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El objetivo principal de este estudio fue implementar un programa educativo denominado VALORES ACTIVOS y analizar los efectos psicosociales y cognitivos de su aplicación. Es una investigación cuasi-experimental de medidas repetidas con un grupo experimental no aleatorizado (GE) y un grupo control (GC). La muestra estuvo conformada por 102 estudiantes de 6to grado de primaria, con edades entre 11 y 13 años ( M = 11.59; DT = 0.60), y 4 docentes con edades entre 27 y 52 años ( M= 38,5). El programa de intervención tuvo una duración de 4 meses, en los que el GE implementó una metodología didáctica basada en la incorporación de la actividad física presencial (CB-PA) en la estructura del modelo de Enseñanza para la Responsabilidad Personal y Social (TPSR) para el desarrollo personal y social valores en los estudiantes, así como para reducir el sedentarismo de los niños en el aula en diferentes áreas educativas (por ejemplo, matemáticas, lengua española, ciencias sociales y ciencias naturales), mientras que el GC utilizó una metodología convencional basada en la instrucción directa. Los principales resultados encontrados muestran mejoras significativas en las variables de motivación intrínseca (incluida la motivación intrínseca de logro, experiencias y conocimientos estimulantes), índice de autodeterminación, autonomía, relación, índice de mediadores psicológicos, responsabilidad personal y social, el clima docente, la intención de ser físicamente activo y las funciones ejecutivas en el GE, mientras que los valores de desmotivación aumentaron en el GC. En conclusión, los programas educativos interdisciplinarios basados ​​en la combinación de modelos pedagógicos y metodologías activas se postulan como alternativas metodológicas para lograr un desarrollo integral y multilateral de niños, niñas y adolescentes, así como para mejorar los diferentes dominios de aprendizaje de la educación física, como el cognitivo, sociales y motrices Sin financiación 4.614 JCR (2021) Q1, 45/182 Public, Environmental & Occupational Health 0.814 SJR (2021) Q1, 34/136 Health, Toxicology and Mutagenesis No data IDR 2021 UEM

The aims of the present study were to evaluate the fidelity of the implementation of an interdisciplinary educational programme and to examine the differences between the teaching strategies and interpersonal teaching style used by teachers who apply an interdisciplinary educational programme and those teachers who use a conventional methodology. This is a quasi-experimental repeated measures research with a non-randomised Experimental Group (EG) and Control Group (CG). A total of 4 teachers, aged 27–52 years (M = 38.5), and 104 6th grade primary school students, aged 11–13 years (M = 11.59; SD = 0.60), participated. The intervention programme lasted 16 weeks in which 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, while the CG used a conventional methodology. The results show that the teachers who adhered to the educational programme significantly improved the implementation of strategies related to the TPSR + AB throughout the intervention, particularly when compared with the CG. In addition, the strategies used by the EG had a positive impact on the improvement of the students’ educational values and physical activity during the classes, as well as their perception of the transfer of autonomy. In conclusion, the present study evidences the compatibility and feasibility of combining the TPSR and AB in any educational matrix to improve teachers’ teaching strategies, students’ behavioural and motor responses, as well as the autonomy support style.

Educational initiatives and actions are needed to provide students with skills to create active habits and lifestyles in order to increase the physical activity and fitness levels of young people. The main objective of this study was to analyse the effects of a classroom-based physical activity and life skills programme on students’ physical activity and fitness levels. The sample consisted of 65 students in the 6th grade of Primary Education, aged between 11 and 13 years (11.86 ± 0.53), divided into a control group (CG) and an experimental group (EG) for convenience and accessibility. This was a quasi-experimental, repeated measures, longitudinal cut-off research design. For 16 weeks, an interdisciplinary educational programme based on a combination of classroom-based physical activity and life skills was implemented. The results showed that the educational programme had a positive effect on students’ physical activity levels during school hours, specifically on reducing sedentary time (p < 0.001) and increasing light (p < 0.001) and moderate-to-vigorous (p < 0.001) physical activity. Positive effects were also found on the variables of explosive strength (p < 0.05) and aerobic capacity (p < 0.05) related to physical fitness. In conclusion, interdisciplinary educational programmes based on the promotion of physical activity and life skills could contribute to the development of responsible daily physical activity habits in students to facilitate their transfer to other environments (social and family) outside school.