Can We Motivate Students to Practice Physical Activities and Sports Through Models-Based Practice? A Systematic Review and Meta-Analysis of Psychosocial Factors Related to Physical Education

Sierra-Díaz, Manuel Jacob; González-Víllora, Sixto; Vicedo, Juan Carlos Pastor; Sánchez, Guillermo Felipe López

doi:10.3389/fpsyg.2019.02115

Cited by 69 publications

(90 citation statements)

References 132 publications

(168 reference statements)

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“…A primary objective in the educational context is to promote healthy lifestyles (World Health Organization [WHO], 2016), active and participatory (Pate and Dowda, 2019). Accordingly, physical education, within the framework of a Physical Education of quality reinforcing prosocial practices (United Nations Educational Scientific and Cultural Organization [UNESCO], 2015) is instrumentalized as an effective subject to favor an integral commitment of students (Whitehead, 2010;Escalié et al, 2019) by positively developing their cognitive, affective, physical and social spheres (Mitchell and Hutchinson, 2003;Kao, 2019;Sierra-Díaz et al, 2019). The Association for Physical Education [afPE] (2015) states that quality Physical Education acts as a starting point for a commitment to physical activity and sport throughout life.…”

Section: Introductionmentioning

confidence: 99%

“…The Association for Physical Education [afPE] (2015) states that quality Physical Education acts as a starting point for a commitment to physical activity and sport throughout life. Thus, this subject provides students with active, cooperative and practical resources (Girard et al, 2019) that improve experiences in the school environment (Kohl and Cook, 2013;Sierra-Díaz et al, 2019). Similarly, it encourages students to develop personal and social skills in a real environment that in other subjects would be more complex to teach (Hellison, 2011).…”

Section: Introductionmentioning

confidence: 99%

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Social Competence and Peer Social Acceptance: Evaluating Effects of an Educational Intervention in Adolescents

Luna

Guerrero²,

Rodrigo-Ruiz

et al. 2020

Front. Psychol.

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This study aims to evaluate the impact of an educational intervention on social competence and social acceptance among adolescents. The participants were 106 adolescents aged 12-15 years (M = 13.41 years; SD = 0.81 years). Participants were randomly assigned to the control group (n = 44) and an experimental group (n = 69). In the experimental group, an intervention based on the Sport Education Model (SEM) was applied. While in the control group, an intervention based on the Traditional Model of Direct Instruction (TM-DI) was carried out. An experimental design with repeated pretest and posttest measurements was developed. The Adolescent Multidimensional Social Competence Questionnaire (AMSC-Q) was used to assess social competence. The Guess Who (GW4) questionnaire was used to assess social acceptance (SA) among peers. The preliminary results showed that the intervention based on the SEM (experimental group) promoted more significant improvements in some indicators of social competence and social acceptance among peers than those obtained with the TM-DI (control group). The results confirm a similar impact of the intervention between boys and girls. These preliminary results suggest the potential of the Sport Education Model with adolescents.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Social Competence and Peer Social Acceptance: Evaluating Effects of an Educational Intervention in Adolescents

Luna

Guerrero²,

Rodrigo-Ruiz

et al. 2020

Front. Psychol.

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“…Moreover, these documents do not define or adopt a clear concept of "health" or "health promotion". Such structural mismatches leads to a dissipation of efforts and goes contrary to several countries [28], even in Latin America [29].…”

Section: Discussionmentioning

confidence: 99%

“…On the other hand, the data that emerge from the other questionnaires suggest that the perception and appreciation of the role of PE are more aligned with health promotion, even though this role is not entirely clear to professionals and students. Considering that PE classes are a legitimate setting for the education and training of adolescents, the values and attitudes of PE teachers towards the role of school PE and its relation to health are of paramount importance [28].…”

Section: Discussionmentioning

confidence: 99%

Attitudes and Values of Physical Education Professionals and Undergraduate Students about Their Role in Health Promotion

Nasário

Zaia

Trevisan

et al. 2020

IJERPH

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Physical education (PE) is identified with health, with PE teachers and school PE regarded as legitimate instruments for health promotion. The PE teacher’s conceptions, attitudes, and values regarding the role of PE are inseparable from their performance. Thus, the objective of the present work is to verify concepts and attitudes of PE professionals and undergraduate students, in order to verify how they value their role in health promotion. This was a cross-sectional study that used surveys to assess attitudes and values of PE professionals and undergraduate students about their concepts of the role of PE in health promotion. A total of 942 PE professionals and undergraduate students regards themselves as players in health promotion (86.9%) despite no clear definition about the concept of health or the curriculum to attain such a goal, mainly based on academic training only. Also, they attribute the responsibility for childhood obesity and lack of motivation for the practice of physical activity to external factors, such as media (72.6%), family (84.7%), and technologies (83.1%). Despite participants regarding themselves as players in health promotion, there is a loose definition on how to promote health, and how to provide curriculum and strategies to meet the needs of public health.

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“…Further education at the university is associated with an intensive learning process [15]. Changes in the students' quality of life occur as a result of an increase in the volume of neuropsychiatric factors in the educational environment and their impact on the adaptive potential of the organism [16][17][18]; ignoring the basics of healthy lifestyles against the hypodynamia background [19,20]. Physical activity is an effective drug-free means of preserving and enhancing the reserve capacity of the human body [21][22][23].…”

Section: Introductionmentioning

confidence: 99%

Physical activity of the university's senior students

Kolokoltsev¹,

Jagiełło²

2020

PES

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Background and Study Aim. To prevent hypodynamics, to evaluate the volume and level of weekly physical activity of the university's senior students. Material and methods. The study involved students (n = 244) aged 19-20 years (n = 157 - boys, n = 87 - girls). The students studied in the 4th year of the Technical University (Russia). The following parameters were investigated: physical activity (PA), the intensity of metabolic processes and motor skills. The volume of weekly physical activity was determined by a short form of the IPAQ-SF physical activity questionnaire. The level of physical activity intensity was determined by the formula of a metabolic equivalent of task (MET) (min/week). According to MET, students are divided into three groups: 1st group with a high level; 2nd group with average level; 3rd group with low level. The battery of motor tests used to evaluate students' physical preparedness. Results. The total intensive and non-intensive weekly motor activity of boys was 6.2 hours (372 min). This confirms with the standard volume (6 hours) recommended by WHO. The total motor activity of the girls (intense and non-intense) was 4.5 hours (271.6 min) per week. More than a quarter of the surveyed boys had a high level of physical activity. About 62% of students had an average level and 12.7% had a low level. Among all surveyed girls 16.1% have a high level of physical activity, 41.4% had an average level and 42.5% had a low level. The results of boys with a low level of physical activity in all motor tests were lower than the results of boys with high and average levels of physical activity. The exception was the results of the Seated Forward Bend test (p <0.05). In 6 motor tests, the results of girls with a low level of physical activity were worse than the results of female students with a high level of weekly physical activity (p <0.05). There are no significant differences between the test results in girls with low and average levels of weekly physical activity. Conclusions. After completing the course on the subject "Elective Courses in Physical Culture and Sports", the physical activity of students remains high enough. 12.7% of boys and 42.5% of girls with low levels of physical activity and MET were identified among the surveyed student population. This allows aligning them into a group at risk of developing non-communicable diseases. To reduce the hypodynamics of junior courses students at risk, it should use individually directed pedagogical technologies of physical education. In presenting the theoretical section of the subject "Physical Culture" to the senior courses students it is necessary to strengthen their motivation for independent motor activity.

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Can We Motivate Students to Practice Physical Activities and Sports Through Models-Based Practice? A Systematic Review and Meta-Analysis of Psychosocial Factors Related to Physical Education

Cited by 69 publications

References 132 publications

Social Competence and Peer Social Acceptance: Evaluating Effects of an Educational Intervention in Adolescents

Social Competence and Peer Social Acceptance: Evaluating Effects of an Educational Intervention in Adolescents

Attitudes and Values of Physical Education Professionals and Undergraduate Students about Their Role in Health Promotion

Physical activity of the university's senior students

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