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Purpose: To examine the effect of two physical education–based alternated teaching units on students' environmental knowledge for practicing out-of-school physical activity (PA), perceived autonomy support, self-determined and controlled motivation toward PA, intention to be physically active, self-reported and objective PA levels, and sedentary behavior. Method: A sample of 179 students (94 females) aged 13–15 years old was cluster randomly assigned to the innovative group (two alternated teaching units for practicing PA, with one lesson inside and one outside the school grounds) or the traditional group (a teaching unit for practicing PA, solely inside the school center). Results: The alternated teaching units improved students' knowledge of their environment for practicing PA, perceived autonomy, autonomous motivation, intention to be physically active, and self-reported PA during the whole week (p <.05). Discussion/Conclusion: The innovative program improved students' knowledge about their environment for practicing PA and self-reported PA but did not improve objectively measured PA levels. [ABSTRACT FROM AUTHOR]

Two novel Cu(I) tetradentate heteroleptic complexes, including nitrile-substituted bipyridines that can be anchored to semiconductor surfaces to be assembled in DSSCs, were synthesized and characterized by spectroscopic and electrochemical techniques. The crystal structures of both species were determined by X-ray diffraction. Results from DFT and TD-DFT calculations were found to be consistent with the experimental data. Emission at room temperature was observed for both complexes in the solid state, making them promising alternatives for the development of light-emitting diodes. We report for the first time the experimental evidence of photovoltaic conversion devices formed by Cu(I) complexes anchored to a TiO2 surface by means of nitrile groups present in substituted bipyridines, and subsequently tested as sensitizers for DSSCs, obtaining efficiency values for light to electrical energy conversion similar to those previously reported for analogous complexes with anchoring carboxylic groups. [ABSTRACT FROM AUTHOR]

The aim was to compare the effects of an alpine skiing learning intervention initiated in an indoor carpet setting (ICS) with the snow setting (SS) on the alpine skiing turn technique, state of anxiety, and autotelic experience. Thirty-four students (4 females) aged 18-37 years were randomly divided into indoor carpet skiing (ICSG; first two classes in an ICS, and the two last classes in the SS) or snow (all classes in the SS) groups. Statistically significant differences were only detected in the cognitive anxiety levels between both groups for the second day of the program and in the alpine skiing turn technique at the first day of practice in the SS for both groups, in favor of the ICSG in both cases (p < 0.05). The ICS seems to be a useful and effective setting for learning to ski in relation to motor learning and anxiety than THE SS. [ABSTRACT FROM AUTHOR]

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The purpose of this study was to examine the effects of a physical education-based development and maintenance programme on objective and perceived health-related physical fitness in high school students. A sample of 111 students aged 12-14 years old from six classes were cluster-randomly assigned to an experimental group (n = 54) or a control group (n = 57). During the physical education classes, the experimental group students performed a development programme twice a week for nine weeks. Then, after a four-week period of detraining, the experimental group students completed a maintenance programme twice a week for eight weeks. Students' objective cardiorespiratory fitness (20-meter shuttle run test), objective muscular fitness (flexion-extension legs test), and perceived physical fitness (International Fitness Scale and the Contour Drawing Rating Scale) were measured at the beginning and at the end of the development programme, as well as at the end of the maintenance programme. The results of the two-way analyses of variance showed that the physical education-based development programme significantly increased the students' objective physical fitness levels, and that these gains obtained remained after the maintenance programme (p < 0.01). However, the intervention programme did not show an influence on the students' perceived physical fitness (p > 0.05). The physical education-based intervention programme was effective in increasing and maintaining objective physical fitness among high school students. This knowledge could help teachers to design programmes that permit a feasible and effective development and maintenance of health-related physical fitness in a physical education setting.