Daniel Mayorga-Vega

The aim of the present study was to examine the psychometric properties of the Spanish Behavioral Regulation Exercise Questionnaire (BREQ-3) proposed by González-Cutre et al. (2010) among adolescents, and to analyze the factor invariance across gender. An initial sample of 394 Spanish secondary school students were invited to participate in the present study (final sample = 303; 134 females and 169 males, average age = 13.9 ± 1.1 years). Participants filled the Spanish version of the BREQ-3 previously validated in adults by González-Cutre et al. (2010). Confirmatory factor analyses and factorial invariance by gender of the BREQ-3 questionnaire were conducted. Reliability (internal consistency) was calculated using Cronbach’s Alpha and Omega. Results showed that the six-factor model with 18 items (i.e., three items per factor) showed the best indices of fit (CFI = 0.980; RMSEA = 0.035; GFI = 0.945), as well as model invariance across gender (∆CFI ≤ 0.01). The internal consistency was acceptable to good (Ω = 0.645-0.851). In conclusion, the proposed 18-item and six-factor Spanish version of the BREQ-3 questionnaire is a valid and reliable measurement instrument to assess motivational regulations toward physical activity practice according to the Self-Determination Theory framework among Spanish secondary school students.

El objetivo del presente estudio fue examinar la influencia de las características de los escolares de Educación Primaria (género, estado del peso, uso previo y actual de pulseras de fitness, y cumplimiento de la recomendación de realizar al menos 10.000 pasos al día) sobre el efecto de una unidad de programación gamificada en Educación Física en los pasos diarios. Un total de 121 escolares de Educación Primaria (muestra final = 107; 45,8% mujeres; edad media = 10,0 ± 0,9 años) realizaron una unidad de programación gamificada de cinco semanas (primeros 15 minutos de cada clase, tres clases por semana) utilizando estrategias de modificación de conducta. Los escolares que no cumplían antes de la intervención con la recomendación de realizar al menos 10.000 pasos al día mejoraron de manera estadísticamente significativa los pasos diarios comparado con los escolares que sí la cumplían antes de la intervención (p < 0,001; d = 0,78). El resto de las características analizadas no mostraron influencia sobre el efecto de la intervención en los pasos diarios de los escolares (p > 0,05; |d| = 0,06-0,30). Una unidad de programación gamificada utilizando estrategias de modificación de conducta parece ser más efectiva para mejorar los niveles de actividad física de los escolares físicamente inactivos.

Purpose : To examine the effect of an activity wristband-based intermittent teaching unit (TU) combined with other behavior modification strategies in the physical education setting on high school students’ weekly steps. Method : Seventy-one high school students (49.3% girls) aged 12–16 years performed an 8-week intermittent TU (last 15 min of each session) twice a week. The TU consisted of the following strategies: activity wristband (24 hr), educational counseling, and progressive step goals, among others. Results : The students improved their weekly steps from Week 1 to Weeks 4–8 ( p ≤ .001; d = 0.45–0.58). There was a higher percentage of students who did at least an average of 10,000 steps per day at Week 8 compared with Week 1 ( p = .031; Cramer’s V = 0.246). Conclusion : The studied intermittent TU increased students’ weekly steps and the proportion of students who did at least an average of 10,000 steps per day.

Objectives: The aim of this study was to compare the effects of eight-week hamstring stretching programs, implemented at different times during physical education classes (i.e., warm-up, cool-down, and both periods), on primary schoolchildren’s back-saver sit-and-reach scores. Methods: A total of 275 schoolchildren (141 females and 134 males; age 8.82 ± 1.63 years) were divided into four groups: the WUG performed stretching during warm-up, the CDG during cool-down, and the MXG during both. The NSG followed the standard classes of physical education without any stretching. During physical education classes WUG, CDG, and MXG performed a 4 min stretching program twice a week. Hamstring extensibility was assessed before and after the program using the back-saver sit-and-reach test. Results: The CDG is the one that achieved statistically significant improvements compared with the WUG, MXG, and NSG (p ≤ 0.01; d = 0.50–0.71). Moreover, the CDG statistically increased the percentage of schoolchildren achieving healthy hamstring extensibility from pre-intervention (49%) to post-intervention (66%). Conclusions: This knowledge could guide teachers to design programs that guarantee feasible and effective development of hamstring extensibility in the physical education setting.

El objetivo del presente estudio fue examinar el efecto de una unidad didáctica intermitente gamificada de promoción de la práctica regular de actividad física sobre el disfrute de los estudiantes en las clases de Educación Física. Seis clases, con 142 estudiantes de Educación Secundaria Obligatoria (50% mujeres; edad media = 14.9, desviación estándar = 0.7), se asignaron aleatoriamente al grupo gamificado (n = 79) o control (n = 63). Los estudiantes del grupo gamificado realizaron una unidad didáctica intermitente gamificada (dos veces por semana durante ocho semanas, sólo los primeros 15 minutos de cada sesión) con el objetivo de promover hábitos saludables de actividad física. Durante la unidad didáctica se aplicaron estrategias de modificación de la conducta como el establecimiento de objetivos, pulseras de actividad física, asesoramiento educativo, recordatorios, diario, mensajes de motivación e incentivos. Los resultados mostraron que los estudiantes del grupo gamificado mejoraron de manera estadísticamente significativa los niveles de disfrute hacia la Educación Física en comparación con los del grupo control (p = .001; d = 0.47). Una unidad didáctica intermitente gamificada de promoción de la práctica regular de actividad física en Educación Física parece tener un impacto positivo sobre los niveles de disfrute de los estudiantes en las clases de Educación Física. Abstract The aim of the present study was to investigate the effect of a gamified intermittent programming unit to promote regular practice of physical activity on pupils’ enjoyment in Physical Education lessons. Six classes, with 142 Compulsory Secondary Education pupils (50% females; mean age = 14.9, standard deviation = 0.7), were randomly assigned to the gamified (n = 79) or control (n = 63) group. The gamified group pupils completed a gamified intermittent programming unit (twice a week for eight weeks, only the first 15 minutes of each lesson) with the aim of promoting healthy habits physical activity habits. During the intermittent programming unit behaviour modification strategies such as objective setting, physical activity tracker, educational guidance, alerts, physical activity log, encouragement texts, and rewards were applied. The results showed that the gamified group pupils statistically significantly improved their levels of enjoyment towards Physical Education compared to those in the control group (p = .001; d = 0.47). A gamified intermittent programming unit to promote regular practice of physical activity in Physical Education seems to have a positive impact on pupils’ levels of enjoyment in Physical Education lessons.

El disfrute de los estudiantes durante las clases de Educación Física influye positivamente en sus niveles de actividad física en contextos extraescolares. Desafortunadamente, hasta donde sabemos, no existen estudios previos que examinen el efecto de una unidad didáctica alternada en Educación Física de práctica de actividad física dentro y fuera del centro sobre el disfrute de los estudiantes. El objetivo fue examinar el efecto de una unidad de enseñanza alternada dentro-fuera basada en la Educación Física en los niveles de disfrute de los alumnos en Educación Física. Ciento setenta y nueve estudiantes (94 mujeres) de 13 a 15 años fueron asignados aleatoriamente al grupo Alternado o Dentro. El grupo Alternado realizó una unidad didáctica alternada de cuatro semanas, dos veces por semana, con una clase de Educación Física dentro y otra fuera del centro. En cuanto al grupo Dentro, realizó una unidad didáctica de cuatro semanas, dos veces por semana, exclusivamente con clases de Educación Física dentro de la escuela. Se evaluó el interés de los estudiantes por la asignatura de Educación Física antes y después de la intervención, así como al final de cada sesión de Educación Física a través de la versión corta de la versión en español del Sport Satisfaction Instrument. Los resultados mostraron que la unidad didáctica alternada mejoró el disfrute de los estudiantes hacia la asignatura de Educación Física (p < 0,01; d = 0,65). Además, los estudiantes del grupo Alternado reportaron mayores valores de disfrute durante las sesiones de Educación Física fuera del centro escolar en comparación con las sesiones de dentro (p < 0,05; d = 0,46). Estos hallazgos podrían orientar el diseño de programas de Educación Física que resulten agradables a los estudiantes para promover sus niveles de actividad física.

The main aim of the present study was to analyze the effect of a gamified intermittent teaching unit using a combination of behavior modification strategies (i.e., activity wristbands, goal-setting, educational counseling, physical activity reminders, and physical activity diaries) in the Physical Education setting on primary schoolchildren’s activity wristband-measured weekly steps. 121 primary schoolchildren (final sample = 103; 45.6% females; 9-12 years) from a public school performed a gamified intermittent teaching unit (first 15 minutes of each session, three times per week for five weeks). Several behavior modification strategies were combined during the intervention (i.e., activity wristbands, goal-setting, physical activity reminders, diary, and educational counseling) in order to promote participants’ daily physical activity. Schoolchildren’s daily steps were recorded at the baseline week and during the fifth intervention week by the Garmin Vivofit Jr 3 activity wristbands. The Multilevel Linear Model results showed that schoolchildren improved their weekly steps from the baseline week to the fifth week of the program (p = 0.044; d = 0.19). Also, schoolchildren improved the percentage of schoolchildren reaching, on average, 10,000 steps per day at week five compared with baseline week (p = 0.035; Cramerʼs V = 0.477). A gamified intermittent teaching unit using a combination of behavior modification strategies for increasing schoolchildren’s active behavior seems effective for improving their weekly steps.