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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. [ABSTRACT FROM AUTHOR]

The aim of the study was to examine the effectiveness of the fitness component of the physical education curriculum for the seventh grade. Participants were 37 seventh grade students from two physical education classes. Both quantitative and qualitative evaluation methods were used. Results of quantitative evaluation showed that the program had a positive effect on students' performance in fitness tests. Qualitative results showed that students enjoyed their participation in the program, and felt that they could plan a fitness program. However, a small number of students reported negative thoughts about some aspects of the program (e.g. difficulty in tests and activities). In conclusion, the fitness component of the physical education curriculum for the seventh grade was effective, as it had a positive effect on students' fitness performance and on their motives for participation in the program. [ABSTRACT FROM AUTHOR]

The purpose of the present study was to investigate the effects of the implementation of two different teaching styles on students' motivation, lesson satisfaction and their performance in three basketball skills: chest-pass, dribbling, and jump shot. One hundred and six junior high school students (57 boys and 49 girls) aged 12 years old (Μ=12.03±.21) participated in this survey which was held through motor tests and questionnaires. Three groups (including the control group) of students were assigned into two teaching styles: the reciprocal and the self-check style. All scales had acceptable levels of internal consistency. Self-check style group had higher scores concerning intrinsic motivation and identified regulation compared with reciprocal style groups, while reciprocal style group had higher scores concerning autonomy. Overall, both genders improved significantly their performances in all basketball skills, even though boys showed higher scores. Therefore, the indications are that the more pupil-centered teaching styles have a positive influence on children's motor improvement and motivation towards P.E. [ABSTRACT FROM AUTHOR]

The aim of this study was to explore whether a systematic, combined basketball and strengthening training program using the body weight, can improve the performance of adolescent basketball players. The sample consisted of 45 young boys, aged from 11 to 13 years old (11.9±0.7yrs), who were divided into 3 groups: the combined training group (CG), the basketball training group (BG) and a control group (COG). The CG performed a basketball training combined with a strengthening program, while the BG followed only a basketball training program and the COG did not perform regular training. The BG participated in a 3-month basketball training program while the intervention for the CG involved a 3-month program combining basketball training as well as abdominal and dorsal exercises, submersions, push-ups, projections and rises of the feet, jogging backwards and isometric squat-positions. The children's performance in push-ups, submersions, abdominals, mobility, speed, medical ball throwing, endurance, the lower limbs extensor muscles' force and in jumping capacity was evaluated just before and right after the end of the application of the 3-month program. For the statistical elaboration of the data a two way ANOVA analysis of variation was used (group × measure 3×2) with repetitive measuring of the factor "measurement" as well as tukey's analysis whenever necessary. From the elaboration of the results, it was found that there were statistically significant interactions among the factors "measurement" and "groups" in all the tests apart from the mobility and retrogression test. In conclusion, comparing the efficiency of the two programmes, the CG's training program was more efficient, in relation to the other two groups, regarding the improvement in strength of the upper part of the body in young basketball players. [ABSTRACT FROM AUTHOR]

A health education program toward smoking prevention was developed, based on four relevant theories (Social Cognitive Theory, Theory of Planned Behavior, Health Belief Model and Persuasion Theory). For the assessment of the program, 8 intervention studies were carried out. The total number of participants was 1230 students for in 9 different elementary, junior and senior high schools. This review shows that the program was more effective in elementary school than in junior and senior high school. The program was effective in senior high school, when elements about smoking cessation were included. In all intervention studies, knowledge about smoking was improved. Results are discussed according to the effectiveness of the relevant psychological theories used in this program. Future directions and implications are discussed. [ABSTRACT FROM AUTHOR]

The purpose of the present study was to register and to evaluate the proceedings of the Olympic Education Program and to formulate proposals for the viability of the Program. ?his work was based on Stufflebeam's Context, Input, Process, Product model, (CIPP), and was implemented according to context evaluation following the phases, periods and actions suggested by the specific model. The results certified that the Olympic Education Program is probably the most innovative Program of the Greek Educational System and an international offer of our country to the Olympic movement and in the International Educational Community. The permanent accession of the Program in the educational system covers historical, pedagogical, social, labour, and innovational reasons and the continuation of the Olympic Education Program is judged not only necessary but also feasible. According to the evaluation, two possible modes of integration of the Program are proposed: a) Integration/incorporation of Olympic Education in the subject of Physical Education in primary Education and parallel increase of Physical Education allocated hours or b) Integration of Olympic Education in primary Education in the extended hours school. [ABSTRACT FROM AUTHOR]

Taking theoretical and empirical data into consideration, cooperative learning, if it is applied according to a particular theory and a goaled plan, may a powerful method of learning that strengthens the students' social skills. Contrary to general education, the research related to cooperative learning in physical education is limited. Popular programs that promote cooperative learning in physical education are the Social Responsibility Model, the Sports' Education Model, cooperative activities through Mosston's spectrum of teaching styles, and various cooperative games. While further research seems to be necessary regarding the above models, the development of new theory-based programs is urgent. Moreover, the interventions should aim more to the encouragement of students' cooperative skills. This goal can be easily accomplished by considering particular principles that enhance the students' interaction as well as the benefits of cooperative learning. [ABSTRACT FROM AUTHOR]

The purpose of the present study was to examine the effect of a life skills training program taught in physical education settings on students' self-determination. Of the 73 secondary school participants, 35 comprised the initial experimental group and the 38 the initial control group. After the implementation of the intervention with the initial experimental group, the groups were reversed and the initial control group went on to receive the intervention. The life skills program included goal setting, the positive thinking / self-talk and was carried out in connection with a program for the development of the students' physical fitness. In order to assess students' self-determination, the self-determination questionnaire in physical education (Goudas et al., 2000) was used. The results showed that students' self-determination increased in both groups after the intervention in each part of the study and the improvement retained in the initial experimental group in the second part of the study. In conclusion, teaching life skills through physical education can improve students' self-determination. [ABSTRACT FROM AUTHOR]

The purpose of the present study was the comparison of physical activity (PA) patterns and physical sell-perception, in obese and non-obese children. The sample consisted of 35 non-obese and 34 obese seventh grade children. Objective measurements of PA were collected over a 4-day period using the CSA 7164 accelerometer and specifically a): total daily counts b) daily moderate (3-5,9 METs) physical activity (MVPA) and c) daily vigorous physical activity (≥ 6 METs, VPA). Self-Perception of body appearance, and athletic competence were measured by Harter's (1985) Self-perception Profile for Children. Compared to their non-obese counterparts, obese children exhibited significantly lower daily accumulations of total daily counts, MVPA, and VPA. Obese children reported significantly lower levels of physical sell-perception. The results are consistent with the results of previous research (Rowlands et al., 1999; Trost et al., 2001) suggesting that physical inactivity is an important contributing factor in the maintenance of childhood obesity. Interventions and the organization of systematic practice and counseling for obese and non-obese children will promote PA and reinforce positively their self-perception. [ABSTRACT FROM AUTHOR]

The purpose of the present study was to examine the Physical Activity (P.A.) levels and differences between boys and girls and moreover, to search the differences between Goal Orientations and Perceived Competence. Fifty-eight elementary school students (29 boys and 29 girls), aged between 10-11 years old (M = 10.6 ± .53), participated in the research. Physical activity was objectively measured by the CSA accelerometer at 6 typical Physical Education (P.E.) classes. Students completed the questionnaires concerning psychological parameters before the P.E. lessons. Results indicated mediocre P.A. levels for boys and low for girls. Boys were more active than the girls. They had also higher perceived competence, while there were not presented statistically important differences in goal orientations. Appropriate intervention programs should be developed to support P.E. classes. [ABSTRACT FROM AUTHOR]

Students' satisfaction is among the indices used to evaluate educational programs because it reflects participants' needs and expectations and the degree to which these are fulfilled. The present paper presents two studies. In the first one, fifty nine graduates were asked about their satisfaction regarding factors pertaining to their studies. Regression analysis revealed that total quality of the program could be predicted only by quality of content and acquired knowledge. The second study assessed satisfaction of senior students. Fifty- four students participated in the study. Regression analysis revealed that total quality of the program could be predicted by quality of content and acquired knowledge and also by participants' confidence toward finding a relevant job. In summary, the results suggests that according to graduate and senior students' perceptions the quality of the program is mostly related to the quality of its content. [ABSTRACT FROM AUTHOR]

The purpose of this study was to adapt the questionnaire Teacher's Concerns Questionnaire -- Physical Education (TCQ -- PE; McBride, 1993) to the Greek population and to record the concerns of physical education students (PE) and physical educators for teaching PE at school. Participants were 205 PE students, with mean age 20.44 years, who were enrolled in four PE departments of higher education institutions. In addition, 333 physical educators participated in the study (Mage= 33.39) with mean teaching experience of 2.82 years. Factor analysis revealed two distinct factors (direct and indirect) in the questionnaire. The internal reliability index of the questionnaire was satisfactory. Participants were divided into two groups, A (PE educators) and B (PE students). The comparison between groups showed that the students had significantly higher direct and indirect concerns as compared to the educators. Furthermore, female educators had significantly higher indirect concerns as compared to their male counterparts. In conclusion, the analyses provide preliminary support for the psychometric properties of the questionnaire and the distinction ability between PE students and educators. Nevertheless, further examination is warranted in order to obtain additional information concerning the difficulties of PE teaching. [ABSTRACT FROM AUTHOR]

Objectives. To provide further information regarding factors associated with students’ intrinsic motivation in physical education using a qualitative approach.Design and Methods. Sixteen in-depth interviews were conducted with secondary physical education students who were selected from a pool of 254 students on the basis of their score on relevant questionnaires.Results. Analyses of interview transcripts revealed that factors associated with intrinsic motivation for participating in physical education were both social-environmental and individual differences. Individual differences in perceived competence, perceived autonomy, physical appearance, and goal orientation influenced students’ intrinsic motivation. Social environmental factors included lesson content, the physical education teacher, classmates, and school athletic facilities, as well as physical activity behaviors of the family and family encouragement, participation in out-of-school athletic activities, media, cultural values and social preconceptions.Conclusions. A wide variety of social factors influence students’ intrinsic motivation in physical education. These need to be taken into account when designing physical education lessons. [Copyright &y& Elsevier]

The purpose of this research was to assess service quality in the area of sports and recreation (animation) in major resort hotels. A sample of (N=105) guests participated in five different recreation activities provided by the hotel animation department. The questionnaire in "three -- column" format included three perceptions of quality: a) the minimum acquired, b) the desired and c) the perceived quality level. Items were selected to describe the five dimensions of SERVQUAL "tangibles, responsibility, reliability, assurance and empathy" (Parasuraman, Zeithaml & Berry 1994) in a descending 5-point Likert scale [1= highest level, 5= lowest level]. Results for perceived quality showed that perceptions overcame expectations except for two dimensions: equipment (-0.30<0) and assurance (-0.05<0), where higher performances have been expected. Perceived quality was over expectations above "zone of tolerance" (M=1.53). Low expectations from the 12 dimensions and additional qualitative comments eventually indicate that other underlying dimensions such as authenticity, hospitality, and characteristics of the provider might moderate guests' perceptions (overall satisfaction with the activities M=1.48). Conclusively, the instrument appeared relative insufficient to measure service quality in this hotel service area compared to other services. Finally, managers could improve equipment and assurance conditions while delivering the service. Further development of the instrument should include affective aspects of this hotel service and eventually combine qualitative /quantitative methods of evaluation. [ABSTRACT FROM AUTHOR]

Researchers support the relationship of task orientation with exerted effort, persistence and self-reported physical activity but there is little evidence on the relation of goal perspectives with objective measures of physical activity. The purpose of this study was to examine behavioural correlates of goal orientations using an objective measure of physical activity in physical education (PE). The participants of the study were 112 students, boys and girls, of different age groups 9-10 and 11-12 years of age. A field test was conducted and objective measures of physical activity (CSA) and goal orientation were obtained in 16 PE lessons, ANOVA analysis revealed that there was no significant difference in sex or age, or time participation in moderate physical activity time but there was a significant difference in participation in vigorous activities. Students that scored higher in task orientation had a longer participation in vigorous activity regardless of their ego orientation comparing them with those who had high ego and Iow task. These results may provide significant insights for appropriate practice in PE. [ABSTRACT FROM AUTHOR]

The article discusses a study on the effects of feedbacks and goals on endurance performance. The study involved 80 physical education students, age 18 to 21 years old, who were grouped into four. Different goals were given to each group, Group 1 was tasked to lower their heart rate. Group 4, which was given no feedback, did not improve their performance.

Background: The role of exercise programs during substance use disorder (SUD) treatment is considered particularly supportive in fostering positive psychological and behavioral changes. The treatment of SUD is a challenging and demanding process. Therefore, it is crucial to discover innovative methods to enhance and facilitate it. Integrating exercise into a virtual environment is an innovative approach for drug rehabilitation, offering multiple benefits to individuals undergoing treatment. The aim of this feasibility study was to explore the acute effects of cycling exercise in an immersive virtual reality (VR) environment on attentional control and self-efficacy expectations of individuals undergoing SUD treatment., Methods: A total of 20 individuals (mean age of 37.75 years) enrolled in a SUD treatment program participated in the study. They were instructed to complete a single session of cycling with a self-selected duration within the VR system., Results: Following the cycling session, pre-post measures indicated a statistically significant improvement in self-efficacy expectations and attentional control measured with the Stroop test. The results revealed that participants expressed high levels of intention for future use, interest/enjoyment, and positive attitudes toward the VR exercise system. Qualitative data indicated that participants found the VR exercise system enjoyable, expressed a strong intention to use it, and did not encounter technical difficulties or negative emotions., Conclusions: In conclusion, it seems that engaging in a brief period of self-selected exercise within a virtual environment can result in temporary activation of cognitive changes, heightened self-efficacy expectations, and a motivating approach to increasing physical activity participation among individuals with SUD, thus suggesting the feasibility of this approach.

This longitudinal study examined the development of executive function and calibration accuracy in preadolescents. This study's sample consisted of 262 students (127 females) from grades 4 ( n = 91), 5 ( n = 89), and 6 ( n = 82) who took measures of executive function and performance calibration in a sport task three times over 20 months. A latent growth-curve modeling analysis showed a significant relationship between the rates of change of executive function and calibration accuracy. The results also showed a dynamic interplay in the development of executive function and calibration accuracy. There were significant interindividual differences in the estimated population means both in executive function and calibration accuracy and in the rate of change of executive function, but not in the rate of change of calibration accuracy. The age of the participants had a positive effect only on the estimated population mean of executive function.

Background: Virtual reality (VR) technology has become increasingly used for assessment and intervention in the neuroscience field., Objective: We aimed to investigate the effects of a VR Training System, named VRADA (VR Exercise App for Dementia and Alzheimer's Patients), on the cognitive functioning of older people with mild cognitive impairment (MCI)., Methods: In this intervention study, 122 older adults with MCI were randomly assigned to five groups (the VRADA group ( n  = 28), a bike group ( n  = 11), a physical exercise group ( n  = 24), a mixed group (physical and cognitive exercise) ( n  = 31), and a non-contact control group ( n  = 28). The VRADA group underwent 32 physical and cognitive training sessions, performed 2 or 3 times weekly for 12 weeks in the VR environment. All participants had detailed neuropsychological assessments before and after intervention., Results: A series of linear regression models revealed that the VRADA group showed improvement or no deterioration in cognitive decline in global cognitive function (MMSE), verbal memory (Rey Auditory Verbal Learning Test and WAIS forward test), and executive functions, mental flexibility (Trail Making Test B)., Conclusions: This interventionstudy indicates that the VRADA system improves the cognitive function of elders with MCI., Competing Interests: The authors have no conflict of interest to report., (© 2023 – The authors. Published by IOS Press.)

This study compared cognitively challenging physical activity games and health-related fitness activities in terms of their effects on students' executive functions and situational interest in physical education. A total of 102 fourth- and fifth-grade students (56 boys, 46 girls) participated in this study. A group-randomized controlled trial design involving an acute experiment was used. Two intact classes of students (one fourth-grade and one fifth-grade) were randomly assigned to each one of the three groups. Students in Group 1 participated in cognitively challenging physical activity games, students in Group 2 participated in activities for developing their health-related fitness, and Group 3 students were the control group without physical education. Executive functions were measured pre- and post-intervention with the design fluency test, whereas situational interest was only measured post-intervention with the situational interest scale. Group 1 students who played cognitively challenging physical activity games had increased their executive functions' scores more than the Group 2 students involved in health-related fitness activities. Students of both these groups outperformed control group students. Moreover, Group 1 students reported higher levels of instant enjoyment and total interest than Group 2 students. The results of this study suggest that cognitively challenging physical activity games can be an effective means for enhancing executive functions, and motivate students to be involved in interesting and enjoyable forms of physical activity.

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, 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.

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 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., Competing Interests: The authors declare no conflict of interest. The funders had no role in the design of the study; in the collection, analyses, or interpretation of data; in the writing of the manuscript; or in the decision to publish the results.

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 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 Analysis: A 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 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., Systematic Review Registration: CRD42021282874., Competing Interests: Competing interests: None declared., (© Author(s) (or their employer(s)) 2022. Re-use permitted under CC BY-NC. No commercial re-use. See rights and permissions. Published by BMJ.)

Virtual reality is a computer-generated simulation of a real or imaginary three-dimensional environment that has entered our lives, particularly for gaming. Lately, it has been permeating into many aspects of our everyday life, such as exercise. It is important to ascertain whether exercise in an immersive virtual reality environment can be accepted from employees and lead to positive outcomes for them. The aim of this exploratory study was to examine the acceptance, future adoption, interest/enjoyment and usability of an immersive virtual reality system for exercise training by office workers during breaks within their working hours. A total of 40 female employees participated in the study with a mean age of 42.58 years (SD 10.77). Participants were requested to complete two sequential 15-min dual task cycling sessions corresponding to two experimental conditions. The first, condition A, involved cycling in a virtual environment, wearing a virtual reality head mounted display, and responding to cognitive tasks by answering multiple choice questions-on a screen, using a joystick. The second, condition B, involved cycling on a static bicycle and simultaneously responding to cognitive tasks by answering multiple choice questions in a real environment. After completion of the two conditions, participants responded to a series of scales regarding each of the experimental conditions and to a semi-structured interview. The results showed that participants noted a significant preference for the immersive virtual reality exercise, condition A, compared to condition B (bike only); and their acceptance, interest/enjoyment, usability and intention for future use were high. The qualitative data showed increased intention for future use, feelings of control and presence and most of the participants did not encounter any difficulties or require extra help to understand the immersive virtual reality system. Overall, exercising during working hours with an immersive virtual reality exercise system was well perceived by office workers and applicable. However, the effects of the immersive virtual reality training system on physical and mental health and the employees' adherence to the exercise program should be tested with a longer intervention program.

Background: Therapeutic virtual reality (VR) has emerged as an effective treatment modality for cognitive and physical training in people with mild cognitive impairment (MCI). However, to replace existing nonpharmaceutical treatment training protocols, VR platforms need significant improvement if they are to appeal to older people with symptoms of cognitive decline and meet their specific needs., Objective: This study aims to design and test the acceptability, usability, and tolerability of an immersive VR platform that allows older people with MCI symptoms to simultaneously practice physical and cognitive skills on a dual task., Methods: On the basis of interviews with 20 older people with MCI symptoms (15 females; mean age 76.25, SD 5.03 years) and inputs from their health care providers (formative study VR1), an interdisciplinary group of experts developed a VR system called VRADA (VR Exercise App for Dementia and Alzheimer's Patients). Using an identical training protocol, the VRADA system was first tested with a group of 30 university students (16 females; mean age 20.86, SD 1.17 years) and then with 27 older people (19 females; mean age 73.22, SD 9.26 years) who had been diagnosed with MCI (feasibility studies VR2a and VR2b). Those in the latter group attended two Hellenic Association Day Care Centers for Alzheimer's Disease and Related Disorders. Participants in both groups were asked to perform a dual task training protocol that combined physical and cognitive exercises in two different training conditions. In condition A, participants performed a cycling task in a lab environment while being asked by the researcher to perform oral math calculations (single-digit additions and subtractions). In condition B, participants performed a cycling task in the virtual environment while performing calculations that appeared within the VR app. Participants in both groups were assessed in the same way; this included questionnaires and semistructured interviews immediately after the experiment to capture perceptions of acceptability, usability, and tolerability, and to determine which of the two training conditions each participant preferred., Results: Participants in both groups showed a significant preference for the VR condition (students: mean 0.66, SD 0.41, t 29 =8.74, P<.001; patients with MCI: mean 0.72, SD 0.51, t 26 =7.36, P<.001), as well as high acceptance scores for intended future use, attitude toward VR training, and enjoyment. System usability scale scores (82.66 for the students and 77.96 for the older group) were well above the acceptability threshold (75/100). The perceived adverse effects were minimal, indicating a satisfactory tolerability., Conclusions: The findings suggest that VRADA is an acceptable, usable, and tolerable system for physical and cognitive training of older people with MCI and university students. Randomized controlled trial studies are needed to assess the efficacy of VRADA as a tool to promote physical and cognitive health in patients with MCI., (©Mary Hassandra, Evangelos Galanis, Antonis Hatzigeorgiadis, Marios Goudas, Christos Mouzakidis, Eleni Maria Karathanasi, Niki Petridou, Magda Tsolaki, Paul Zikas, Giannis Evangelou, George Papagiannakis, George Bellis, Christos Kokkotis, Spyridon Rafail Panagiotopoulos, Giannis Giakas, Yannis Theodorakis. Originally published in JMIR Serious Games (http://games.jmir.org), 24.03.2021.)

Physical education should focus not only on students' motor and emotional development but also on their cognitive development. The purpose of the present study was to examine whether elementary students' health-related knowledge and physical activity-related goal setting increased after they participated in a program. The program aimed at promoting after school physical activity among students. Participants were 244 fifth- and sixth-grade students (116 boys and 128 girls). Students' knowledge was examined by means of a multiple-choice test, cognitive assignments and a retrospective pre-post questionnaire. The results from the three measures indicated that students enhanced their knowledge both regarding the health benefits of physical activity (PA) and effective goal setting. Hence, it can be argued that the program was effective in promoting students' skills and knowledge related to PA.

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.

Background: Research has shown that self-determination theory can be useful in the study of motivation in sport and other forms of physical activity. The Perceived Locus of Causality (PLOC) scale was originally designed to study both., Aim: The current research presents and validates the new PLOC-U scale to measure academic motivation in the university context. We tested levels of self-determination before and after academic examinations. Also, we analysed degree of internalization of extrinsic motivation in students' practical activities., Sample: Two hundred and eighty-seven Spanish university students participated in the study., Method: Data were collected at two time points to check the reliability and stability of PLOC-U by a test-retest procedure. Confirmatory factor analysis was performed on the PLOC-U. Also convergent validity was tested against the Academic Motivation Scale (EME-E)., Results: Confirmatory factor analysis showed optimum fit and good reliability of PLOC-U. It also presented excellent convergent validity with the EME-E and good stability over time. Our findings did not show any significant correlation between self-determination and expected results before academic examinations, but it did so afterwards, revealing greater regulation by and integration of extrinsic motivation. The high score obtained for extrinsic motivation points to a greater regulation associated with an external contingency (rewards in the practical coursework)., Conclusions: PLOC-U is a good instrument for the measurement of academic motivation and provides a new tool to analyse self-determination among university students., (© 2017 The British Psychological Society.)

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., (© 2016 Society for Public Health Education.)

The aim of this study was to adapt the Multisource Assessment of Social Competence Scale to the Greek language. The validity and reliability of the scale were examined in three studies with 209, 192, and 147 sixth-grade students, respectively. The subscale structure of the Multisource Assessment of Social Competence Scale was supported through exploratory and confirmatory factor analysis. The hypothesized two main dimensions, Prosocial and Antisocial behavior, were divided into two factors, Cooperating skills and Empathy for Prosocial behavior and Quick-temperedness and Disruptiveness for Antisocial behavior. Internal consistency and test-retest reliability were high. Additionally, correlations between each factor and social desirability scores were nonsignificant. The resultant model of the present study is a behavior rating scale that should be considered a reliable choice for assessing Greek middle school students' social skills.

The present study examined effects of sex, attitude towards physical activity, perceived barriers for participation in physical activity, and students' perception of their parents' participation in physical activity on the intrinsic motivation of students participating in a health related program in physical education. 643 students (303 boys and 340 girls) responded to questionnaires measuring intrinsic motivation, attitudes towards physical activity, perceived barriers to exercise and perceived parents' participation in physical activity. Mean age was 12.9 yr. (SD=1.2, range 11-14 years). Analysis indicated that students' intrinsic motivation towards the program was influenced by perceived barriers to exercise. Sex, attitudes towards physical activity, and perceived parents' participation in physical activity seem to be less important.