From wearables to performance: how acceptance of IoT devices influences physical education results in college students.

With the advent of IoT technology in education, understanding its impact on physical education is crucial. This study investigates how the acceptance of wearable IoT devices influences the physical education results of college freshmen. It posits that user acceptance plays a mediating role in the effectiveness of these devices in enhancing physical performance metrics. The study enrolled 150 first-year students from Guangzhou University of Finance, divided equally into an experimental group and a control group. Participants in the experimental group were provided with 'Xiaomi 8' smart bracelets to be worn during physical education classes. The study spanned six weeks, focusing on assessing various physical performance metrics and the acceptance of the wearable technology. The data analysis involved comparing the physical performance of both groups and conducting regression analyses to evaluate the mediation effect of acceptance. Results indicated significant improvements in physical performance metrics in the experimental group, as evidenced by the Standardized Mean Differences (SMD). Notably, enhancements were observed in short-distance speed and aerobic endurance. The direct impact of wearable IoT devices on physical performance accounted for 66.4% variance, which increased to 84.1% upon incorporating acceptance as a mediator. These findings suggest that the effectiveness of wearable technology in physical education is significantly influenced by students' acceptance. The study concludes that wearable IoT devices can effectively enhance physical education outcomes among college students, with user acceptance playing a crucial mediating role. This underscores the importance of considering user acceptance in the integration of technology in educational settings. The findings provide valuable insights for educators and technologists in designing and implementing technology-integrated curricula.

Impact of goal orientation on moral competence development in youth.

The study had two aims. The first was to investigate correlation between specific types of goal orientation as a predictor of prosocial and antisocial functioning and level of moral competences. The second, was to verify whether goal orientation has an impact on the development of moral competences of students participating in a pedagogical intervention based on non-linear pedagogy. Task and Ego Orientation in Sport Questionnaire and Moral Competence Test were used to assess 468 secondary school students aged 15 in goal orientation and moral competences level. There was no correlation between the level of task and ego orientation and the level of moral competence. Under the influence of pedagogical experiment students with high level of task orientation achieved a statistically significantly higher change in the level of moral competences (η2 = 0.04). Study suggests that high level of task orientation is more susceptible to the development of moral competencies. Also, employing a non-linear pedagogy model in physical education, provides a conducive environment for the development of moral competences and should be implemented in the training of future physical education teachers.

The effectiveness of secondary-school based interventions on the future physical activity of adolescents in Aotearoa New Zealand: a modelling study.

BACKGROUND: Secondary schools are important settings for promoting varied physical activity (PA) opportunities for adolescents to promote PA throughout life. However, research on the effect of secondary school-based interventions on future PA is limited. This study examined the potential impact of secondary school-based interventions on the determinants of future PA participation of Aotearoa New Zealand (NZ) adolescents using simulated modelling. METHODS: We used data from a nationally representative sample of secondary school students (n = 5035) aged 12-17 between 2017 and 2020 in NZ. We modelled four secondary school-based interventions and their projected impact on five determinants of future PA. Modelled interventions were the technological augmentation of physical education (TAPE), a peer-led PA mentoring programme (PL), physically active learning (PAL) and the inclusion of a natural environment play area (NE). RESULTS: Total weekly PA increased the most from the NE intervention (+ 0.2 h/week), followed by TAPE (+ 0.08 h/week), PAL (+ 0.05 h/week) and PL (-0.06 h/week). Current number of PA settings increased the most in NE (+ 1.75 settings/week), followed by TAPE (+ 1.29 settings/week), PAL (+ 1.21 settings/week) and PL (+ 0.73 settings/week). Current number of PA types increased the most in NE (+ 1.57 types/week), followed by PL (+ 1.05 types/week), TAPE (+ 0.34 types/week) and PAL (+ 0.15 types/week). Physical literacy scores increased the most from PL (+ 3.6%), followed by PAL (+ 3.3%), TAPE (+ 0.43%) and NE (+ 0.12%). Social support scores increased the most from PAL (+ 5%), followed by PL (+ 1.9%), TAPE (+ 1.46%) and NE (+ 0.57%). CONCLUSIONS: On average, all interventions benefitted determinants of future PA participation to a small degree. Results show differing magnitudes of the intervention effect by determinant, indicating the complexities surrounding the promotion of PA adherence. Future interventions could be improved through detailed consultation alongside, and involving, adolescents and stakeholders within schools. Researchers should also prioritise the collection of longitudinal PA data and explore its connection with sociodemographic differences between adolescents.

Cognitive health outcomes of fundamental motor skill applications in children through cooperative learning method.

BACKGROUND: Previous research has suggests that cooperative learning methods and the development of fundamental motor skills support children's cognitive development, and further studies covering various aspects are recommended. In this study, as an alternative to traditional physical education classes including fundamental motor skill activities, we investigated the impact of cooperative learning methods incorporating these skills on children's visual-motor integration and selective attention. METHODS: A total of 60 boy children in the 10-11 age range were included in the study. Groups; classical method (10.95 ± 0.58age), and cooperative learning group (10.91 ± 0.42age). The study spanned a total of 24 physical education class hours. While the classical method group continued to attend physical education lessons with an FMS-based prepared program for 8 weeks, cooperative learning group participated in an FMS-based program prepared according to the cooperative learning method (40min/3days/8weeks).At the beginning and end of the study, children underwent the Bender-Gestalt test and the d2 test of attention. RESULTS: Within-group pre-post test comparisons revealed improvement in visual-motor integration and selective attention for both the classical method and cooperative learning groups. In between-group post-test comparisons, the cooperative learning group demonstrated greater improvement in visual-motor integration and selective attention parameters compared to the classical method. CONCLUSION: The results support increasing the inclusion of fundamental motor skill activities in physical education classes and advocating for the use of cooperative learning methods in these classes. Enhancements in visual-motor integration and selective attention may contribute to children forming quality relationships, enjoying activities, learning stress management, and developing as a group.

Analysis of Burnout and Self-Efficacy of Teachers of Physical Education During Online Learning.

ABSTRACT: The research is based on interpretive phenomenological analysis and the interview method. The sample involved 100 secondary school students from five to nine grades and eight physical education teachers. All participants studied the proposed physical education program in-person for one academic semester, as well as studied the program online for one academic semester. It was found that online learning was viewed unfavorably by 87% of teachers. However, 65% of participants admitted that learning opportunities were limited, and they experienced difficulties with appropriate lesson content, equipment, and space to foster a positive learning environment and a productive working context. In addition, marginalization occurred as parents and students paid more attention to other subject areas except for physical education. The research suggested that the majority of teachers (89%) were looking forward to full-time and face-to-face physical education training because they lacked personal relationships and interaction with their students.

A motivational training program for secondary physical education teachers based on the circumplex model: a study protocol of a randomised controlled trial.

In most self-determination theory (SDT) research, improving (de)motivating teaching styles provides numerous benefits for students and teachers, although there is less evidence of the latter. Although the recent circumplex model provides a fine-grained picture of the different (de)motivating teaching styles (i.e., autonomy support, structure, control, and chaos) that physical education (PE) teachers can use in their lessons, no previous motivational training programs have been based on this model. Moreover, all SDT-training programs have been implemented through different group sessions, but individual sessions have not been delivered. This study outlines the protocol of a motivational training program, derived from the circumplex model, designed to enhance motivating teaching styles (and prevent or decrease demotivating teaching styles) among PE teachers. Consequently, this program seeks to improve motivational variables and influence (mal)adaptive outcomes in both teachers and students. A randomised controlled trial design with a mixed-method approach. At least 16 secondary PE teachers will be assigned to either an experimental group or a control group, together with some of their students. The training program comprises four face-to-face group sessions and two follow-up sessions (one individual and one group session). PE teachers will learn how to support autonomy and provide structure, as well as to be less controlling and chaotic towards students. Over approximately five months, teachers will implement these motivational strategies during their PE classes. Different (de)motivating teaching styles, motivational variables, and (mal)adaptive outcomes will be assessed in both PE teachers and their students at three distinct points: before the training program (T1), during the intervention (T2), and at the end of the intervention (T3). Additionally, two discussion groups involving all experimental PE teachers will be held (one following the training program and another at the end of the intervention). The results from this study could be useful for developing motivational training programs for in-service PE teachers. Clinical trial registration: ClinicalTrials.gov, identifier [NTC06479369].

Coaching the coaches: exploring the effectiveness of the 'Move Well Be strong' youth injury prevention programme for grassroot coaches and PE teachers.

INTRODUCTION: Coaches play a major role in developing movement in their performers, especially at grassroots levels. However, there are significant knowledge gaps amongst grassroots coaches and physical education (PE) teachers regarding movement competency and injury prevention programs. This study aimed to explore the effectiveness of knowledge gain, adoption and implementation following a youth injury prevention workshop for grassroots coaches and PE teachers. METHODS: 56 grassroots coaches and PE teachers completed a validated questionnaire exploring use, knowledge, attitude towards and confidence to deliver youth movement competency training before and after an online workshop. Bayesian Wilcoxon signed-rank tests were used to assess the knowledge, attitude, and confidence to deliver an injury prevention programme following the workshop. For all the Bayesian inference tests run, the Bayesian factor (BF10) was interpreted using the evidence categories ranging from extreme evidence (BF10 > 100) to anecdotical evidence (BF10 < 1). RESULTS: Post-workshop there was a 34% increase in respondents indicating that they had greater knowledge of injury prevention issues (55% pre-workshop vs 89% post-workshop) with statistically positive and moderate effects (BF10 > 100 [extreme evidence]). There was also a 25% increase in respondents indicating that they had a more sympathetic attitude towards injury prevention (67% sympathetic pre-workshop vs 93% sympathetic post-workshop) with statistically moderate effects (BF10 = 87.4 [very strong evidence]). A 19% increase in attendees' confidence to deliver an injury prevention programme was observed (69% high pre-workshop vs. 89% high post-workshop) with statistically moderate effects (BF10 = 85.9 [very strong evidence]). 100% of participants indicated an intent to adopt the injury prevention programme. CONCLUSIONS: An online workshop increased knowledge and confidence in grassroots coaches and PE teachers to deliver a youth injury prevention programme. Knowledge gained from training and upskilling created a positive attitude and confidence to deliver movement competency into coaching. Appropriate resources need to be developed and delivered in an accessible way to grassroots coaches and PE teachers via workshops and should be included in governing body coaching awards or as continuing professional development for youth coaches and PE teachers.

Experienced facilitators and challenges of practising motivational interaction: How can pre-service physical education teachers adopt more motivational behaviours?

OBJECTIVES: Health promotion professionals can contribute to high-quality motivation and sustained health behaviours, for example, physical activity (PA), using motivational interaction with their target groups. However, evidence shows that even after comprehensive training, professionals do not optimally adopt motivational counselling styles. To improve efforts to help professionals take up and sustain motivational interaction in their practice, we need a better understanding of influences on practising these styles. This study set out to investigate pre-service physical education (PE) teachers' experienced facilitators and challenges of practising motivational interaction. DESIGN: After a training course that aimed to teach pre-service PE teachers the basic ideas and practical techniques of motivational interaction, 19 participants were interviewed. METHODS: Inductive content analysis was employed to investigate semi-structured interviews. RESULTS: We developed three categories each including both facilitators and challenges of practising motivational interaction: (1) own style of interaction functioned as a basis for practising and involved (a) confidence in skills and resources as well as (b) reflecting, overcoming and forming habits, (2) regulation of one's own behaviour: autonomy and responsibility involved the freedom to choose and plan how to practise but also bearing responsibility for it, and (3) pursuing authentic interaction related to the search for natural ways to use motivational interaction with others. CONCLUSIONS: We provide suggestions on how future training can make use of this knowledge and systematically make use of behaviour change science to foster practising motivational interaction, for example, using self-regulation strategies and habit-forming/breaking skills.

The effects of physical exercise on fitness and emotion in Chinese preschoolers.

BACKGROUND: The global prevalence of overweight and obesity in children under the age of five has emerged as a significant issue in recent years. Physical activity and fitness among children and adolescents have declined globally in the past few decades. Studies have indicated a link between levels of physical activity and cognitive performance in preschool children. METHODS: This quasi-experimental study investigated the effects of three different types of physical education programmes on the physical fitness and emotional competence of 239 preschoolers(mean age = 5.49 ± 0.60 years, 54.4% boys)in Haikou, China. The preschoolers were grouped based on which programme they were assigned to: the "Hello Sunshine" ball skills programme (HS group), ordinary physical education (OPE group), and free play (FP group). The "Hello Sunshine" ball skills programme used both a structured curriculum design and autonomous activity selection during outdoor time., which were conducive to children's physical fitness.The National Physical Fitness Measurement Standards Manual and the shortened version of the Social Competence and Behavior Evaluation Scale (SCBE-30) were used to assess physical fitness and emotional competence, respectively. These assessments were conducted both before and after the ten-week intervention period. The analysis utilised a mixed-effects model for physical fitness and a mixed-model ANOVA for the SCBE data. RESULTS: The HS group and OPE group demonstrated significantly improvement in the standing long jump, 10-m shuttle run and balance beam walking than the FP group; meanwhile, only anxious-withdrawal levels showed a significant grouping effect and group-by-time interaction effect. After the intervention, both the HS group and the FP group showed significantly lower scores for anxiety compared to the OPE group, with no significant difference observed between the HS and FP groups. CONCLUSIONS: The results suggested that structured ball skills programmes may promote physical fitness and reduce anxiety. The integration of effective physical exercise programmes into preschool curricula holds the potential for promoting holistic development.

Two Randomized Controlled Trials to Help Teachers Develop Physical Education Students' Course-Specific Grit-Perseverance and Mental Toughness.

Adopting both a self-determination theory perspective and a proactive, asset-oriented approach to coping with stressors, we propose a hypothesized model to explain physical education students' year-long development of course-specific grit-perseverance (Study 1) and mental toughness (Study 2). In both studies, we used a randomized controlled trial research design with longitudinally assessed dependent measures (four waves) to test a hypothesized model in which teacher participation in an autonomy-supportive teaching workshop (experimental condition) would increase students' T2 perceived autonomy-supportive teaching and T2 perceived autonomy-supportive classmates, both of which would increase T3 need satisfaction, which would then explain longitudinal gains in students' T4 grit-perseverance (Study 1) and mental toughness (Study 2). In both Study 1 (57 teachers, 3,147 students) and Study 2 (38 teachers, 2,057 students), a multilevel structural equation modeling analysis showed that the hypothesized model fit the data very well. We conclude that the developmental roots of grit-perseverance and mental toughness can emerge proactively out of the asset-oriented experiences of interpersonal support and psychological need satisfaction that are central to self-determination theory.

The impact of moderate-intensity basketball intervention on the physical self-esteem and school adjustment of first-year high school students.

Object: This study conducted an 8-week experiment with the basketball sports intervention program to explore the relationship between the basketball sports intervention program and the physical self-esteem and school adjustment of first-year high school students, providing references for first-year high school students' school adjustment and related research. Methods: Using convenient sampling,88 students in two classes of grade one in a senior high school in Changzhou were selected as the experimental research objects and were randomly divided into experimental groups (basketball) 44 people (20 male and 24 female; control group routine physical education) 44 people (23 male and 21 female). The exercise intervention lasted 8-week, 3-times-a-week with about 30 minutes of moderate-intensity exercise each time. The control group had normal sports activities, and the exercise intensity was not monitored. The Physical Self-esteem Scale and the School Adaptation Scale were used to measure the data in a group manner before and after the experiment. All data were statistically analyzed with SPSS26.0. Results: (1) After 8 weeks of basketball intervention, the post-test level of school adaptation of first-year high school students was significantly higher than the pre-test (p < 0.01), and the post-test level of physical self-esteem was significantly higher than the pre-test (p < 0.01). (2) Basketball intervention can directly affect the school adaptation of first-year high school students and indirectly affect the school adaptation through physical self-esteem. The direct effect was 86.79%, and the indirect effect was 13.21%. Conclusion: (1) Intervention of moderate intensity basketball can improve first-year high school students' school adaptation and physical self-esteem. (2) Intervention of moderate intensity basketball can directly improve first-year high school students' and school adaptation by improving individual physical self-esteem. Physical self-esteem plays a partial intermediary role between basketball and school adaptation.

The relationship between extracurricular sports participation and subjective well-being in junior high school students: a moderated mediation model.

Objective: To investigate the direct effect of extracurricular sports participation on subjective well-being among junior high school students, and the mediating role of emotion regulation and moderating role of physical education (PE) class participation. Methods: Using data from the Program for International Student Assessment (PISA), we analyzed the extracurricular sports participation, emotion regulation, subjective well-being, and PE class participation of 113,203 junior high school students. Results: After controlling for country, gender, and health status, extracurricular sports participation significantly predicts subjective well-being. Emotion regulation mediates the relationship between extracurricular sports participation and subjective well-being. Both the direct effect of extracurricular sports participation on subjective well-being and the mediating effect of emotion regulation are moderated by PE class participation. The effect is stronger among students with high PE class participation compared to those with low participation. Conclusion: There is a moderated mediation effect between extracurricular sports participation and subjective well-being among junior high school students. Emotion regulation mediates this relationship, while PE class participation enhances the impact of emotion regulation on subjective well-being.

[Determinants of health behaviors of physical education teachers and students]. / Determinanty zachowan zdrowotnych nauczycieli i studentów wychowania fizycznego.

BACKGROUND: The level of health behavior of physical education teachers and people preparing to perform this profession is important from the point of view of the need to play the role of a health promoter - an authority in the promotion of health culture. The aim of the study was to assess the level of teachers' health behaviors of physical education teachers and students, as well as to search for their determinants. MATERIAL AND METHODS: The research covered 127 teachers and 173 physical education students. Standardized questionnaire tools were used to assess the level of health behaviors (Juczynski Health Behavior Inventory) and physical activity (International Physical Activity Questionnaire). RESULTS: Teachers demonstrate a higher level of health behaviors than students. Most respondents achieved an average level of the general health behavior index (HBI) (53.1% of teachers, 52.3% of students), while a high level - 26.8% of teachers, 19.8% of students and a low level - 19.9% of teachers and 27.7% of students. Female gender and teaching profession are significant predictors of HBI. Physical activity, both its current level and the level undertaken in the past, as well as the body mass index (BMI) do not determine HBI. In the regression model, physical activity is significantly associated with male gender, past sports activity and a lower BMI level. CONCLUSIONS: Research indicates neglect in the general area of health behaviors among men, while among women, physical activity needs to be more widely popularized. The teacher education system should be more focused on the development of self-development competencies in the context of health-promoting behaviors. Med Pr Work Health Saf. 2024;75(4):355-365.

Development and validation of a questionnaire to assess the implementation of physical education programs in Chinese junior high schools.

BACKGROUND: Students' physical fitness has always been the focus of attention of the Chinese government, and the school as an important way to improve students' physical fitness, there are many studies on the current status of the implementation of physical education in schools, and there are many studies that use self-made questionnaires to investigate the implementation of physical education in schools, but most of the studies do not adequately validate the self-made questionnaires, so the purpose of this study was to develop a questionnaire to assess the level of implementation of physical education programmes in Chinese junior secondary schools and to test its reliability and validity. METHOD: The content of the questionnaire was developed based on the content of Annex 1 of the Assessment Measures for Physical Education in Primary and Secondary Schools issued by the Ministry of Education of China in 2014 and was modified based on feedback from the expert panel and pre-test participants. The questionnaire was initially tested for validity by 5 expert reviewers, and then we collected data information from 350 participants and conducted exploratory factor analysis (EFA) to explore the factor structure of the initial version. One week later, 40 of the 350 participants were randomly selected to assess test-retest reliability. RESULTS: The I-CVI and KAPPA value analysis results of the expert review results show that the questionnaire has extremely high reliability and consistency among experts. EFA results indicate that the five dimensions of this questionnaire are highly reliable. In the test-retest reliability, the Pearson correlation coefficients of the initial test data and the retest data of each dimension are all greater than 0.7, and the significance probability values are all less than 0.05, reaching the significance level, the results show that the questionnaire has good stability. CONCLUSIONS: This study concluded that the 5 dimensions and 38 items of this questionnaire had high reliability and validity and could be used as a preliminary tool to measure the implementation level of physical education programs in junior high schools in China. However, future research should explore the potential need for adjustment to suit different regions and cultures.

Physical education consumption and executive function among older empty nesters in urban community: A double mediation effects.

OBJECTIVE: The main aim of this research was to determine the relationships among executive function, fitness mobile applications (APPs), physical exercise activity and physical education consumption in community-dwelling older empty nesters. METHODS: A cross-sectional design was applied to evaluate the relationships. A sample of 1104 community-dwelling older empty nesters completed the experiments. Physical education consumption scale, fitness APPs by smartphone application scale, physical exercise activity scale, and executive function scale were applied for the evaluation of the elderly alone in urban communities in southeast China. To explore mediating effects, structural equation modeling of AMOS 23.0, SPSS 25.0 and Process V3.5 software packages were applied for statistical processing. RESULT: Physical education consumption positively predicted executive function. Meanwhile, it was also found that physical education consumption and executive function were continuously mediated by fitness APP application and physical exercise activity, with indirect effect value of 0.267, accounting for 76 %. CONCLUSION: This research revealed how physical education consumption affected executive function of older empty nesters. The obtained results had certain implications for older empty nesters to better balance their executive function and life quality. Community managers should provide older empty nesters with favorable physical education environments in terms of positive physical and psychological environments, to improve their use ratio of fitness APPs usage and physical exercise activity, ultimately enhancing their executive function and life satisfaction.

Applied value of modern fitness technologies in improving the health and physical development of students.

OBJECTIVE: Aim: To study the impact of modern fitness technologies on the health and physical development of students in the learning process. PATIENTS AND METHODS: Materials and Methods: The research involved 108 students (52 male and 56 female students), which formed the experimental (EG) and the control (CG) groups. The EG male students were engaged in such type of fitness technologies as Strenflex during physical education training sessions, and the EG female students - Dance Aerobics. Students' health was assessed by Stange and Genchi tests, Rufier and strength indices; and physical development - by the level of development of physical qualities. RESULTS: Results: It was found that Strenflex training sessions have a positive effect on all studied health indicators of male students (Stangea and Genchi tests, Rufie and strength indices), and Dance Aerobics training sessions are more effective in improving the functional capabilities of the respiratory and cardiovascular systems, and less effective in developing the strength capabilities of female students. It has also been established that the most pronounced effect of the applied modern fitness technologies is on the development of strength qualities in men, endurance, and flexibility in men and women. CONCLUSION: Conclusions: The effectiveness of modern fitness technologies in physical education in educational institutions to improve students' health and physical development has been proven. The level of health and physical development of students, formed in the process of conscious training, will contribute to their successful learning and life-sustaining activities, as well as to maintaining the necessary level of motor activity in the future.

Health-improving effect of running for students of technical specialties.

OBJECTIVE: Aim: To study the dynamics of indicators of the functional state and health of technical specialties students during their long-term running engagement. PATIENTS AND METHODS: Materials and Methods: The research involved 112 students (59 men and 53 women) aged 17-20 years. Two groups of students were formed: group 1 included students who, in addition to compulsory academic physical education training sessions, were not engaged in any type of motor activity on their own; group 2 included students who independently were engaged in recreational running 3 times a week in extracurricular time. RESULTS: Results: It was found that during the research period, both male and female students who were independently engaged in recreational running in extracurricular time showed a significant improvement of such indicators as resting heart rate, vital capacity of the lungs, duration of breath holding during inhalation and exhalation, duration of heart rate recovery after standard exercise, level of endurance development, level of physical health. CONCLUSION: Conclusions: The positive influence of independent running with moderate intensity on the functional state and health of students of technical specialties has been proved. The low efficiency of the physical education system in Ukraine and, accordingly, the insufficient level of motor activity, indicators of functional status, and health of students who, in addition to academic physical education training sessions, did not exercise on their own, were also confirmed.

A 10-week implementation of the FIT FIRST FOR ALL school-based physical activity concept effectively improves cardiorespiratory fitness and body composition in 7-16-year-old schoolchildren.

Introduction: The purpose of the present study was to investigate the impact of the FIT FIRST FOR ALL school-based physical activity program on health-related physical fitness in Faroese schoolchildren. The program aimed to add three weekly sessions of organized high-intensity physical activity to the standard weekly physical education sessions for all pupils across the entire school. Methods: A non-randomized controlled design was used to evaluate the effects of the program. Two schools participated, including one intervention school (INT; n =179) and one control school (CON; n =181), with pupils aged 7-16 years (grades 1-9). The FIT FIRST FOR ALL program consisted of three weekly 40-minute sessions of age-adjusted high-intensity physical activity over 10 weeks for the INT school, while the CON school continued their normal school program. Pre- and post-intervention assessments included cardiorespiratory fitness (Yo-Yo IR1C test), agility (Arrowhead Agility test), postural balance (Stork Stand), standing long jump performance, body composition, blood pressure, and resting heart rate. Results: A significant time × group effect (p < 0.001) was observed for cardiorespiratory fitness, which increased by 31% [23;39] in INT (p < 0.001) and remained unaltered in CON (7% [-2;16], p = 0.13). In addition, a time × group effect (p < 0.001) was observed for agility, which improved by 2.1% [1.0;3.2] in INT (p < 0.001) and regressed by 3.3% [2.3;4.4] in CON (p < 0.001). No significant between-group effects were found for standing long jump and balance. A time × group effect (p < 0.001) was observed for changes in total muscle mass, which increased by 1.4 kg [1.2;1.5] in INT (p < 0.001) and by 0.4 kg [0.3;0.6] in CON (p < 0.05). Furthermore, a time × group effect (p < 0.001) was observed for total fat percentage, which decreased by -2.3% [-2.8;-1.9] in INT (p < 0.001) and remained unchanged in CON (-0.3% [-0.7;0.1], p = 0.16). No significant time × group effects were found for blood pressure and resting heart rate. Discussion: The FIT FIRST FOR ALL program significantly improved cardiorespiratory fitness and agility, and it led to favorable changes in body composition in the intervention school. These findings suggest that the program is highly effective in enhancing physical fitness and health status across all investigated age groups when implemented at a school-wide level.

Associations of physical activity and physical education enjoyment with self-concept domains among Hungarian adolescents.

BACKGROUND: Sport enjoyment is one of the most important factors in physical activity (PA) and physical education (PE) domains. It is not only beneficial for regular participation but also has a positive effect on mental health. Due to these benefits, this study aims to understand the relationships between PA, two forms of enjoyment, and the dimension of self-concept. METHODS: The sample consisted of 315 students (Mage=12.63). The Self-Description Questionnaire-I was used to measure the domains of self-concept. Enjoyment was measured with two scales. The Physical Activity Enjoyment Scale reflects extracurricular PA enjoyment, and the Factors Influencing Enjoyment of Physical Education Questionnaire reflects school PE enjoyment. The International Physical Activity Questionnaire was used to assess vigorous, moderate, and walking types of extracurricular PA enjoyment. RESULTS: Hierarchical multivariate regression analysis revealed that vigorous PA predicted physical ability (ß = 0.19) and physical appearance (ß = 0.15). PA enjoyment was a significant predictor of general self-concept (ß = 0.29), physical ability (ß = 0.28), physical appearance (ß = 0.16), peer relation (ß = 0.16), and parental relations (ß = 0.14). PE enjoyment significantly predicted general school (ß = 0.17), physical ability (ß = 0.27), peer relations (ß = 0.21) and parental relations (ß = 0.22). Furthermore, boys scored at a higher level on most of self-concept domains. CONCLUSIONS: The present study suggested that enjoyment plays a more important role in self-concept than PA. PE enjoyment mainly strengthens boys' self-concept, but PA enjoyment is an important predictor of general self-concept in both genders. It is concluded that extracurricular PA enjoyment is beneficial, but increasing enjoyment of physical education could increase girls' self-concepts as well.

Development of a Global Physical Literacy (GloPL) Action Framework: Study protocol for a consensus process.

BACKGROUND: The holistic concept of physical literacy (PL) has gained growing attention in recent research, policy, and practice. Many important policy documents of the physical activity and educational fields (e.g., Global Action Plan on Physical Activity 2018-2030 by the World Health Organization, UNESCO's Quality Physical Education guidelines for policymakers) have specified PL. However, a clear framework for action is needed, as most initiatives across the world are fragmented, lack a prospective orientation, can benefit from conceptual clarification, and are not linked to effective translation into practice. Therefore, we aim to consensually develop a Global Physical Literacy (GloPL) Action Framework to define goals and principles (asking what is needed) as well as actions and ways (asking how these can be achieved) to move PL forward. MATERIALS AND METHODS: We apply a three-stage group Delphi technique involving three representation groups: (a) geographical representatives to achieve global coverage of perspectives; (b) representatives of special thematic interest reflecting prominent gaps of current PL activities; and (c) representatives of societies from the broad field of physical activity and health to facilitate dissemination. The process will begin with an individual pre-Delphi exercise, in which experts generate initial ideas for the framework, followed by a four-eye document analysis to derive themes for the discussion. Subsequently, the experts will meet face-to-face in three online rounds to discuss and prioritize the themes. Interspersed formal voting with pre-defined agreement thresholds (via descriptive statistics) will inform the inclusion of themes within the final framework. CONCLUSIONS: A global consensus on goals, principles, actions, and ways for the development of PL has the potential to provide a largely accepted roadmap for future activities in research, policy, and practice. The co-production approach will help disseminate the GloPL Action Framework and benefit work in relevant application fields of physical activity and health worldwide.