketball shooting performance and their knowledge regarding technical aspects of the basketball shooting. They also reported their metacognitive feelings of effort, difficulty, and correctness regarding basketball shooting before and after the practice. Results showed that students who experienced both observational learning and emulative practice (i.e. practice with social feedback) improved their knowledge regarding technical aspects of the basketball shooting. However, no differences were found among groups in basketball shooting performance. Moreover, students’ post-test basketball...

There is now strong evidence that exercise has an acute effect on the urge to smoke and the accompanying withdrawal symptoms. However, the perceptions by heavy smokers of exercise and its relationship to the urge to smoke have not been well documented. The aim of the present study is to understand the experiences of heavy smokers with regard to exercise and its effect on their urge to smoke. Five physically inactive, heavy smokers are asked to abstain from smoking the night before exercising on a cycle ergometer under two conditions (one at medium and one at vigorous intensity done a week apart). Semi-structured, in-depth interviews are conducted after the second exercise session. Thematic analysis reveals six themes describing the participants’ experience of exercise, urge to smoke, exercise preferences, exercise and smoking relationship, exercise as an aid to quit smoking, and the effects of the experimental procedure. Overall, the participants’ experiences support the existing literature, which has posited affective, biological, and cognitive mechanisms contributing to a delay in the urge to smoke after exercise. The main findings pertain to: (1) the “feel-good” effect after exercise as a relief from the “feel-bad” effect during exercise; (2) the decreased urge to smoke after exercise, stated by all participants regardless of reported positive and negative feelings; and (3) exercise as a “clearing the mind” mechanism rather than an attention-distracting mechanism. peerReviewed

Physical education (P.E.) is an important means of providing children with the skills, attitudes, values, knowledge and understanding essential to participation in society. In Europe, P.E. at the primary level is often taught by generalist without specific training or knowledge of P.E. which has potentially negative implications for professional practice and young children’s health and physical activity habits in the short and long term. Incorporating the concept of physical literacy in teacher education programmes might provide a means of supporting teachers to help pupils to develop motivation, confidence and physical competence. The Enhancing Quality in Primary Physical Education (EQuiPPE) project is a European project to increase primary teachers’ skills and confidence to teach high quality P.E. Began in 2015, the 30 month project aims to devise a set of practical learning resources that primary teachers without specialist P.E. training can routinely use to enhance the quality of P.E. sessions delivered to their pupils. Data from an early needs analysis indicate that although teachers perceive P.E. to be important to pupil development, many lack the experience, confidence and competence to feel able to deliver high quality P.E. Teachers who responded to the survey (n = 401) were receptive to the idea of a set of practical materials based on the principle of physical literacy that could be used to enhance their P.E. sessions. The survey data was used by EQuiPPE consortium to inform a framework in which to develop the materials. Aspects of the survey and the framework are discussed, and a detailed overview of the project is presented as an example of a collaborative project to support P.E. and best practices in primary schools.

The aim of this study was to examine the psychometric properties of the Greek version of the Children and Youth Physical Self-Perception Profile questionnaire. The factor structure, internal consistency, temporal stability, concurrent and criterion-related validity, and social desirability effect were examined. Results from the confirmatory factor analyzes supported the six-factor solution and the hypothesized hierarchical structure of these factors. Internal consistency and temporal stability were adequate and no social desirability effect was emerged. Moreover, the concurrent and the criterion validity of the questionnaire were supported. In particular, questionnaire subscales were correlated in expected ways with corresponding subscales of the Harter’s Self-Perception Profile for Children as well as with students’ scores in shuttle run test and the participation time in sport. Overall, the results showed that the Greek version of the scale is a valid and reliable instrument that can be used to examine Greek children’s and youth’s self-perceptions.

The aim of the study was to record students’ recording accuracy when they practised with the reciprocal and the self-check styles in physical education and examine whether recording accuracy contributed to students’ performance. Participants were 48 fifth- and sixth-grade students who were randomly assigned to 3 experimental groups (reciprocal style, self-check style, sequential use of the reciprocal and the self-check styles). The results showed that students were moderately accurate in peer- and self-recording with a tendency to overestimate their performance. No difference among the 3 experimental groups in recording accuracy was found. Students who received more accurate feedback outperformed in the chest pass test those who received less accurate feedback. The results are discussed with reference to the use of the reciprocal and the self-check styles and the development of self-regulated learning in physical education.

This study examined the effects of self-talk and goal setting on self-regulation of learning a dart-throwing skill in physical education. Eighty-five fifth- and sixth-grade students (M ag e = 11.01, SD = 0.67yrs.) were randomly assigned to four experimental (2 Self-talk × 2 Goal type) groups and one control group. Results showed that students who combined self-talk with either process goals or performance goals outperformed students in the goal only and control group conditions. No difference emerged among the groups on self-efficacy, satisfaction, and enjoyment. These results showed that self-talk was effective in enhancing performance in physical education and are discussed with reference to the social-cognitive model of self-regulated learning.

Objective This study examined the effectiveness of sequential practice from the emulation to the self-control level of the social cognitive model of self-regulated learning development. The model proposes that students who practice with social feedback at the emulation level first and then set goals and self-record their performance at the self-control level master sport skills effectively. Design The design included one between-subjects factor, the group with five levels and one within-subjects factor, time (pre-test, post-test). Method One hundred fifth and sixth grade students (40 boys and 60 girls) were assigned to four experimental and one control group and practiced the basketball dribble. Results The results showed that students of all experimental groups improved their dribbling performance from pre- to post-test. Students who received social feedback and observed repeated demonstrations at the emulation level and then set process or performance goals and self-recorded their performance at the self-control level improved their dribbling performance more than students who missed emulative practice. No improvement was found for control group students. Conclusions These results supported the effectiveness of the social cognitive model of self-regulated learning development, showing that this model can be used as an instructional approach for teaching sport skills in physical education.

This study examined the effectiveness of a social-cognitive training model of self-regulation on students’ dribbling performance, calibration accuracy, and motivational beliefs. Participants were 120 fifth and sixth graders. Students who sequentially experienced emulative and self-control practice setting either process or performance goals at the emulation or at the self-control level improved their dribbling performance and motivational beliefs from pre- to post-test. Students overestimated their performance except for those in the process goal condition who underestimated it. These findings support the effectiveness of this training model and are discussed with reference to the self-regulation and performance calibration development in physical education.

The aim of this study was to examine students’ performance calibration in physical education. One hundred fifth and sixth grade students provided estimations regarding their performance in a dribbling test after practicing dribbling for 16 minutes under different self-regulatory conditions (i.e., receiving feedback, setting goals, self-recording). Two calibration indices, calibration bias and calibration accuracy, were calculated. The results showed that students who practiced dribbling under different self-regulatory conditions (i.e., receiving feedback, setting goals) did not differ in calibration bias and accuracy. Regardless of the group, students were overconfident. Moreover, sixth grade students were more accurate compared to fifth grade students. These results were discussed with reference to the development of performance calibration and self-regulated learning in physical education.

This study examined the effect of different goals (process, performance outcome, and multiple goals) and self-recording on self-regulation of learning a dart-throwing skill. Participants were 105 fifth and sixth graders who were randomly assigned to six (3 Goal type × 2 self-recording) experimental and one control group. Results showed a positive effect of self-recording on students’ performance, while no difference was found between the goal conditions. Moreover, goal group students made more technical attributions and adaptive inferences compared to the control group students. Results are discussed with reference to self-regulated learning, the pursuit of multiple goals and self-recording in physical education.

Objective The aim of the study was to examine the effects of instructional and motivational self-talk on students’ motor task performance in a chest pass and a modified push-ups test in physical education. Design The design involved one between-groups factor, the group with three levels (instructional, motivational, no self-talk), and two within-groups factors, the task (chest pass, modified push-ups) and the time (pre-test, post-test). Method Participants were 54 fifth and sixth grade students who were randomly assigned to two experimental groups (instructional self-talk, motivational self-talk) and one control group. Students were pre-tested in a chest pass and in a modified push-ups test, were instructed to use the respective self-talk type and were post-tested in the two tests. Results Results showed that both self-talk groups surpassed control group in both tasks. Instructional and motivational self-talk were equally effective in the chest pass test, but motivational self-talk was more effective compared to instructional self-talk in the modified push-ups test. Conclusions Self-talk was an effective technique for motor task performance enhancement in physical education. These results were discussed with reference to the task-demand-oriented matching hypothesis.

The aim of this study was to examine the effects of the reciprocal and the self-check teaching styles on pupils’ basketball chest pass performance and on related psychosocial variables in a single physical education session. Participants were 64 fifth and sixth grade pupils between 11 and 12 years of age who were randomly assigned to three experimental (reciprocal style, self-check style, sequential use of reciprocal and self-check style) and one control group. The results showed that the three experimental groups outperformed the control group in chest pass accuracy and form, but no differences among the experimental groups were found. Moreover, no differences among the four groups in self-efficacy, satisfaction, effort, and enjoyment were found. These results showed that the reciprocal and the self-check styles are effective in enhancing pupils’ performance and are discussed with reference to self-regulated learning development in primary school physical education.

This study examined the effectiveness of the second and third level of Zimmerman's (2000) model of self-regulated learning development. Participants were 72 (28 boys and 44 girls) fifth- and sixth-grade students who practiced the novel task of dart-throwing. Results showed that sixth-grade Greek students who proceeded sequentially from the emulation to the self-control level improved their dart-throwing performance more than students who missed one or both of these levels, but fifth-grade students benefited equally either from the sequential practice at the emulation and the self-control level or from the experience at one of these self-regulatory levels. No differences were found in self-efficacy, although sixth-grade students who practiced at the emulation level reported higher satisfaction, and sixth-grade students who practiced at the self-control level reported higher intrinsic motivation compared to control group students. These results attest to the effectiveness of learning at the emulation and se...

We report the case of a 22-year-old patient who presented to the emergency department with epigastric pain and vomiting. Haematological studies showed a rapid decrease in haemoglobin levels from 13.6g/dl to 4.9g/dl. Abdominal ultrasonography revealed the presence of fluid around the spleen and the patient was immediately referred for surgery. An intra-abdominal desmoid tumour presenting as a hemorrhagic shock has not previously been described. Given the relatively benign course of the disease and the young age at presentation, this clinical entity should not be overlooked as it has the potential to invade vessels and therefore be fatal.

Introduction: Physical activity among children and adolescents remains insufficient, despite the substantial efforts made by researchers and policymakers. Identifying and furthering our understanding of potential modifiable determinants of physical activity behaviour (PAB) and sedentary behaviour (SB) is crucial for the development of interventions that promote a shift from SB to PAB. The current protocol details the process through which a series of systematic literature reviews (SLRs) and meta-analyses (MAs) will be conducted to produce a best-evidence statement (BESt) and inform policy makers. The overall aim is to identify modifiable determinants that are associated with changes in PAB and SB in children and adolescents (aged 5-19 years) and to quantify their effect on, or association with, PAB/SB.\ud \ud Methods and analysis: A search will be performed in MEDLINE, SportDiscus, Web of Science, PsychINFO and Cochrane Central Register of Controlled Trials. Randomized controlled trials (RCTs) and controlled trials (CTs) that investigate the effect of interventions on PAB/SB and longitudinal studies that investigate the associations between modifiable determinants and PAB/SB at multiple time points will be sought. Risk of bias assessments will be performed using adapted versions of Cochrane’s RoB 2.0 and ROBINS-I tools for RCTs and CTs, respectively, and an adapted version of the National Institute of Health’s tool for longitudinal studies. Data will be synthesised narratively and, where possible, MAs will be performed using frequentist and Bayesian statistics. Modifiable determinants will be discussed considering the settings in which they were investigated and the PAB/SB measurement methods used.\ud \ud Ethics and dissemination: No ethical approval is needed as no primary data will be collected. The findings will be disseminated in peer-reviewed publications and academic conferences where possible. The BESt will also be shared with policy makers within the DE-PASS consortium in the first instance. \ud \ud Systematic review registration: CRD42021282874