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Copyright of Cuadernos de Psicología del Deporte is the property of Cuadernos de Psicologia del Deporte and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Physical activity (PA) is associated with numerous health benefits. Vigorous PA (VPA) may have a greater impact on public health than lower-intensity PA. The incorporation of a specific recommendation on VPA could complement and improve existing recommendations for average daily moderate-vigorous PA (MVPA). Physical education classes could have a positive impact on children's adherence to average daily physical activity recommendations. The aim was to investigate the association between MVPA and VPA in children, as well as adherence to recommendations, and obesity and the presence of physical education classes. Methods: A cross-sectional study of physical activity was conducted in a sample of 8 and 9-year-old children in Andalusia (Spain). GENEActiv accelerometers were used, placed on the non-dominant wrist for at least eight consecutive days (24-h protocol). School days with and without physical education class, and weekend days were defined. ROC curves were used to calculate the threshold associated with obesity for average daily MVPA and VPA for recommendations. Results: A total of 360 schoolchildren were included in the analyses (184 girls). An average of 7.7 (SD 1.4) valid days per participant were evaluated, with 19.9 (SD 10.5) and 11.4 (SD 5.1) minutes of VPA performed by boys and girls respectively. 25.8% of the participants were classified with central obesity. The optimal threshold determined with ROC analysis was 12.5 and 9.5 minutes of average daily VPA for boys and girls, respectively (RecVPA), and 75 minutes of average daily MVPA for both sexes (RecMVPA). The RecVPA showed stronger association with obesity. On school days with physical education class, compared to days without this class, children showed increased VPA and MVPA engagement and better compliance with recommendations, with smaller differences in adherence according to sex or obesity. Conclusions: On days with physical education class, more physical activity was accumulated at all intensities and greater adherence to the recommendations than on days without this class. VPA had a stronger correlation with the absence of obesity than lower-intensity activity. It was also observed that boys were physically more active and had higher adherence to the recommendations than girls. [ABSTRACT FROM AUTHOR]

The 800-m (m) run is part of Physical Education classes in Cameroon, after which arrhythmias may occur during recovery. Hence, this study aimed at determining relationship between 800-m run loads on cardiac autonomic recovery among school adolescents.Forty-two male adolescents (aged [17 ​± ​1] years) performed 800-m. Post-exercise heart rate variability (HRV) was recorded during 5-min (min) (HRV5-min) and 15-min (HRV15-min) in time: Standard deviation of normal to normal (SDNN); Root mean square of successive differences (RMSSD) and frequency domain (LH: Low frequency, HF: High frequency, TP: Total power). Rating of Perceived Exertion (RPE) and blood lactate concentration (BLa) were measured after exercise. In HRV5-min, RPE was associated with SDNN (r ​= ​−0.44, p ​

The 800-m (m) run is part of Physical Education classes in Cameroon, after which arrhythmias may occur during recovery. Hence, this study aimed at determining relationship between 800-m run loads on cardiac autonomic recovery among school adolescents. Forty-two male adolescents (aged [17 ± 1] years) performed 800-m. Post-exercise heart rate variability (HRV), was recorded during 5-min (min) (HRV5-min) and 15-min (HRV15-min) in time: Standard deviation of normal to, normal (SDNN); Root mean square of successive differences (RMSSD) and frequency domain (LH: Low frequency, HF: High frequency, TP: Total power). Rating of Perceived Exertion (RPE) and blood lactate concentration (BLa), were measured after exercise. In HRV5-min, RPE was associated with SDNN (r= -0.44, p < 0.01) and RMSSD (r =, -0.38, p < 0.05). BLa was correlated with SDNN (r = -0.38, p < 0.05) and RMSSD (r = -0.56, p < 0.001) in the, time-domain, LF (r = -0.64, p < 0.001), HF (r = -0.58, p < 0.001) and TP (r = -0.61, p < 0.001) in frequencydomain., Moreover, RPE was correlated with LF (r = -0.44, p < 0.01), TP (r = -0.49, p < 0.01) while exercise, duration with HF (r=-0.38, p < 0.05). In HRV15-min, BLa was correlated with RMSSD (r=-0.53, p < 0.001) and, SDNN (r=-0.68, p < 0.001). RPE was negatively correlated SDNN (r=-0.53, p < 0.01) and RMSSD (r=-0.44, p < 0.01). BLa was associated with HF (r = -0.55, p < 0.001), TP (r = -0.50, p < 0.01) and RPE with LF (r =, -0.51, p < 0.01), HF (r = -0.50, p < 0.01), TP (r = -0.49, p < 0.01). In addition, exercise duration was, negatively linked to HF (r = -0.36, p < 0.05). This study outlined that in untrained adolescents an increase of, 800-m loads is associated with a slow vagal indexes of HRV during the recovery. [ABSTRACT FROM AUTHOR]

Background Physical activity (PA) is associated with numerous health benefits. Vigorous PA (VPA) may have a greater impact on public health than lower-intensity PA. The incorporation of a specific recommendation on VPA could complement and improve existing recommendations for average daily moderate-vigorous PA (MVPA). Physical education classes could have a positive impact on children’s adherence to average daily physical activity recommendations. The aim was to investigate the association between MVPA and VPA in children, as well as adherence to recommendations, and obesity and the presence of physical education classes. Methods A cross-sectional study of physical activity was conducted in a sample of 8 and 9-year-old children in Andalusia (Spain). GENEActiv accelerometers were used, placed on the non-dominant wrist for at least eight consecutive days (24-h protocol). School days with and without physical education class, and weekend days were defined. ROC curves were used to calculate the threshold associated with obesity for average daily MVPA and VPA for recommendations. Results A total of 360 schoolchildren were included in the analyses (184 girls). An average of 7.7 (SD 1.4) valid days per participant were evaluated, with 19.9 (SD 10.5) and 11.4 (SD 5.1) minutes of VPA performed by boys and girls respectively. 25.8% of the participants were classified with central obesity. The optimal threshold determined with ROC analysis was 12.5 and 9.5 minutes of average daily VPA for boys and girls, respectively (RecVPA), and 75 minutes of average daily MVPA for both sexes (RecMVPA). The RecVPA showed stronger association with obesity. On school days with physical education class, compared to days without this class, children showed increased VPA and MVPA engagement and better compliance with recommendations, with smaller differences in adherence according to sex or obesity. Conclusions On days with physical education class, more physical activity was accumulated at all intensities and greater adherence to the recommendations than on days without this class. VPA had a stronger correlation with the absence of obesity than lower-intensity activity. It was also observed that boys were physically more active and had higher adherence to the recommendations than girls.

Copyright of Dirasat: Educational Sciences is the property of University of Jordan and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Aim. The research aimed to identify students' perception and perspective on introducing new training means during the high school physical education classes. Methods. The study was conducted using the online Google Docs platform for collecting data provided by high school students. The questionnaire was completed between 15 May - 15 June 2022 by 1357 students. The questionnaire is made up of two sections. The first section contains 4 demographic questions, and the second section consists of 14 questions that have as theme the students' perception of the physical education class. Results. After analyzing the results obtained, based on the answers provided by the students, it is obvious that they are interested in new methods and means to be introduced in the physical education classes. 43.7% of them believe that new fitness equipment would make the physical education class more attractive. Conclusions. The result of the questionnaire shows that: 41.3% of the students believe that more physical education classes would be useful for harmonious physical development, 43.7% of the respondents say that the introduction of fitness equipment increases the attractiveness of the physical education class. [ABSTRACT FROM AUTHOR]

Music act as ergogenic aid able to enhance the physiological and psychological status of participants during sport-related activities and physical exercise. Music is used synchronously to accompany repetitive endurance tasks such as cycle ergometer, walking and running. Maximal Aerobic Speed (MAS), defined as the minimum speed required to elicit maximal oxygen consumption (VO2max) during a graded exercise test, has also been validated outside of the laboratory as a field test. Previous study calculated that the most suitable duration for measuring maximal aerobic speed by a field test was 5 min. For years, mostly the effects of music on cardiovascular endurance performance was related to volume; type and tempo of the music been studied. However, to the best of our knowledge there have been no studies to date that examined the effect of music intervention duration on maximal aerobic speed during the physical education classes. As such, the primary aim of this study was to assess and compare the Maximal Aerobic Speed between intervention duration groups with music. A total of 207 female students enrolled in the Physical Education courses at Saigon University were recruited in current study. They were randomly divided into three groups: Intervention group 1, with 15 weeks of synchronous music throughout the whole semester (69 students); intervention group 2 with 7 weeks of synchronous music (69 students); and a control group (69 students). Results revealed that there was no significant main effect of Group on overall MAS performance (F (1,204) =.86, p=.43, ηp2= .008). Descriptive statistics showed that the groups (15-week group: Mean=825.65, SD=64.61; 7-week group: Mean=827.10, SD=63.34) with music intervention performed better in MAS performance compared to the control group (Mean=806.38, SD=55.97). From looking at the graph we can see that all groups showed a similarly upward trend between Pre-Post Intervention. The results of this study revealed that popular music has no effect on MAS performance in the students attended the physical education classes for 15 weeks. [ABSTRACT FROM AUTHOR]

Judo has been a mandatory aspect of physical education classes at junior high schools in Japan since 2012. However, unlike swimming and dance, judo is considered a form of exercise that students learn after starting junior high school. Therefore, there is no systematic curriculum organized according to the developmental stage of students that covers the period, including elementary school, up to the junior high school. Yogi et al. (2022) conducted a study emphasizing the systematic nature of physical education classes at elementary school up to the junior high school, examining the lower grades of elementary school. Therefore, the current study developed educational tools that incorporate basic movements of judo into the learning content of physical education classes for students in the middle grades of elementary school (eight-years-old children) and examined the usefulness of those educational tools by testing the physical fitness and motor skills of the students. An elementary school affiliated with a national university cooperated in implementing the lessons. The participants comprised six boys and six girls in the third grade of elementary school (all aged eight), for a total of 12 participants. The intervention was conducted in March 2022, involving a total of six lesson plans. A survey was conducted to examine the usefulness of the developed educational tools, assessing students' performance using the following exercises to test physical fitness and motor skills: dustcloth walk, grip strength, and paired ball walk. The results of this study demonstrated a significant improvement in the time that students took to move forward and backward in the dustcloth walk exercise. Furthermore, students' performance in terms of the lefthand grip strength and time required to complete the paired ball walk exercise showed significant improvements. The results suggest that the educational tools developed in this study, incorporating basic movements of judo into the learning content of physical education classes, may prove useful for classes in the middle grades of elementary school (eight-years-old students). The generic and practical nature of the educational tools developed in this study means that they may also be useful for instructional programs outside of physical education classes, such as judo clubs for children of the same age. [ABSTRACT FROM AUTHOR]

Modern reforms taking place in education require new approaches to the organization of educational space in preschool institutions. Currently, much attention is paid to the system of improving teachers; healthcare work. Education of preschool children in a responsible attitude to their health, as the most important human value, should be carried out in the course of health-saving activities of educators. The implementation of these tasks involves the introduction of modern health technologies into the system of work on preserving and strengthening the health of preschool children. The main principle of these technologies is the prevention of diseases, which is extremely crucial for a childs body, which develops quite quickly. In our opinion, health technologies will contribute to the formation of preschoolers; ideas about health, a valuable attitude to the environment, and motivation for a healthy lifestyle. The diversity of health technologies will allow teachers to further improve health-preserving activities in preschool education institutions. [ABSTRACT FROM AUTHOR]

The aim of the study was to investigate the effect of an interdisciplinary program of Greek folk dance, with topics from history and geography on Middle School students’ goal orientation and anxiety level. The sample consisted of 260 students (134 boys & 126 girls). The experimental group (n=144) followed the interdisciplinary four-week program (two lessons per week) while the control group (n=126) followed the corresponding typical physical education program. For the data collection, the questionnaire used was the “Goal orientation” by Papaioannou, Milosis, Kosmidou, and Tsiggilis (2002) and the Greek version (Kakkos & Zervas, 1996) of “Competitive State Anxiety Inventory-2” (Martens et al., 1990). The students filled in the questionnaires before and after their participating in each program. Descriptive statistics, reliability analysis, and Repeated Measures ANOVA were used. Results showed that a. Cronbach’s alpha was satisfactory. b. Τhe experimental group decreased significantly the levels of “ego-strengthening” and “ego-protection”, and on the contrary significantly increase the “personal development”, and “social acceptance”. c. Experimental group’s boys and girls decreased their “ego-strengthening” and “ego-protection”, and enhanced their “personal development” and “social acceptance” more than their control group peers. d. The experimental group decreased the levels of somatic and cognitive anxieties and increased significantly their self-confidence. e. male students increased their self-confidence more than female students. These findings support the view that an interdisciplinary program of traditional Greek dance with issues from history and geography enable us to reduce the rates of ego-strengthening, ego-protection, somatic and cognitive anxiety while simultaneously increases students’ personal development, social acceptance, and self-confidence

Maintaining quality physical education classes, as provided for in the curriculum, encounters numerous problems and difficulties in implementation on a daily basis. Pupils’ full engagement and activity in the physical education class is an important precondition for physical education to really be in the function of healthy growing up and preparation of pupils for an active lifestyle. The aim of this research was to determine the differences in the motivation and physical self-concept of pupils relative to the level of their physical activity in the physical education class. The research included 423 students from the territory of the city of Užice (aged 10 ± 1.3 years), 227 boys and 196 girls, organized in three groups according to the level of physical activity in physical education class (A-low; B-medium; C- high). A modified Self-Regulation Questionnaire (Ryan & Connell, 1989) was used to assess pupils' motivation orientations, and appropriate subscales of the Self-Perception Profile for Children measuring instrument (SPPC, Harter, 1985; rev. 2012) were used to assess physical self-concept. Physical activity (scope (number of steps) and intensity) of pupils in physical education class was measured using the CoachGear pedometer and the Suunto Memory Belt heart rate monitor. The presented results indicate the existence of significant differences among the groups of respondents of both sexes in relation to the level of physical activity of pupils of younger school age. Based on the obtained findings, it can be concluded that the expressed differences are greater in boys than in girls. The results published in this study support most of the findings indicating differences in motivation and physical self-concept. It was further determined that less active children generally show lower levels of motivation, as well as the values of the physical self-concept. The authors believe that in the planning and programming of physical education classes, emphasis must be placed on creating a favorable "climate" for teaching. Initial education of preschool and primary school teachers must be innovated in accordance with the new requirements and expectations that society puts before school physical education.

This study aimed to examine the impact of implementing an innovative Social-Emotional Skills Training Program in physical education classes at youth schools. This study used two surveys: the Schutte Self-Report Inventory (otherwise known as the Emotional Intelligence Scale) and the Social Skills Rating System (student form). The analysis included 104 youth school students (Mage = 16.91; SD = 1.12), who were randomly selected from two youth schools in the Kaunas region. Four classes were randomly assigned into an experimental (n = 49) and a control (n = 55) group. The experimental group participated in the Social-Emotional Skills Training Program. The intervention was targeted at the following social-emotional skills: empathy, cooperation, assertion, self-control, optimism, ability to understand and analyze emotions, appraisal, and utilization of emotions. The modified physical education classes were conducted by the physical education teacher, who was instructed by the researcher. Repeated measures multivariate ANOVA was used to analyze the effects of the Social-Emotional Skills Training Program. During the experiment, the applied training procedures had a statistically significant effect on the social-emotional skills of the experimental group of youth school students. Thus, the findings demonstrate that this program (for enhancing social-emotional skills of youth school students) positively impacted the social-emotional skills of the students. These results highlight the need to consider social-emotional skills training factors when interpreting the level of social-emotional skills among youth school students. [ABSTRACT FROM AUTHOR]

This study aimed to examine the impact of implementing an innovative Social-Emotional Skills Training Program in physical education classes at youth schools. This study used two surveys: the Schutte Self-Report Inventory (otherwise known as the Emotional Intelligence Scale) and the Social Skills Rating System (student form). The analysis included 104 youth school students (Mage = 16.91; SD = 1.12), who were randomly selected from two youth schools in the Kaunas region. Four classes were randomly assigned into an experimental (n = 49) and a control (n = 55) group. The experimental group participated in the Social-Emotional Skills Training Program. The intervention was targeted at the following social-emotional skills: empathy, cooperation, assertion, self-control, optimism, ability to understand and analyze emotions, appraisal, and utilization of emotions. The modified physical education classes were conducted by the physical education teacher, who was instructed by the researcher. Repeated measures multivariate ANOVA was used to analyze the effects of the Social-Emotional Skills Training Program. During the experiment, the applied training procedures had a statistically significant effect on the social-emotional skills of the experimental group of youth school students. Thus, the findings demonstrate that this program (for enhancing social-emotional skills of youth school students) positively impacted the social-emotional skills of the students. These results highlight the need to consider social-emotional skills training factors when interpreting the level of social-emotional skills among youth school students.

The objective of this study is to detect combinations of students' interpersonal attractiveness and verbal aggressiveness during physical education and to point out their determinants. A sample of four students' networks (88 nodes--50 male and 38 female) from secondary education in Trikala, Greece has been collected. Standardized questionnaires were used. Social network analysis, Spearman and PCA have been implemented. Main results: Scientific attractiveness is positively related to social and physical attractiveness. It seems to protect from being a target of verbal aggressiveness. Social attractiveness seems to protect less than scientific attractiveness from being a target for verbal aggressiveness, while physical attractiveness encourages receiving verbal aggressiveness. Specific behavioral types are proposed: "the powerful and attractive mentor" who consists of scientific, social and physical attractiveness, is recognized as a mentor, attracts others' sympathy and at the same time they are protected from all forms of verbal aggressiveness and "the socially unattractive target" who is physically attractive and at the same time a target for all forms of verbal aggressiveness. [ABSTRACT FROM AUTHOR]

Physical education represents one of the oldest ways of the formative activity and it is a part of personality structuring. This part of the activity comprises a set of activities which contribute to the forming and developing of the human being, by valorising the psycho-physical dimensions of personality and by establishing a balance between physic and psychic, psycho-motion and the intellectual potential, emotionalism, affectivity and will. Starting from this idea, we think it is necessary to reconsider the place of physical education classes at school. Despite the general aims of the physical education curriculum, we notice a decrease of the interest for physical exercise. Charmed by the computer, some students ignore the physical education class, and they are even encouraged by their parents to do it. But school can be an important factor which has to contribute to forming physical exercise abilities, in an organised environment and individually, too, if the right decision are taken by people who are able to do it. Some steps have been done in this direction. Physical education has represented, lately, the topic of many meetings of several decision factors belonging to different fields, and the importance of this activity in getting and maintaining a high standard of life quality has always been admitted. If the programmes which have been initiated continue and if the number of physical education classes becomes bigger, there is hope that physical education will get the place it deserves in the life of the young generation.

Background: Physical activity (PA) is associated with numerous health benefits. Vigorous PA (VPA) may have a greater impact on public health than lower-intensity PA. The incorporation of a specific recommendation on VPA could complement and improve existing recommendations for average daily moderate-vigorous PA (MVPA). Physical education classes could have a positive impact on children's adherence to average daily physical activity recommendations. The aim was to investigate the association between MVPA and VPA in children, as well as adherence to recommendations, and obesity and the presence of physical education classes., Methods: A cross-sectional study of physical activity was conducted in a sample of 8 and 9-year-old children in Andalusia (Spain). GENEActiv accelerometers were used, placed on the non-dominant wrist for at least eight consecutive days (24-h protocol). School days with and without physical education class, and weekend days were defined. ROC curves were used to calculate the threshold associated with obesity for average daily MVPA and VPA for recommendations., Results: A total of 360 schoolchildren were included in the analyses (184 girls). An average of 7.7 (SD 1.4) valid days per participant were evaluated, with 19.9 (SD 10.5) and 11.4 (SD 5.1) minutes of VPA performed by boys and girls respectively. 25.8% of the participants were classified with central obesity. The optimal threshold determined with ROC analysis was 12.5 and 9.5 minutes of average daily VPA for boys and girls, respectively (RecVPA), and 75 minutes of average daily MVPA for both sexes (RecMVPA). The RecVPA showed stronger association with obesity. On school days with physical education class, compared to days without this class, children showed increased VPA and MVPA engagement and better compliance with recommendations, with smaller differences in adherence according to sex or obesity., Conclusions: On days with physical education class, more physical activity was accumulated at all intensities and greater adherence to the recommendations than on days without this class. VPA had a stronger correlation with the absence of obesity than lower-intensity activity. It was also observed that boys were physically more active and had higher adherence to the recommendations than girls., Competing Interests: Julia Wärnberg and Napoleón Pérez-Farinós are Academic Editors for PeerJ., (© 2024 Benavente-Marín et al.)

Background Perceived school self-efficacy (SE) is an important variable in students’ activities as it affects their motivation and learning. Further, self-efficacy might represent a good predictor of performance, persistence and perseverance. Motor skills and other physical health determinants are extensively debated and linked to cognitive function in children of developmental age. However, inconclusive evidence supports a definitive relationship between perceived school SE and motor skills among schoolchildren. We conducted a cross-sectional study on 6–11-year-old schoolchildren to evaluate the extent by which perceived school SE and physical health determinants were related. Methods A SE questionnaire and motor performance battery tests were administered to primary school pupils recruited from 154 sampled schools of northwest Italy. Perceived SE at school was assessed via 12 items from the Caprara’s questionnaire. Motor performance scores were obtained from motor skill tests: 4 × 10 m shuttle run test, SRT; standing broad jump, SBJ; six-minute walking test, 6MWT. Results A total of 3,962 children (M = 2,019; F = 1943) were studied and 68% were normal weight. Overall, a 58% of the sample perceived a high SE, while, as to gender differences, a greater percentage of females perceived high levels of school SE with respect to any other level (χ2 = 38.93, p < 0.0001). Results from multinomial logistic regression analysis revealed that: (i) females perceived higher SE compared to males; (ii) children who performed better in SRT and 6MWT showed higher levels of perceived school SE; (iii) no significant effect was registered for the body weight. Alternative strategies are encouraged to enhance SE through physical education: structured interventions might enhance both complex motor skills and high-order cognitive skills, like SE, in young children.

Copyright of Teaching Innovations / Inovacije u Nastavi is the property of University of Belgrade, Faculty of Teacher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Perceived school self-efficacy (SE) is an important variable in students’ activities as it affects their motivation and learning. Further, self-efficacy might represent a good predictor of performance, persistence and perseverance. Motor skills and other physical health determinants are extensively debated and linked to cognitive function in children of developmental age. However, inconclusive evidence supports a definitive relationship between perceived school SE and motor skills among schoolchildren. We conducted a cross-sectional study on 6–11-year-old schoolchildren to evaluate the extent by which perceived school SE and physical health determinants were related. Methods: A SE questionnaire and motor performance battery tests were administered to primary school pupils recruited from 154 sampled schools of northwest Italy. Perceived SE at school was assessed via 12 items from the Caprara’s questionnaire. Motor performance scores were obtained from motor skill tests: 4 × 10 m shuttle run test, SRT; standing broad jump, SBJ; six-minute walking test, 6MWT. Results: A total of 3,962 children (M = 2,019; F = 1943) were studied and 68% were normal weight. Overall, a 58% of the sample perceived a high SE, while, as to gender differences, a greater percentage of females perceived high levels of school SE with respect to any other level (χ2 = 38.93, p < 0.0001). Results from multinomial logistic regression analysis revealed that: (i) females perceived higher SE compared to males; (ii) children who performed better in SRT and 6MWT showed higher levels of perceived school SE; (iii) no significant effect was registered for the body weight. Alternative strategies are encouraged to enhance SE through physical education: structured interventions might enhance both complex motor skills and high-order cognitive skills, like SE, in young children. [ABSTRACT FROM AUTHOR]

The aim of this study was to carry out a preliminary validation of "Motivational Climate in Physical Education Scale" in Greek educational context and specifically in relation to elementary school students. The participants of the research were 184 (101 male and 83 female) students of grades 5th and 6th from four elementary schools, in different geographical areas of Greece. The Greek version of Motivational Climate in Physical Education Scale was used for the data collection. The statistical analyses that were applied included: descriptive analysis, exploratory factor analysis, reliability analysis and the One-way ANOVA analysis. The results showed that the questionnaire retains the structure of the four factors that its designers have recommended and the internal cohesion of the four factors was high (.85 the lowest and .90 the highest). Survey data revealed that the Greek version of the "Motivational Climate in Physical Education Scale" is a reliable tool for the measurement of motivational climate in the Greek educational elementary school environment, and the gender determines the climate of motivation with male students scoring higher in task involving and autonomy factors whereas female students perform better in task involving and relatedness. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Emotions are an integral part of human activity, which also includes sports and physical education. Various emotional states during physical education lessons may have major impact on pupils' attitudes towards these lessons, their attitudes towards exercise, and their motives and attitudes towards extracurricular sports activities. Therefore, the knowledge and ability to recognize and assess pupils' emotional responses to physical education may provide important organizational and methodological guidelines for the educational process. The aim of this paper is diagnosis and analysis of positive and negative emotions expressed by German high-school students during physical education classes, taking their age and sex into consideration. The study included a total of 502 secondary school students from southern Germany, divided in two age groups (13-14 and 17-18). The study used the PANAS (Positive and Negative Affect Schedule) research method to study the positive and negative emotional states of students during physical education classes. During these classes, the studied adolescents were mainly accompanied by positive emotional states such as: interested, excited, proud and active and to a lesser extent, negative emotions such as: distressed, ashamed, nervous and afraid. Gender and age significantly differentiate the intensity of both the positive and negative emotions experienced during physical education classes. [ABSTRACT FROM AUTHOR]

The 800-m (m) run is part of Physical Education classes in Cameroon, after which arrhythmias may occur during recovery. Hence, this study aimed at determining relationship between 800-m run loads on cardiac autonomic recovery among school adolescents. Forty-two male adolescents (aged [17 ​± ​1] years) performed 800-m. Post-exercise heart rate variability (HRV) was recorded during 5-min (min) (HRV 5-min) and 15-min (HRV 15-min ) in time: Standard deviation of normal to normal (SDNN); Root mean square of successive differences (RMSSD) and frequency domain (LH: Low frequency, HF: High frequency, TP: Total power). Rating of Perceived Exertion (RPE) and blood lactate concentration (BLa) were measured after exercise. In HRV 5-min , RPE was associated with SDNN ( r  ​= ​-0.44 , p  ​< ​0.01) and RMSSD ( r  ​= ​-0.38 , p  ​< ​0.05). BLa was correlated with SDNN ( r  ​= ​-0.38 , p  ​< ​0.05) and RMSSD ( r  ​= ​-0.56 , p  ​< ​0.001) in the time-domain, LF ( r  ​= ​-0.64 , p  ​< ​0.001), HF ( r  ​= ​-0.58 , p  ​< ​0.001) and TP ( r  ​= ​-0.61 , p  ​< ​0.001) in frequency-domain. Moreover, RPE was correlated with LF ( r  ​= ​-0.44 , p  ​< ​0.01), TP ( r  ​= ​-0.49 , p  ​< ​0.01) while exercise duration with HF ( r  ​= ​-0.38 , p  ​< ​0.05). In HRV 15-min , BLa was correlated with RMSSD ( r  ​= ​-0.53 , p  ​< ​0.001 ) and SDNN ( r  ​= ​-0.68 , p  ​< ​0.001). RPE was negatively correlated SDNN ( r  ​= ​-0.53 , p  ​< ​0.01) and RMSSD ( r  ​= ​-0.44 , p  ​< ​0.01). BLa was associated with HF ( r  ​= ​-0.55 , p  ​< ​0.001), TP ( r  ​= ​-0.50 , p  ​< ​0.01) and RPE with LF ( r  ​= ​-0.51 , p  ​< ​0.01), HF ( r  ​= ​-0.50 , p  ​< ​0.01), TP ( r  ​= ​-0.49 , p  ​< ​0.01). In addition, exercise duration was negatively linked to HF ( r  ​= ​-0.36 , p  ​< ​0.05). This study outlined that in untrained adolescents an increase of 800-m loads is associated with a slow vagal indexes of HRV during the recovery., Competing Interests: We wish to confirm that there are no known conflicts of interest associated with this publication and there has been no significant financial support for this work that could have influenced its outcome., (© 2023 Chengdu Sport University. Publishing services by Elsevier B.V. on behalf of KeAi Communications Co. Ltd.)

The aim of the study was to analyse and compare the level of selected coordination abilities of pupils with communication ability disorder (CAD) and able-bodied pupils in the same age category. Two groups of participants were recruited for the study: (1) pupils attending special elementary school for children with CAD (n = 17; 5 girls and 12 boys in mean age 11.2 ± 0.7 years), (2) and ablebodied pupils (n = 20; 12 girls and 8 boys in mean age 11.4 ± 0.5 years) without gender differentiation. 5 standardised tests measuring coordination abilities were used as a primary research method (Šimonek 2015): low jump test, spatial orientation ability test, circles through running test, one leg stand test, catching ball test. Group differences were analysed with Mann-Whitney U-test for independent samples. The level of significance was α < 0.05. We found significantly higher level of spatial orientation ability and static balance displayed by able-bodied pupils comparing pupils with CAD. The level of lower limb kinaesthetic discrimination ability, rhythmic ability, frequency and reaction time in pupils with CAD are comparable to the level of able-bodied pupils. We recommend that children with CAD should participate in regular physical activities and sports after compulsory education together with able-bodied children to improve their fine and gross motor ability, coordination abilities as well as overall physical fitness. [ABSTRACT FROM AUTHOR]

The purpose of this study is to identify the impact of well-being-oriented activities of university students in liberal arts and physical education classes on happiness. First, among well-being-oriented activities, females are more likely to have eco-friendly behavior, well-being-oriented, hobby-orientation and exercise orientation, and males are more likely to be better at purchasing well-being products and mental health. Happiness was found to be higher in boys than in outer happiness, self-controlled happiness, and inner happiness. By grade, there was no difference between men and women in well-being activities, and the happiness showed that the second and third grades were higher than the first grade, while the second and third grade were higher in inner happiness. The happiness level showed that the number of students who attended three sessions showed higher level of happiness. Second, among the well-being activities of students in liberal physical education classes, external happiness shows in hobby-orientation, mental health and exercise orientation. Self-regulating shows in well-being meal, hobby orientation, mental health. Inner happiness shows in well-being meal, hobby orientation, mental orientation and exercise orientation [ABSTRACT FROM AUTHOR]

The study results from an experience on thematizing the topic "physical exercise and health", as developed by members of the PIBID in a school which offers professional education in high school in the city of Crato, in Ceará, Brazil. The purpose of the study was to describe and analyze a Didactic Unit used for teaching as well as the teaching-learning relationship which was taken to class under the topic of "Physical Exercise and Health". This is a report from a qualitative, exploratory in nature, experience grounded on a collaborative-like action involving the physical education teacher and the trainees participating in the PIBID project. There are possibilities in combining theory and practice and involving the high school students in an active way in the teaching-learning process. The demonstration of the students' difficulties revealed the necessity of making adaptations regarding the motor demands requested from them, which makes it necessary to read the reality and the pedagogical intervention as complementary. It was identified that it is possible to conduct a pedagogical intervention process in physical education which is grounded on collaborating, on sharing experiences, on being critical, and on associating theory and practice and the notion of human movement going further than the bio mechanical aspects. [ABSTRACT FROM AUTHOR]

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Purpose: to find out the impact on the mental performance of students of physical activity used in the process of physical education minutes and the lessons the overall cycle. Materials and Methods: a study was conducted in four secondary schools in Vinnitsa and Kharkov regions. The study involved 673 students grades 5–11. The study was conducted in two stages. In the first stage determines the change in the mental health of students during the school day. We used a technique A. Myunsberga. In the second phase of the study determined the impact of sports on the minutes and indicators of mental health of students. The study was conducted using a sample V. Anfimova proofreading. Results: the study shows the steady decline in indices of mental health of students during the school day. From the second to the sixth lesson mental performance of schoolchildren in the classroom overall cycle is reduced by 13.2%. Conclusions: the study also found that the performance of students in the classroom physical education minutes and the total cycle enhances their mental performance by 8%, compared with the lessons in which minute physical exercise have been conducted.

The research has been realized with an aim to determine the frequency and the reasons for omission of the students from the classes for physical and health education. The sample was consisted from 149 interviewees from which 65 boys and 84 girls extracted from the population of students from second year in a vocational secondary school from Tetovo. The results of the research show that in total 42,3% of the students are absent from the classes for physical and health education, and this is particularly expressed by the female population. The stated reasons for absenteeism indicate that students believe that the subject for physical and health education is less important, and that teachers do not organize classes with educational values. The obtained results also show that avocation with sports in a sports club or a sports section affect positively the reduction of the number of students who are absent from classes in physical and health education. The success in school also affects the absence. [ABSTRACT FROM AUTHOR]

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Virtual communities on internet are a current phenomenon. They are sources of research and access to social discourses. The present paper has the objective to analyze discourses in two virtual communities: «I love Physical Education» and «I hate Physical Education» on Orkut website. The emergence of these communities constitutes an element for reflection about the signifiers assigned to Physical Education classes at school and the tradition of these classes in Brazil. Bibliography and field research were the methodological procedures based on ethnography principles characterizing a mainly qualitative discussion. During the interviews with participants from both communities, it was able to realized that there are many complaints of badly succeeded classes by people who say «to love» Physical Education as by the ones who say «to hate» this subject at school. The reason for that is the tradition of these classes in Brazil, which are mainly an exclusively biological view of the body and body practices. This tradition implies a pedagogical action by the teachers focused on standardizing the students and not considering their differences

O presente artigo trata de indícios de sentidos e significados de feminilidade e masculinidade em aulas de Educação Física. Os referenciais teóricos adotados estão ligados à perspectiva histórico-cultural (Lev Vigotski) e à concepção enunciativo-discursiva (Mikhail Bakhtin), além da literatura sobre o tema masculinidade e feminilidade e a Educação Física. Foram acompanhadas as aulas de dois professores, sendo uma do sexo feminino e outro do sexo masculino, em duas escolas da cidade de Sumaré/SP. Os/as alunos/as das 5as séries - uma sala por escola - também constituíram o universo da pesquisa. Como forma de registro, foi utilizada a videogravação e o diário de campo. Foi possível identificar que muitas falas de alunas, alunos, professor e professora trazem indícios da internalização de valores e discursos, social e culturalmente construídos, que participam da institucionalização de certas normas, práticas e prioridades para cada gênero, sem, contudo, serem necessariamente percebidos.The article present treats of senses and meanings of femininity and masculinity in lessons of Physical Education. The theoretical adopted benchmarks are linked to the historical and cultural perspective (Lev Vygotsky) and design enunciative-discursive (Mikhail Bakhtin), beyond the literature on the subject femininity and masculinity and the Physical Education. I followed the lessons of two teachers, one female and one male, in two schools of the city of Sumaré/SP. The 5th grades students- a room for school - also formed the universe of search. As a record was used to video and diary of field. It was possible to identify that many words of students, pupils, teachers and teacher bring evidence of the internalization of values and speeches, socially and culturally constructed, involved the institutionalization of certain standards, practices and priorities for each gender, without, however, not necessarily perceived.