Understanding physical education teachers' motivational outcomes and feasibility beliefs to implement motivational strategies: The role of perceived pressures from a variable- and person-centered approach.

Work-related pressures perceived by PE teachers have been suggested to affect their motivation and behaviour. This study aims to contribute to the existing literature on this topic. Through two different objectives. First, the role of perceived pressures in the prediction of teachers' motivation and, in turn, on their feasibility beliefs to implement motivational strategies is tested through a SEM. Secondly, PE teachers' profiles according to the different types of perceived pressures are established and compared in terms of motivational outcomes and feasibility beliefs. A total of 217 PE teachers completed validated questionnaires. Results showed that, as hypothesized, pressures negatively predicted needs satisfaction, which, in turn, positively predicted feasibility beliefs. Three profiles emerged in the cluster analysis. Regarding to these profiles, teachers who were low on perceived pressures displayed the most adaptive pattern; teachers who reported high time constraints pressures underline the detrimental role that this type of pressure plays on both teacher and teaching outcomes. Implications for educational policy and practice are discussed.

Physical Activity and Quality of Life among People with Intellectual Disabilities: The Role of Gender and the Practice Characteristics.

Staying physically active is synonymous with good health and well-being, and its benefits on the health of people with intellectual disabilities (PWIDs) have been studied. However, there is a lack of information on how it can influence their quality of life (QoL). This study aimed to analyze the relationship between QoL and physical activity in PWIDs according to gender and the characteristics of the practiced activity. A questionnaire was administered to 380 PWIDs (mean age of 28.23 ± 12.53), 54.21% of which were men. The QoL dimensions and second-order factors were studied in relation to practicing physical activity, the practice type, the context, and gender. The results indicate that people who practiced any activity showed better QoL values. Those who engaged in a nonregulated physical activity had better values in self-determination, emotional well-being, social inclusion, and personal development, while those who did sports presented higher scores in interpersonal relationships and physical well-being. In addition, it also appears that the association between physical activity and the QoL dimensions is distinct in inclusive and specific contexts. In conclusion, physical activity is related to a better QoL, although the impact of the practice type and context differs for each QoL dimension.

An Individualized Training Program for PE Teachers Based on Self-Determination Theory as a Way to Improve Students' Psychosocial Health: A Study Protocol.

The interactions that take place in physical education (PE) between teachers and students have received large attention from the scientific community. However, despite the existence of different studies aiming to promote motivation among students through school interventions, there seem to be no interventions based on motivational strategies in which interventions are personalized to better fit teachers' own characteristics on the basis of theoretical contents grounded in self-determination theory. This study aims to present a protocol intervention in the PE context based on SDT to improve teaching behaviours through an individualized and lifelong training program. This protocol is a convenience study in which PE teachers will design and implement motivational strategies to increase students' motivation in class. The training program will take place along the intervention to allow teachers to personalize their implementation of motivational strategies according to their specific context. Data collection will be conducted before, during and after the intervention using recorded sessions (observational methodology), interviews (qualitative approach), and questionnaires (quantitative approach). The measures will assess teachers' and students' perceived teaching styles. This intervention program is expected to change and improve the quality of teaching behaviours, which could foster students' psychosocial health.

The Influence of Physical Activity during Pregnancy on Miscarriage-Systematic Review and Meta-Analysis.

Miscarriage is an inability to complete the normal process of pregnancy and childbirth and represents a major concern for pregnant women that can be an emotionally devastating event. While it has been suggested that engaging in strenuous physical activity might be associated with an elevated risk of miscarriage, there is a recent systematic review that suggested that prenatal exercise is not associated with fetal mortality. The aim of this systematic review and meta-analysis (SR + MA) was to assess the effects of physical activity during pregnancy on the likelihood of experiencing a miscarriage (Registration No.: CRD42022370629). Thirteen randomized clinical trials (3728 pregnant women) were included. Meta-analyses were conducted with the dependent variable being the miscarriage ratio in each study. The total risk ratio (RR) sum was calculated using a random effects model. The I2 statistic was utilized to quantify the heterogeneity observed in the results. No significant association between exercise during pregnancy and the occurrence of miscarriage was found (RR = 0.83 95% CI = 0.83 (0.49-1.41); z = 0.69, p = 0.49; I2 = 0.00%, Heterogeneity p = 0.91). Results of the present SR + MA showed no increase in miscarriage risk in those who engaged in low- to moderate-intensity exercise compared to those who did not.

Is Exercise during Pregnancy a Risk for Gestational Age and Preterm Delivery? Systematic Review and Meta-Analysis.

Traditionally, one of the primary concerns regarding exercise during pregnancy has been the potential of reducing gestational age and increasing the likelihood of preterm delivery. The aim of this study was to perform a systematic review about the effects of physical activity (PA) during pregnancy on gestational age and preterm delivery. A systematic review and two meta-analyses were performed (Registration No. CRD42022370770). Data sources from online databases were searched up to November 2022. The review exclusively included studies involving pregnant populations and interventions consisting of PA implemented during pregnancy. The primary outcomes analysed were gestational age, measured in weeks, and the occurrence of preterm deliveries. A total of 57 studies were analysed through two independent meta-analyses for the first one, no association was found between moderate exercise during pregnancy and gestational age (Z = 0.45, p = 0.65, ES = 0.08, 95% CI = -0.06-0.04, I2 = 42%, P heterogeneity = 0.001), showing the exercise group had a higher gestational age. In addition, no differences were found between groups in terms of number of preterm deliveries (RR = 0.96, (95% CI = 0.77-1.21, Z = 0.33, p = 0.74; ES = 0.07; I2 = 31%, P heterogeneity = 0.05)). The findings of this study indicate that there is no association between exercise during pregnancy and reduced gestational age or increased risk of preterm delivery in healthy pregnancies.

The Impact of a Challenge-Based Learning Experience in Physical Education on Students' Motivation and Engagement.

The present study investigated how challenge-based learning (CBL) in physical education (PE) may affect students' basic psychological needs (BPNs), motivational regulations, engagement, and learning in comparison with a traditional teaching (TT) methodology. A quasiexperimental study with experimental and control groups was carried out. In total, 50 participants (16 boys and 34 girls) between 13 and 15 years old (Mage = 13.35, SD = 0.62) were involved in the experience for 6 weeks (ncontrol = 24; nexperimental = 26). Validated questionnaires were administered both before and after the intervention in both groups. Furthermore, theoretical knowledge and badminton-specific motor skill tests were carried out in both groups after the intervention. An analysis showed that after the intervention, students in the CBL condition improved their autonomy (Mbefore = 3.15 vs. Mafter = 3.39; ES = 0.26 *), competence (Mbefore = 4.01 vs. Mafter = 4.18; ES = 0.33 *), and relatedness satisfaction (Mbefore = 3.86 vs. Mafter = 4.06; ES = 0.32 *). As for behavioural engagement measures, students in the CBL condition exhibited higher scores after than those from before (Mbefore = 4.12 vs. Mafter = 4.36; ES = 0.35 *). No significant changes were observed for motivational regulations or agentic engagement. On learning outcomes, students in the experimental group achieved higher scores in both theoretical knowledge (Mcontol = 6.48 vs. Mexperimental = 6.79) and badminton-specific motor skills (Mcontol = 6.85 vs. Mexperimental = 7.65) than the control group did. The present study findings highlight that CBL might be a valid and effective methodological approach for students in PE to achieve adaptive motivational, behavioural, and learning outcomes.

Prenatal Anxiety and Exercise. Systematic Review and Meta-Analysis.

The prevalence of prenatal anxiety has increased during the COVID-19 pandemic. Anxiety is associated with other cardiovascular, physiological, and mental illnesses, resulting in adverse health effects for the mother and foetus. The purpose of this study was to evaluate the effects of physical activity (PA) during pregnancy on the prevalence of prenatal anxiety or symptoms of anxiety. A systematic review and two meta-analyses were performed (Registration No. CRD42021275333). Peer-reviewed articles reporting the effect of a PA intervention on anxiety during pregnancy were included. The first meta-analysis (MA) included 10 studies reporting final scores of prenatal anxiety. A negative association between moderate PA during pregnancy and prenatal anxiety was found in this analysis (z = -2.62, p < 0.01; ES = -0.46, 95% CI = -0.80, -12, I2 = 84%, Pheterogeneity = 0.001). The second MA included eight studies in which measures both before and after a PA intervention were reported. The findings of this analysis revealed a positive association between exercise practice during pregnancy and a decrease in prenatal anxiety scores (z = -3.39, p < 0.001; ES = -0.48, 95% CI = -0.76, -0.20, I2 = 71%, Pheterogeneity = 0.001). Supervised PA during pregnancy could prevent and reduce prenatal anxiety and anxiety symptoms.

Vocational Value Profiles of Students with Preferential Vocational Interest in Sport and Their Relationship with Personal and Academic Wellbeing.

In recent years there has been a significant increase in the number of students who choose to pursue university studies related to the field of sports. However, there are no studies that have investigated the existence of differentiated profiles within students whose preferred vocational area is sport. The main objective of this study was to establish the profiles of students in the second year of Spain Bachillerato whose preferred vocational interest is sport, according to the two representative vocational values: (a) "to have a fun professional activity"; and (b) "to have a professional activity whose schedule makes it possible to reconcile personal and professional life". In addition, the resulting groups were compared according to their perception of general and academic wellbeing and their identification with the other vocational values. Two hundred and thirty participants (MAge = 17.47; DTAge = 0.669; N = 171; 74.3% male and N = 59; 25.7% female) completed some validated measures. Three clusters emerged which did not differ in terms of general and academic wellbeing. Differences were found though in terms of some vocational values such "to help people", "to develop one's entrepreneurial initiative" or "to be self-employed". The findings invite us to rethink the differences in the specific profiles of vocational values and their impact on employability opportunities, and to consider these approaches in the orientation of students who have among their priority options to study sport sciences.

Exercise During Pregnancy and Prenatal Depression: A Systematic Review and Meta-Analysis.

Background: Prenatal depression is associated with an increased risk of physical, physiological, cardiovascular, and psychological diseases for mothers and future newborns. Prenatal depression and depressive symptoms could have negative effects on the cognitive, emotional, social, and behavioral development of children. Objective: This study aimed to examine the influence of exercise during pregnancy on the prevalence of prenatal depression and depressive symptoms in the scientific literature. Data Sources: A search was carried out examining different online databases up to November 2020. Methods of Study Selection: A systematic review with random effects meta-analysis was performed. Only randomized controlled trials published in English or Spanish with pregnant populations and interventions with exercise programs carried out during pregnancy were included. The scores obtained by the tools that measured the emotional state and depressive symptoms as well as the number and percentage of depressed women of the study groups were analyzed. Tabulation, Integration, and Results: We analyzed 15 studies and found a negative association between moderate exercise during pregnancy and prenatal depression (ES = -0.36, 95% CI = -0.58, -13, I 2 = 80.2%, Pheterogeneity = 0.001). In addition, the studies also showed that women who were inactive during pregnancy had a 16% higher probability of suffering prenatal depression [RR = 0.84 (95% IC = 0.74, 0.96) I 2 = 61.9%, Pheterogeneity = 0.010]. Conclusion: Supervised exercise during pregnancy may be useful for the prevention and reduction of prenatal depression and depressive symptoms. Systematic Review Registration: Registered in PROSPERO (Registration No. CRD42020164819).

Physical Activity and Adherence to the Mediterranean Diet among Spanish Employees in a Health-Promotion Program before and during the COVID-19 Pandemic: The Sanitas-Healthy Cities Challenge.

Physical activity and a healthy diet are key factors for avoiding major noncommunicable diseases. The aim of the present study was to analyze how physical activity (PA) and adherence to the Mediterranean diet among employees participating in the Healthy Cities program have been affected during confinement due to the COVID-19 pandemic. The sample was composed of 297 employees from 40 leading companies based in Spain, who participated in the 5th edition of the Sanitas "Healthy Cities" challenge. The participants (148 women and 149 men), aged between 24 and 63 years old (M = 42.76; SD = 7.79) completed the short form of the International Physical Activity Questionnaire (IPAQ) and the PREDIMED (Prevención con Dieta Mediterránea) questionnaire to measure adherence to the Mediterranean diet before and during the pandemic. Pearson χ2 tests revealed that workers were more likely to show sedentary behaviors during the pandemic than before (83.5% vs. 66.7%). Additionally, they were more likely to reach high levels of PA (51.2% vs. 64%), and Wilcoxon tests revealed that energy expenditure measured in Metabolic Equivalent of Task (MET) was higher during the pandemic (4199.03 METs) than before (3735.32 METs), due to an increase in moderate PA. Lastly, a higher adherence to a Mediterranean diet during the pandemic (76.4%) than before (54.5%) was reported. The findings of this investigation suggest a positive effect of working from home for employees involved in a health-promotion program, and highlight the relevance of this kind of action among this population.

Do Observed Teaching Behaviors Relate to Students' Engagement in Physical Education?

Teachers' behaviors can affect students' engagement in the Physical Education (PE) setting. According to self-determination theory, teachers can rely on either a need-supportive or a controlling teaching behavior, and these behaviors will differently affect students' outcomes. The main objective of this research was to analyse how teaching behaviors and some contextual variables influence students' engagement in PE classes. The present study adds to the existing literature through an observation-based design in which real-life examples of need-supportive and thwarting teaching behaviors, as well as students' engagement behaviors, have been identified. Thirty-seven different PE lessons were coded for 5-min intervals to assess the occurrence of 36 teaching behaviors and five students' behaviors. Stepwise regression revealed that both structure during activity and relatedness support could predict student engagement in a positive way. Surprisingly, cold teaching also emerged as a direct predictor in the last step of the analysis. On the other hand, controlling and structure before activity behaviors inversely predicted students' engagement. These four variables explained 39% of the variance in student engagement, whereas autonomy support did not correlate with student engagement. These new findings in the field not only confirm the known relevance of teaching behavior for students' outcomes but also suggest an unexpected lack of influence of autonomy support on students' engagement as well as an association between cold teaching and students' engagement. Results are discussed in the light of new approaches, and some practical implications are provided.

Teachers' Psychological Needs Satisfaction and Thwarting: Can They Explain Students' Behavioural Engagement in Physical Education? A Multi-Level Analysis.

Students' engagement in Physical Education has been linked to several adaptive consequences. Even though the existing literature suggests that perceived autonomy support can predict engagement, research is scarce on how teachers' antecedents might influence this behavioural outcome. This study sought to compare the influence of teachers' basic psychological needs' satisfaction and basic psychological needs' thwarting on students' behavioural engagement and on the relationship between perceived autonomy-support and the students' behavioural engagement. The sample included 29 Physical Education teachers and 644 students who were taught by the participants teachers. Data were collected using both paper and online surveys and they were analysed using multilevel modelling techniques. The results revealed that, while teachers' autonomy satisfaction might be significant in the explanation of students' engagement (ß = 0.33, p < 0.01), it seems that needs thwarting could be a better predictor of this outcome (ß autonomy thwarting = -0.17, p < 0.01; ß competence thwarting = -0.06, p < 0.05). These findings suggest the impact of certain external pressures on teachers' practices which, in turn, might affect students' behavioural outcomes.

Exercise during pregnancy has a preventative effect on excessive maternal weight gain and gestational diabetes. A randomized controlled trial.

BACKGROUND: Excessive gestational weight gain is associated with several adverse events and pathologies during pregnancy. OBJECTIVE: The purpose of this study was to examine the effects of an exercise program throughout pregnancy on maternal weight gain and prevalence of gestational diabetes. METHOD: A randomized controlled trial was designed that included an exercise intervention group (EG) and standard care control group (CG). The exercise intervention included moderate aerobic exercise performed three days per week (50-55minutes per session) for 8-10 weeks to 38-39 weeks gestation. RESULTS: 594 pregnant women were assessed for eligibility and 456 were included (EG n=234; CG n=222). The results showed a higher percentage of pregnant women gained excessive weight in the CG than in the EG (30.2% vs 20.5% respectively; odds ratio, 0.597; 95% confidence interval, 0.389-0.916; p=0.018). Similarly, the prevalence of gestational diabetes was significantly higher in the CG than the EG (6.8% vs 2.6% respectively; odds ratio, 0.363; 95% confidence interval, 0.138-0.953; p=0.033). CONCLUSION: The results of this trial indicate that exercise throughout pregnancy can reduce the risk of excessive maternal weight gain and gestational diabetes.

Exercise during pregnancy is associated with a shorter duration of labor. A randomized clinical trial.

OBJECTIVE: to examine the influence of an exercise program throughout pregnancy on the duration of labor in healthy pregnant women. STUDY DESIGN: A randomized clinical trial was used (Identifier: NCT02109588). In all, 508 healthy pregnant women were randomly assigned between 9 and 11 weeks of gestation to either a Control Group (CG, N = 253) or an Exercise Group (EG, N = 255). A moderate aerobic exercise program throughout pregnancy (three weekly sessions) was used as the intervention. Mann-Whitney and Pearson χ2 tests were performed to analyze differences between groups. Survival techniques through the Kaplan-Meier method were used to estimate the median time to delivery of each group; and Gehan-Breslow-Wilcoxon tests were performed to compare survival distribution between the two arms. The primary outcome studied was the length of the stages of labor. Secondary outcomes included mode of delivery, gestational age, maternal weight gain, preterm delivery, use of epidural, birthweight, Apgar scores and arterial cord pH. RESULTS: Women randomized to the EG had shorter first stage of labor (409 vs 462 min, p = 0.01), total duration of labor (450 vs 507 min, p = 0.01) as well as combined duration of first and second stages of labor (442 vs 499 min, p = 0.01). The probabilities of a woman being delivered at 250 min and 500 min (median times) were 19.1% and 62.5% in the experimental group vs 13.7% and 50.8% in the control group (Z = -2.37, p = 0.018). Results also revealed that women in the intervention group were less likely to use an epidural; and that the prevalence of neonate macrosomia was higher in the control group. CONCLUSION: A supervised physical exercise program throughout pregnancy decreased the duration of the first phase of labor as well as total time of the first two phases together, leading to a decrease in total labor time.

The Role of Dispositional Flow's Dimensions in the Prediction of Intention to be Physically Active in Adolescents / El rol de las dimensiones del flow disposicional en la predicción de la intención de ser físicamente activo en adolescentes

Abstract Within the flow theory framework, the aims of this study were a) to analyze differences in flow dimensions and future physical activity (FPA) practice intentions according to the level of current PA and b) to analyze the predictive role of flow dimensions for FPA practice intentions. The sample was composed by 1076 physical education students and segmented according to the current PA levels. Subjects reporting high levels of PA scored higher in all of the flow dimensions. Stepwise regression analyses indicated that autotelic experience was associated with FPA practice intentions among all of the participants. Furthermore, in the low-activity group the balance between challenge and skills also emerged as a predictor, while in the high-activity group both the sense of control and the perception of clear objectives resulted significant in the explanation of FPA practice intentions. The findings suggest that the implementation of different strategies to enhance dispositional flow in physical education settings may have the potential to increase FPA intentions, especially those oriented to enhance autotelic experience.

Resumen Enmarcado en la teoría del flow, este estudio pretende a) comprobar las diferencias en las dimensiones del flow disposicional y en la intención futura de realizar actividad física (IF) según el nivel de AF y b) estudiar el papel predictivo de dichas dimensiones sobre la IF. La muestra estuvo compuesta por 1076 estudiantes de educación física y se segmentó según el nivel actual de AF. Los sujetos que mostraron mayores niveles de AF presentaron valores más elevados en todas las dimensiones. Los análisis de regresión por pasos indicaron que la experiencia autotélica se asoció con IF en todos los participantes. Además, en el grupo de baja actividad el equilibrio percibido entre el reto y la habilidad emergió como predictor mientras que en el grupo de alta actividad, tanto la sensación de control como la percepción de objetivos claros resultaron significativos en la explicación de la IF. Los resultados sugieren que la implementación en clases de EF de diferentes estrategias para mejorar la disposición a experimentar el flow, puede aumentar la IF.

The Effects of a Physical Education Intervention to Support the Satisfaction of Basic Psychological Needs on the Motivation and Intentions to be Physically Active.

The aim of the study was to investigate the effects of an intervention to support the basic psychological needs on the satisfaction of these needs, intrinsic motivation, intention to be physically active and some enjoyment-related outcomes in Physical Education. The present study incorporated strategies presented by Standage and Ryan (2012) in a previous study. A quasi-experimental study was conducted with two groups (nexperimental = 30; ncontrol = 23) of 2nd year Secondary Education students aged between 13 and 15 (M = 13.35, SD = .62) by delivering 24 physical education classes. The teacher in the experimental group underwent prior and continual training. The results revealed that the students from the experimental group showed a significant increase in the perception of autonomy and competence. Furthermore, the experimental group showed a greater perception than the control group in the enjoyment related to learning and contents. These results provide information about the efficacy of an intervention programme based on the strategies presented by Standage and Ryan (2012) to foster satisfaction of basic psychological needs and facilitate support for basic psychological needs to promote the development of positive learning-related outcomes.

Perfiles motivacionales en estudiantes de educación física de tres países y su relación con la actividad física / Motivational profiles in physical education students from three countries and their relationship with physical activity

RESUMEN El objetivo del presente estudio fue analizar los perfiles motivacionales de estudiantes de educación física, examinar su relación con la práctica de actividad física y la intención de ser físicamente activo, así como comprobar si dichos perfiles y sus relaciones con la práctica de actividad física y la intención de realizarla resultaban estables en los adolescentes de España, Colombia y Ecuador. La muestra del estudio estaba formada por 2670 estudiantes con edades comprendidas entre los 12 y los 16 años (M = 14.30; DT=1.66), pertenecientes a diferentes centros educativos de Madrid, Armenia y Cuenca. Los resultados señalaron la existencia de tres perfiles motivacionales: motivación baja-moderada, alta motivación-bajo ego y alta motivación. Además, el perfil de alta motivación mostró los mayores niveles de práctica de actividad física y de intención de realizarla en el futuro, seguido por el perfil de alta motivación-bajo ego y el de motivación baja-moderada. Tanto la caracterización de los perfiles como las asociaciones establecidas con las variables dependientes resultaron estables en las muestras de los tres países participantes. Como conclusión, el perfil de alta motivación mostró mayores niveles de actividad física y de intención de realizar actividad físico-deportiva en el futuro. Igualmente se observaron similitudes entre los adolescentes de los diferentes países.

ABSTRACT The aim of this study was to determine the motivational profiles of physical education students, and to examine their relationship with physical activity and their intention of being physically active. An attempt was also made to verify whether these profiles and their relationship with physical activity and intention to be physically active remained stable in Spanish, Colombian and Ecuadorian adolescents. The sample consisted of students aged 12 to 16 (M = 14.30; SD = 1.66), from different schools from Madrid, Armenia, and Cuenca. The results show that there are three motivational profiles: Low-moderately motivated, highly motivated-low ego, and highly motivated. The data analysis also showed that the highly motivated profile had the highest score both in physical activity and in the intention to practice it, followed by highly motivated-low ego, and low-moderately motivated profiles. The characteristics of both profiles -as well as the relationships established with dependent variables- remained stable in the samples of the three countries. As a conclusion, highly motivated profile showed higher levels of physical activity and intention to be physically active in the future. There were similarities between adolescents from the different countries.

Regular Exercise Throughout Pregnancy Is Associated With a Shorter First Stage of Labor.

PURPOSE: The aim of the present study was to examine the influence of moderate physical exercise throughout pregnancy on the duration of labor stages. DESIGN: Study was a randomized controlled trial. SETTING: The study took place at Hospital Puerta de Hierro and Hospital Severo Ochoa in Madrid, Spain. SUBJECTS: We examined 166 pregnant women (31.6 ± 3.8 years), and all had uncomplicated and singleton gestation. Of these 83 were allocated to the exercise group (EG) and 83 to the control group (CG). INTERVENTION: Women from the EG participated in a physical conditioning program throughout pregnancy, which included 55- to 60-minute sessions, 3 days per week. MEASURES: Pregnancy outcomes were measured: duration of labor stages, gestational age, weight gain, type of delivery, birth weight, birth size, head circumference, Apgar score, pH of umbilical cord. ANALYSIS: Student's unpaired t-tests and χ(2) tests were used; p values of < .05 indicated statistical significance. Cohen's d was used to determine the effect size. RESULTS: Significant differences were found in the duration of the first stage of labor (EG = 389.6 ± 347.64 minutes vs. CG = 515.72 ± 353.36 minutes; p = .02, effect size Cohen's d = .36). The second and third stages did not differ between the study groups. CONCLUSION: A physical exercise program during pregnancy is associated with a shorter first stage of labor. These results may have important relevance to public health.