The Impact of Service Learning on Academic, Professional and Physical Wellbeing Competences of EFL Teacher Education Students.

In response to the challenges of the 21st century, the European Higher Education Area (EHEA) has been committed to the development of a training model that focuses on the acquisition of cognitive, physical, and social competences, among others, rather than the mere acquisition of knowledge. This approach has gained momentum in recent years, where the learners are the protagonists of their own learning process. This change of approach requires a change in methodology and involves a renewal of the methodological approach in Spanish universities. Service learning (S-L) is an active methodology that is gaining ground across universities due to its experiential, community-based and reflective characteristics. The present study aimed to provide an overview of the impact of S-L by active programs (physical activities, movement games, active tasks, etc.) on the acquisition of professional, linguistic, pedagogical or intercultural competencies, as well as physical wellbeing skills, on English as a foreign language (EFL) teacher education students. Fourteen Spanish EFL university students carried out an S-L active intervention with a migrant group from the Migrant Temporary Stay Centre in the autonomous city of Melilla (Spain). A qualitative study was designed to evaluate the achievement of these competencies. The results show that even though S-L is a challenging methodology, it favours the development of academic, professional, and physical wellbeing competences to succeed in a competitive and changing world, as well as the improvement of the participant students.

The Effect of the Motivational Climate on Satisfaction with Physical Education in Secondary School Education: Mediation of Teacher Strategies in Maintaining Discipline.

The objective of this study was to analyze the mediating role of strategies to maintain classroom discipline between the motivational climate generated by the teacher and the students' satisfaction with physical education classes. The research design was observational, descriptive, cross-sectional, and non-randomized. In total, 2147 secondary school physical education students participated (Mage = 15.05; SD = 1.45) (male = 1050; female = 1097). A structural equation model was calculated with latent variables controlled by the teacher's sex and time of service and using the scales of the motivational climate, the teacher's strategies for maintaining classroom discipline, and the students' satisfaction with physical education classes. The results from the model highlight the importance of intrinsic strategies in maintaining discipline; these act as a mediator between the motivational climate towards learning and the students' satisfaction with physical education classes. In addition, the findings reveal the influence of a performance-oriented climate in predicting boredom in a class when the teacher shows an indifference towards maintaining discipline.

Goal Orientations of Secondary School Students and Their Intention to Practise Physical Activity in Their Leisure Time: Mediation of Physical Education Importance and Satisfaction.

The aim of this study was to analyse the mediating role of Physical Education importance and satisfaction/fun between the dispositional goal orientations of secondary school students and their intention to partake in leisure time physical activity. The research design was descriptive, cross-sectional, and non-randomized. In total, 2102 secondary school students participated (Mage = 14.87; SD = 1.39) (1024 males; 1078 females). The scales used were the Perception of Success Questionnaire, Importance of Physical Education, Satisfaction with Physical Education, and Intention to Participate in Leisure Time Physical Activity. Structural equation models with the latent variables were also calculated. The results highlight that Physical Education satisfaction/fun has a mediating effect between task orientation and the intention to practice physical activity during leisure time.

Psychometric properties of the learning perception questionnaire in Mexican's students.

The aim of this study is to analyze the psychometric properties of the learning perception questionnaire (CPA) presented in this research. It was administered to a total of 1496 students in Baja California and Nuevo León, of the total sample, 748 were girls (Mage = 14.0, SD = 0.3), and 748 boys (Age = 14.1, SD = 0.3). The analyses support the hypothesized theoretical model of origin, presenting an acceptable internal consistency and temporal stability. The model fit data was excellent; furthermore, the examined model meets the convergent validity requirements. External validity was explored by examining the predictive relationship of the scale studied with Satisfaction with School. The CPA has a strong predictive relationship with student satisfaction/fun in class, while it is negative with boredom. Thus, the higher the perception of learning, the less likely that students will be bored in class. It is concluded, therefore, that the CPA scale is a proven instrument and that it serves to assess the perception of key learning by secondary school students.

Environmental Education in Initial Training: Effects of a Physical Activities and Sports in the Natural Environment Program for Sustainable Development.

Training for sustainable development is an educational challenge of prime importance. Physical activity and sports in natural environments provide training committed to sustainability and environmental education. The objective of this study was to assess the effects of an undergraduate training program in Physical Activities and Sports in Natural Environments concerned with sustainable development. A total of 113 students from the Autonomous University of Madrid (Spain) who are studying a Bachelor's Degree in Physical Activity and Sports Sciences and a Master's Degree in Teacher Training for Secondary Education and High School (specializing in Physical Education) were involved. Specifically, we aimed to assess the impact of this training program on three dimensions related to Environmental Education (knowledge, behaviors, and attitudes). Its effect was also examined bearing in mind students' sex, age and educational profile (sportive and educational). Mixed-methods were used: for the quantitative approach, data were collected with the Environmental Attitude in Physical Activities in Natural Environments validated scale; for the qualitative approach individual reflective diaries completed by students that attended the program were analyzed. The results show positive effects on the students regarding the three dimensions of Environmental Education, for both the sportive and educational training profiles. The quantitative results do not present significant differences concerning the gender variable, although the qualitative information shows that female students perceived a greater environmental sensitivity during their practices. Regarding the age variable, significant differences are found in the youngest students with an educational profile. To conclude, the study ratifies that the program carried out generated improvements in terms of knowledge, behaviors and attitudes toward the environment and sustainable development. Future research should use larger samples and consider other variables related to education for sustainability.

Neuroeducation, Motivation, and Physical Activity in Students of Physical Education.

In recent years, neuroscience and neurodidactics have demonstrated significant progress in improving the teaching and learning process for various subjects, such as physical education [...].

Sports in Natural Environment, Sports in Urban Environment: An fMRI Study about Stress and Attention/Awareness.

This study aimed to explore, on one side, the differences between a group of athletes exercising outdoor (OG) and another group exercising indoor (IG) in stress and awareness, and, on the other side, between-group differences in the fMRI activations during the visualization of natural environment images versus urban images. In addition, we aimed to analyze the associations between the resulting task-related brain activations and stress and attention-awareness in each group separately. All the participants (N = 49; OG = 21, 11 females, mean age = 40, SD = 6.49; and IG = 25, 11 females, mean age = 40; 6.19) underwent an fMRI scan and completed the Perceived Stress Scale and the Mindful Attention Awareness Scale. Besides, we collected a sample of hair cortisol. Participants viewed three types of images: water nature, green nature and urban images. Two-sample t-test with corrected p=0.001 values were carried out. Further correlational analyses were performed to estimate the associations between task-related brain activations and our pyscho-emotional measures in each group. Fisher tests were used to explore for potential between-group differences in the correlational indexes. In OG, compared to IG, we found a higher activation of the middle occipital cortex and a cluster comprising the supplementary motor area (SMA), the premotor cortex and the pre-SMA while viewing green nature images versus urban images. In OG, more than in IG, the higher activation of the left SMA cluster negatively correlated with perceived stress, while in the IG, more than in OG, the higher premotor cortex activation was positively related to the total score on MAAS. No significant association was found with the hair cortisol levels. Exercising outdoor would relate to better psycho-emotional outcomes, also for athletes. On the other side, the exposition to green nature led to higher activation of brain areas related to motor planning, but also to emotion regulation and emotional response.

Contributions of Service-Learning on PETE Students' Effective Personality: A Mixed Methods Research.

Service-learning (SL) is a pedagogical model focused on achieving curricular goals while providing a community service. Previous research suggests that SL might promote qualities such as self-esteem, motivation, problem-focused coping, decision-making, empathy, and communication, which are associated with a psychological construct known as students' Effective Personality (EP). These studies, however, did not specifically analyse the direct effects of SL on this construct. The aim of this study is to explicitly analyse the effect of SL on Physical Education Teacher Education (PETE) students' EP using a mixed methods approach. The quantitative part of the approach followed a quasi-experimental design using the validated "Effective Personality Questionnaire for University Students", which includes four dimensions: "Academic self-efficacy", "Social self-realisation", "Self-esteem", and "Resolutive self-efficacy". A non-probabilistic sampling on a total of 181 PETE students was then carried out, with 98 participating in the experimental group (42 male, 56 female), and 83 in the control group (34 male, 49 female). The comparisons revealed significant improvements in the experimental group, especially in the social self-realisation and resolutive self-efficacy dimensions. These findings were complemented by a qualitative analysis of 12 students' semi-structured interviews. In conclusion, the study reported a positive influence of SL on the PETE students' EP, providing valuable design patterns for future SL implementations.

Gender, Physical Self-Perception and Overall Physical Fitness in Secondary School Students: A Multiple Mediation Model.

Background: Physical self-perception is often related with better physical fitness perception in adolescents. Moreover, it is an important social cognitive perspective to provide suitable mental health in this population. However, this relationship is unequal between boys and girls. The physical fitness is a marker of health in young population. The aims of the present study were the following: (1) to compare physical self-perception and self-reported overall physical fitness (OPF) between boys and girls (gender) and body mass index (BMI) status, and (2) to determine the mediating role of all physical self-perception subscales (except physical condition) and BMI status in the link between gender and OPF in adolescent students. Methods: This cross-sectional study consisted of 85 adolescent students of secondary school between 12 and 17 years of age; 41 were boys (Mage = 14.6, SD = 1.7) and 44 were girls (Mage = 14.4, SD = 1.6). Adolescent participants completed all clinical characteristics by body composition measures (age, body weight, body height, and BMI). Physical self-perception was assessed by the physical self-perception profile (PSPP) whereas the international fitness scale (IFIS) was used to predict the self-reported OPF of adolescents in the present study. Results: Gender (boys and girls) differed significantly in all PSPP subscales and OPF, whereas the BMI status (underweight = 19 students, normal weight = 53 students, overweight/obese = 13 students) showed significant differences in all clinical characteristics, physical condition (PSPP), and OPF. A multiple mediation analysis was performed using bias corrected bootstrap. This multiple mediation analysis revealed that all PSPP subscales were significant mediators between gender and OPF: attractive body (p = 0.013), sport competence (p = 0.009), physical strength (p = 0.002), and self-confidence (p = 0.002). The total direct effect of gender on OPF was significant (p = 0.002). Moreover, the multiple mediation estimated a completely standardized indirect of X on Y for attractive body (effect = 0.109), sport competence (effect = 0.066), physical strength (effect = 0.130), and self-confidence (effect = 0.193). Conclusions: These findings contribute to understanding the link between gender and OPF in adolescent students and the mediation of physical self-perception and OPF in this relationship. In addition, strategies focused to improve self-confidence and physical self-perception are necessary in female adolescent students, because boys showed better physical self-perception in all PSPP subscales. Girls are a risk group because they report low physical self-confidence with their respective insecurity feelings and psychological disorders. Thus, personal physical self-perception must be considered as an important social cognitive perspective to provide suitable mental health in children and adolescents.

"Cooperative Learning Does Not Work for Me": Analysis of Its Implementation in Future Physical Education Teachers.

Cooperative learning (CL) is one of the pedagogical models that has had more application in the area of Physical Education (PE), being highly worked in the initial training of teachers. The aim of the study is to check to what extent future PE teachers are able to apply in the classroom the PE training they have received at university, deepening their fears, insecurities and problems when carrying it out. Thirteen future PE teachers (7 girls and 6 boys) aged 20.87 ± 1.43 participated and, after having been trained in CL in various subjects, applied it in the classroom during their internship. They were selected through purposeful non-probability sampling. A qualitative methodology was used, being the interviews, the teaching diaries and the seminars with the tutor the instruments of data collection used. Three categories of analysis were used: (a) initial expectations in the application of the CL; (b) problems encountered in its implementation; (c) reflection about its application in the future. The results showed how the future teachers did not see their expectations of success fulfilled, encountering resistance from both students and teachers in PE. Furthermore, they reflect the need to continue training in a model that has infinite nuances so that it can be implemented satisfactorily. It is necessary to continue researching a pedagogical model with so many possibilities in the area of PE and with so much transversality on a social level.

Analysis of Misbehaviors and Satisfaction With School in Secondary Education According to Student Gender and Teaching Competence.

Effective classroom management is a critical teaching skill and a key concern for educators. Disruptive behaviors disturb effective classroom management and can influence school satisfaction if the teacher does not have the competencies to control them. Two objectives were set in this work: to understand the differences that exist in school satisfaction, disruptive behaviors, and teaching competencies according to the gender of the students; and to analyze school satisfaction and disruptive student behaviors based on perceived teaching competence. A non-probabilistic and convenience sample selection process was employed, based on the subjects that we were able to access. 758 students participated (male = 45.8%) from seven public secondary schools in the Murcia Region (Spain). The age range was between 13 and 18 years (M = 15.22; DT = 1.27). A questionnaire composed of the following scales was used: Competencies Evaluation Scale for Teachers in Physical Education, School Satisfaction and Disruptive Behaviors in Physical Education. Mixed Linear Models performed with the SPSS v.23 was used for statistical analyses. The results revealed statistically significant differences based on gender and physical education teaching competencies. In conclusion, the study highlights that physical education teacher skills influence disruptive behaviors in the classroom, and that this is also related to school satisfaction. Furthermore, it highlights that boys showed higher levels of negative behaviors than girls.

Prediction of the Satisfaction With the Student Life, Based on Teaching Competence and Satisfaction With the School.

The aim of this article was to assess how students evaluate the professional personality competence of physical education teachers in high school and its relation to student satisfaction and student satisfaction with life itself. In line with these aims, this study was completed as a cross-sectional study, which was carried out in a group of 890 physical education students. Of the study group, 50.3% were female and 49.7% were male. The average age was 15.49 years for females (SD 1.79) and 15.00 years for males (SD 2.00). We used a questionnaire featuring the Physical Education Teacher Competence, Intrinsic Satisfaction Classroom Scale, and Satisfaction with Life Scale. The results are presented as descriptive statistics, correlations, and a structural equation modeling analysis showing students' perceived competence, predicted self-determined satisfaction, which in turn corresponds to life satisfaction.

Effects of Motivation, Basic Psychological Needs, and Teaching Competence on Disruptive Behaviours in Secondary School Physical Education Students.

Currently, disruptive and aggressive behaviours of a physical and verbal nature are a reality among adolescent students and a concern in the educational context. Therefore, the main objective of this research was to analyse the effects of perceived teaching competence, motivation and basic psychological needs on disruptive behaviours in secondary school PE students. The sample was composed of 758 adolescent students from seven public secondary schools. The following instruments adapted to physical education were used: The Disruptive Behaviours Questionnaire, The Evaluation of Teaching Competencies Scale, The Sport Motivation Scale, and The Basic Psychological Needs Scale. Multilevel regression models with the MIXED procedure were performed for data analysis. The results show that misbehaviour is more likely among male students and that disruptive behaviours decrease when a teacher is perceived as competent. Students with greater self-determined motivation are more likely to exhibit fewer behaviours related to low engagement and irresponsibility while amotivation increases the different disruptive behaviours in the classroom. In conclusion, it is proposed that educators work in line with the students' needs by responding to their interests and that this will increase self-determined motivation.

Psychometric Characteristics of the Physical Activity Enjoyment Scale in the Context of Physical Activity in Nature.

The aim of this study was to analyze the psychometric properties of the Physical Activity Enjoyment Scale applied to different contexts for initial or original use, such as in the context of physical activity in nature. In order to do this, we carried out a study at some primary and secondary schools located in western Andalucía (Spain), with students aged 9-12 years old (M = 11.22; SD = 1.07). Therefore, a sample of 206 students in Study 1 (98 boys = 47.8%; 107 girls = 52.2%) and 455 students in Study 2 (228 boys = 50.1% 227 girls = 49.9%) was used. The students of the two groups that belong to the study created a program related to Physical Activity in Nature. Descriptive, exploratory, and confirmatory analyses were conducted. We also analyzed several other factors, such as internal consistency, composite reliability, average extracted variance, and convergent validity. Afterward, differences according to gender and school year were also studied. The data showed the need to eliminate many of the items from the original scale, giving, as a result, a model of six items that satisfactorily fit into the confirmatory analysis for the use of physical activity in nature. The ANOVA statistical test, used to analyze sex and school year, did not show any tangible differences between the target groups. Thanks to its application, we note that the PACES instrument cannot be applied as-is; some items must be removed or modified. Therefore, we must obtain a new, more specific instrument for these types of incipient practices undertaken in natural environments.

Interaction Effects of Disruptive Behaviour and Motivation Profiles with Teacher Competence and School Satisfaction in Secondary School Physical Education.

The objectives of this work were two-fold: Firstly, to identify the profiles of disruptive behaviours and motivation in secondary school physical education students using cluster analysis; and secondly, to analyse the interaction of the profiles with school satisfaction and perceived teaching competence. A group of 758 secondary school students (54.2% female) between the ages of 13 and 18 (M = 15.22, DT = 1.27) participated in the study by responding to the following scales: The Disruptive Behaviours in Physical Education Questionnaire, The School Satisfaction Scale, The Sport Motivation Scale adapted to Physical Education, and the Evaluation of Teaching Competencies Scale in Physical Education. The cluster analysis established two distinct profiles: High levels of disruptive behaviours and low levels of disruptive behaviours. The results showed that the students with the high disruptive behaviours profile were mostly boys, having low levels of intrinsic motivation and high levels of amotivation and misbehaviour in the classroom. In contrast, those students with the low disruptive behaviours profile were mostly girls, having the highest levels of intrinsic motivation and the lowest levels in all the disruptive behaviours. It was shown that students exhibiting the worse classroom behaviours were more bored in school, while those students with better behaviour perceived greater teaching competence.

The Relationships between High School Subjects in terms of School Satisfaction and Academic Performance in Mexican Adolescents.

Adolescents' academic performance and the way it is related to their subjective wellbeing are issues of great interest across educational systems. The purpose of this study was to ascertain how satisfaction with high school subjects can predict school satisfaction and academic performance in Mexican students. The sample consisted of 457 high school students in the Baja California and Nuevo León states in Mexico (247 boys, 210 girls); their mean age being 14.10 (SD = 0.84). We used a questionnaire featuring a subject satisfaction scale, an intrinsic school satisfaction scale, and one related to academic grades. We used descriptive analyses, correlations, and structural regression models. In terms of results, the high satisfaction and academic performance levels in physical education, Spanish and English are worth highlighting. Geography and history are the most relevant predictors of academic grades, while Spanish predicts school satisfaction and physical education predicts boredom. In conclusion, satisfaction with mathematics, Spanish, and English are strong predictors of satisfaction (SATF), and the latter in turn predicts Mexican high school students' academic performance.

Influencia de la satisfacción, aburrimiento e importancia de la educación física en la intención de realizar actividad física extraescolar en adolescentes mexicanos / Influence of satisfaction, boredom and importance of physical education with the intention of performing extracurricular exercise amongst Mexican teenagers / Influência da satisfação, do aborrecimento e da importância da educação física na intenção de realizar atividade física extracurricular em adolescentes mexicanos

El objetivo de este estudio fue examinar el efecto de la satisfacción y/o aburrimiento en la clase de EF sobre la importancia que los estudiantes le otorgan a ésta y su relación con la intención de la práctica futura de la AF en el tiempo libre. Participaron 457 estudiantes (46 % chicos y 54% chicas) con edades entre 12 y 17 (M = 14,10; DT = 0,84) de la zona metropolitana de Monterrey. Se utilizaron tres instrumentos:1) Satisfacción Intrínseca en la Educación Física; 2) Importancia y Utilidad de la Educación Física y 3) Intención de Práctica Futura de Actividad Física en el Tiempo Libre (AFTL). El modelo propuesto se probó a través de una modelación de ecuaciones estructurales utilizando el LISREL 8.80. Se encontraron relaciones positivas y significativas de la satisfacción hacia la importancia de la EF (b = ,52, p < ,01), y la importancia de la EF con la intención hacia la práctica futura de la AFTL (b = ,44, p < ,01) y un efecto indirecto significativo de la satisfacción hacia la intención de la práctica futura de la AFTL (b = ,23, p < ,01). Los resultados obtenidos en el presente trabajo demuestran la importancia de diseñar sesiones de EF innovadoras, dinámicas y divertidas ya que, de esta forma, se consigue que los adolescentes valoren y den más importancia a la asignatura de EF, aumentando la probabilidad que desarrollen comportamientos activos en un futuro, o actividades extraescolares que refuercen los beneficios de la actividad física en esta población joven

The aim of this study was to examine the effect of the satisfaction and/or boredom of physical education class has over the importance that students give to the class and its relationships with the intention of the future practice of physical activity. 457 students (46% boys and 54% girls), with ages between 12 and 17 (M = 14,10; DT = 0,84) from metropolitan area of Monterrey participated in the study. Three instruments were used: 1) Intrinsic satisfaction in Physical Education, 2) Importance and utility of physical education and 3) Intention to partake in leisure-time physical activity (LTPA). The proposed model was tested through structural equation modeling using LISREL 8.80. Significant and positive relationships of the satisfaction towards the importance of P.E. (b = ,52, p < ,01), and the importance of PE with the intention towards future practice of the LTPA (b = ,44, p < ,01) and significant indirect effect of satisfaction towards intentional future practices of the LTPA (b = ,23, p < ,01). The results obtained in the present study demonstrates the importance of designing new and improved and dynamic PE sessions so that adolescents give value and importance to the PE class, increasing the probability to develop active habits in the future or extra-curricular activities that will reinforce the benefits of physical activity in this adolescent population

O objetivo desse estudo foi examinar o efeito da satisfação e/ou descontentamento na aula de EF sobre a importância que os estudantes atribuem a esta e sua relação com a intenção da prática futura da AF no tempo livre. Participaram 457 estudantes (46 % garotos e 54% garotas) com idades entre 12 e 17 (M = 14,10; DT = 0,84) da zona metropolitana de Monterrey. Se utilizaram três instrumentos: 1) Satisfação Intrínseca na Educação Física; 2) Importância e Utilidade da Educação Física e 3) Intenção de Prática Futura de Atividade Física no Tempo Livre (AFTL). O modelo proposto se provou através de uma modelação de equações estruturais utilizando o LISREL 8.80. Se encontraram relações positivas e significativas da satisfação em relação a importância da EF (b = ,52, p < ,01), e a importância da EF com a intenção de uma pratica futura da AFTL (b = ,44, p < ,01) e um efeito indireto significativo da satisfação sobre a intenção da prática futura da AFTL (b = ,23, p < ,01). Os resultados obtidos no presente trabalho demonstram a importância de desenhar seções de EF inovadoras, dinâmicas e divertidas já que, dessa forma, se consegue que os adolescentes valorizem e deem mais importância as aulas de EF, aumentando a probabilidade de que desenvolvam comportamentos ativos em um futuro ou atividades extraescolares que reforcem os benefícios da atividade física nessa população jovem

Spanish Adaptation and Psychometric Properties of the Sport Motivation Scale-II with High School Physical Education Students.

The objective of this work was to provide evidence on the dimensionality of the Spanish version of Sport Motivation Scale II adapted to physical education (SMS-II-PE) in one of its hypothesized models (6 factors). A sample of 1055 secondary education students of the Region of Murcia, Spain, aged between 12 and 17 years, was used. As an instrument, the SMS-II-PE was used. The factorial structure was examined with confirmatory factor analysis, and internal consistency and invariance by sex were evaluated. The results confirmed that the Spanish model of 6 factors and 18 items presented good adjustment indicators and is valid for its application in the educational field of Physical Education lessons.