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The aim of the present study was to record the views of Greek physical education teachers regarding the socio-moral development of pupils in physical education lesson Ninety-three physical education teachers (38 males and 55 females) completed a questionnaire. Questions were both open and closed type and assessed what moral and social development includes, to which targets priority should be given, and judged and characterized moral and social development. According to the results, the most important dimension of socio-moral development was the development of the pupils' respect for themselves and for others. The highest ranking of the goals is the development of the ability to solve arguments peacefully, and learning to cooperate and to accept individual differences. Finally, physical education teachers consider moral and social development to be very important and useful, but they believe that it is difficult to achieve, although they think it may possibly happen. The results revealed a need for education and further education for teachers on how to develop socio-moral characteristics in pupils through the physical education lesson. [ABSTRACT FROM AUTHOR]

The article is dealing with a central problem of teaching physical education. The purpose of the paper is to examine students' motives for participation in physical education and the relation between students' intrinsic motivation and outcome expectancies in physical education. The analysis is carried out in four parts: Introduction, method, results, and conclusions. [ABSTRACT FROM AUTHOR]

Little is known about possible determinants of children's participation in physical activity. In particular, the role of adults has not been clearly identified. This study investigated contemporary social cognitive variables, in combination with likely adult influence factors, in predicting intended and self-reported vigorous physical activity for young adolescents. A questionnaire was administered to 147 boys and girls ages 13-14. Questions assessed physical activity levels, including vigorous activity, intention to take part in sports or vigorous physical activity, social cognitive variables, and adult encouragement of physical activity. A structural equation modeling analysis showed a good fit for a model in which vigorous physical activity was predicted by direct paths from adult encouragement and intention, with adult encouragement also predicting vigorous activity indirectly through perceived competence. Intention itself was predicted by adult encouragement and a task achievement goal orientation. [ABSTRACT FROM AUTHOR]

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 present study examined the acute effect of a moderate intensity aerobic exercise session combined with self-regulation on smoking delay in physically inactive smokers. Participants were 11 adults (5 males and 6 females) that completed three experimental conditions: control, exercise, and exercise using self-regulation strategies (SR). Following the experimental treatment smoking for the two exercise conditions delayed significantly more than for the control condition; in addition exercise SR delayed smoking marginally more that the plain exercise condition. Findings supported previous research that acute exercise reduces cravings to smoke, and suggests that the use of self-regulation strategies may strengthen exercise for smoking cessation interventions., (Copyright © 2016 Elsevier Ltd. All rights reserved.)

This study examined the psychometric properties of the Greek version of the Smoking Efficacy Scale (SES) for adolescents in a sample of 536 high school students. The factorial structure of the SES was examined by means of a series of exploratory factor analyses. The structural validity, the internal consistency, the temporal stability, and the concurrent validity of the SES were assessed. Exploratory and confirmatory factor analyses revealed a clear three-factor (emotion, opportunity, and friends) structure. Furthermore, SES predicted students' smoking behavior. Overall, the multidimensionality of the SES was supported by our findings, suggesting that the Greek version of the SES appears to be a psychometrically sound instrument that can be used for the evaluation of smoking prevention and smoking cessation programs for high school students., (© The Author(s) 2014.)

Differences were examined in Theory of Planned Behaviour determinants of students' intention to smoke including parents' attitudes towards smoking and parents' current cigarette use among Greek students of different school grade levels. Students (N = 763) aged 10-18 years reported their attitudes towards smoking, subjective norms, perceived behavioural control, self-identity and intention to smoke while their parents (N = 525) reported their attitudes towards smoking and their current cigarette use. All the TPB variables increased from lower to higher school grade level. Multi-sample path analyses showed that parent's attitudes towards smoking positively predicted students' intention to smoke only for elementary school children. Parents' current cigarette use did not contribute significantly. Students' attitudes, perceived behavioural control and self-identity predicted systematically intention to smoke in contrast to the subjective norm that did not contribute at all. Perceived behavioural control contributed to a higher degree in intention to smoke for senior high school students compared to the junior high school and elementary students. Self-identity contributed to a higher degree in intention to smoke for elementary compared to the junior high school students. The results of this study suggests that the determinants of smoking vary between early and late adolescence.

We identified 28 epidemiological surveys by applying a sensitive search in Medline and CancerLit databases, supplemented by hand searches. Only two surveys enrolled more than 10,000 patients with cancer. The remaining were hospital or clinic-based surveys of at most a few hundred patients. Fourteen surveys were conducted in the United States. The majority of the remaining studies were conducted in Europe (Finland, France, Germany, UK/Ireland). No single survey identified a prevalence of any type of pain below 14%. The prevalence of pain reported in these surveys varies with the specific type of pain (e.g., breakthrough pain) and/or population studied. Based on these surveys an aggregate statement could not be deduced regarding the correlation between the occurrence of pain and patient factors, disease characteristics, the setting in which care is provided (e.g., primary care or specialized oncology or pain treatment clinics), or specific treatments directed towards the underlying disease and its associated pain. However, these surveys suggest that a significant number of patients with cancer worldwide will, during the course of their disease, experience pain that requires medical and/or other treatment.

This study applied an expectancy-value approach in examining participation motives of students in physical education. As predicted outcome expectancy, a variable formed by the combination of outcome value and outcome likelihood correlated significantly higher with motivational indices than these two factors.

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.

Side effects can limit opioid dosage and reduce quality of life. The purpose of this systematic review was to assess the management of opioid side effects in the context of cancer pain management or, in the event that no evidence was available for cancer pain, for chronic noncancer pain. The side effects studied were constipation, pruritus, nausea and vomiting, myoclonus, sedation, respiratory depression, and delirium. Opioid rotation to manage side effects was also studied. For each side effect, we searched MEDLINE and the Cochrane Controlled Trials Register and identified 657 possible titles for inclusion. Of these, 67 studies met inclusion criteria for analysis. The lack of well-designed, randomized controlled trials and the heterogeneity of populations and study designs made the drawing of firm conclusions difficult and precluded performance of meta-analysis. The type, strength, and consistency of evidence for available interventions to manage opioid side effects vary from strong (eg, on the use of naloxone to reverse respiratory depression or constipation) to weak (eg, changing from the oral to epidural route of morphine administration to manage sedation). Well-designed trials in the specified populations are required to furnish clinicians with secure evidence on managing opioid side effects successfully.