This narrative review describes the available scientific evidence regarding promising school-based strategies to increase physical activity of adolescents. We conducted a literature search for studies published up to 2011, regarding adolescent physical activity intervention studies that resulted in increased physical activity (regardless of measurement) and reviewed 52 intervention articles and 21 review articles. We identified several promising strategies and grouped into five broad intervention guidelines. These guidelines are as follows: (i) design multi-component interventions that foster the empowerment of members of the school community; (ii) develop improvements to Physical Education curricula as a strategy to promote physical activity to adolescents; (iii) design and implement non-curricular programmes and activities to promote physical activity; (iv) include computer-tailored interventions during the implementation and monitoring of physical activity promotion programmes and (v) design and implement specific strategies that respond to the interests and needs of girls. On the basis of our review of the adolescent physical activity promotion literature, we suggest that these five guidelines should be taken into account in school-based interventions geared towards achieving an increase in adolescent physical activity.

Sigue la Huella had a positive effect on motivational outcomes relevant to moderate-to-vigorous physical activity, sedentary time, and, particularly, student engagement in physical education. The analyses identified shared and unique determinants of moderate-to-vigorous physical activity and sedentary time, suggesting that specific intervention strategies may be required to address each outcome.

A pesar de que la inactividad física está reconocida como un importante factor que contribuye al incremento de los niveles de obesidad y de otros problemas de salud, la mayoría de niños y adolescentes de las sociedades occidentales no realizan suficiente actividad física, para llegar a generar beneficios para su salud. El centro escolar representa una oportunidad para promocionar la actividad física, porque los niños permanecen gran parte de su tiempo en él. Para muchos escolares, las clases de Educación Física suponen el único momento a lo largo de la semana, en el que realizan práctica de actividad física. Tradicionalmente se ha considerado a la Educación Física como un área privilegiada en la promoción de la actividad física, bien de una manera directa, contribuyendo a la acumulación diaria de actividad física recomendada, bien de forma indirecta, promoviendo la actividad física fuera del centro escolar, a través del desarrollo de actitudes y competencias que permitan incorporar la conducta hacer práctica de actividad física, en el estilo de vida del individuo. Este artículo supone una reflexión sobre las relaciones entre la Educación Física y la promoción de la actividad física, analizando por un lado, el papel que debe jugar nuestra área que quizá deba estar más preocupada por atender aquellos aspectos motivacionales que favorezcan la adherencia a la práctica de actividad física presente y futura, y por otro, el rol del profesor de Educación Física, como facilitador y promotor de un estilo de vida activo y saludable, en coherencia con el modelo pedagógico de Educación Física y Salud.Abstract. Although physical inactivity is recognized as an important factor contributing to rising levels of obesity and other health problems, the majority of children and adolescents in Western societies do not get enough physical activity to generate health benefits. The school setting represents an opportunity to promote physical activity, because children spend much of their time in it. For many students, the Physical Education lessons represent the only time during the week in which they perform physical activity. It has traditionally been considered that physical education as a privileged area for the promotion of physical activity, in a direct way, contributing to the daily accumulation of physical activity recommended, and indirectly, promoting physical activity outside school, through the development of attitudes and skills which can help incorporate physical activity behavior in the lifestyle of the individual. This article is a reflection on the relationship between physical education and the promotion of physical activity, analyzing, first, the role to be played by our field that may need to be more concerned with addressing those motivational aspects that promote adherence to physical activity in the present and the future, and secondly, the role of the physical education teacher, as facilitator and promoter of an active, healthy lifestyle, consistent with the pedagogical model of Physical Education and health.

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Grounded in self-determination theory, this study examines the effects of a leisuretime physical activity (LTPA) intervention with work colleagues on work-related outcomes of relatedness satisfaction, engagement factors, satisfaction, and burnout subtypes. Fiftyseven teachers (Mage=46.81±7.90), from two secondary schools randomized as an experimental (n=22) or control (n=35) group, participated in the study. Thirty-two sessions based on playful, strength, aerobic, and back pain prevention activities were performed two days per week throughout one academic year. The experimental group teachers reported significant improvements in relatedness satisfaction, vigor, absorption, and satisfaction at work compared to the control group teachers and their own baseline scores. Results highlight that two weekly sessions of LTPA with work colleagues can lead to positive work-related outcomes among teachers.

Grounded in self-determination theory and achievement goal theory, the objective of this study was to validate the Need-Supportive Teaching Style Scale (NSTSS) to evaluate teachers' perception of their interpersonal styles. Using an adaptation to teachers of the items of the Motivational Climate in Physical Education Scale (MCPES) validated in students, the NSTSS proposed a four-factor structure, made up of task climate support, ego climate support, autonomy support and relatedness support. With a sample of 584 secondary teachers, the results obtained from the confirmatory factor analysis (CFA) and from the exploratory structural equation modeling (ESEM) supported the four-factor structure for the NSTSS. The results also supported composite reliability, measurement invariance across gender and type of school (public or private), as well as nomological validity (in relation to measures of motivation to teach, engagement at work and burnout at work) of NSTSS ratings. The results are discussed by arguing the importance that creating a scale to evaluate teachers' perception of their need-supportive teaching styles using an integrative approach may have, discussing theoretical, methodological and practical contributions.

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