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Physical Education and Healthy Habits in Children and Adolescents through Models-Based Practice

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A special issue of International Journal of Environmental Research and Public Health (ISSN 1660-4601). This special issue belongs to the section "Children's Health".

Deadline for manuscript submissions: closed (31 July 2021) | Viewed by 42459

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Special Issue Editors

Dr. Pedro Antonio Sánchez-Miguel

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Guest Editor

Department of Didactics of Music, Plastic and Body Expression, Teacher Training College, University of Extremadura, 10003 Cáceres, Spain
Interests: physical education; motivation; physical activity; body image
Special Issues, Collections and Topics in MDPI journals

Dr. David Hortigüela Alcalá

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Assistant Guest Editor

Department of Specific Didactics, Faculty of Education, University of Burgos, 09001 Burgos, Spain
Interests: physical education; models-based practice; teaching evaluation
Special Issues, Collections and Topics in MDPI journals

Dr. Sixto González-Víllora

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Assistant Guest Editor

Physical Education Department, Faculty of Education, University of Castilla-La Mancha, Campus Universitario, S/N, 16071 Cuenca, Spain
Interests: physical education; models-based practice; sports; decision-making
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Grounded on model-based practice in physical education and its importance in promoting healthy habits in children and adolescents, this Special Issue aims to show the different cross-sectional, longitudinal, and intervention programs that are developed in the context of physical education (curricular and extracurricular level), as well as physical activity and sports in children, based on the use of different pedagogical models (personal and responsibility model, teaching games for understanding, cooperative learning, etc.). In this sense, the purpose is to show relevant associations between promoting physical activity in the physical education domain and physiological, psychological, cognitive, and affective consequences under the different pedagogical models that are used by teachers, trainers, supervisors, etc. Moreover, this Special Issue aims to reveal different intervention programs in the promotion of physical activity with rigorous didactic/pedagogic methods in different contexts (extracurricular context, physical education context, etc.). New methodological research and instruments are welcome.

The Special Issue will be situated in the existing literature, emphasizing new studies and results with different instruments and designs. In this regard, it is pivotal to note the importance and novelty of the treatment of physical activity and sport with the aim to promote public health, as well as their positive consequences, such as better fitness, healthy habits, body image, nutritional intake, etc., which deal with some interesting topics that are being studied at the moment. Moreover, the study of the environment in the physical education context, in order to promote physical activity in and out of schools, is of interest for researchers and readers. Finally, different professionals from different areas (medicine, psychology, motor control, etc.) are welcome to submit their articles, giving this Special Issue a wide range of interest for investigators from all over the world.

Dr. Pedro Antonio Sánchez-Miguel
Dr. David Hortigüela Alcalá
Dr. Sixto González-Víllora
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. International Journal of Environmental Research and Public Health is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2500 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

physical education
pedagogical models
physical activity
health promotion

Published Papers (11 papers)

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Research

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10 pages, 363 KiB

Open AccessArticle

Health Promotion through Movement Behaviors and Its Relationship with Quality of Life in Spanish High School Adolescents: A Predictive Study

by Mikel Vaquero-Solís, Miguel Angel Tapia-Serrano, David Hortigüela-Alcalá, Manuel Jacob-Sierra and Pedro Antonio Sánchez-Miguel

Int. J. Environ. Res. Public Health 2021, 18(14), 7550; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph18147550 - 15 Jul 2021

Cited by 11 | Viewed by 2532

Abstract

A growing number of studies have highlighted the health benefits of high physical activity, low screen time, and optimal sleep duration among school-age children and adolescents. Objective: The present study proposes to examine the individual and combined association between movement behaviors (physical activity, screen time, and sleep time) and quality of life in boys and girls. Method: A total of 319 Spanish primary and secondary school students participated in the study. Physical activity, screen time, sleep duration, and quality of life were evaluated. Results: Descriptive, correlation, and regression analyses were carried out in order to improve knowledge about health-related behaviors for all participants. The results found significant positive associations between physical activities and sleep time with quality of life. Finally, the regression models showed that physical activity scores predict quality of life, especially in children. It is concluded that movement behaviors are important in association with quality of life. Likewise, the impact of physical activity on the quality of life is highlighted as the main behavior in the prediction of the quality of life for a population of school adolescents. Full article

(This article belongs to the Special Issue Physical Education and Healthy Habits in Children and Adolescents through Models-Based Practice)

13 pages, 769 KiB

Open AccessArticle

Physical Activity and Quality of Life in High School Students: Proposals for Improving the Self-Concept in Physical Education

by Mikel Vaquero-Solís, Miguel Angel Tapia-Serrano, David Hortigüela-Alcalá, Manuel Jacob Sierra-Díaz and Pedro Antonio Sánchez-Miguel

Int. J. Environ. Res. Public Health 2021, 18(13), 7185; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph18137185 - 05 Jul 2021

Cited by 14 | Viewed by 4609

Abstract

Adolescence is a critical period for the acquisition of health-related behaviors that will transcend later psychological well-being in adulthood. The present study presents a theoretical model whose objective is to analyze how physical activity predicts an adequate quality of life through self-concept and subjective happiness among adolescents. A total of 452 students aged 12 to 15 (M = 13.8; SD = 0.77) from four Compulsory Secondary Education institutes of the Autonomous Community of Extremadura participated, including boys (n = 258) and girls (n = 194). The students reported information on the following variables: physical activity, body mass index, self-concept, subjective happiness, and quality of life. The results show acceptable fit indices for the proposed theoretical model, which showed the importance of physical activity through self-concept and subjective happiness in quality of life: MRLχ² = 67.533, p < 0.05, CFI = 0.93, TLI = 0.90, SRMR = 0.05, and RMSA = 0.07. Likewise, the model presented a better fit index for males than females. This study draws conclusions on the importance of physical activity as a predictor of quality of life mediated by the perception of self-concept and mood in adolescents. Full article

(This article belongs to the Special Issue Physical Education and Healthy Habits in Children and Adolescents through Models-Based Practice)

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14 pages, 369 KiB

Open AccessArticle

How TGfU Influence on Students’ Motivational Outcomes in Physical Education? A Study in Elementary School Context

by Vicente Gaspar, Alexander Gil-Arias, Fernando Del Villar, Alba Práxedes and Alberto Moreno

Int. J. Environ. Res. Public Health 2021, 18(10), 5407; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph18105407 - 19 May 2021

Cited by 11 | Viewed by 4165

Abstract

The purpose of this study was to implement a comprehensive teaching program based on the principles of Teaching Games for Understanding (TGfU) model and questioning, and to assess its consequences for students’ satisfaction of basic psychological needs, motivation, perceptions of ability and intention to be physically active during Physical Education lessons in primary education. A quasi-experimental design was utilized. Participants were 111 students from two different groups of fifth and sixth graders, all enrolled in one primary school. Participants were divided into experimental and control group. Experimental group experienced a TGfU unit, according to small side games and the questioning. Control group experienced a small side games unit, without questioning. Within-group results showed that experimental group students reported significantly higher mean scores in all dependents variables of the study, in both genders. Results showed that control group only reported significantly higher mean scores in intention to be physically active variable, also in both genders. The results demonstrate the need to implement didactic units under comprehensive pedagogical approaches to improve motivation and the intention to develop healthy lifestyle habits in female and male students. More researches are needed to support this evidence. Full article

(This article belongs to the Special Issue Physical Education and Healthy Habits in Children and Adolescents through Models-Based Practice)

14 pages, 759 KiB

Open AccessArticle

The Seneb’s Enigma: Impact of a Hybrid Personal and Social Responsibility and Gamification Model-Based Practice on Motivation and Healthy Habits in Physical Education

by David Melero-Canas, David Manzano-Sánchez, Daniel Navarro-Ardoy, Vicente Morales-Baños and Alfonso Valero-Valenzuela

Int. J. Environ. Res. Public Health 2021, 18(7), 3476; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph18073476 - 27 Mar 2021

Cited by 5 | Viewed by 3008

Abstract

Increasing physical activity (PA) and personal and social values are two of the greatest demands in the current educational system. This study examined the effects of a program based on the hybridization of the Personal and Social Responsibility Model and gamification. A total of 58 students (13.89 years old, SD = 1.14) in two groups (experimental and control) participated during a complete academic year. Motivation, physical activity and sedentary behavior were assessed through questionnaires. Physical fitness was evaluated using previously validated field tests. The results showed significant differences over time between the experimental group (EG) and control group (CG) in afterschool physical activity (APA) during the weekend (p = 0.003), sedentary time (p = 0.04) and speed–agility (p = 0.04). There were no significant differences in motivation. In reference to the intervention, the speed–agility (p = 0.000), strength (p = 0.000), agility (p = 0.000), cardiorespiratory fitness (p = 0.001), APA–weekend (p = 0.000), APA–week (p = 0.000) and sedentary time (p = 0.000) increased significantly in the EG. The speed–agility (p = 0.000), APA–weekend (p = 0.03) and sedentary time (p = 0.008) increased in the CG. The implementation of a program based on the hybridization of pedagogical models can be useful in producing improvements in physical fitness, physical activity and sedentary behaviors. Full article

(This article belongs to the Special Issue Physical Education and Healthy Habits in Children and Adolescents through Models-Based Practice)

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11 pages, 494 KiB

Open AccessArticle

Effects of an Alternative Sports Program Using Kin-Ball in Individuals with Intellectual Disabilities

by Félix Zurita-Ortega, José Luis Ubago-Jiménez, Pilar Puertas-Molero, Irwin Andrés Ramírez-Granizo, José Joaquín Muros and Gabriel González-Valero

Int. J. Environ. Res. Public Health 2020, 17(15), 5296; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph17155296 - 23 Jul 2020

Cited by 10 | Viewed by 2700

Abstract

The first aim of the present work was to examine the effects of a physical activity sports program, specifically Kin-Ball, within a group of individuals with intellectual disabilities, on decreasing sedentary behavior and improving basic physical skills. The second aim was to evaluate social validity and acceptability of the intervention. In this pre-experimental study, 47 individuals participated (46.8% male and 53.2% female) with an average age of 29.85 (SD = 10.41). All participants were administered an intervention program based on the alternative sport of Kin-Ball. BMI was calculated for body composition and age-related Z-scores were interpreted with the tables provided by the WHO. Endurance was measured through a modified six-minute test, speed was analyzed using a 50 m test, and strength was estimated according to a hand-grip dynamometer. Likewise, balance and coordination were examined in line with adaptations proposed by the scientific literature. Results indicated that all cases experienced statistically significant differences following the intervention program (p = 0.000). Improvement effects were detected in all post-intervention tests (endurance, strength, speed, balance, and coordination). As a main conclusion, it is indicated that an alternative sports-based program improves physical ability and motor skills in individuals with intellectual disabilities. Full article

(This article belongs to the Special Issue Physical Education and Healthy Habits in Children and Adolescents through Models-Based Practice)

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14 pages, 397 KiB

Open AccessArticle

The Role of Family Time Together in Meeting the Recommendation for Physical Activity among Primary School Children

by Agata Korcz, Jana Krzysztoszek, Marlena Łopatka, Mateusz Ludwiczak, Paulina Górska and Michał Bronikowski

Int. J. Environ. Res. Public Health 2020, 17(11), 3970; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph17113970 - 03 Jun 2020

Cited by 7 | Viewed by 2711

Abstract

Family time may have an influence on children’s physical activity (PA) participation or may contribute to increased sedentary behaviour. The aim of this paper was to examine whether spending family time is associated with the PA of children aged 10–11. Cross-sectional data on 158 primary school children (80 girls and 78 boys) with a mean age of 10.6 ± 0.49 years were collected. Weight and height were used to calculate body mass index. The level of moderate-to-vigorous physical activity (MVPA) was determined with a physical activity screening measure. Participants wore a Vivofit^® wrist band activity tracker to measure their daily number of steps. The Health Behaviour in School-Aged Children questionnaire was used to obtain information from children about the frequency of activities undertaken by the family. Analyses entailed descriptive statistics of the total sample and by gender, t-test, and the Mann–Whitney U-test to examine the gender differences and Spearman’s correlation coefficients. It was found that 32.3% of the children did not accomplish at least 60 min per day on ≥5 of the seven days and more than 75.9% of them did not accumulate at least 12,000 or more steps daily. More boys than girls tended to be sufficiently active and met the guideline of at least 60 min per day on ≥5 of the seven days (70.5% and 65.0%, respectively) or 12,000 steps per day (25.8% and 10.0%, respectively). The number of steps during the weekday was significantly and inversely associated both in girls and in boys with active family time (r = −0.27 and r = −0.25, respectively), and with total family time (r = −0.28) and non-active family time (r = −0.25) only in boys. Average MVPA was also inversely correlated with active family time (r = −0.31), non-active family time (r = −0.24), and total family time (r = −0.29) in boys. The correlation effect size values ranged between small to medium significant differences for these measures. The findings underscore the need for community-based PA programmes designed for whole families to meet the recommended PA of children and also to develop and promote active leisure activities among families. Full article

(This article belongs to the Special Issue Physical Education and Healthy Habits in Children and Adolescents through Models-Based Practice)

22 pages, 410 KiB

Open AccessArticle

Effects of Two TGfU Lessons Period on Game Performance, Knowledge and Psychosocial Variables in Elementary Physical Education

by José L. Arias-Estero, Pablo Jaquero, Ana N. Martínez-López and María T. Morales-Belando

Int. J. Environ. Res. Public Health 2020, 17(10), 3378; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph17103378 - 12 May 2020

Cited by 21 | Viewed by 4029

Abstract

The purpose of the present work was to explore whether fourth-grade physical education students improved their game performance, knowledge and psychosocial variables with Teaching Games for Understanding (TGfU) to a greater extent after an eight-lesson period in comparison to a 14-lesson period. The study followed a mixed-methods approach in which the design consisted of a first assessment, a second assessment after Lesson 9 (eight-lesson period) and a third assessment after Lesson 16 (14-lesson period). A TGfU floorball intervention was carried out between assessments. The participants (n = 40) were in their fourth year of elementary education. According to students’ background and setting, we decided to implement three broad and interrelated strategies to enact the intervention built on the TGfU pedagogical features. Data were collected through Game Performance Assessment Instrument, knowledge questionnaire, enjoyment, perceived competence and intention to be physically active scales and semi-structured interviews. Quantitatively, Friedman’s χ² was used to explore differences in the variables and Wilcoxon’s Z post-hoc comparisons were performed to determine: (a) first–second and first–third assessment differences; and (b) second–third assessment differences. Qualitatively, data were open and axial coded line-by-line and incident-to-incident in sub-themes. The quantitative results show no significant differences between the two periods (p > 0.05). However, there were improvements after both periods compared with the first assessment (p < 0.05). The qualitative information supported that the pedagogical strategies implemented could be key to explain the similarities between the two practice volumes. In conclusion, the amount of practice should not be considered as the only variable in the design of interventions with TGfU. Full article

(This article belongs to the Special Issue Physical Education and Healthy Habits in Children and Adolescents through Models-Based Practice)

14 pages, 356 KiB

Open AccessArticle

Personal and Social Responsibility Programme Effects, Prosocial Behaviours, and Physical Activity Levels in Adolescents and Their Families

by Juana García-García, David Manzano-Sánchez, Noelia Belando-Pedreño and Alfonso Valero-Valenzuela

Int. J. Environ. Res. Public Health 2020, 17(9), 3184; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph17093184 - 03 May 2020

Cited by 12 | Viewed by 3395

Abstract

The aim of this study was to analyse a personal and social responsibility programme in students and their family’s perceptions relative to responsibility, prosocial behaviours, empathy, violence perception and physical activity levels. A sample consisting of 57 physical education students between 11 and 14 years old (mean (M) = 11.93; standard deviation (SD) = 0.73) that included 32 of their parents (M = 49.31; SD = 6.39) was distributed into experimental and control groups. The main results indicate that there were initial significant differences in favour of the control group for personal and social responsibility compared to the experimental group and they disappeared at the end of the treatment. There was an increase in antisocial behaviours for the control group at the end of the treatment. The experimental group also enhanced the values in violence perception for both students and families as compared to the control group. These results seem contradictory, which may be due in part to a short-time intervention programme and a low number of participants in the sample. More studies will clarify the improvements this kind of programme can bring to the variables studied. Full article

(This article belongs to the Special Issue Physical Education and Healthy Habits in Children and Adolescents through Models-Based Practice)

Review

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12 pages, 382 KiB

Open AccessReview

Fundamental Pedagogical Aspects for the Implementation of Models-Based Practice in Physical Education

by Alejandra Hernando-Garijo, David Hortigüela-Alcalá, Pedro Antonio Sánchez-Miguel and Sixto González-Víllora

Int. J. Environ. Res. Public Health 2021, 18(13), 7152; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph18137152 - 04 Jul 2021

Cited by 7 | Viewed by 3825

Abstract

The implementation of pedagogical models (PMs) in the subject of Physical Education (PE) is presented as a pedagogical approach that is based on the educational context as a means to overcome the serious limitations that arise from traditional approaches. The effective implementation of this approach has demonstrated benefits in terms of student motivation, student involvement and improved learning. Thus, its application and international relevance, the variability of content covered, the possibility of replicability in a variety of contexts and the fact that it favors a reflective framework and common action by teachers are some of the reasons that justify its use. In this sense, the need for teacher training, as well as the intention to generate more scientific evidence based on its application in the classroom, are some of the key aspects to be taken into account for its implementation and consequent consolidation in the educational field. Full article

(This article belongs to the Special Issue Physical Education and Healthy Habits in Children and Adolescents through Models-Based Practice)

17 pages, 2162 KiB

Open AccessFeature PaperReview

Sustainable Development Goals and Physical Education. A Proposal for Practice-Based Models

by Salvador Baena-Morales, Daniel Jerez-Mayorga, Pedro Delgado-Floody and Jesús Martínez-Martínez

Int. J. Environ. Res. Public Health 2021, 18(4), 2129; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph18042129 - 22 Feb 2021

Cited by 50 | Viewed by 7335

Abstract

The Sustainable Development Goals (SDGs) is a global strategy that aims to obtain a more equitable and just world. These objectives are organized into 17 SDGs, detailing 169 targets. Different international institutions have emphasized the relevance of education to developing citizens who contribute to achieving the SDGs for 2030. However, a review focused on physical education (PE) has yet to be performed. Therefore, the objective of this work is two-fold. First, to analyze and select the specific SDGs that can be implemented in the area of physical education. Second, to relate these specific goals to the different models based on physical education practices. This review showed how three institutional documents have previously related sport, physical exercise, and physical education to specific SDGs. Based on the search done, this review article selects those goals that could be integrated into the educational context through physical education. The bibliographic and critical analysis in this research shows that of the 169 specific goals proposed in the SDGs, only 24 could be worked on in physical education. Upon completion of the analysis, a proposal for the relationship between the practice-based models and these 24 goals is presented. The contributions made in this paper will allow teachers to establish links between PE sessions and SDGs while raising awareness to develop students who contribute to a more sustainable world. Full article

(This article belongs to the Special Issue Physical Education and Healthy Habits in Children and Adolescents through Models-Based Practice)

16 pages, 421 KiB

Open AccessReview

The Attitudinal Style as Pedagogical Model in Physical Education

by Ángel Pérez-Pueyo, David Hortigüela-Alcalá, Alejandra Hernando-Garijo, Sixto González-Víllora and Pedro Antonio Sánchez-Miguel

Int. J. Environ. Res. Public Health 2021, 18(2), 374; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph18020374 - 06 Jan 2021

Cited by 6 | Viewed by 2929

Abstract

The continuous changes in the different legislative systems have led to the application of different ways of understanding students and generating learning in them. In this sense, an area such as physical education is not alien to the continuous changes in teaching learning and its teaching has been modified from a behavioural approach to more cognitive perspectives. In this line, the Attitudinal Style concept arises with the intention of responding to this need for evolution, a global approach to teaching, as well as the generation of materials that allow the participation and learning of all types of students, greatly favoring their involvement and/or adaptation. The objective of this study is to present the Attitudinal Style as a pedagogical model within school physical education, analyzing its characteristics, elements and main purposes. A systematic review of narrative character is used, showing the origins and fundamental elements to justify the Attitudinal Style as a pedagogical model. Thus, aspects such as the generation of positive experiences in the students; the rigorous explanation of what is being learned, adaptation to the content, context and students; the work of collaboration and/or cooperation as a means to achieve a group achievement; the transfer of learning; and the application of formative evaluation, make this model of teaching applicable, relevant and necessary in the different educational levels. Full article

(This article belongs to the Special Issue Physical Education and Healthy Habits in Children and Adolescents through Models-Based Practice)

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