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Purpose: To identify motivational determinants explaining Physical Education teachers’ behaviors promoting students’ physical activity (PA) amidst the COVID-19 pandemic. Method: Nine hundred thirty-one Italian and French teachers completed a questionnaire assessing motivational determinants (self-determined motivation, self-efficacy, perceived ease and usefulness toward digital technologies, engagement at work), their intention and behaviors promoting PA, in reference to before and during the pandemic. Path analyses tested the associations of changes in motivational determinants with changes in intention and behaviors. Results: Increases in autonomous, controlled motivation, self-efficacy, and perceived usefulness toward digital technologies, and a decrease in amotivation were associated with an increase in the intention to promote PA. In turn, an increase in intention, but also in self-efficacy, autonomous motivation, and perceived usefulness toward digital technologies were paired with an increase in behaviors promoting PA. Conclusion: Implications regarding the commitment of Physical Education teachers to challenging pedagogical situations, such as promoting PA amidst the COVID-19 pandemic, are discussed.

Physical inactivity, a primary cause of most chronic diseases, has been associated with low levels of physical activity enjoyment. Physical activity enjoyment can be impacted by an individual's experience with exercise equipment. The purpose of this study was to adopt a user-centred approach to determine the relationship between physical activity enjoyment and functionality and usability of four treadmills. A running protocol was completed by 57 trained runners (41 male) on four treadmills. Runners reported enjoyment levels as well as their perceptions about treadmill running surface, controls, safety and stability, physical interaction, learnability of data console and aesthetic appeal. Repeated measures ANOVAs showed significant differences between the treadmills for each variable. Multiple regression analysis reported aesthetic appeal significantly predicted enjoyment of use. Results suggest that adopting a user-centred approach to compare exercise equipment usability and features can correlate with enjoyment and further impact on physical activity adherence.

Objective. The aim of this study was to compare the effects of multicomponent and strength training programs on dynamic balance, functional capacity, and gait ability in older women. Methods. Thirty individuals (67 ± 4.3 years; 30.6 ± 3.9 kg/m2) were trained for 12 weeks (3 times per week), following multicomponent (MG: exercises focusing on agility, balance, muscle strength, and aerobic) and strength programs (SG: lower limbs strength exercise). Results. Peak torque of hip flexors (p=0.020) and extensors (p=0.009) and knee flexors (p=0.001) of SG was greater than that of MG at posttraining. In addition, both groups increased peak torque of knee extensors (p=0.002) and plantar extensors with higher effect size for SG (d = −0.41 and −0.48), whereas MG presented higher effect size for plantar flexors muscles (d = −0.55). Only the SG improved the rate of torque development of knee extensors (29%; p=0.002), and this variable was also greater to SG than MG at posttraining (106%). The SG and MG improved dynamic balance although SG presented higher effect size (d = 0.61). Both groups improved the performance on 30 s sit to stand test (p=0.010) with higher effect size for MG (d = −0.54). Only the MG improved the stride length (4%; p=0.011) and gait speed (10%; p=0.024). In addition, the groups improved toe clearance (p=0.035) and heel contact (p=0.010) with higher effect sizes for MG (d = −0.066 and 1.07). Conclusion. Strength training should be considered to increase muscle function and dynamic balance in older women, whereas multicomponent training should be considered to increase functional capacity and gait ability in this population.

This study aimed at investigating enjoyment, affective states (affective valence and perceived activation), and perceived exertion during acute resistance exercise with machines or free weights. Thirty recreationally strength-trained males performed two training sessions on 2 separate days using a descending pyramid training system, one performed with three machines (chest press, shoulder press machine and leg press) and the other with three free weight exercises (bench press, front military press and squat). The Physical Activity Enjoyment Scale, the Borg Scale for Rating of Perceived Exertion, the Feeling Scale, and the Felt Arousal Scale were administered at the end of each session. Analyses revealed higher scores on all the variables when participants exercised with free weights (p

Background: Physical inactivity is a key contributor to the global burden of disease and disproportionately impacts the wellbeing of people experiencing mental illness. Increases in physical activity are associated with improvements in symptoms of mental illness and reduction in cardiometabolic risk. Reliable and valid clinical tools that assess physical activity would improve evaluation of intervention studies that aim to increase physical activity and reduce sedentary behaviour in people living with mental illness. Methods: The five-item Simple Physical Activity Questionnaire (SIMPAQ) was developed by a multidisciplinary, international working group as a clinical tool to assess physical activity and sedentary behaviour in people living with mental illness. Patients with a DSM or ICD mental illness diagnoses were recruited and completed the SIMPAQ on two occasions, one week apart. Participants wore an Actigraph accelerometer and completed brief cognitive and clinical assessments. Results: Evidence of SIMPAQ validity was assessed against accelerometer-derived measures of physical activity. Data were obtained from 1010 participants. The SIMPAQ had good test-retest reliability. Correlations for moderate-vigorous physical activity was comparable to studies conducted in general population samples. Evidence of validity for the sedentary behaviour item was poor. An alternative method to calculate sedentary behaviour had stronger evidence of validity. This alternative method is recommended for use in future studies employing the SIMPAQ. Conclusions: The SIMPAQ is a brief measure of physical activity and sedentary behaviour that can be reliably and validly administered by health professionals., Universidad Pablo de Olavide de Sevilla. Departamento de Deporte e Informática

Teachers’ burnout affects the learning process and students’ achievement and reduces job satisfaction. Physical education (PE) teachers represent a group at greater risk of burnout, in whom psychological and environmental aspects, such as not having appropriate school equipment and facilities, can represent risk factors. This cross-sectional study aimed to analyse the direct and the mediated effects of a range of psychological and environmental aspects as determinants of burnout and job satisfaction in PE teachers. One hundred and eighty-three PE teachers participated in the study. They filled out a booklet of questionnaires to assess self-efficacy, enjoyment of physical activity, job satisfaction, burnout, mastery and performance goals, and the perceived quality of school facilities. Correlation analyses showed negative relationships between burnout dimensions and job satisfaction. Burnout mediated the relationships between mastery goals, self-efficacy, enjoyment, and job satisfaction, while the perceived quality of school facilities had just a direct effect on burnout. To increase job satisfaction and decrease burnout in PE teachers it seems more effective to act mainly on psychological factors rather than on providing better facilities.

Background Physical activity (PA) promotion among university students is important to contribute to a lifelong healthy lifestyle. Nevertheless, research in the field is still limited in quantity, quality and generalizability. This study aimed at evaluating the effectiveness of two individual-based strategies for promoting PA among university students in such university contexts where course-based interventions are difficult to implement. Methods Thirty-three university students were recruited by means of face-to-face interviews and randomly assigned to three groups. The first group attended individual counselling sessions (based on the social cognitive theory and the transtheoretical model of behavior change) via videoconferencing calls, the second used wearable PA monitors designed to motivate to PA, and the third served as control. Interventions lasted 12 weeks. Measures of weekly PA (self-reported by questionnaires and recorded by ActiGraph-GT3X+ monitors) and the stage of change of participants were collected at baseline (t0), immediately after the 12-week intervention (t1), and after a 3-month follow-up (t2). Results Students in the individual counselling group increased self-reported energy expenditure between t0 and t1 and maintained this improvement at t2; on the contrary, there was no increase in ActiGraph measures of PA. Progression through stages of changes was observed in the same group at t1, followed by some relapses at t2. No significant differences were found neither in the group of students who used the PA monitors nor in the control group. Conclusions Although measures of self-reported PA and stage of change suggest the effectiveness of the counselling intervention, the results obtained with accelerometers are contrasting, probably due to the fact that some types of PA participants engaged in could not be recorder by accelerometers. Further studies are needed to determine the efficacy of individual counselling to promote PA in university students. The autonomous use of PA monitors had no effects on PA behavior. The low participation rate in the study suggests considering carefully the difficulties in motivating this population and in finding low time-consuming strategies to incentive participation.

BACKGROUND The purpose of this study was to explore possible benefits of a peer-tutored physical education programme (PTPE) in comparison with school physical education (SPE) in high school students with intellectual disability. METHOD Nineteen students with intellectual disabilities (15 boys, mean age 17.4 ± 1.7 years) were monitored during three PTPE and three SPE classes. A factorial RM-ANOVA was used to test differences on objective measured physical activity (PA), enjoyment and exertion during the two conditions, considering participants' weight condition as independent factor. RESULTS During PTPE, participants reported higher light intensity PA, enjoyment and exertion than during SPE. Participants with overweight showed less inactive time and higher light intensity PA during PTPE than during SPE. CONCLUSIONS The peer-tutored programme was beneficial for adolescents with intellectual disability, particularly for those in overweight condition. The higher enjoyment found during PTPE may encourage exercise participation of students with intellectual disability.

O objetivo desta pesquisa foi analisar as atitudes implícitas e explícitas sobre a obesidade em professores e estudantes de Educação Física. Dezoito professores e 45 estudantes preencheram quatro questionários: o Teste de Associação Implícita (IAT), que avalia por meio de categorizações os estereótipos e as associações cognitivas espontâneas; o questionário de Crandall para a avaliação do preconceito explícito sobre a obesidade; a Escala sobre a Orientação à Dominância Social (SDO); e o Questionário de Autodescrição Física - versão curta (PSDQ-s). Ambos os grupos reportaram preconceito significativo (p < 0,05), evidenciado pelos valores médios registrados pelo IAT. Os professores relataram valores significativamente maiores no preconceito implícito e valores mais baixos na SDO comparados aos estudantes. A Orientação à Dominância Social mostrou-se uma variável chave na presença do preconceito. Este estudo pode ser um ponto de partida para futuras pesquisas focadas na redução do preconceito por meio de protocolos de intervenção específicos., This study looked into Physical Education teachers’ and students’ implicit and explicit attitudes toward obesity. Eighteen teachers and 45 students completed four questionnaires: the Implicit Association Test (IAT), which assesses stereotypes and spontaneous cognitive associations through categorizations; The Crandall questionnaire for the evaluation of explicit prejudice about obesity; The Social Dominance Orientation Scale (SDO); and the Physical Self-Description Questionnaire – short version (PSDQ-s). Both groups reported significant prejudice (p, El objetivo de este estudio fue analizar las actitudes implícitas y explícitas sobre la obesidad entre profesores y estudiantes de educación física. Dieciocho profesores y 45 estudiantes completaron cuatro cuestionarios: el Test de Asociación Implícita (IAT), que evalúa estereotipos y asociaciones cognitivas espontáneas; el cuestionario de Crandall para evaluar el prejuicio explícito acerca de la obesidad; la Escala de Orientación a la Dominancia Social (SDO); y el Cuestionario de Autoconcepto Físico – versión corta (PSDQ-s). Ambos grupos reportaron perjuicio significativo (p

Com os recentes avanços legislativos no sentido da massificação da inclusão de alunos com necessidades educacionais especiais nas escolas regulares, emergem discussões sobre as mudanças requeridas na formação de docentes para o atendimento desta nova demanda. O objetivo deste estudo foi discutir os modelos brasileiro e italiano de formação de professores para atuar na educação especial. Para tanto, foi realizada uma pesquisa documental, analisando textos legais de ambos os países que versassem sobre o tema. A Itália foi o primeiro país na Europa a promover o fim das escolas especiais e a inclusão de todos os alunos com deficiência nas escolas regulares. Ainda neste país, nota-se que as diretrizes governamentais são claras com relação à capacitação de professores para atuar com alunos com necessidades educacionais especiais. Por outro lado no Brasil, embora tenham ocorrido grandes avanços no que se refere à legislação que sustenta a formação docente, ainda existe uma carência de parâmetros mais específicos sobre os conteúdos mínimos necessários para que os professores tenham maiores subsídios para promover a inclusão com qualidade. As public policies advance in the direction of mass producing inclusion of special educational needs students in regular schools, discussions have emerged about changes that are required in teacher preparation to meet this new demand. The aim of this study was to discuss Brazilian and Italian models of teacher preparation for those working in special education. To this end, we conducted a documentary study, analyzing legal texts related to the topic from both countries. Italy was the first country in Europe to promote the end of special schools and the inclusion of all students with disabilities in regular schools. Furthermore, in this country there are clear government guidelines regarding teacher preparation to work with students with special educational needs. On the other hand in Brazil, despite the great advances regarding public policies that support teacher preparation, specific parameters on the minimum content necessary for providing teachers with the subsidies they need to promote quality inclusion are still lacking.

The purpose of this research was to assess an Italian version of the Physical Activity Questionnaire for Older Children (PAQ-C-It). Three separate studies were conducted, whereby testing general psychometric properties, construct validity, concurrent validity and the factor structure of the PAQ-C-It among general and clinical pediatric population. Study 1 (n = 1170) examined the psychometric properties, internal consistency, factor structure (exploratory factor analysis, EFA) and construct validity with enjoyment perception during physical activity. Study 2 (n = 59) reported on reliability, construct validity with enjoyment and BMI, and on cross-sectional concurrent validity with objectively measured MVPA (tri-axial accelerometry) over the span of seven consecutive days. Study 3 (n = 58) examined the PAQ-C-It reliability, construct validity with BMI and VO2max as the objective measurement among a population of children with congenital heart defects (CHD). In study 2 and 3, the factor structure of the PAQ-C-It was then re-examined with an EFA. The PAQ-C-It showed acceptable to good reliability (alpha .70 to .83). Results on construct validity showed moderate but significant association with enjoyment perception (r = .30 and .36), with BMI (r = -.30 and -.79 for CHD simple form), and with the VO2max (r = .55 for CHD simple form). Significant concurrent validity with the objectively measured MVPA was reported (rho = .30, p < .05). Findings of the EFA suggested a two-factor structure for the PAQ-C-It, with items 2, 3, and 4 contributing little to the total score. This study supports the PAQ-C-It as an appropriate instrument to assess the MVPA levels of Italian children, including children with simple forms of CHD. Support is given to the possible instrument effectiveness on a large international perspective in order to level out data gathering across the globe.

Valid and reliable accessible measures of balance are required in a health-related fitness test battery, both in the general population and in groups with special needs. For this purpose, the capability of the Wii Balance Board (WBB) in evaluating standing balance was analysed and compared with a laboratory-graded force platform (FP). A 30-s double limb standing test with open and closed eyes was performed by 28 individuals (12 male and 16 female, mean age = 23.8, SD = ±2.7 years). A simple method of acquisition of the centre of pressure (CoP) over time was applied to compare WBB and FP simultaneously on the same signal. User-defined software was developed to obtain the CoP from WBB over time and the resulting related measures and graphical representations. The comparison of measures, such as sway path and maximum oscillations along the anterior-posterior and medial-lateral direction, obtained with the FP and the WBB shows that the latter, in conjunction with the user-defined developed software, can be appropriate, considering prescribed limits, and an easy-to-use tool for evaluating standing balance.

This study investigated the effects of play fighting on aggressive behaviors. It was hypothesized that the teaching of play fighting during physical education lessons could reduce self-reported aggression in a group of adolescents to a greater extent than playing volleyball (a low physical contact activity). Participants were 210 young adolescents (mean age = 13.27, SD = 0.48 years) from 10 classrooms that were randomly assigned to an 8-lesson play fighting session or to traditional volleyball lessons. They filled in the 12-item short version of the Aggression Questionnaire (AQ-12) pre- and post-interventions. The play fighting group showed a significant reduction in all the four subscales of the AQ-12 (Cohen d ranging from 0.61 to 0.67), while participants in the volleyball group did not. Results suggest that play fighting might provide useful contents in a physical education curriculum, with possible reduction in aggressive behavior.

This study investigated enjoyment and naturalness of movement perceived during short bouts of exercise with three aerobic machines: treadmill, elliptical crosstrainer, and Vario. The participants were 72 experienced and 60 inexperienced users. Immediately after the exercise with each machine, they filled in a 12-item form of the Physical Activity Enjoyment Scale (PACES) and a Visual Analogue Scales (VAS) about naturalness of movement. Results showed significant within-subjects differences on all scales; exercise with the treadmill and Vario were perceived to be similarly enjoyable and more enjoyable and natural in comparison with the elliptical crosstrainer. Differences in naturalness ratings between experienced and inexperienced users were observed. Exercise was not equally enjoyable when performed with different aerobic machines, and this should be considered by professionals when prescribing aerobic training to enhance motivation and adherence.

This study examined the relations between peer-victimization during sport practice and physical activity enjoyment. 395 students (219 boys, 176 girls) from a middle school, ages 12 to 13 years ( M = 12.2), were surveyed. Few correlations between peer-victimization during sport practice and physical activity enjoyment variables were negative. Linear regression analysis was also conducted, highlighting a subtle influence of peer-victimization during practice of sports on enjoyment of physical activity. Peer-victimization during practice of sports seems to be a poor predictor of low enjoyment of physical activity.

This study examined the relations of physical education teachers' burnout with some individual variables, including teachers' self-perceived physical fitness and the perceived influence of personal fitness on teaching. Participants were 219 Italian physical education teachers in secondary school. Demographic and professional information, ratings of self-perception of physical condition, and the Italian version of the Maslach Burnout Inventory were recorded. Compared to the data of a normative sample, average scores on the three dimensions of the Maslach Burnout Inventory (Emotional Exhaustion, Depersonalisation, and Reduced Personal Accomplishment) were found. There were statistically significant associations among Reduced Personal Accomplishment, the self-perception of physical fitness, and the perception of the influence of personal fitness on teaching. Women reported scores on Emotional Exhaustion and Reduced Personal Accomplishment indicative of greater severity than men. No significant differences appeared to be related to the years of teaching. Recommendations for further studies are discussed.

Inactivity, overweight and malnutrition rank among the most frequent risk factors concerning the healthy development of children. The project „children today“ focuses on physical activity, eating habits and media consumption of ten year old children. On the basis of international survey data the complex interaction of these lifestyle-elements is described and analysed. ispartof: International Journal of Physical Education issue:1 pages:31-39 status: published

RESUMO a inclusão de alunos com deficiência nas escolas regulares ainda é um desafio para professores, especialmente pela insegurança gerada pela precária formação profissional e falta de estrutura de apoio. O objetivo desta investigação foi analisar as atitudes dos professores de Educação Física em relação à inclusão de alunos com deficiência no ensino regular, bem como a influência do sexo, tempo de experiência profissional e tipo de deficiência dos alunos. Para tanto, 35 professores de Educação Física de 15 escolas públicas de Londrina responderam individualmente ao Teacher Inclusion Attitudes Questionnaire (TIAQ) - Questionário de Atitudes dos Professores com relação à Inclusão. Os resultados mostraram que, de um modo geral, os professores são otimistas com relação à inclusão de alunos com deficiência em suas aulas, embora seja destacada a falta de apoio recebido pela escola como uma barreira importante no processo. O tempo de experiência e sexo do professor, bem como o tipo de deficiência do aluno, foram fatores de influência nas atitudes, reforçando que mulheres com menor tempo de experiência, especialmente com alunos com deficiência intelectual em suas turmas, apresentam atitudes mais negativas no sentido da inclusão. ABSTRACT: The inclusion of students with disabilities in regular schools is still a challenge for teachers, especially because of the insecurity generated by undependable professional education and lack of support structure. The objective of this investigation was to analyze the attitudes of Physical Education teachers towards the inclusion of students with disabilities in regular classes, as well as the influence of gender, amount of professional experience and type of students' disability. To that end, 35 Physical Education teachers from 15 public schools in Londrina, state of Paraná, Brazil, individually answered the Teacher Inclusion Attitudes Questionnaire (TIAQ). The results showed that teachers are generally optimistic about the inclusion of students with disabilities in their classrooms, although the lack of support received by the school is highlighted as an important barrier in the process. The amount of teacher's experience and gender, as well as the type of student's disability, were influential factors in their attitudes, reinforcing that women with less experience, especially with intellectually deficient students in their classes, present more negative attitudes towards inclusion.