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The objective of this study was to design and validate a measuring instrument to evaluate the performance of university professors. The Evaluation of Teaching Performance (CEID [Centro de Estudios e Investigaciones Docentes (Center for Teaching Studies and Research)]) questionnaire was administered to 1297 university students. Various factor analyses were performed (exploratory and confirmatory), of the internal consistency, descriptive statistics, and correlation of all of the items. The data obtained confirmed a suitable psychometric structure for the CEID scale, which was made up of three dimensions (planning, development, and result). It is therefore concluded that it is a valid and reliable instrument for evaluating the performance of a university professor.

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Purpose: To assess the impact of a sustained Teaching for Personal and Social Responsibility program in Physical Education. Method: There were 72 primary and secondary education students (11–13 years), enrolled in two different schools, and their four teachers were randomly distributed into an experimental group (n = 35) and a nonequivalent group (n = 37) by their schools’ administration. A pre-/posttest, repeated-measures nonequivalent group design was used. The two teachers of the experimental group implemented a Teaching for Personal and Social Responsibility program, whereas the two teachers of the nonequivalent group used Direct Instruction in their classes over four consecutive learning units (29 sessions, 5 months). Results: Students in the experimental group significantly increased their personal and social responsibility (p < .01), self-determined motivation (p < .01), basic psychological needs satisfaction (competence, autonomy, and relatedness; p < .01), sportsmanship (p < .05), and intention to be physically active outside school (p < .05). Conclusion: The Teaching for Personal and Social Responsibility program was more able to increase students’ self-determined motivation and to generate positive psychosocial consequences than the Direct Instruction approach.

The aim of this study was to analyze changes in the physical activity levels in students after implementing an active break (AB)-model-based program during the school day. Forty-four fifth-grade primary school children (24 boys, 20 girls, with a mean age = 10.44 ± 0.45) participated in a 17 week program. After intervention, there was an increase in moderate and vigorous total activity during physical education lessons, non-physical education lessons, and recesses. Intervention programs to encourage physical activity and decrease sedentary time are recommended.