The Erasmus+ EUMOVE project-a school-based promotion of healthy lifestyles to prevent obesity in European children and adolescents.

The aim of this study was to describe the goals, activities, and methods of EUMOVE project in developing a set of resources targeting both primary and secondary schools that allow the entire educational community to promote healthy lifestyles (HL). The EUMOVE project is an Erasmus+ program based in the Creating Active Schools (CAS) framework. The project lasted 3 years and was developed by 14 academic and non-governmental institutions from Spain, Portugal, France, Italy, and the UK. EUMOVE was divided into three phases. In the first phase, several work packages were carried out aimed to ensure the coordination/management of the project activities. In the second phase, seven educational resources strengthened by rigorous scientific research were developed to promote HL from schools. During the last phase, all the resources were disseminated through scientific seminars, workshops with families and teachers, and the online promotion by the non-governmental institutions of each country. The EUMOVE project developed and promoted a smartphone APP, video/activity repository of physically active lessons, active break virtual platform, learning units, and parent/teachers/school-leaders' guidelines to promote physical activity, active commuting, active school playgrounds, healthy diet, and sleep habits. To our knowledge, EUMOVE is the first European project to provide a set of practical tools based on scientific evidence to help schools or future school-wide interventions implement a paradigm shift based on the CAS framework for the promotion of HL. Future research will need to investigate the implementation, effectiveness, and scalability of this proposal.

Effects of the inclusion of physical activity in secondary education academic classes on educational indicators and health markers: rationale and methods of the ACTIVE CLASS study.

Background: Increasing physical activity (PA) levels and reducing sedentary behaviors in children and adolescents is a need, especially in schools. Active breaks and physically active learning are examples of two emerging methodologies that have been shown to be effective in increasing PA levels and additionally produce improvements in children's educational markers. However, the evidence in adolescents is very limited. This paper presents the design, measurements, and interventions implemented in the ACTIVE CLASS study, whose objectives are: (i) evaluate the effects of two interventions on PA levels, sedentary time, health-related physical fitness academic indicators, cognition, and markers of psychological health among secondary education students; (ii) evaluate teachers' and students' experiences about the implementation of these the two school-based PA intervention. Methods: A randomized controlled study is conducted with a total of 292 students aged 12-14 years old from six schools (7th and 8th grade) in Spain (three in Cadiz and three in Caceres). One school from each study provinces is randomly assigned to either the active break intervention group, the physically active learning intervention group, or the control group. The interventions have a duration of 16 weeks. Nine main measurement categories are assessed: PA and sedentary time, health-related physical fitness, academic indicators, cognition, psychological health, motivational variables, dietary patterns, sociodemographic characteristics, as well as qualitative information through semi-structured individual interviews and focus groups. Three independent measurements of evaluation are distinguished: pre-intervention, post-intervention (week 16) and retention measurement (4 weeks after the intervention). For quantitative variables, descriptive, correlational, regression and repeated measures ANOVA will be applied. Discussion: To the best of our knowledge, the ACTIVE CLASS study is the first of its kind in Spain to evaluate the effects of incorporating active breaks and physically active learning in secondary education. In addition, this project provides important information on the effects of two school-based PA intervention arms on educational variables and health markers in adolescents. This will provide valuable and innovative training to the educational community, enabling them to implement teaching methodologies that have the potential to enhance academic performance and improve the quality of life for their students. Clinical trial registration: clinicaltrials.gov, NCT05891054.

Validación del cuestionario de motivación en Educación Física en educación primaria (CMEF-EP) / Validation of the Motivation in Physical Education Questionnaire in Primary Education (CMEF-EP)

El objetivo de la presente investigación era validar al contexto de la educación primaria el instrumento CMEF (Cuestionario de motivación en Educación Física), desarrollado originalmente en la etapa de educación secundaria. Para ello, participaron un total de 333 alumnos de educación primaria, de género masculino (n = 183) y femenino (n = 150), con edades comprendidas entre los 10 y los 12 años (M = 10.92; DT = 0.77) pertenecientes a seis centros educativos públicos de la comunidad autónoma de Murcia. Los resultados obtenidos demostraron que la escala presentaba una adecuada validez factorial a partir de los índices de ajuste obtenidos en el análisis factorial confirmatorio, así como valores aceptables de consistencia interna (a > 0.70). De la misma manera, se correlacionaron los factores del instrumento con la percepción de comportamientos positivos en la Educación Física, obteniendo una adecuada validez nomológica. Por tanto, este estudio aporta evidencias de que el Cuestionario de motivación en la Educación Física también permite analizar los tipos de regulación motivacional de los alumnos en las clases de Educación Física en la etapa de educación primaria.

The aim of this study was to validate in the Primary Education context the Motivational Questionnaire in Physical Education (CMEF), originally developed in Secondary Education. The sample size was formed by 333 primary school students, both male (n = 183) and female (n = 150), ranging in age from 10 to 12 years (M = 10.92, SD = 0.77) from six public schools of the autonomous community of Murcia. Results showed that the scale had an adequate factorial validity through the fit index obtained in confirmatory factorial analysis, as well as acceptable internal consistency values (a > 0.70). Likewise, instruments' factors were correlated with perception of positive behaviors in physical education, obtaining an adequate nomological validity. Therefore, this study provides evidence that the Motivation in Physical Education Questionnaire also allows analysing the types of students' motivational regulation of Physical Education classes in Primary Education.

Análisis de los perfiles motivacionales y su relación con los comportamientos adaptativos en las clases de educación física / Analysis of motivational profiles and their relationship with adaptive behaviours in physical education classes

Basado en la teoría de la autodeterminación, el objetivo del presente estudio fue analizar los perfiles motivacionales de los estudiantes de educación física (EF) y valorar las posibles relaciones existentes con determinados comportamientos y actitudes hacia las clases de EF. La muestra del estudio estaba formada por 1.690 estudiantes con edades comprendidas entre los 12 y los 16 años, pertenecientes a diferentes centros de enseñanza secundaria de la comunidad autónoma de Extremadura. Los resultados destacaron la existencia de 4 perfiles motivacionales: baja calidad, baja cantidad, alta cantidad y alta calidad. Además, el análisis de los datos indicó que los alumnos de sexo femenino, de menor edad y que practicaban actividad física extraescolar presentaban perfiles más autodeterminados que el resto. Por último, se comprobó que a medida que los perfiles motivacionales son más autodeterminados se producen consecuencias más adaptativas, como la importancia concedida a la EF, el disfrute y el desarrollo de comportamientos positivos, ocurriendo a la inversa en el caso del aburrimiento. Como conclusión, el estudio destaca la importancia que adquieren los procesos motivacionales desarrollados por los alumnos para explicar la aparición de determinadas consecuencias durante las clases de EF.

Based on the Self-Determination Theory, this study sought to analyse motivational profiles of Physical Education (PE) students, as well as to assess the relationship with several behaviours and attitudes toward PE classes. The sample consisted of 1,690 pupils aged 12 to 16, from different secondary schools of the Region of Extremadura. The results highlight the existence of four motivational profiles: Low Quality, Low Quantity, High Quantity, and High Quality. Moreover, data analysis showed that younger female individuals who practiced extracurricular physical activity had more self-determined profiles than the rest of participants. Lastly, it was demonstrated that the more self-determined motivational profiles are produced as a result of being more adaptive, such as to the importance of PE, enjoyment, and development of positive behaviours. Contrarily, boredom has an inverse process. As a conclusion, the study emphasised the importance of the motivational processes developed by pupils to explain several outcomes during PE classes.

Validação do questionário de apoio às necessidades psicológicas básicas em Portugal / Validation of the basic psychological needs questionnaire in Portugal

Este trabalho teve como objetivo analisar as propriedades psicométricas do Questionário de Apoio às Necessidades Psicológicas Básicas (QANPB) com estudantes portugueses. A amostra foi constituída por 445 estudantes do sexo masculino e feminino, com idades compreendidas entre os 12 e os 16 anos. Inicialmente, a escala foi traduzida para o português, para posteriormente se realizar uma análise das propriedades psicométricas. Os resultados comprovaram que o QANPB se apresentava como um instrumento com evidências de validade (fatorial e nomológica) e confiabilidade, que permite analisar a percepção dos alunos sobre o apoio do professor à autonomia, competência e relações sociais nas aulas de Educação Física. (AU)

The purpose of this study was to analyze the psychometric properties of the Basic Psychological Needs Questionnaire (BPNQ) with Portuguese students. The sample was composed of 445 male and female students, ranging in age from 12 to 16 years. Initially, the scale was translated into Portuguese, and later, an analysis of the psychometric properties was done. Results emphasized that the BPNQ is a valid (factorial and nomological) and reliable instrument to measure students' perception of autonomy, competence and relatedness support in Physical Education classes. (AU)

Percepción de la conducta de los padres en los comportamientos antisociales mostrados por los jóvenes participantes de deportes colectivos / Perception of Parents' Conducts on Antisocial Behaviors Shown by Team Sports Youth Athletes

El principal objetivo del estudio fue conocer las relaciones entre padres e hijos en la percepción de intención, actuación y juicio de los posibles comportamientos antisociales en el contexto deportivo, valorando en una misma acción deportiva, la moralidad mostrada por ambos significativos y considerando el clima fomentado por los padres en los deportistas para la aparición o no de estas conductas. La muestra estuvo compuesta por 1.420 participantes, 710 deportistas, con edades comprendidas entre los 11 y 16 años (M = 12.76; DE = 1.15) y 710 padres, con edades comprendidas entre los 36 y 49 años (M = 43.56; DE = 2.95), de varios deportes colectivos: fútbol, baloncesto, balonmano y voleibol. Deportistas y padres diligenciaron cuestionarios destinados a valorar la percepción de los jugadores y padres sobre comportamientos antisociales y la percepción del clima motivacional que los padres transmiten a los deportistas. Los resultados muestran una relación significativa entre las variables antisociales en padres e hijos. Asimismo, la presión de los padres emerge como predictor de la intención y actuación de comportamientos antisociales. Finalmente, se indica que una participación adecuada de los padres en la práctica deportiva, supondrá el descenso de comportamientos antisociales por parte de los deportistas.

The main aim of the study was to know the relationships between parents and children with regard to perception of intention, performance and judgment of antisocial behaviors in the sport context, assessing in the same sport action, the morality shown by both significatives. The sample comprised 1420 participants, 710 athletes, ranging in age from 11 to 16 years old (M = 12.76; SD = 1.15), and 710 parents, ranging in age from 36 to 49 years old (M = 43.56; SD = 2.95). Athletes and parents completed questionnaires related to measure perception of players and parents' about antisocial behaviors, as well as perception of motivational climate developed by parents. Results showed a significant relationship among antisocial variables in parents and children. Moreover, parents' pressure emerged as predictor of intention and performance of antisocial behaviors. Finally, it is emphasized that appropriate parental participation in sport practice can promote the decrease of antisocial behaviors in athletes.

Desarrollo de un modelo de motivación para explicar el flow disposicional y la ansiedad en bailarines profesionales / Development of a Motivation Model to Explain Dispositional Flow and Anxiety in Professional Dancers

El propósito del presente estudio fue aplicar un modelo de motivación en bailarines profesionales, para conocer los procesos motivacionales que pueden facilitar o dificultar la aparición de consecuencias emocionales como el flow disposicional o la ansiedad. Participaron en la investigación 332 bailarines de diferentes conservatorios españoles (293 mujeres y 39 hombres), con edades comprendidas entre los 12 y 45 años, que respondieron a diferentes cuestionarios. Los resultados del modelo revelaron que el clima tarea compañeros predecía la satisfacción de las tres necesidades psicológicas, mientras que el clima ego compañeros tan solo predijo la necesidad de competencia, siendo esta variable predictor positivo de la motivación intrínseca y negativo de la desmotivación. Por último, la motivación intrínseca se mostró como predictor positivo del flow disposicional y, en menor medida, de la ansiedad, mientras que la desmotivación predijo únicamente la ansiedad. Como conclusión se destaca que el modelo de motivación planteado se ajusta correctamente con una muestra de bailarines profesionales.

The aim of the current study was to apply a motivation model in professional dancers to know motivational processes that might help or make difficult the appearance of emotional consequences such as dispositional flow or anxiety. 332 dancers from different Spanish conservatories participated in the research (293 females and 39 males), ranging in age from 12 to 45 years old who filled several questionnaires. Mode's results showed that peer mastery climate predicted satisfaction of the three psychological needs and peer performance climate only predicted necessity of competence, being this variable a positive predictor of intrinsic motivation and a negative predictor of amotivation. Finally, intrinsic motivation was a dispositional flow predictor and, to a lesser extent, was an anxiety predictor, whereas amotivation only predicted anxiety. To conclude, we emphasize that motivation model was correctly adjusted for a professional dancers sample.