No More Bricks in the Wall: Adopting Healthy Lifestyles through Physical Education Classes

Self Cite

Physical Education classes are a key context for the development of creativity due to interactions with peers and the resolution of complex motor skills. Therefore, the aim of this study is to analyze the influence of the teacher's social behaviors on the mindwandering, emotional state, and academic performance of Physical Education students. The study involved 606 high school students and 36 physical education teachers. A structural equation model was used to analyze the relationship between the variables of the study. The results showed how the teacher's prosocial and antisocial behaviors had a negative influence on mindwandering. In turn, mindwandering negatively predicted creative intelligence. Likewise, creative intelligence positively predicted a positive emotional state and academic performance and negatively predicted a negative emotional state. Finally, a positive emotional state positively predicted academic performance, while a negative emotional state predicted it negatively. Therefore, the results achieved in the study showed how mindwandering should be promoted in the educational field as a means of encouraging creativity and therefore increasing the well-being of students, which is conducive to academic performance.

Section: Mindwanderingmentioning

confidence: 99%

The Influence of the Teacher’s Prosocial Skills on the Mindwandering, Creative Intelligence, Emotions, and Academic Performance of Secondary Students in the Area of Physical Education Classes

Trigueros

Tascón

Gallardo

et al. 2020

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“…Furthermore, for many children and adolescents, particularly those from disadvantaged backgrounds, PE may be the only setting where they engage in good-quality and meaningful PA experiences guided by a qualified specialist in the PE curriculum who provides pedagogically aligned lessons [ 4 , 14 , 15 , 16 ]. Additionally, there is evidence suggesting that PE can be an effective means to promote PA inside and outside of school [ 7 , 11 , 17 , 18 ]. Thus, participation in PE classes can be considered an important context for the promotion of PA in youth and have a role in reducing inequalities in the access to PA opportunities.…”

Section: Introductionmentioning

confidence: 99%

A Comparative Study of Participation in Physical Education Classes among 170,347 Adolescents from 54 Low-, Middle-, and High-Income Countries

Martins

Marques

Henriques‐Neto

et al. 2020

Given the need for comparative research on the participation of adolescents in physical education (PE) classes as a privileged space for physical activity (PA) promotion, this study sought to estimate, analyse and compare the prevalence of participation in PE classes among adolescents from 54 countries and to examine sex, age, country income and world regions disparities. Data from the Global Students Health Survey (2010–2015) were used, comprising 170,347 adolescents (90,305 girls, aged 13–17 years) from nationally representative samples of 54 countries—of which 7 are low-income, 23 lower-middle-income, 14 upper-middle-income and 10 high-income—and six world regions. The weighted percentages of adolescents participating in PE classes (never, 1–2 days/week, 3–4 days/week, 5 or more days/week) were estimated along 95% confidence intervals and compared across sex, age, country income, region, and country. Most adolescents reported to participate in PE on 1–2 days/week (55.2%), but almost 20% of adolescents reported never participating in PE. Girls, compared to boys, presented a lower prevalence for participating ≥5 days/week (girls 16.8%, boys 20.0%). The prevalence of participating in PE on ≥3 days/week was higher among adolescents aged 13–14 years when compared to adolescents aged 15–17 years (boys: 30.9% vs. 24.6%; girls: 26.1% vs. 18.2%). Concerning the countries’ income, the prevalence of never participating in PE was higher in high-income countries, and participating on ≥3 days/week was higher in low-income countries, but further research is recommended. The findings suggest that national, regional and worldwide data highlight the importance of improving participation in PE, particularly for girls and older adolescents. An improved and continued monitoring of PE policies and their actual implementation is needed worldwide.

“…In recent years, multiple studies have shown the influence of physical education classes on the emotional, physical, and psychological development of students [1][2][3]. For this reason, many researchers have focused on the social behavior of students during physical education classes, since these are key to understanding the involvement and participation of physical education students [4,5].…”

Section: Introductionmentioning

confidence: 99%

Validation and Adaptation of the Prosocial and Antisocial Behavior in Sport Scale to the Spanish context of Physical Education

Trigueros

Alías

Gallardo

et al. 2020

Self Cite

Physical education (PE), by its own characteristics, is a subject where social communication is especially promoted. However, it is necessary to have tools that evaluate the social behaviour of students during PE classes. For this reason, we propose to validate and adapt the Prosocial and Antisocial Behavior in Sport Scale to the Spanish context of PE classes. The study involved 1081 students aged 12 to 18 (M = 14.83; SD = 1.27). The psychometric properties of the Prosocial Behavior Scale were analyzed through several statistical analyses. The results of the confirmatory factorial analysis and the exploratory factorial analysis supported the internal structure of the questionnaire. In addition, the scale was invariant to gender. Cronbach’s alpha values were higher than 0.70 in the factors and sub-factors, finally showing adequate levels of temporal stability. Taking into account the results achieved in the present study, PE teachers have an effective tool to assess the social and antisocial behaviour of their students’ students during PE classes.