The Effect of a School-Based Intervention on Children's Cycling Knowledge, Mode of Commuting and Perceived Barriers: A Randomized Controlled Trial.

The low rates of active commuting to/from school in Spain, especially by bike, and the wide range of cycling interventions in the literature show that this is a necessary research subject. The aims of this study were: (1) to assess the feasibility of a school-based cycling intervention program for adolescents, (2) to analyse the effectiveness of a school-based cycling intervention program on the rates of cycling and other forms of active commuting to/from school (ACS), and perceived barriers to active commuting in adolescents. A total of 122 adolescents from Granada, Jaén and Valencia (Spain) participated in the study. The cycling intervention group participated in a school-based intervention program to promote cycling to school during Physical Education (PE) sessions in order to analyse the changes in the dependent variables at baseline and follow up of the intervention. Wilcoxon, Signs and McNemar tests were undertaken. The association of the intervention program with commuting behaviour, and perceived barriers to commuting, were analysed by binary logistic regression. There were improvements in knowledge at follow-up and the cycling skill scores were medium-low. The rates of cycling to school and active commuting to/from school did not change, and only the "built environment (walk)" barrier increased in the cycling group at follow-up. School-based interventions may be feasibly effective tools to increase ACS behaviour, but it is necessary to implement a longer period and continue testing further school-based cycling interventions.

Convergent Validation of a Self-Reported Commuting to and from School Diary in Spanish Adolescents.

The aim of this study was to examine the convergent validity of self-reported diary times for commuting to and from school with device-measured positional data (Global Positioning System; GPS) in Spanish adolescents. METHODS: Cross-sectional data were obtained from four Spanish public secondary schools in 2021, comprising 47 adolescents and 141 home-school and school-home trips. Participants self-reported the time they left and arrived at home and school through a commuting diary. They wore a GPS device recording the objective time during three trips (i.e., one home-school trip and two school-home trips). Agreement between commuting diary and GPS data regarding home-school trips and school-home trips was evaluated using Bland-Altman plots. RESULTS: Total commuting time differed by 1 min (95% limits of agreement were 16.1 min and -18.1 min) between subjective and objective measures (adolescents reported 0.8 more minutes in home-school trips and 1 more minute in school-home trips compared to objective data). Passive commuters reported 0.7 more minutes and active commuters reported 1.2 more minutes in the total commuting time compared to objective data. CONCLUSIONS: Self-reported commuting diaries may be a useful tool to obtain commuting times of adolescents in epidemiological research or when tools to measure objective times are not feasible.

The Physical Education Class Perceived by Schoolchildren from 6 to 8 Years Old Expressed through Drawings.

Physical Education is one of the subjects that arouses the most interest in children. The aim of this study is to find out the opinion that primary school students have about the Physical Education class. Drawings from a sample of 62 students from an educational centre in the city of Jaén, aged between six and eight years old, were analysed. The results show that the larger size of the drawings corresponds to the aspects that are to be emphasised. This subject is carried out regularly in the sports pavilion of the centre, making frequent use of materials such as sticks, hoops or balls. Cheerful colours are used, reflecting their enthusiasm for the subject. The smiling facial expression represents the schoolchildren's interest in the subject. The most popular games or sports are basketball and pichi, both of them collective.

A School-Based Randomized Controlled Trial to Promote Cycling to School in Adolescents: The PACO Study.

This manuscript describes the rationale and protocol of a school-based randomized controlled trial called "Cycling and Walk to School" (PACO, by its Spanish acronym) that aims to promote cycling to and from school and physical activity (PA) in adolescents. This study will examine the effects of this intervention in cycling and active commuting to and from school (ACS), PA and several ACS-related factors based on self-determination theory (SDT) and a social-ecological model (SEM). A total of 360 adolescents attending six high schools (three experimental and three control) from three Spanish cities will participate in this randomized controlled trial. The intervention (four cycling sessions; 1-2 h per session, one session per week) will be conducted by the research staff; the control group will continue their usual activities. PA levels will be measured by accelerometers, whereas ACS and the other study variables will be self-reported using questionnaires at baseline and post-intervention. The primary outcomes will be: rates of cycling to school, ACS and PA levels. In addition, SDT-related variables and individual, interpersonal, community, and environment variables relevant to ACS will be based on SEM. The findings will provide a comprehensive understanding of the short-term effects of this school-based intervention on cycling to school behaviour, ACS and PA levels in Spanish adolescents.

Use of the Smartphone and Self-Concept in University Students According to the Gender Variable.

The university stage comprises a very important and vital period in the modification of students' lifestyles, and these changes can affect their self-concept. The excessive use of technology today can also influence the formation of their identity. The aim of this study is to analyze the relationship between self-concept and the use of the smartphone by university students in terms of gender. The sample included 253 students (mean age 21.39 ± 3.27) of the Primary Education Degree of the University of Jaén (106 men and 147 women). A questionnaire was used to unify several instruments: a sociodemographic questionnaire, a Self-Concept Form-5 questionnaire (AF-5), and a questionnaire on cell phone-related experiences (CERM). The results show the existence of significant differences between both genders in the academic, emotional, and social dimensions of self-concept, with women showing a greater academic self-concept and men showing an emotional and physical one. Regarding the use of the smartphone in relation to self-concept, significant differences are found in the academic and emotional dimensions depending on the degree of use. In addition, in relation to the use of the smartphone, it has been detected that half of the students present potential problems. It is concluded that there is a relationship between both constructs, especially the academic and emotional self-concept.

Motivational Climate Is Associated with Use of Video Games and Violence in Schoolchildren: A Structural Equation Model According to Healthy Behaviors.

The aim of this cross-sectional study was to develop an explanatory model of motivational climate, problematic use of videogames, violent behaviour and victimisation in schoolchildren. The sample included 734 children aged between 10 and 12 years of age from the province of Granada (Spain). A multi-group structural equation model was used, with an excellent fit (CFI = 0.964; NFI = 0.954; IFI = 0.964; RMSEA = 0.048). The results showed a positive relationship between the problematic use of video games, victimisation and violent behaviors, associating negatively with the task climate. Likewise, the task-oriented motivational climate was indirectly related to victimisation situations and violent behavior, while the ego climate did so positively with special emphasis on children who did not perform physical activity. As a main conclusion it is shown that adherence to the practice of physical activity, and particularly within a task-oriented motivational climate, can act as a protective factor against the problematic use of video games.

Concepto de coeducación en el profesorado de Educación Física y metodología utilizada para su trabajo / Concept of coeducation in Physical Education teachers and the methodology followed in its practice

El objetivo de esta investigación fue conocer cual es la concepción general del profesorado de Educación Física(EF) sobre la coeducación en EF y que estratégias metodológicas utiliza el profesorado para trabajarla. Se realizaron entrevistas semiestructuradas sometidas a análisis de contenido. Se destaca que; la categoría "Definición de coeducación" no existe unanimidad en el profesorado sobre que es la coeducación. La categoría "Utilización del espacio motriz" pone de manifiesto que los chicos utilizan la mayoría del espacio. La categoría "Lenguaje", resalta que el profesorado admite que existe un lenguaje sexista en lós centros escolares pero que su uso es inconsciente.

O objetivo desta investigação consistiu em conhecer qual é o conceito geral dos professores de Educação Física (EF) sobre educação mista em EF e que estratégias metodológicas utilizam os professores para trabalhar. Foram realizadas entrevistas semiestruturadas, procedendo-se análise do seu conteúdo. Destaca-se que, na categoria "Definição de coeducação" não existe um consenso entre os professores sobre o que é coeducação. A categoria "Uso de espaço motriz" revela que os meninos usam a maioria do espaço. A categoria "Linguagem" enfatiza que os professores admitem que exista uma linguagem sexista nas escolas, porém o seu uso é inconsciente.

The aim of this research was to know the general conception of Physical Education teachers about the coeducation in their own subjects and to find out which methodological strategies are followed by the teachers to work with coeducation. Some semi structured interviews were done to ask for the content analysis. To stand out: in the category "Coeducation definition", there isn't any arrangement by the professorate about what coeducation is. The category "Drive space employment" shows up that the kids use the most part of the space. The category "Language"stands out that the teachers admit that a sexist way of speaking is inadvertently used in the schools by the kids.