An intelligent model to decode students' behavioral states in physical education using back propagation neural network and Hidden Markov Model.

This paper highlights the need for intelligent analysis of students' behavioral states in physical education tasks. The hand-ring inertial data is used to identify students' motion sequence states. First, statistical feature extraction is performed based on the acceleration and angular velocity data collected from the bracelet. After completing the filtering and noise reduction of the data, we perform feature extraction by Back Propagation Neural Network (BPNN) and use the sliding window method for analysis. Finally, the classification capability of the model sequence is enhanced by the Hidden Markov Model (HMM). The experimental results indicate that the classification accuracy of student action sequences in physical education exceeds 96% after optimization by the HMM method. This provides intelligent means and new ideas for future student state recognition in physical education and teaching reform.

Was it a HIIT? A process evaluation of a school-based high-intensity interval training intervention.

BACKGROUND: Despite a growing body of research investigating high-intensity interval training (HIIT) in schools, there are limited process evaluations investigating their implementation. This is concerning because process evaluations are important for appropriately interpreting outcome findings and augmenting intervention design. This manuscript presents a process evaluation of Making a HIIT, a school-based HIIT intervention. METHODS: The Making a HIIT intervention spanned 8 weeks and was completed at three schools in Greater Brisbane, Australia. Ten classes (intervention group) completed 10-min teacher-led HIIT workouts at the beginning of health and physical education (HPE) lessons, and five classes (control group) continued with regular HPE lessons. The mixed methods evaluation was guided by the Framework for Effective Implementation by Durlak and DuPre. RESULTS: Program reach: Ten schools were contacted to successfully recruit three schools, from which 79% of eligible students (n = 308, x ¯ age: 13.0 ± 0.6 years, 148 girls) provided consent. Dosage: The average number of HIIT workouts provided was 10 ± 3 and the average number attended by students was 6 ± 2. Fidelity: During HIIT workouts, the percentage of time students spent at ≥ 80% of maximum heart rate (HRmax) was 55% (interquartile range (IQR): 29%-76%). Monitoring of the control group: During lessons, the intervention and control groups spent 32% (IQR: 12%-54%) and 28% (IQR: 13%-46%) of their HPE lesson at ≥ 80% of HRmax, respectively. Responsiveness: On average, students rated their enjoyment of HIIT workouts as 3.3 ± 1.1 (neutral) on a 5-point scale. Quality: Teachers found the HIIT workouts simple to implement but provided insights into the time implications of integrating them into their lessons; elements that helped facilitate their implementation; and their use within the classroom. Differentiation: Making a HIIT involved students and teachers in the co-design of HIIT workouts. Adaption: Workouts were modified due to location and weather, the complexity of exercises, and time constraints. CONCLUSION: The comprehensive evaluation of Making a HIIT provides important insights into the implementation of school-based HIIT, including encouragings findings for student enjoyment and fidelity and recommendations for improving dosage that should be considered when developing future interventions. TRIAL REGISTRATION: ACTRN, ACTRN12622000534785 , Registered 5 April 2022 - Retrospectively registered.

Exploring the digital psychology of environmental sustainability: the mediating influence of technological innovation in advanced physical education development in China".

The study aims to investigate the precise processes by which the advancement of physical education and technological progress leads to ecological conservation efforts within China's distinctive socio-cultural and economic framework. Acknowledging the pivotal role that economic advancement plays in a nation's environmental sustainability, this research utilizes cross-sectional quantitative data gathered using a five-point Likert scale survey. The sample size included 503 undergraduate students from Zhengzhou, China, and structural equation modeling was utilized to analyze the data. The study investigates how technology progress influences the relationship between compatibility, environmental sustainability, and the relative benefits of physical education. It fills the gap in the literature by illuminating how technical innovation and advanced physical education development contribute to China's pursuit of a sustainable environment. The findings emphasize the critical significance of higher physical education in fostering environmental sustainability. Furthermore, the research indicates that students participating in more rigorous physical education programs tend to possess a more well-rounded and mature mindset. This mindset is essential for healthy and long-lasting mental development, motivating individuals to critically consider environmental sustainability. The study provides valuable theoretical and practical insights that can be applied to enhance environmental sustainability in the country.

Construction and Assessment of the Physical Activity and Physical Education Importance for Parents Scale.

A recent systematic review reported positive associations between parents and children's physical activity participation. Moreover, parents' perceptions of the importance and value of physical activity can influence their children's participation in it. Our aim in this study was to develop and validate an instrument to assess parents' perceptions of the importance of physical activity and physical education. After first creating the instrument, we conducted content and exploratory factorial validation and reliability analyses of it with 93 parents (M age = 44.76, SD = 6.05, range = 31-66 years; 73 females, 20 males). The result was a 9-item instrument, with items assessed on a 5-point Likert scale and grouped into three factors: (a) importance of physical education; (b) importance of engaging in physical activity or sport; and (c) importance of joining your children in physical activity or sport. In a second confirmatory factor analysis with 224 parents (M age = 44.53, SD = 6.07; 174 or 77.7% females and 50 or 22.3% males) we confirmed the factor validity and reliability previously analyzed (χ2 = 42.77, df = 24, p = .011, GFI = 0.96, NFI = 0.98, NNFI = 0.99, CFI = 0.99, RMSEA = 0.06 (90% CI: 0,04, 0.08), SRMR = 0.04, ECVI = 0.04, CR = 0.70-0.87). Thus, the new Physical Activity and Physical Education Importance for Parents Scale (PAPEIPS) is a valid and reliable instrument for measuring parents' perceived importance of physical activity and physical education.

A Roadmap for Sustainable Community-Engaged Partnerships in Athletic Training and Using a Traveling Athletic Training Camp as an Implementation Strategy.

Improving access to athletic trainers and increasing diversity in the profession have been major goals of the Strategic Alliance, with a particular interest in the secondary school setting. Within many marginalized communities, individuals are often faced with a lack of resources, high rates of poverty, and limited access to health care. This social and economic climate often extends to inequitable athletic training services and patterns of disparate health. Widely used and recognized strategies to cultivate diversity and address health inequities include community-engaged partnerships; however, these approaches are not well implemented across the athletic training discipline. Successful community-engaged partnerships link communities and universities, and they are rooted in intentionality to address intermediate and long-term health equity outcomes. Athletic training professionals and scholars frequently encounter gaps in resources and process-oriented methods to participate in community-engaged efforts that could include a roadmap or pathway to follow. To bridge this gap, our aims were 2-fold: (1) to disseminate a roadmap for building sustainable community-engaged partnerships in athletic training with the intent of promoting diversity, equity, inclusion, and social justice across athletic training education, research, and professional service and (2) to demonstrate how the roadmap can be implemented using a community-based athletic training education camp as an example. Implementation of the athletic training camp using the roadmap took place at secondary schools where community-engaged partnerships have been established throughout a geographic region known as the Alabama Black Belt, a region burdened with poor health outcomes, limited athletic trainer presence, and lower quality of life, exacerbated by racial and socioeconomic inequalities. Implementing this roadmap as a strategy to build sustainable community-engaged partnerships offers an innovative, interactive, and effective approach to addressing community needs by exposing secondary school students to the athletic training profession, advancing equitable athletic training research practices, and upholding and promoting the principles of diversity, equity, inclusion, and social justice in athletic training education.

Psychometric Validation of the Tactical Assessment Instrument in Football for Use in Physical Education and with Youth Sport Teams.

Recently, the Tactical Assessment Instrument in Football (TAIS) was developed to address football's tactical requirements in terms of game phases, learners' roles, and organizational levels of play. In this study, we sought to evaluate the psychometric properties of this existing instrument in the Physical Education (PE) context and for youth sport teams (ages 8-12 years). Our research design involved: (a) participants playing 37 football games, (b) assessing participants via observation with the TAIS and (c) conducting psychometric analysis on the obtained assessment data. For the psychometric analysis, we carried out our work in four phases: (a) a statistical analysis of the evaluation criteria, (b) analysis of the instrument's structural dimensions, (c) internal item reliability analysis, and (d) provision of evidence for external validity. Participants were 592 children (156 girls, 436 boys; ages 8-12 years) from 74 PE classes or sport teams (from three institutional contexts - schools, community-based sports, and sports clubs) in Spain. We selected 12 tactical criteria and grouped them into four theoretical dimensions (appropriate attack, inappropriate attack, appropriate defense, inappropriate defense) to confirm the instrument's structural dimensions. The Cronbach alpha and Omega McDonald coefficients were greater than .70. The TAIS discriminated between participants from the three institutional contexts, offering evidence of the instrument's external validity. Thus, the TAIS now has sufficient psychometric support for assessing learning of football tactics in PE and youth sport teams. This instrument facilitates an ecological assessment of youth players' understanding of football tactics through four theoretical tactical dimensions and 12 criteria involving information about four learners' roles (both attack and defense, on- and off-the-ball) and three organizational tactical levels of play (whole team, small groups of learners, and individual learners).

Physical education teachers' knowledge of physical activity recommendations for health promotion in children and adolescents.

This study aimed to analyse the knowledge of Portuguese physical education (PE) teachers according to the health recommendations for physical activity (PA) for children and adolescents. A total of 764 teachers participated (55.2% men) with a mean age of 48.2 years. Data was collected using answering to an online survey. Teachers were asked about PA's frequency, duration and intensity to achieve the recommended level PA. Chi-square was applied to analyse the associations. The main finding is that PE teachers have a lack of knowledge of the health recommendations of PA. Specifically, only 7.5% of the PE teachers in our study could identify the PA recommendations correctly. The intensity component in the health recommendation is the one in which most PE teachers demonstrate correct knowledge of (60.5%), with significant differences in gender and teaching level. However, significantly fewer PE teachers knew the frequency component in the health recommendations for PA (25%), with significant differences in education level. For the duration component, only 37.6% of teachers knew the recommendations. In light of our findings, it is a concern that PE teachers generally lack knowledge according to children's fulfilment of health recommendations for PA.

Expectancy-Value Motivation and Physical Activity- and Health-Related Outcomes among At-Risk Children and Adolescents.

Despite a large amount of research having been done to examine and promote physical activity and health among adolescents and children, relatively little attention has been paid attention to underrepresented populations. In this study, we investigated the relationships between expectancy-value motivation and physical activity- and health-related outcomes among a group of at-risk boys at a summer sports camp. The total participants included 107 boys (Mage = 11.78 years, SD = 1.20). The boys' perceived expectancy beliefs (EXP), importance (IMP), interest (INT), usefulness (USE), effort (EFT), and intention for future participation (IFP) were assessed using established questions on a five-point Likert scale, and a PACER test was performed to estimate their cardiovascular fitness (CVF). Through a path analysis, we found that EXP positively predicted CVF (ß = 0.19, p < 0.01), IMP positively predicted EFT (ß = 0.26, p < 0.01), and INT positively predicted both EFT (ß = 0.34, p < 0.01) and IFP (ß = 0.28, p < 0.01), while USE had no statistically significant effect on either EFT, IFP, or CVF. We discussed the limitations and implications of the present study. We recommend including a diverse sample and employing the expectancy-value model in future research, and advocating expectancy beliefs and task values, especially importance and interest, among participants during physical activity promotion.

The Relationship Between Policy Strength and Physical Activity Practices in Arizona Public Elementary Schools.

BACKGROUND: Many school-based physical activity statutes and regulations have been enacted, with the expectation that schools will comply. However, policy alone does not equate to implementation, and many policies fail for a variety of reasons. The purpose of the study was to determine whether the strength of reported state, district, and school-level physical activity policies were associated with reported recess, physical education, and other school-based physical activity practices at elementary schools in Arizona. METHODS: A modified Comprehensive School Physical Activity Program (CSPAP) Questionnaire was administered to staff at elementary schools across Arizona (N = 171). Summative indices of the number of school physical activity policies and best practices at the state, district, and school levels were created. Relationships between policy strength and best practices were examined using linear regression analyses stratified by recess, physical education, and other school-based physical activity practices. RESULTS: Stronger physical activity-related policies were associated with a greater number of recess (F1,142 = 9.87, P < .05), physical education (F4,148 = 4.58, P < .05, Adj. R2 = .09), and other school-based physical activity (F4,148 = 4.04, P < .05, Adj. R2 = .07) best practices at all levels while controlling for school-level demographic factors. CONCLUSIONS: The strength of policies may improve opportunities for comprehensive physical activity for children in schools. Strengthening policy language (eg, specifying duration and frequency) may contribute to better physical activity practices in schools, improving children's health at the population level.

Developing Emotional Intelligence through Physical Education: A Systematic Review.

The development of Emotional Intelligence (EI) has gained importance in the context of goals to spur a new generation of people intent upon improving human health. Physical education (PE) is a suitable curriculum subject in which to train EI. Therefore, our aim in this review is to summarize existing literature pertaining to EI within PE, while seeking particular guidance on how to best teach EI. We systematically reviewed PubMed, ERIC, Education Database, Scopus, SPORTDiscus, Cochrane, and FECYT (i.e., Web of Sciences, CCC, DIIDW, KJD, MEDLINE, RSCI, and SCIELO) databases up to January 24, 2022. From 248 studies initially located, 28 were included in a final qualitative synthesis. These 28 studies were sub-divided into (i) correlation and (ii) intervention studies with an intervention group, possibly a control group, and with pre-test and post-test outcome measures. There was a clear correlation between EI-motivation and EI-psychological needs, and there emerged the following types of educational programs for developing EI within PE: (a) pedagogical models based on corporal expression and relaxation, (b) Cooperative Learning (e.g., the Sport Education Model), (c) community engagement interventions (e.g., Social-Emotional Learning, the Teaching Personal and Social Responsibility model, and Service Learning), and (d) augmented reality games. Most successful EI programs included themes of collaborative work, concern for others, and social welfare. Including EI as a PE goal will require developing students' personality and encouraging PE teachers to focus on EI within pedagogical models based on community engagement.

Inserção de profissionais de educação física no Sistema Único de Saúde: análise temporal (2007-2021) / Insertion of physical education professionals in the Unified Health System: temporal analysis (2007-2021)

O objetivo desta pesquisa foi descrever e analisar a série temporal da inserção de profissionais de educação física (PEF) no Sistema Único de Saúde (SUS) no período de 2007 a 2021, bem como apresentar a distribuição por regiões e estados de profissionais no território brasileiro. Trata-se de um estudo descritivo e de série temporal que utilizou dados secundários oriundos do sistema de consultas do Cadastro Nacional dos Estabelecimentos de Saúde (CNES). Analisou-se o quantitativo de PEF no SUS nas cinco regiões e nos vinte e seis estados e no Distrito Federal entre 2007 e 2021 e reali-zou-se a análise temporal para verificar a distribuição dos PEF nas regiões brasileiras. Os resultados apontam para um crescimento no número de PEF entre 2007 (n = 22) e 2020 (n = 7.560) em todo o país. Em 2021 observa-se uma redução de 2,8% no quantitativo de PEF. Entre as regiões, os maio-res quantitativos foram observados nas regiões Nordeste e Sudeste, enquanto nos estados a maior concentração foi em Minas Gerais, seguido de São Paulo, Pernambuco, Bahia e Rio Grande do Sul. Observou-se uma tendência crescente de PEF nas regiões Norte e Sul. Conclui-se que o quantitativo de PEF atuantes no SUS teve um crescimento expressivo durante o período analisado, sendo fruto das políticas públicas e programas voltados à promoção da atividade física constituídos ao longo do tempo. Apesar disso, há importantes disparidades geográficas que não devem ser desconsideradas, reforçando a necessidade de estratégias coletivas e investimentos em políticas públicas que fomentem a inserção dos PEF na rede assistencial e de fortalecimento do SUS

The aim of this study was to describe and analyze the time series of physical education professionals (PEF in Portuguese) in the Unified Health System (SUS in Portuguese) from 2007 to 2021, as well as to present their distribution by Brazilian regions and states. This is a time series study which used secondary data from the Consultation System of the National Registry of Health Establishments (CNES in Portuguese). We analyzed the number of PEF in the country, in the five Regions and in the twenty-six States and the Fed-eral District between 2007 and 2021 and the temporal analysis was carried out to verify the distribution of PEF in the Brazilian regions. The results point to an increase in the number of PEF between 2007 (n = 22) and 2020 (n = 7560). In 2021, there is a 2.8% reduction in the amount of PEF. Among the regions, the highest numbers were observed in the Northeast and Southeast regions, while in the states the highest con-centration was in Minas Gerais, followed by São Paulo, Pernambuco, Bahia and Rio Grande do Sul. There was an increasing trend in the distribution of PEF in the North and South regions. The number of PEF working in the SUS had an expressive growth during the analyzed period, being the result of public policies and programs aimed at promoting physical activity constituted over time. Despite this, there are important geographic disparities that should not be disregarded, reinforcing the need for collective strategies and financ-ing in public policies that encourage the insertion of PEFs in the care network and the strengthening of SUS

Competencies of the Physical Education professional in Primary Health Care / Competências do profissional de Educação Física na Atenção Primária à Saúde

Primary Health Care (PHC) is the user's gateway to the Unified Health System (UHS). With a wide range of actions from disease prevention to health promotion, the PHC was developed to serve the user in its entirety, offering body practices and physical activities among its activities. However, the inclusion of Physical Education (PE) professionals in multidisciplinary teams in PHC remains limited, and some studies show limitations in preparing these professionals to work in this context. Therefore, this work aimed to investigate the paths taken from initial studies to the perception of the development of competencies in the PE professionals working in PHC. This is a qualitative study, performed through semi-structured interviews, remotely (Google Meet). The sample analyzed included six PE professionals who worked in PHC in cities from different regions across the country. Content analysis was performed to organize the results of the interviews, and the units of analysis were coded into thematic and then organized into categories: Undergraduate and Collective Health, Graduate Studies, Professional Practice, and Professional Competencies. It is concluded from this study that PE professionals identify a series of gaps in PE specific studies for work in PHC, with the studies after finishing the undergraduate program, being very important to meet demands and expec-tations for work. It was also observed a great knowledge about the competencies, linked to the theo-retical and practical universe, from a humanized look, for effective and efficient professional conduct

A Atenção Primária à Saúde (APS) é a porta de entrada do usuário no Sistema Único de Saúde (SUS). Com uma vasta amplitude de ações que perpassam da prevenção de agravos à promoção da saúde, a APS se de-senvolveu para atender o usuário em sua totalidade, ofertando dentre suas atividades as práticas corporais e atividades físicas. Entretanto, a inserção do profissional de Educação Física (EF) nas equipes multiprofissio-nais na APS ainda é pequena e alguns estudos mostram limitações na formação deste profissional para atuar neste contexto. Sendo assim, este trabalho teve como objetivo investigar os caminhos percorridos desde a for-mação inicial até a percepção sobre o desenvolvimento de competências na atuação dos profissionais de EF que trabalham na APS. Trata-se de um estudo qualitativo, realizado a partir de entrevistas semiestruturadas, de forma remota (Google Meet). A amostra analisada contou com seis profissionais de EF que atuavam na APS em cidades das cinco regiões do país. Foi realizada análise de conteúdo para organizar os resultados das entrevistas, sendo que as unidades de registro foram codificadas em temáticas e na sequência organizadas em categorias: Graduação e Saúde Coletiva, Pós-formação, Atuação Profissional e Competências Profissionais. Como conclusão, os profissionais de EF identificaram lacunas na formação em EF para o trabalho na APS, sendo o contexto pós-formação bastante importante para atender demandas e expectativas para a atuação. Observou-se ainda um grande conhecimento sobre as competências, atrelado ao universo teórico e prático, a partir de um olhar humanizado, para uma conduta profissional eficaz e eficiente

"I Learned More Because I Became More Involved": Teacher's and Students' Voice on Gamification in Physical Education Teacher Education.

Higher education plays a critical role in achieving the Sustainable Development Goals established in the 2030 Agenda, especially the fourth goal (quality and equality in higher education). Therefore, teacher education must play a central role in providing transformative learning experiences for future teachers that can lead the change to create high quality programs in every school. The purpose of this study was to conduct a gamified experience in Physical Education Teacher Education with two goals: assess the students' views on the framework and evaluate the teachers' feelings and thoughts. One teacher-researcher (36 years) and 74 students (19-27 years) enrolled in a Spanish university agreed to participate. A qualitative descriptive method and an action-research design were used. The teacher-researcher completed a personal diary, while the students answered two open-ended questions. From the students' responses emerged three positive themes (framework, motivation, and transference) and two negatives (boredom and group work); from the teacher-researcher, we received three positive responses (mixed emotions, expectations, and students' motivation) and one negative (workload). As a conclusion, gamification could be considered a framework that promotes transformative learning.

Processos de reflexividade dos psicólogos do esporte e coaches: um estudo fenomenológico / Reflexivity processes of sport psychologists and coaches: a phenomenological study / Procesos de reflexividad de psicólogos del deporte y coaches: un estudio fenomenológico

O objetivo desta pesquisa é identificar e compreender fenomenologicamente, por meio de relato de Psicólogos de Esporte (PE) e de Coaches, em sua vivência prática, como ocorrem os processos reflexivos em sua atuação, conforme apreendidos a partir de relatos de experiências. O método de investigação escolhido foi a fenomenologia, pois oferece os recursos necessários para tal mergulho junto à experiência reflexiva. A amostra intencional foi delineada por PE e Coaches (profissionais de Educação Física que recorrem ao Coaching) em atividade em esportes de alto rendimento, que tenham atuado ou estejam atuando em modalidades esportivas coletivas e/ou individuais. Realizaram-se nove entrevistas (cinco com PE, quatro com Coaches). O acesso ao objeto desse estudo se deu por meio de entrevistas em profundidade e semiestruturadas, orientadas pela escuta suspensiva. As questões disparadoras foram formuladas com base no Procedimento Estruturado de Reflexão adaptado. Para análise das entrevistas, realizou-se uma síntese de cada relato, seguindo-se de cruzamento intencional. Como resultados, percebeu-se que PE e Coaches trazem algumas similaridades no que se refere aos modos de refletir sobre sua prática. No entanto, as experiências que eles fazem desses processos reflexivos é que podem tomar rumos distintos. Os(as) PE amparam-se na regulamentação da profissão e resguardam-se em seus apontamentos, trazendo suas experiências e reflexões sobre os processos vividos. Os(as) Coaches trazem em suas explanações um trabalho coerente, organizado e compatível com o método do Coaching. Problematizar os processos reflexivos desses profissionais permite diferenciar qualitativa e eticamente suas atuações, possibilitando o fomento multiprofissional no esporte.(AU)

The aim of this study consists in phenomenologically identifying and understanding, by the report of Sport Psychologists (SP) and coaches, in their practical experience, how would be the reflexive processes that take place in their performance, as learned from reports of their experiences. The research method chosen was phenomenology, since it offers the necessary resources for such a dive along with the reflective experience. The intentional sample was outlined by SP and coaches (Physical Education professionals who use coaching) active in high performance sports, who have or are working in collective and/or individual sports. Nine interviews were conducted (five with SP, four with coaches). Access to the object of this study took place by in-depth and semi-structured interviews, guided by suspensive listening. The triggering questions were formulated based on the adapted Structured Reflection Procedure. For the analysis of the interviews, a synthesis of each report was carried out, followed by the intentional crossing. As results, it was noticed that SP and coaches bring some similarities regarding the ways of reflecting on their practice. However, their experiences of these reflective processes are that they can take different directions. The SP are based on the regulation of the profession and guard themselves in their notes, bringing their experiences and reflections on the processes experienced. Coaches bring in their explanations a coherent, organized, and compatible work with the coaching method. Problematizing the reflective processes of these professionals allows to differentiate their actuation qualitatively and ethically, making the multiprofessional phenomenon in sport possible.(AU)

El objetivo de este estudio consiste en identificar y comprender fenomenológicamente, a partir de la experiencia práctica de psicólogos del deporte (PD) y coaches, cómo serían los procesos reflexivos que se llevan a cabo en su rendimiento, tal y como se desprende de los informes de experiencias. El método de investigación elegido fue la fenomenología, ya que ofrece los recursos necesarios junto con la experiencia. La muestra intencional fue delineada por PD y coaches (profesionales de la educación física que utilizan el coaching) activos en deportes de alto rendimiento, que tienen o están trabajando en deportes colectivos e/o individuales. Se realizaron nueve entrevistas (cinco con PD, cuatro con coaches). El acceso al objeto de este estudio fue entrevistas en profundidad y semiestructuradas, guiadas por escuchas suspensivas. Las preguntas se formularon desde el procedimiento de reflexión estructurado adaptado. Para el análisis de las entrevistas, se hizo una síntesis de cada informe, seguida del cruce intencional. Como resultados, se notó que los PD y coaches tienen algunas similitudes con respecto a las formas de reflexionar sobre su práctica. Sin embargo, las experiencias que hacen de estos procesos pueden tomar diferentes direcciones. Los(las) PD se basan en la regulación de la profesión y se protegen en sus notas, aportando sus experiencias y reflexiones sobre los procesos vividos. Los(las) coaches plantean en sus explicaciones un trabajo coherente, organizado y compatible con el método de Coaching. Problematizar los procesos reflexivos de estos profesionales permite diferenciar sus acciones de manera cualitativa y ética, además de posibilitar la promoción multiprofesional en el deporte.(AU)

A disciplina psicologia do esporte nos cursos de psicologia e educação física / Sports psychology in psychology and physical education courses / La materia psicología del deporte en los cursos de psicología y educación física

Este discute a representatividade da disciplina Psicologia do Esporte nos cursos de Psicologia e Educação Física em instituições de ensino superior reconhecidas pelo MEC e situadas na região Sul do país. Foi realizado um estudo documental, com base nos currículos das Instituições. Os resultados revelaram que no Sul do Brasil 21,02% dos cursos de Psicologia, 41,96% dos cursos de bacharelado em Educação Física e apenas 14,83% dos cursos de licenciatura em Educação Física apresentam a disciplina Psicologia do Esporte em sua grade curricular. Observou-se que a disciplina é ofertada mais frequentemente em regime obrigatório nos cursos de bacharelado em Educação Física. Nos cursos de Psicologia, quando ofertada, costuma ser optativa. Os resultados evidenciam uma maior oferta da disciplina para os estudantes de Educação Física, em relação aos de Psicologia, o que pode estar relacionado ao próprio contexto de surgimento da disciplina e sua popularização no meio acadêmico. Para que esse panorama possa mudar e se possa oferecer uma formação adequada no curso de Psicologia para fomentar essa opção de carreira, há necessidade de se repensar o currículo e o próprio perfil do egresso, de forma a dar mais oportunidade aos estudantes para que conheçam as bases teóricas e os campos de aplicação da Psicologia do Esporte. Tal lacuna pode acarretar a fragilização da disseminação desse conhecimento aos estudantes de graduação e a consequente ocupação do mercado de trabalho.(AU)

This study discusses the representativeness of Sports Psychology in Psychology and Physical Education courses at higher education institutions from Southern Brazil. A documentary study was conducted based on the institutions' curricula. Results show that 21.02% of the Psychology major, 41.96% of the bachelor's in Physical Education, and only 14.83% of the license in Physical Education offer Sports Psychology in their curricula. Sports Psychology is most often offered as a compulsory subject in the bachelor's program in Physical Education, whereas Psychology courses offer it mainly as an elective. Physical Education students have greater contact with the discipline when compared with Psychology students, which may be explained by its context of development and popularization in the academic environment. To change this scenario and offer adequate education in the Psychology programs to foster this career option, institutions must rethink their curriculum and the graduate profile itself. This would give students better opportunity to get to know its theoretical bases and fields of application. Such a gap can hinder the dissemination of this knowledge to undergraduate students and the consequent labor market occupation.(AU)

El objetivo de este estudio es discutir la representatividad de la materia Psicología del Deporte en los cursos de Psicología y Educación Física en instituciones de educación superior de la región Sur de Brasil, reconocidas por el Ministerio de Educación (MEC). Se realizó un estudio documental, basado en los planes de estudio de las instituciones. Los resultados revelaron que, en el Sur de Brasil, el 21,02% de los cursos de Psicología, el 41,96% de los cursos de licenciatura en Educación Física y sólo el 14,83% de los cursos de profesorado en Educación tienen la materia Psicología del Deporte en sus planes de estudio. Se observó que la materia Psicología del Deporte se ofrece con mayor frecuencia como asignatura obligatoria en los cursos de licenciatura en Educación Física. Cuando se ofrece en los cursos de Psicología, es una materia optativa. Los resultados muestran una mayor oferta para los estudiantes de Educación Física en comparación con Psicología, lo que puede estar relacionado con el contexto del surgimiento de la Psicología del Deporte como materia y su popularización en el ámbito académico. Para que este escenario cambie y sea posible ofrecer una formación adecuada en el curso de Psicología con el fin de fomentar esta opción de carrera, es necesario repensar el plan de estudios y el perfil del egresado, así los estudiantes tendrán más oportunidades de conocer sus bases teóricas y sus campos de actuación. Tal brecha puede debilitar la difusión de este conocimiento a los estudiantes de grado y la consecuente ocupación en el mercado laboral.(AU)

No Motor Costs of Physical Education with Eduball.

Numerous neuroscience studies demonstrate that when motor and cognitive tasks are performed simultaneously, there is dual-task interference. Experiments show that the cost is a temporal deterioration in motor functioning. However, there is no comprehensive research on the developmental costs of dual-task exercises incorporated into physical education (PE). Such an approach is called the interdisciplinary model of PE and is used to stimulate cognitive development. Therefore, there is a knowledge gap regarding the motor costs of methods based on this model, e.g., Eduball. The Eduball method integrates core academic subjects with PE using a set of educational balls printed with letters, numbers, and other signs. To fill this knowledge gap, we replicated the Eduball experiment, focusing on motor development. The half-year intervention occurred in one primary school class. The control group was a peer class participating in traditional PE, not based on dual tasks. We tested students' space-time orientation and graphomotor, locomotor, and object control skills. We found no motor costs of the intervention. Eduball-based PE stimulated motor development as much as traditional PE. Our study suggests that methods based on the interdisciplinary model of PE are safe for motor development. As such, it is worth considering their use in children's education.

Sustainable Development Competencies among More than 1100 Certified Physical Education and Health Teachers in Sweden.

School physical education and health (PEH) may not only be an important cornerstone to the holistic development of students but may also contribute to the sustainable development (SD) agenda. Although PEH may have unique characteristics that can contribute to the SD agenda, most research to date has been theoretical. The overall aim of this study was to explore the sustainable development competencies among physical education and health (PEH) teachers in Sweden. An online questionnaire was used to collect data about background and SD competencies. SD competencies was collected through the use of the Physical Education Scale for Sustainable Development in Future Teachers (PESD-FT). Of the 1153 participants, 31% reported being males, and 48% of the participants reported teaching PEH when completing the questionnaire. The median SD competencies score for all the participants was 105 (range: 18-144) out of 144. Virtually no differences were observed across the groups of participants. A stronger correlation was observed between SD competencies vs. long-time interests in health and health issues (rs = 0.343) than for long experience of participating in organized sports (rs = 0.173). In the total sample, 26% reported having taught about SD in PEH, such as using outdoor education, interdisciplinary projects, picking, and sorting waste, as well as paying attention to material issues. Among those who reported teaching PEH when completing the questionnaire, 70% perceived that they are in great need of professional development education in the area of SD. In conclusion, SD competencies were higher for the PESD-FT items that concerned the social dimension of SD compared to the economic and environmental dimensions. Relatively few teachers had taught about SD in PEH, and the majority perceive that they are in great need of professional development education in the area of SD. Future studies are required to understand more of what types of competencies practicing PEH teachers, and PEH teacher education programs, are lacking to fulfil the call for a contribution to the SD agenda.

How Stress Is Related to Age, Education, Physical Activity, Body Mass Index, and Body Fat Percentage in Adult Polish Men?

Stressful events and chronic tension are considered a burden and a threat to physical, mental, and social health. The aim of the study was to demonstrate the associations of variation in stress exposure with social factors, physical activity, basic components of physical fitness, body mass index (BMI) and percentage of body fat (BFP). An additional objective was to identify the main BFP modifiers among those analyzed. The material consisted of data of ethnically homogeneous group 355 men (32-87 yrs), invited to the study as part of the Wroclaw Male Study research project. The analyzed features included socioeconomic status (age, educational level), elements of lifestyle (physical activity), major and most important stressful life events-Social Readjustment Rating Scale (SRRS) and basic parameters of the somatic structure of the body (BMI, BFP). Statistical analyses included: chi-square test, Mann-Whitney U test and backward stepwise regression (significance level α = 0.05). Stress exposure showed significant socioeconomic variation among the adult Poles studied. Higher levels of education were associated with higher levels of stress. Significant correlations between SRRS and physical activity were found, especially in men older than 60 years and with higher levels of education. A positive relationship was shown between SRRS and BFP, especially in men under 60 years of age. BFP appeared to depend mainly on age and stress. The main determinants of SRRS were age and education level, while BFP turned out to be more sensitive to stress than BMI. The modifying force of physical activity for SRRS appears to be age dependent.