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Los objetivos del presente estudio fueron: 1) analizar los efectos del modelo ludotécnico (MLT) sobre el estilo interpersonal docente de apoyo a la autonomía (EAA) percibido por los estudiantes, el rendimiento en las pruebas de atletismo, la diversión e intención de seguir practicando atletismo y las diferencias en función del género, y 2) conocer la percepción que tenían el docente y los estudiantes sobre esta metodología tras la intervención. Para ello se empleó un diseño cuasiexperimental compuesto por una muestra de 59 estudiantes (30 chicas y 29 chicos) con una edad media comprendida entre los 11 y 13 años. Los resultados mostraron diferencias significativas a favor de los chicos del grupo MLT (M = 3.78) frente a la metodología tradicional (M = 4.19) al final de la intervención en la EAA (p = .002). A nivel de rendimiento en las pruebas atléticas, se obtuvieron mejoras significativas a lo largo del tiempo en ambos grupos en las pruebas de velocidad de 10 x 10 m y lanzamiento de jabalina. En concreto, el grupo MLT mostró mejoras en la prueba de 10 x 10 m para chicos (M pretest = 32.25 y M postest = 31.44; p = .005) y chicas (M pretest 33.78 y M postest 33.07; p = .019) y para los chicos en el lanzamiento de jabalina (M pretest = 9.22 y M postest = 10.27; p = .027). Para el grupo tradicional, las mejoras significativas en la prueba de velocidad 10 x 10 m fueron para las chicas (M pretest = 34.43 y M postest = 33.33; p < .001) y en el lanzamiento de jabalina para las chicas también (M pretest = 6.88 y M postest = 8.18; p = .007). En el grupo tradicional se obtuvieron mejoras significativas en el triple salto para las chicas (M pretest = 3.85 y M postest = 4.10; p = 0.017). Tanto el docente como los estudiantes percibieron el MLT como más motivante para los jóvenes; sin embargo, estos resultados no pudieron ser respaldados por el cuestionario de diversión e intención de práctica futura del atletismo. Se sugiere la utilización del MLT en la iniciación del atletismo en Educación Física, puesto que el alumnado adquiere las competencias motrices de igual forma que con metodologías tradicionales, pero tanto alumnado como docentes prefieren el MLT por su mayor apoyo a la autonomía y sus posibles consecuencias positivas a nivel físico y psicosocial, si bien se requieren nuevos estudios y de mayor duración para poder contrastar estas ideas y las posibles diferencias en función del género.

Los educadores que integran la actividad física (AF) dentro del aula estimulan a sus alumnos y crean un ambiente sugerente. El objetivo de este estudio fue constatar el resultado de un programa de metodología activa basado en los descansos activos (DDAA) (activity breaks) para evidenciar: a) el efecto de las estrategias planteadas por el docente, b) las características de los ejercicios físicos propuestos y c) las respuestas que genera en el alumnado durante el periodo de actividad física. Participaron un docente tutor (6.º de educación primaria) de un centro educativo de la región de Murcia y un total de 26 alumnos de entre 11 y 13 años (M = 11.95; DT = 0.63). El programa se administró durante 12 semanas con diferentes procedimientos en el horario lectivo (12 sesiones/semana). El enfoque de metodología mixta (mixed methods) permitió combinar el análisis cuantitativo de la implementación de los DDAA, con una lista de control evaluativa y el análisis cualitativo del resultado de las conductas interactivas aparecidas, mediante la metodología observacional (MO) sistemática. Los resultados mostraron que los DDAA implicaban motrizmente de modo intenso al alumnado mediante la combinación de habilidades motrices, variaciones posturales e interrelaciones diversas. Al mismo tiempo, se constató que el docente aplicó con mayor frecuencia las estrategias de promoción de la actividad física en el aula correspondientes a: la interrupción de la clase, el movimiento como interacción social, la propuesta con una estructura concreta, la participación activa y la vuelta a la calma. Se concluyó que el programa de DDAA puede ser adecuado para aumentar la participación motriz, así como la interacción social y cognitiva del alumnado durante las clases lectivas

Este estudio analiza las diferencias en las variables psicosociales en función del estilo de enseñanza interpersonal en estudiantes de Educación Secundaria. Este estudio descriptivo de corte transversal se realizó con una muestra compuesta por 120 estudiantes, de 12 a 17 años (M = 13.4, DT = 1.36). Se completó una batería de cuestionarios validados para analizar la motivación, las necesidades psicológicas básicas, el clima social escolar, la satisfacción deportiva y el estilo interpersonal de enseñanza, que actuó como variable para elaborar los perfiles de clúster. El análisis del dendrograma sugirió la creación de dos perfiles, el primero, “soporte de alta autonomía” y el segundo, “estilo de alto control”. El análisis multivariado mostró valores más altos para el primer perfil en autonomía, competencia, relación social, clima docente y diversión, mientras que el segundo perfil fue más alto en desmotivación y aburrimiento. Se concluye que un mayor apoyo a la autonomía permitió una mayor satisfacción de las variables psicológicas adaptativas.

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.

Schools are ideal environments to promote healthy lifestyles and teach values among students. In this sense, the present study aims to verify the result of an Active Break program (AB) within the Teaching Personal and Social Responsibility (TPSR) Model in the school environment. The sample consisted of two teachers/tutors from the sixth year of Primary Education and 51 pupils, aged between 11 and 13 years, who were divided into an experimental group (n = 26) and a control group (n = 25). The intervention program lasted 3 months, in which the hybridised methodology was applied during 100% of the weekly classes, computing a total of 156 sessions by the end of the study. It was a quasi-experimental study design that used a mixed methodology combining a systematic observational analysis with semi-structured interviews. The results showed an evolution in the behaviour of the teacher from the experimental group from a controlling style to one centred on the transfer of autonomy, while the teacher from the control group primarily used strategies based on the imposition of tasks and the establishment of organisation, which caused an increase in disruptive behaviours among students. We conclude that the program is adaptable to Primary Education and can be extended to any educational environment to improve the classroom climate and attract the attention of students and, finally, allows for the promotion of new teaching strategies.

The aim of this study was to assess the relationships among motivational profiles, their responsibility levels, the school social climate and resilience, and the differences according to gender and age of students from different secondary schools in Spain. A sample of 768 students (mean age of 13.84 years), 314 boys (46.1%) and 354 girls (53.9%) was used. The measurements taken concerned: personal and social responsibility, basic psychological need satisfaction, motivation, resilience and school social climate. Bivariate correlation, cluster and multivariate analyses were carried out. The cluster analysis was made using the Motivation toward Education Scale with its different variables (intrinsic, identified, introjected, external motivation and amotivation), revealing four profiles: low quality (1, low values in all motivational variables except in amotivation), low quantity (2, low values), high quantity (3, high values), and high quality (4, high values except in amotivation). The contrast in comparisons shows differences in resilience, personal and social responsibility, teacher climate and school climate (p < .001). The group with the highest values in resilience, basic psychological needs, responsibility and school social climate was that with a high quality profile. There were statistical differences in all variables with respect to the low quantity and low quality groups (p < .001), while the high quantity group showed statistical differences only in personal and social responsibility (p < .001). The low quality group had the lowest values among all the variables, with statistical differences with respect to all groups (p < .001). On the other hand, there were more boys than girls associated with high quantity, without differences in their age. In conclusion, high quality motivation profiles (those with high or low amotivation values and high values in autonomous and controlling motivation), also have a higher satisfaction of basic psychological needs. Moreover, these students are more resilient, show more responsibility and enhance the school/teaching social climate, while low quality and /or quantity motivation, influence negatively on these variables.

The present study investigates the effect of an educational program hybridized between the Model of Personal and Social Responsibility (TPSR) and the Teaching Games for Understanding (TGfU) in physical education classes on the health and psychosocial variables of students, as well as knowing the advantages and disadvantages of its implementation by teachers. The applied program lasted 11 weeks in two Secondary Education centers with a total of four teachers (two in the experimental group and two in the control group) and 99 students (55 from the control group and 44 from the experimental group). We use research methodology Mixed Methods with a quasi-experimental design, where students completed a questionnaire before and after the educational program and teachers were interviewed at the end of the intervention. The results of the questionnaires indicate significant improvements in the experimental group over time in terms of the intention to be physically active, as well as in autonomous motivation, the self-determination index, the index of psychological mediators, personal and social responsibility, and enjoyment. Moreover, the interviews show positive opinions regarding the organizational capacity of the session using this methodology and the interest of teachers in continuing to apply it in the future, as well as the need for initial and ongoing training for proper implementation. In conclusion, the hybridization between the TPSR and TGfU model is presented as an effective alternative to be applied in the educational context with the aim of improving young peoples’ intention to be physically active and psychological variables, such as motivation, responsibility, and enjoyment, in physical education classes.

Self-determination theory and Vallerand’s hierarchical model have been studied taking into account different types of social factors that can result in different consequences. The purpose of this work was to see if responsibility and social climate could predict antisocial and prosocial behavior and violence. For this, 429 students (M = 11.46, SD = 1.92) participated in the study, answering a questionnaire with five variables: school climate, responsibility, motivation, satisfaction of psychological needs, prosocial and antisocial behavior, and violence. The main results indicated that most variables correlated positively and directly, except in the case of antisocial behavior and violence. On the other hand, a prediction model (X2 = 584.145 (98); RMSEA = 0.104 [90% CI = 0.096, 0.112]; TLI = 0.849; CFI = 0.894) showed that responsibility and school climate can predict basic psychological needs, and that these needs can improve autonomous motivation, which, in turn, could positively predict on improving prosocial behavior and reducing antisocial behavior and violence. In conclusion, school climate and responsibility can encourage the development of positive consequences in the classroom, specifically in terms of prosocial behavior and the reduction of violence and antisocial behavior.

The main objective of this research was to analyze the impact and development of intervention programs based on the Teaching Personal and Social Responsibility (TPSR) model within the school context. A systematic review was conducted in seven international databases. The keywords "TPSR" and "Education" were used in different combinations with other terms. Following the review process, 21 research studies met the eligibility criteria and were analyzed. Studies outside of USA represented most of the studies included in this review. The results showed the importance of continuing professional development and the fidelity of the implementations to achieve greater adherence to the TPSR model (teachers) and improvements in different dimensions (students): behavioral, psychological, social, and affective. Interdisciplinary and multidisciplinary application of TPSR could enhance the effects and benefits of TPSR.

Actualmente se ha observado un aumento de conductas sedentarias en los jóvenes debido a cambios en las motivaciones e intereses de los estudiantes. Por este motivo, se planteó conocer los factores que influyen en la percepción del alumnado sobre la importancia de la Educación Física (EF). Para ello, se contó con 780 estudiantes de Primaria y Secundaria de la Región de Murcia, a los que se les administró el Cuestionario de Actitudes hacia la EF (CAEF). En cuanto a los resultados, se observó que las variables que principalmente influyen en la percepción sobre la importancia de la EF son la buena relación con el docente del área, el aumento del estado de ánimo tras las clases y la creencia de que los contenidos son valiosos. Por lo tanto, se concluye que la EF debe tener un currículo con contenidos de valor y útiles, establecer un buen clima del aula y usar una metodología que fomente la percepción de competencia y de pertenencia al grupo.