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Authors thank Aliisa Hatten for the English revision. This study is part of the doctoral thesis of Carolina Casado-Robles, as well as of the I + D + i Fit-Person project (Reference: PID2019-110179GB-100), funded by the MCIN/AEI/10.13039/501100011033. There is no conflict of interest. The funder had no role in study design, data collection and analysis, de- cision to publish, or preparation of the manuscript. The present study com- plies with the current laws of the country in which it was performed. The datasets generated and analyzed during the current study are not publicly available but are available from the corresponding author, who was an organizer of the study, The purpose was to assess the validity of four generations of Xiaomi Mi Band wristbands for the assessment of step count and physical activity (PA) levels among adolescents aged 12-18 years under free-living conditions. One hundred adolescents were invited to participate in the present study. The final sample consisted of 62 high-school students (34 females), aged 12 18 years old (Mage = 14.1 +/- 1.6 years), who wore an ActiGraph accelerometer on their hip (PA and step count reference measures) and four activity wristbands (Xiaomi Mi Band 2, 3, 4, and 5) on their non dominant wrist during the waking time of one day. Results showed that the agreement between daily PA levels (i.e., slow, brisk, and slow-brisk pace walking, total PA and moderate-to vigorous PA) measured by Xiaomi Mi Band wristbands and the accelerometer were poor (ICC, 95% CI = 0.06 0.78, 0.00 0.92; MAPE = 50.1 150.6%). However, agreement between daily step count measured by the accelerometer and the Xiaomi Mi Band wristbands were between acceptable (MAPE = 12.2 13.6%) to excellent (ICC, 95% CI = 0.94 0.95, 0.90 0.97). Furthermore, the Xiaomi Mi Band wristbands have a good to excellent validity for correctly classifying adolescents as meeting or not meeting the recommended 10,000 steps per day (P = 0.89 0.95, k = 0.71 0.87) and the recommended 60 minutes of moderate-to-vigorous PA per day (P = 0.89 0.94, k = 0.69 0.83). Furthermore, comparability between the four Xiaomi Mi Band generations were poor to excellent (ICC, 95% CI = 0.22 0.99, 0.00 1.00) for the daily PA levels outputs, although it was excellent (ICC, 95% CI = 0.99 1.00, 0.96 1.00; MAPE = 0.0 0.1%) for daily step count. Different models of Xiaomi Mi Band wristbands were comparable and presented good validity for measuring adolescents' step count, and they accurately classified adolescents as meeting or not meeting the PA recommendations under free-living conditions., PID2019-110179GB-100, MCIN/AEI/10.13039/501100011033

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 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.

The present study aimed: (a) to examine the effect of the Sport Education-based teaching unit on students’ sociometric status and quantitative relationship indices from a macro-analysis perspective (classroom-group level); and (b) to study the effect of the program on students’ relationships using a quantitative and visual analysis from a micro-analysis perspective (within the Sport Education subgroup teams level) in the Physical Education setting. One hundred and sixty-five high school students (46.7% females; Mage = 14.0 ± 1.1 years old) from six pre-established classes were cluster-randomly assigned into the experimental (n = 108) or control groups (n = 57). Both groups carried out a six-week intervention program (two Physical Education lessons a week). The experimental group followed the Sport Education model, while the control group methodology was based on direct instruction. Results of the Multilevel Linear Model showed that there were no significant differences in students’ sociometric indices nor sociometric status from a macro-analysis perspective. However, the results of the McNemar’s test and the visual analysis of social networks within-teams in the experimental group showed that the students’ relationships changed favorably within-team after the Sport Education program increased positive nominations and reduced negative nominations. In conclusion, these results suggest that the Sport Education model facilitates initiating new positive social relationships and removing negative relationships in within-team students.

The present study was supported by the Secretary of Public Education-Subsecretary of Higher Education-Directorate of Academic Improvement-Program for Teacher Professional Development [Secretaria de Educacion Publica-Subsecretaria de Educacion Superior-Direccion de Superacion Academica-Programa para el Desarrollo Profesional Docente] (DE-13-6894). The publication fee was supported by the National Council for Science and Technology [Consejo Nacional de Ciencia y Tecnologia, CONACYT, Redes Tematicas] (No. 269614). The experiments comply with the current laws of the country in which they were performed. The authors have no conflict of interest to declare. The datasets generated during and/or analyzed during the current study are not publicly available, but are available from the corresponding author who was an organizer of the study., The purpose of the present study was to adapt and validate the Physical Appearance State and Trait Anxiety Scale (PASTAS) for Mexican adolescents, verifying the factor invariance by sports and non-sports practitioners. A sample of 930 Mexican adolescents (46.0% females), aged 11 - 15 years old, voluntarily participated in the study. A total of 415 participants regularly played sports in a club and/or regularly participated in sports competitions and 515 were non-sports practitioners. The adolescents filled out the trait version of the PASTAS questionnaire, which was previously translated and adapted for Mexican-speaking adolescents following the International Test Commission guidelines. The results of the confirmatory factor analyses showed an adequate measurement model for the original two-factor structure (e.g., GFI = 0.913; RMSEA = 0.078; CFI = 0.943). The internal consistency of the two dimensions was excellent (α and Ω = 0.92 - 0.93). Additionally, the results of the factorial invariance analyses showed an appropriate fit of the two-structure model (e.g., GFI = 0.96; CFI = 0.98; RMSEA = 0.04) among both sports and non-sports practitioners. The proposed trait version of the PASTAS questionnaire adapted to a Mexican-speaking population shows adequate psychometric properties among Mexican adolescents. The Mexican version of the PASTAS questionnaire supports the original two-factor structure (i.e., factor related to the body weight and factor not related to body weight) among adolescents. Additionally, the factorial invariance analyses support the equivalence of the two-factor structure among both sports and non-sports practitioners., Secretary of Public Education-Subsecretary of Higher Education-Directorate of Academic Improvement-Program for Teacher Professional Development DE-13-6894, National Council for Science and Technology [Consejo Nacional de Ciencia y Tecnologia, CONACYT, Redes Tematicas] 269614

To examine the effects of kinesio taping on lower back muscle soreness immediately after its application and after 24 h during a cross-country skiing camp in collegiate students. The present study followed a double-blind, randomized, placebo-controlled trial design. Out of the 60 participants in a winter skiing camp, 54 volunteered to participate in the study (aged 21.3 years old, 20 females and 34 males). After 3 days of practical cross-country ski lessons (4 h per day), volunteers were, balanced by sex, randomly divided into three groups. One group had kinesio taping applied on the lower back, another had placebo tape applied and the third group nothing. The two-way ANOVA with the Bonferroni adjustment showed that the lower back muscle soreness levels in the kinesio taping group decreased statistically significantly from baseline to after 24 h of the kinesio taping application (

Previous studies translating the daily moderate-to-vigorous physical activity (MVPA) recommendation of total steps/day among adolescents are inconsistent, and those with cadence-based steps are scarce. The main purpose was to compare the accuracy of different daily steps index-based cut-points related to the daily 60 minutes of MVPA recommendation measured by a waist-worn accelerometer for adolescents. Following a cross-sectional design, 428 Spanish adolescents (final sample 351, 50.4% males), aged 13-16 years old, wore an ActiGraph GT3X/+ accelerometer (reference standard = MVPA; index tests = total steps/day, average steps/min and peak 1-min cadence) on the right hip for eight consecutive days. 32.5% of the adolescents met the daily MVPA recommendation. The multiple ROC curve comparisons showed that the accuracy of the daily total step-based recommendation (AUC = 0.97) was statistically higher than for those with the steps/min (AUC = 0.90) and peak 1-min cadence (AUC = 0.58) (

Introduction. The purpose of this study was to examine the effects of a two-session-per-week strength and stretching program, on sit and reach score, among high-school students in the physical education setting. Methods. A sample of 75 high-school students (26 girls and 49 boys) aged 12-14 years from four classes were clustered and randomly assigned to a stretching group (n = 21), a strengthening group (n = 18), a strengthening + stretching group (n = 20) or a control group (n = 16). During physical education classes, the experimental students performed a 1-minute stretching, a 1-minute strengthening or a 1-minute strengthening + 1-minute stretching program twice a week a total of 20 weeks. Control students performed the same physical education classes, but they did not follow any strength and/or stretching program. Active flexibility (estimated by the classic sit-and-reach test) was assessed at the beginning and at the end of the intervention program. Results. The Wilcoxon test results showed that students that performed a combined strengthening and stretching program increased statistically significantly their active flexibility levels from pre-intervention to post-intervention (∆ = 1.8 ± 3.2 cm; p < 0.05). However, for students that performed an isolated) program and control group students statistically significant differences were not found (strengthening group, ∆ = 0.6 ± 0.7 cm; stretching group, ∆ = 0.3 ± 2.3 cm; control group, ∆ = 0.7 ± 1.5 cm; p > 0.05). Conclusions. Since in physical education many curricular contents need to be developed each academic year and the subject is also restricted by its limited curriculum time allocation, teachers could improve students’ flexibility combining stretching and strength workout. Therefore, in addition to the improvement of students’ flexibility levels, this intervention program might permit regular development of other physical education curricular contents. This knowledge could help and guide teachers to design programs that guarantee a feasible and effective development of flexibility in the physical education setting.

The aim of the study was to compare the effect of a Sport Education-based irregular teaching unit on the high-school students’ physical activity (PA) during school recess. A sample of 91 adolescent...

Objective Our study analyses differences in performance between sexes, and changes in performance between age groups at Olympic distance during the ITU Duathlon World Championships, held between 2005 and 2016. During this period, a total of 9,772 duathletes were analysed (6,739 men and 3,033 women). Methods Two-way analyses of variance (ANOVA) were used to examine sex- and age-related differences in performance (time, percentage of time and performance ratio) in the first running and cycling legs, the second running leg, and total race for the top 10 male and female athletes in each age group at the Duathlon World Championships. Results The age group with the highest participation, in both male and female categories, was 40-44 years, and it was found that the mean age of female finisher participants across all age groups was 23.5±12. With regards to performance, the best results for total race time and the cycling segment were achieved in the 30-34-year age group, for both male and female athletes. With regards to performance in the first and third segments (running legs), the best times were achieved in the 25-29 and 30-34 age groups, for men and women respectively. Conclusion According to the results of our study, the best results in the professional career of a duathlete are achieved at between 30 and 35 years, therefore the athlete should incorporate this factor into their training plan. Level of evidence III; Retrospective comparative study. RESUMO Objetivo Nosso estudo analisa as diferenças de desempenho entre os sexos e as mudanças do desempenho entre as faixas etárias quanto à distância olímpica durante o Campeonato Mundial de Duatlo da ITU, realizado entre 2005 e 2016. Nesse período, foram analisados 9.772 duatletas (6.739 homens e 3.033 mulheres). Métodos As análises de variância bidirecional (ANOVA) foram usadas para examinar as diferenças de desempenho relacionadas com sexo e idade (tempo, porcentagem de tempo e coeficiente de desempenho) na primeira corrida, ciclismo, segunda corrida e competição total dos 10 melhores atletas do sexo masculino e feminino em cada faixa etária no Campeonato Mundial de Duatlo. Resultados A faixa etária com maior participação, tanto dos homens quanto das mulheres foi de 40 a 44 anos, e verificou-se que a média de idade das participantes do sexo feminino que concluíram a competição em todas as faixas etárias foi de 23,5 ± 12. Com relação ao desempenho, os melhores resultados para o tempo total de competição e o segmento de ciclismo foram na faixa etária de 30 a 34 anos, tanto em atletas masculinos quanto femininos. Com relação ao desempenho no primeiro e terceiro segmentos (corridas), o melhor desempenho foi alcançado nas faixas de 25 a 29 e 30 a 34 anos, em homens e mulheres, respectivamente. Conclusão De acordo com os resultados obtidos neste estudo, os melhores resultados na carreira profissional de um duatleta poderiam ser alcançados entre 30 e 35 anos, portanto o atleta deve incorporar esse fator em seu plano de treinamento. Nível de evidência III; Estudo retrospectivo comparativo. RESUMEN Objetivo Nuestro estudio analiza las diferencias de desempeño entre los sexos y los cambios de desempeño entre los grupos de edad con respecto a la distancia olímpica durante el Campeonato Mundial de Duatlón de ITU, realizado entre 2005 y 2016. En ese período, fueron analizados 9.772 duatletas (6.739 hombres y 3.033 mujeres). Métodos Los análisis de variancia bidireccional (ANOVA) fueron usados para examinar las diferencias de desempeño relacionadas con sexo y edad (tiempo, porcentaje de tiempo y coeficiente de desempeño) en la primera carrera, ciclismo, segunda carrera y competición total de los 10 mejores atletas de sexo masculino y femenino en cada grupo de edad en el Campeonato Mundial de Duatlón. Resultados El grupo de edad con mayor participación, tanto de los hombres como de las mujeres, fue de 40 a 44 años y se verificó que la edad promedio de las participantes femeninas que concluyeron la competición en todos los grupos de edad fue de 23,5 ± 12,5. Con relación al desempeño, los mejores resultados para el tiempo total de competición y el segmento de ciclismo fueron en el grupo de edad de 30 a 34 años, tanto en atletas masculinos como femeninos. Con relación al desempeño en el primer y tercer segmentos (carreras), el mejor desempeño fue alcanzado en los grupos de 25 a 29 y 30 a 34 años, en hombres y mujeres, respectivamente. Conclusión De acuerdo con los resultados obtenidos en este estudio, los mejores resultados en la carrera profesional de un duatleta podrían ser alcanzados entre 30 y 35 años, por lo tanto el atleta debe incorporar ese factor en su plan de entrenamiento. Nivel de evidencia III; Estudio retrospectivo comparativo.

El presente estudio analiza las propiedades psicométricas propuestos por Rodríguez-Villalobos, Viciana, Tristán y Blancopara el Autoinforme de Barreras para la Práctica de Ejercicio Físico (ABPEF-M) en hombres y mujeres deportistas universitarios. La muestra total fue de 413 universitarios mexicanos deportistas 174 mujeres y 239 hombres, con edades comprendidas entre 18-26 años (M = 20.76; DE = 2.06). La estructura factorial del cuestionario se analizó mediante análisis factoriales confirmatorios. Los análisis, muestran que una estructura tetrafactorial (imagen corporal, fatiga, obligaciones y ambiente) es viable y adecuada tanto para la muestra total (GFI= .951; RMSEA= .071; CFI= .972) como para las poblaciones de hombres (GFI= .944; RMSEA= .067) y mujeres (GFI= .917; RMSEA= .081). La estructura de cuatro factores, atendiendo a criterios estadísticos y sustantivos, ha mostrado adecuados indicadores de ajuste de fiabilidad y validez. Además, la estructura factorial, las cargas factoriales y los interceptos se consideran invariantes de acuerdo al género; sin embargo, no se encontraron diferencias entre hombres y mujeres deportistas en cuanto su percepción sobre la presencia de barreras en las cuatro dimensiones estudiadas. ABSTRACT:The aim of this research was to analyze the psychometric properties proposed by Rodríguez-Villalobos, Viciana, Tristán and Blancofor the Barriers for the Practice of Physical Activity Scale (ABPEF-M) in university athletes. The total sample has been composed by 413 Mexican university athletes, 174 women and 239 men; participants’ age ranged from 18-26 years (M = 20.76, SD = 2.06). The factor structure of the questionnaire was analyzed through confirmatory factor analysis. The analysis showed a viable and adequate tetrafactorial structure (body image, fatigue, obligations, and environment) for the total sample (GFI= .951; RMSEA= .071; CFI= .972) and the populations of men (GFI= .944; RMSEA= .067) and women (GFI= .917; RMSEA= .081). The four factor structure, according to statistical and substantive criteria, showed adequate indicators of reliability and validity adjustment. On the other hand, the factorial structure, factorial loads and the intercepts are considered invariant by gender; however, no differences were found between male and female athletes with regards to their perception of the presence of barriers in the four dimensions studied. RESUMO:O objetivo deste estudo foi examinar a estructura e invariância de gênero Auto-relato de Barreiras à Prática de Exercício Físico (ABPEF-M) proposto por Rodríguez-Villalobos, Viciana, Tristán e Blanco em atletas universitários mexicanos. A amostra total foi de 413 atletas mexicanos universitários, 174 mulheres e 239 homens, com idades entre 18-26 anos (M = 20.76; DP = 2.06). A estrutura fatorial do questionário foi analisada por análises fatoriais confirmatórias. Os resultados mostraram que uma estrutura de quatro fatores (imagem corporal/ ansiedade social físico, fadiga/ preguiça, obrigações/ falta de tempo, e meio ambiente/ instalações) é viável e adequado tanto para a amostra total (GFI = .951; RMSEA = .071; CFI = .972) e para as populações de homens (GFI = .944; RMSEA = .067) e mulheres (GFI = .917; RMSEA = .081). Com base em critérios estatísticos e substantivos, a estrutura de quatro fatores mostrou adequada confiabilidade e validade dos indicadores de ajuste. Além disso, a estrutura fatorial, as cargas fatoriais e os interceptos eram invariantes de acordo com o gênero. Não foram encontradas diferenças entre atletas homens e mulheres na sua percepção da presença de barreiras nas quatro dimensões estudadas.

Among adolescents empirical studies examining the total daily steps translation of the moderate-to-vigorous physical activity recommendation are scarce and inconsistent, and there are no previous studies with cadence-based steps and related to sedentary behavior. The main objective of the present study was to establish and compare the accuracy of daily step-based recommendations related to the moderate-to-vigorous physical activity and sedentary behavior thresholds in adolescents. The present study followed a cross-sectional design. A total of 126 adolescents (56 girls) aged 12-15 years old were assessed by ActiGraph GT3X accelerometers for eight consecutive days (moderate-to-vigorous physical activity, sedentary behavior, and steps) and the multistage 20-meter shuttle run test (cardiorespiratory fitness). ROC curve analyses showed that total daily steps (AUC = 0.94, 0.89-0.99; Threshold ≥ 11,111 steps/ day; P = 0.93; k = 0.67; p < 0.001) was a more appropriate indicator than cadence-based daily steps for distinguishing between physically active and inactive adolescents. Daily step-based thresholds represent a promising way to translate a total daily sedentary behavior threshold (e.g., total daily steps, AUC = 0.87, 0.81-0.93; Sensitivity = 0.87; Specificity = 0.70). Adolescents who met a favorable combination of step-based recommendations related to both physical activity and sedentary behavior thresholds had a higher probability of having a healthy cardiorespiratory fitness profile than those who did not meet either of them (e.g., risk ratio = 5.05, 1.69-15.08) or only the one related to physical activity (e.g., risk ratio = 4.09, 1.36-12.29). These findings may help policy-makers to provide accurate daily step-based recommendations that would simplify the physical activity and sedentary behavior thresholds for adolescents.

The purpose of the present study was to examine the effect of a Physical Education (PE)-based Sport Education (SE) program on personal and interpersonal variables, social environment, and the predisposition of acquiring positive habits and autonomy in high school students in order to assess the contribution of this model to the students’ citizenship education. A sample of 123 adolescents, 60 boys and 63 girls, participated in the present study. Students were divided into one control (CG) and one experimental (EG) group. EG performed 12 PE-lessons of SE intervention based on volleyball small-sided games and educational competitions. CG followed a traditional treatment of sport in PE, mixing tasks with small-sided games and direct instruction methodologies. Results showed that EG participants had a statistically significant increase in the scores of the following dimensions: personal (the self-determined motivation toward PE, satisfaction/enjoyment toward sport, and the physical self-concept); interpersonal (relatedness with others, cooperative learning, and important role within a work-group); social (PE classroom climate, and sportspersonship); and autonomy and acquisition of habits (autonomy support, and the intention to be physically active) compared with the CG (p < .001). A SE intervention in PE will allow teachers to improve students’ citizenship competences.Resumen. El objetivo del estudio fue examinar el efecto de un programa de Educación Deportiva (ED) en Educación Física (EF) sobre variables personales e interpersonales, ambiente social, y la predisposición de adquirir hábitos positivos y autonomía en estudiantes de enseñanza secundaria para evaluar la contribución de este modelo a la educación para la ciudadanía de los alumnos. 123 adolescentes, 60 niños y 63 niñas, participaron en el presente estudio. Los estudiantes fueron divididos en un grupo control (GC) y un grupo experimental (GE). El GE realizó 12 sesiones de EF de ED basada en juegos y competiciones de situaciones reducidas de juego de voleibol. El GC siguió un tratamiento tradicional del deporte en EF, combinando tareas con situaciones reducidas de juego y metodologías de instrucción directa. Los resultados mostraron que los participantes del GE tuvieron un aumento estadísticamente significativo en las puntuaciones de las siguientes dimensiones: personal (motivación autodeterminada hacia la EF, satisfacción/disfrute hacia el deporte y autoconcepto físico); interpersonal (relación con los demás, aprendizaje cooperativo, y papel importante dentro del grupo); social (clima de aula en EF y deportividad); y autonomía y adquisición de hábitos (apoyo a la autonomía e intención de ser físicamente activo) en comparación con el GC (p < .001). Una intervención de ED en EF permitirá que los profesores mejoren las competencias de ciudadanía de los alumnos.

El objetivo del presente estudio fue comparar el efecto de una unidad didáctica intermitente de acondicionamiento físico en Educación Física sobre los niveles de actividad física y capacidad cardiorrespiratoria entre estudiantes con un perfil saludable/no saludable de capacidad cardiorrespiratoria. Ochenta estudiantes de 2º-3º curso de Educación Secundaria fueron asignados aleatoriamente al grupo control y grupo experimental. El grupo experimental, dividido en perfiles saludable/no saludable, realizó una unidad didáctica intermitente de acondicionamiento físico para mejorar la capacidad cardiorrespiratoria. El grupo control trabajó un contenido diferente durante el mismo tiempo y con la misma frecuencia, pero sin hacer hincapié en la mejora de la capacidad cardiorrespiratoria. Antes y después de la intervención, la capacidad cardiorrespiratoria se evaluó objetivamente mediante el test de ida y vuelta de 20 metros. Los niveles de actividad física fueron medidos objetivamente a través de un pulsómetro durante las clases de Educación Física. Ambos perfiles tuvieron mayores niveles de actividad física durante las clases de Educación Física que el grupo control (p < .001). Sin embargo, solo los estudiantes con un perfil no saludable mejoraron significativamente sus niveles de capacidad cardiorrespiratoria tras la unidad didáctica (p < .01). Aunque una unidad didáctica intermitente de acondicionamiento físico parece tener un efecto similar en los niveles de actividad física de todos los perfiles de capacidad cardiorrespiratoria de los estudiantes, solo mejora la capacidad cardiorrespiratoria de los estudiantes con un perfil no saludable. Abstract. The purpose of the present study was to compare the effect of a Physical Education-based physical fitness intermittent teaching unit on physical activity levels and cardiorespiratory fitness among students with healthy/unhealthy cardiorespiratory fitness profile. Eighty students from 2º-3º grades of Secondary Education were randomly assigned to the control group and experimental group. The experimental group, divided into healthy/unhealthy profiles, performed a physical fitness intermittent teaching unit to improve the cardiorespiratory fitness. The control group worked a different content during the same time and with the same frequency, but without emphasizing cardiorespiratory fitness improvement. Before and after the teaching unit, students’ cardiorespiratory fitness was objectively measured by the 20-meter shuttle run test. Participants’ physical activity levels were measured objectively using a heart rate monitor during Physical Education lessons. Students from both profiles had higher physical activity levels during Physical Education lessons than the control group (p < .001). However, only students with an unhealthy cardiorespiratory fitness profile statistically improved their cardiorespiratory fitness levels after the teaching unit (p < .01). Although an intermittent physical fitness teaching unit seems to have similar effect on physical activity levels of students from all cardiorespiratory fitness profiles, it only improves the cardiorespiratory fitness of those with an unhealthy one.

El objetivo del estudio fue examinar la influencia del nivel basal de motivación autodeterminada hacia la Educación Física sobre la eficacia de un programa de intervención para la mejora de la resistencia cardiorrespiratoria en estudiantes de Educación Secundaria. Noventa y siete estudiantes de Educación Secundaria Obligatoria fueron asignados aleatoriamente (por clases) al grupo experimental y control. Durante las clases de Educación Física, los estudiantes del grupo experimental realizaron un programa de acondicionamiento físico. Antes y después del programa de intervención, la resistencia cardiorrespiratoria de los estudiantes se midió mediante el test Course Navette. Los estudiantes del grupo experimental con un nivel basal moderado-alto de motivación autodeterminada hacia la Educación Física incrementaron estadísticamente su resistencia cardiorrespiratoria con respecto a los del grupo control (p < 0,001). No se encontraron diferencias entre los estudiantes del grupo experimental con baja motivación y los del grupo control (p > 0,05). Un programa de acondicionamiento físico durante las clases de Educación Física solo parece incrementar la resistencia cardiorrespiratoria de estudiantes con un nivel basal moderado-alto de motivación autodeterminada hacia la Educación Física.Abstract. The purpose of the present study was to examine the influence of baseline self-determined motivation toward Physical Education on the effectiveness of an intervention program for improving cardiorespiratory endurance in high-school students. Ninety seven high-school students were randomly assigned (by classes) to the experimental and control groups. During Physical Education classes, the experimental group students performed a physical fitness program. Before and after the intervention program, students’ cardiorespiratory fitness was measured using the Course Navette test. The experimental group students with a moderate-high baseline of self-determined motivation toward Physical Education statistically improved their cardiorespiratory endurance compared with the control group students (p < .001). However, no statistically significant differences between the experimental group students with low motivation toward Physical Education and control group students were found (p > .05). A physical fitness program during Physical Education classes only seems to improve cardiorespiratory endurance in students with moderate-high baseline of self-determined motivation toward Physical Education.

The purpose of this study was to compare the levels of physical fitness, physical activity, sedentary behavior and psychological predictors of physical activity among male and female Chilean adolescents. A total of 70 male and 56 female Chilean adolescents (aged 13.00 ± 1.00 years old) were assessed for physical fitness (body composition and cardiorespiratory fitness), habitual physical activity and sedentary behavior (GT3X accelerometer) and psychological predictors of physical activity (motivation toward exercise, barriers toward exercise and intention to be physically active) (cross-sectional design). The Mann-Whitney U test results showed that male adolescents had statistically significant more favorable levels of body composition, cardiorespiratory fitness, physical activity, self-determined motivation toward exercise, barriers toward exercise and intention to be physically active than women (p ≤ .05). The different programs conducive to creating healthy habits among young people should keep in mind the differences between male and female adolescents. El objetivo del estudio fue comparar los niveles de condición física, actividad física, conducta sedentaria y predictores psicológicos de actividad física entre ado-lescentes chilenos varones y mujeres. A 70 varones y 56 mujeres adolescentes chilenos (edad =13.00 ± 1.00 años) se les evaluó la condición física (composición corporal y capacidad cardiorrespiratoria), hábitos de actividad física y conducta sedentaria (acelerómetro GT3X) y predictores psicológicos de actividad física (motivación hacia el ejercicio físico, barreras hacia el ejercicio físico e intención de ser físicamente activo) (diseño transver-sal). Los resultados de la prueba U de Mann-Whitney mostraron que los adolescentes varones tenían unos niveles estadísticamente significativos más favorables de composición corporal, capacidad cardiorrespiratoria, actividad física, motivación autodeterminada hacia el ejercicio físico, barreras hacia el ejercicio físico e inten-ción de ser físicamente activo que las mujeres (p ≤ .05). Los diferentes programas conducentes a crear hábitos saludables entre los jóvenes deberían tener presente las diferencias existentes entre los adolescentes varones y mujeres. Actividad Física y Deporte

El objetivo del presente estudio fue examinar los niveles objetivos de actividad física durante las clases de Educación Física en adolescentes chilenos, identificando posibles diferencias según el género. En el presente estudio participaron 156 estudiantes de enseñanza básica de Chile (69 niñas y 87 varones, edad media = 13.5 ± .7 años). Se eliminaron 34 participantes por no cumplir los criterios mínimos de registro, seleccionando finalmente a 122 adolescentes. Se evaluaron los niveles objetivos de actividad física de una clase de Educación Física mediante el acelerómetro GT3X. Los resultados mostraron que ningún participante alcanzó las recomendaciones de tiempo de práctica de actividad física moderada-vigorosa del 50% durante las clases de Educación Física. La mayoría de los estudiantes (50.7% de chicos y 72.5% de chicas) acumularon menos del 10% del tiempo de clase de Educación Física en actividad física moderada-vigorosa. Los chicos presentaron mayores valores de actividad física moderada-vigorosa que las mujeres (p < .05), pero no se encontraron diferencias en el tiempo sedentario ni en la actividad física ligera (p > .05). Los adolescentes chilenos no cumplen las recomendaciones de actividad física moderada-vigorosa en clases de Educación Física. Se discuten diferentes estrategias de incremento del tiempo empleado en dicha actividad física moderada-vigorosa como medidas a considerar. Abstract. The aim of the present study was to examine objective levels of physical activity during Physical Education (PE) classes in Chilean adolescents, identifying possible differences according to gender. A sample composed of 156 Chilean adolescents (69 female and 87 male, average age = 13.5 ± .7 years) participated in this study. A total of 34 adolescents did not meet the inclusion criteria and were excluded, with 122 participants finally considered for the data analyses. Objective levels of physical activity were assessed by means of GT3X accelerometers during a PE lesson. The results showed that none of the participants reached the recommended 50% of total PE time at moderate-to-vigorous physical activity level. Most of the students (50.7% males and 72.5% females) accumulated less than 10% of the PE time at moderate-to-vigorous physical activity level. Boys showed higher values of moderate-to-vigorous physical activity than girls (p < .05); however, there were no gender differences in sedentary behavior or light physical activity time (p > .05). Chilean adolescents do not meet the moderate-to-vigorous physical activity recommendations during PE lessons. Different strategies are discussed in order to increase the time spent at moderate-to-vigorous physical activity in PE.

The main purpose of the present study was to compare the objective, perceived and conceptual tactical skill in invasion sports (indoor football and basketball) between male and female elementary schoolchildren; and secondarily was to compare between genders, physical activity ́s levels, intention to be physically active, perceived coordination/competence, intrinsic satisfaction in sport and climate task in Physical Education. A total of 104 elementary schoolchildren of 5th-6th grade of Primary Education, 49 males and 55 females (average age = 10,63 ± 0,64 years), were assessed of objective perceivedand conceptual tactical skill in invasion sports, through small-sided games, as well as intention to be physically active, perceived coordination/competence, intrinsic satisfaction in sport and climate task in Physical Education. The results showed that male schoolchildren had significant higher levels of objective and perceived tactical skill, intention to be physically active, perceived competence/coordination, and fun than females (p < 0.05), as well as less boredom ́s levels (p < 0.05). However, significant differences for the conceptual tactical skill, physical activity ́s levels and climate task in Physical Education were not found (p > 0.05). In the teaching of invasion sports, Physical Education teachers should develop specific strategies for this content, to avoid problems derived from gender differences. El objetivo principal del presente estudio fue compa-rar la habilidad táctica objetiva, percibida y conceptual en deportes de invasión (fútbol-sala y baloncesto) en-tre escolares varones y mujeres de Educación Primaria y, secundariamente, comparar entre ambos géneros los niveles de actividad física, intención de ser físicamente activo, coordinación/competencia percibida, satisfac-ción intrínseca en el deporte y clima tarea en Educación Física. Un total de 104 estudiantes de 5º y 6º de Educa-ción Primaria, 49 chicos y 55 chicas (edad media = 10,63 ± 0,64 años) fueron evaluados de la habilidad táctica tanto objetiva, percibida como conceptual en deportes de invasión, mediante situaciones de juego reducidas, así como de la intención de ser físicamente activo, coor-dinación/competencia percibida, satisfacción intrínseca en el deporte y clima tarea en Educación Física. Los re-sultados mostraron que los escolares varones obtuvie-ron valores significativamente mayores en la habilidad táctica objetiva y percibida, intención de ser físicamente activos, coordinación/competencia percibida y diversión en el deporte que las mujeres (p < 0,05), así como meno-res niveles de aburrimiento (p < 0,05). En cambio, no se encontraron diferencias significativas para la habilidad táctica conceptual, niveles de actividad física y clima ta-rea en Educación Física (p > 0,05). En la enseñanza de los deportes de invasión, los profesores de Educación Física deberían desarrollar estrategias didácticas específicas para este contenido, con el fin de evitar problemas deri-vados de diferencias entre géneros. Actividad Física y Deporte

El objetivo de esta investigación consistió comparar los perfiles de motivación hacia las clases de educación física de niños y niñas mexicanos y españoles. La muestra total fue de 606 sujetos; 306 españoles (139 mujeres y 167 hombres) y 300 mexicanos (166 mujeres y 134 hombres), con una edad media de 10.70 años (DE= 0.71). El abordaje adoptado en la investigación se enmarcó dentro de un enfoque cuantitativo con un diseño descriptivo tipo encuesta. En los resultados del análisis multivariante de la varianza, seguido por los análisis de varianza univariados se encontró que, los preadolescente españoles en relación a los preadolescentes mexicanos mostraron mayores niveles de motivación en las clases de educación física, así como en su regulación integrada e identificada, además presentaron menores niveles de desmotivación; mientras que, en los preadolescentes mexicanos se encontraron mayores niveles de regulación introyectada y regulación externa así como mayores niveles de desmotivación en relación con los adolescentes españoles. Futuras investigaciones deberían replicar estos hallazgos en muestras más amplias.The aim of this study was to compare the motivation profiles for physical education classes of Mexican and Spanish children. The total sample was 606 subjects; 306 Spaniards (139 girls and 167 boys) and 300 Mexicans (166 girls and 134 boys), with an average age of 10.70 years (SD = 0.71). The approach adopted in the research was framed within a quantitative approach with a descriptive design as a type as a survey. In the results of the multivariate analysis of variance, followed by the univariate analysis of variance, it was found that Spanish preadolescents in relation to Mexican preadolescents showed higher levels of motivation in physical education classes, as well as in their integrated and identified regulation, also presented lower levels of demotivation; whereas, in Mexican preteens, higher levels of introjected regulation and external regulation were found, as well as higher levels of demotivation in relation to Spanish adolescents. Future research should replicate these findings in larger samples.

Grounded in the trans-contextual model, the purpose of the present study was to examine the role of self-determined motivation in Physical Education (PE) on self-determined motivation in Physical Activity (PA), PA intention, and accelerometer-measured habitual PA behavior among high-school aged adolescents. A sample of 394 Spanish high-school students (211 males and 183 females; aged 12-16 years) participated in the present study. The outcome measure of PA was established using accelerometry, whereas motivation toward PA and PE as well as PA intention were measured using validated questionnaires. Path analyses supported in part the central propositions of the trans-contextual model. Self-determined motivation in PE predicted the self-determined motivation in PA (β=.45, p

A decline in adolescents’ moderate-to-vigorous physical activity (MVPA) and the increase in their sedentary behavior (SB) have been registered all over the world. In order to increase the MVPA and reduce the SB of adolescents, their day has been analyzed by segments of time, verifying the contribution of each to the daily recommendation of 60 minutes/day. Previous studies have been centered only in physical activity markers, but the SB variables were not compared nor the segments of the school-recess with the out-of-school period or with the weekend. This study aimed to examine the intra- and inter-days differences in the objectively measured levels of PA and SB in adolescents. A sample of 156 Chilean school students (87 boys and 69 girls; M age=13.41; SD=.67 years) participated in the present study. Participants’ PA and SB were objectively measured by a GT3X accelerometer. Overall results showed that only 14% and 9% of Chilean adolescents achieved the daily recommendation of 60 minutes of MVPA on weekdays and the weekend, respectively. School recess was found the best moment for developing MVPA, followed by out-of-school time, and ending with weekend days presenting the worst scenario. Regarding the SB, Chilean adolescents were involved in SB 69.39% of the time on weekdays, and over 70% during the weekend. Different strategies are discussed in order to increase the MVPA and to decrease SB in each segment of a day.

The situation created by the novel coronavirus disease has affected education worldwide, resulting in the urgent need for programs that promote physical activity at home and responsible use of internet-connected devices. This work provides a didactic proposal to perform Expressive Movement & Creative Dance (EMCD) at home adaptable to distinct educational levels and useful as a valuable online or face-to-face education experience even when the coronavirus crisis ends. The proposal is based on the Laban Movement Analysis, the Theatre of the Oppressed, and Lipdub. It seeks to develop students’ own artistic body language, emotional intelligence, healthy physical activity and social awareness. Furthermore, it intends to promote the creation of a new social movement (#VIDLOP) using art and popular media as empowering and democratic channels for building a better world. In conclusion, this may be a promising proposal to develop the EMCD and human awareness in challenging scenarios and distinct educational settings., La situación provocada por la nueva enfermedad del coronavirus ha afectado a la educación en todo el mundo, por lo que es urgente la aplicación de programas que promuevan la actividad física en el hogar y el uso responsable de dispositivos conectados a internet. El presente trabajo presenta una propuesta didáctica de Expresión Corporal (EC) para practicar desde casa, adaptable a diferentes niveles educativos, y útil también como una valiosa experiencia educativa online o presencial, incluso cuando la crisis del coronavirus acabe. Esta propuesta se basa en el Análisis del Movimiento de Laban, en el Teatro del Oprimido y en el Lipdub. Busca desarrollar el lenguaje corporal artístico propio, la inteligencia emocional, comportamientos saludables de actividad física y la conciencia social de los alumnos, además de promover la creación de un nuevo movimiento social (#VIDLOP), utilizando arte y medios de comunicación populares como canales democráticos y de poder para construir un mundo mejor. En conclusión, esta puede ser una propuesta prometedora para el desarrollo de la EC y la conciencia humana en escenarios desafiantes y en diferentes entornos educativos., A situação causada pela nova doença do coronavírus afetou a educação em todo o mundo, sendo urgente a aplicação de programas que promovam a atividade física em casa e o uso responsável de dispositivos conectados à internet. O presente trabalho apresenta uma proposta didática de Expressão Corporal (EC) para a sua prática desde casa, adaptável a diferentes níveis educacionais, e útil também como uma valiosa experiência educacional on-line ou presencial mesmo quando a crise do coronavírus acabe. Esta proposta baseia-se na Análise Laban de Movimento, no Teatro do Oprimido e no Lipdub. Procura desenvolver a linguagem corporal artística própria, a inteligência emocional, comportamentos saudáveis de atividade física e a consciência social dos alunos; e promover a criação de um novo movimento social (#VIDLOP), usando a arte e a mídia popular como canais democráticos e de poder para construir um mundo melhor. Em conclusão, esta pode ser uma proposta promissora para o desenvolvimento da EC e da consciência humana em cenários desafiadores e em diferentes ambientes educacionais.

Las aplicaciones moviles estan integradas en la vida de los estudiantes y, por tanto, su uso con fines educativos puede convertirse en un recurso para mejorar el proceso de ensenanza-aprendizaje. Simultaneamente, el uso de las mismas puede ayudar a aumentar el nivel de motivacion en la integracion de la actividad fisica en la vida y tiempo extraescolar. El objetivo de la experiencia didactica fue analizar el efecto de la utilizacion de la app movil Endomondo, en la asignatura de EF. Con un diseno cuasiexperimental sin pretest, 138 estudiantes de tercero y cuarto de Educacion Secundaria Obligatoria (64 chicas y 74 chicos; 15.4±0.5 anos) accedieron a participar de forma voluntaria en la presente investigacion. Fue implementada en un centro educativo del sur de Espana, con un indice socio-cultural medio e integrada en el curriculo de la asignatura de Educacion Fisica. Los estudiantes realizaron desafios colectivos por grupo-clase e individuales. Los resultados mostraron una participacion mayoritaria del alumnado (81.7%) con implicacion familiar, y la superacion generica del desafio colectivo (83.3%) e individual (84.4%). El uso de las nuevas tecnologias puede ser un recurso educativo que ayude a aumentar el tiempo de actividad fisica en adolescentes. === Mobile applications are integrated into students’ lives and, therefore, their use for educational purposes can become a resource to improve the learning-teaching process. Simultaneously, the use of applications can help increase the level of motivation in the integration of physical activity into their day-to-day life and extracurricular time. The objective of the didactic experience was to analyze the effect of the use of the Endomondo application in Physical Education subject. In the didactic experience, with a quasiexperimental design without pretest, 138 students in the third and fourth years of Compulsory Secondary Education (64 girls and 74 boys; 15.4±0.5 years) agreed to participate voluntarily in this research. It was implemented in a secondary high school in the southern of Spain, with a medium socio-culture index and integrated into the curriculum of the subject of Physical Education. The students carried out collective challenges by group-class as well as individually. The results showed that a majority of the students participated (81.7%), with family involvement, in addition to the generic achievement of the collective (83.3%) and individual challenges (84.4%). The use of new technologies can be an educational resource that helps increase the amount of time adolescents dedicate to physical activity.

The aim of the present study was to compare the acute effect of a static- vs dynamic-based stretching warm-up on standing long jump (SLJ) performance in primary schoolchildren. The sample was composed of 76 schoolchildren, 43 girls and 33 boys, aged 9–10 years old from three fourth-grade classes of Primary Education. The three groups were cluster-randomly assigned to the control (CG), static (SG) or dynamic (DG) groups. All the schoolchildren performed a standardized warm-up consisting of mobility exercises (five minutes), jogging (five minutes) and the SLJ test. Afterwards the CG schoolchildren received jump theory (eight minutes), the SG performed static stretching (eight minutes) and the DG performed dynamic-bounces stretching (eight minutes). Afterwards, all of them performed the SLJ test again. The results of the one-way ANOVA (F2,73 = 34.184; p < 0.001; η2p = 0.484), followed by the pairwise comparisons with the Bonferroni adjustment, showed that the DG students (MΔ = 11.07, SE = 1.42) made a significant statistical improvement in their SJL levels compared with the CG (MΔ = -3.00, SE = 1.89; p < 0.001, d = 1.51) and SG students (MΔ = -1.85, SE = 0.67; p < 0.001, d = 1.38). However, statistically significant differences between the CG and SG students were not found (p > 0.05, d = 0.12). The dynamic-bouncing stretch as a final part of a warm-up improves explosive strength performance in primary schoolchildren, and seems to be a good option before carrying out explosive strength activities of the lower body.

The aim of this study was to compare the effect of the intermittent and traditional physical fitness-based teaching units on cardiorespiratory fitness and physical activity levels in high school students during Physical Education sessions.One hundred and three high school students (Mage=13.6±0.7) from six classes, balanced by grade, were cluster-randomly assigned into traditional (TG), intermittent (IG), and control (CG) groups. The TG performed a fitness teaching unit twice a week for nine weeks (35-40 minutes of the main part of each session). The IG worked during the first half of the sessions' main part (18-20 minutes) similarly to the TG, and during the second half they worked on technical-tactical aspects of invasion sports. Students' cardiorespiratory fitness was measured at the beginning and at the end of the teaching unit. Physical activity levels were measured objectively through a heart rate monitor and subjectively by a self-reported scale during Physical Education sessions.Both traditional and intermittent teaching units developed students' cardiorespiratory fitness levels (Δ post-pre-intervention: TG, M∆=19.8, SE=9.4; IG, M∆=16.6, SE=7.7); P0.01). Additionally, both TG (M=86.2, SE=9.9) and IG (M=90.9, SE=7.6) had higher physical activity levels than the CG (M=76.3, SE=13.5) (P0.05). However, no differences in physical activity levels were found between the IG and TG (P0.05).The intermittent teaching unit allowed the simultaneous development of cardiorespiratory fitness and another curricular objective in the same Physical Education sessions.