A randomized controlled mHealth trial that evaluates social comparison-oriented gamification to improve physical activity, sleep quantity, and quality of life in young adults.

INTRODUCTION: The integration of gamification in mHealth interventions presents a novel approach to enhance user engagement and health outcomes. This study aims to evaluate whether comparison-oriented gamification can effectively improve various aspects of health and well-being, including physical activity, sedentary behavior, sleep, and overall quality of life among young adults. METHODS: Potential 107 young adults (from 19 to 28 years old) participated in an 8-week trial. Participants were assigned to either a gamified mHealth intervention (LevantApp) with daily leaderboards and progress bars (n = 53, 26 % dropped-out), or a control condition without gamification (n = 52, 29 % dropped-out). Physical activity (number of steps, moderate and moderate-to-vigorous physical activity -MVPA-) and sleep quantity were measured objectively via accelerometry and subjectively using the International Physical Activity Questionnaire(IPAQ), Pittsburgh Sleep Quality Index(PSQI), Sedentary Behavior Questionnaire(SBQ), and Short Form Health Survey(SF-36). RESULTS: This mHealth intervention with social comparison-oriented gamification significantly improved moderate physical activity to a greater extent than the control group. Additionally, the intervention group showed improvements in the number of steps, moderate physical activity, sedentary time, emotional wellbeing, and social functioning. However, no significant group by time interaction was observed. No significant differences were observed in sleep quality or quantity. CONCLUSION: s: The LevantApp gamified mHealth intervention was effective in improving moderate physical activity, physical functioning, and role-emotional in young adults. No significant effects were found on step counts, MVPA or sleep, suggesting that while gamification can enhance specific aspects of physical activity and quality of life, its impact may vary across different outcomes.

"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.

Perfis pedagógicos de professores de educação física em uma escola multicultural / Perfiles pedagógicos del profesorado de educación física en una escuela multicultural / Pedagogical profiles of physical education teachers in a multicultural school

Este artigo apresenta uma classificação dos perfis pedagógicos dos professores de Educação Física de escolas multiculturais a partir de suas próprias percepções, de sua intervenção pedagógica e de sua trajetória profissional. Foi realizado um estudo de casos múltiplos com 12 professores que trabalham em escolas públicas de Barcelona, com mais de 50% de estudantes imigrantes. As técnicas de investigação utilizadas foram entrevistas semiestruturadas e observações não participantes, juntamente com a Análise de Conteúdo correspondente. Os dados recolhidos a partir da ótica intercultural permitiram estabelecer três perfis docentes: o "sensível inclusivo", o "assimilador romântico" e o "queimado-preconceituoso". Essa classificação permite reconhecer a diversidade de posturas existentes nesse coletivo profissional e analisar as necessidades formativas e de suporte mais oportunas em cada caso

Este trabajo presenta una tipificación de los perfiles pedagógicos del profesorado de Educación Física en escuelas multiculturales a partir de sus percepciones, su intervención pedagógica y su trayectoria profesional. Para ello, se ha realizado un estudio de casos múltiple, con doce docentes de escuelas públicas de Barcelona con más del 50% de alumnado inmigrante. Las técnicas de investigación han sido la entrevista semiestructurada y la observación no participante, junto con el correspondiente análisis de contenido. Los datos recogidos, analizados desde la óptica intercultural, han permitido establecer tres perfiles docentes: el "sensible-inclusor", el "romántico-asimilador" y el "quemado-prejuicioso". Esta tipificación permite reconocer la diversidad de posturas existentes entre el colectivo profesional y analizar las necesidades formativas y de apoyo más oportunas en cada caso

This paper presents a categorization of pedagogical profiles of Physical Education teachers in multicultural schools, based on their perceptions, pedagogical interventions and professional histories. A multiple case study was conducted with twelve teachers from public schools in Barcelona where over 50% of students were immigrants. The study used semi-structured interviews and non-participant observation, and then conducted the corresponding content analysis. The data collected were analysed from the cross-cultural point of view, and three teacher profiles were established: "sensitiveinclusive"; "romantic-assimilator"; and "stressed out-prejudiced". This classification allowed us to recognize the diversity of attitudes among these professionals and to analyze the most appropriate training and support needs for each case