HRV-guided training vs traditional HIIT training in cardiac rehabilitation: a randomized controlled trial.

High-intensity interval training is the gold standard for cardiac rehabilitation although current revascularization therapy focuses on the recovery of autonomic nervous system balance through heart rate variability (HRV). The main objective was to analyze the effect of HRV-guided training versus high-intensity interval training on cardiorespiratory fitness, heart rate variability, quality of life, and training volume at high intensity, as well as exercise adherence, safety, and feasibility in ischemic patients. This is an 8-week cluster randomized controlled trial with an HRV-based training group (HRV-G) and a traditional HIIT group (HIIT-G). Maximal oxygen consumption, heart rate, and blood pressure were measured during the Bruce protocol treadmill test. HRV was measured with the HRV4Training application, and quality of life with the MacNew QLMI. The repeated measures ANCOVA was used with the age and the baseline scores as covariables. Forty-six patients (mean age 55 ± 11.03 years) were randomized and assigned either to HRV-G (n = 23) or HIIT-G (n = 23). Both groups improved maximal oxygen consumption and METS (P > .05). However, the resting systolic blood pressure was lower in HRV-G (4.3 ± 1.2 mmHg, P = .05). In HRV-G, the resting diastolic, maximal diastolic, and systolic blood pressure decreased (5.4 ± 5.96 mmHg, P = .007; 11.4 ± 12.46 mmHg, P = .005; and 5 ± 5.98 mmHg, P = .013, respectively) whereas the recovery heart rate increased significantly (-21.5 ± 23.16 beats/min, P = .003). The LnrMSSDcv ([LnrMSSDSD/LnrMSSDMEAN] × 100) was lower in HRV-G (1.23 ± 0.91 mmHg, P = .03) while the training volume at high intensity was higher in HIIT-G (31.4 ± 29.2 min, P = .024). HRV-guided training presents a better cardioprotective effect than HIIT-G at a lower high-intensity training volume.

Effect of a Physical Education Teacher's Autonomy Support on Self-Esteem in Secondary-School Students: The Mediating Role of Emotional Intelligence.

The purpose of this study was to analyse the effect of emotional intelligence between the perception of autonomy support from physical education teachers and self-esteem (positive and negative) in secondary-school physical education students. The study design was observational, descriptive, and cross-sectional. In total, 1069 secondary-school physical education students participated (Mage = 14.55; SD = 1.54) (51.2% female; 48.8% male). The following scales were used: The Learning Climate Questionnaire adapted to Physical Education (i.e., autonomy support), the Trait Meta-Mood Scale-24 (i.e., emotional attention, emotional clarity, and emotional repair), and the Rosenberg Self-Esteem Scale (positive self-esteem, negative self-esteem). A structural equation model was performed with the latent variables controlled by age, sex, and the students' educational centre. The main results indicate that the explained variance was 37% for positive self-esteem and 26% for negative self-esteem. In addition, autonomy support directly predicts emotional intelligence (p < 0.05) and positive self-esteem (p < 0.001). On the other hand, all indirect effects of autonomy support on self-esteem across emotional intelligence were significant at p < 0.001. Finally, emotional clarity and emotional repair had a mediating effect on self-esteem, and it improves the total effect of autonomy support on positive self-esteem with values of ß = 0.14 and ß = 0.19, respectively, and a value of ß = -0.07 and ß = -0.06 for negative self-esteem. The findings reveal the necessity to improve emotional clarity and emotional repair in secondary-school students in improving positive self-esteem through the perception of autonomy support from the physical education teacher.

Mediating effect of social interaction anxiety between emotional intelligence and life satisfaction in physical education students: post-COVID-19 study.

The aim of this research is to analyze the effect of social interaction anxiety on satisfaction with life mediated by emotional intelligence. The research design was descriptive, cross-sectional, and non-randomized. In total, 1,164 Mexican physical education students participated (Mage = 21.21; SD = 3.26; 30.0% female; 69.6% male; 0.4% other). The scales used were the Social Interaction Anxiety Scale, Trait Meta-Mood Scale and Satisfaction with Life and a structural equation analysis with latent variables was conducted. The results highlight that it can be asserted that emotional clarity and repair had a mediating effect between social interaction anxiety and satisfaction with life, as they did decrease the negative effects of social interaction anxiety on satisfaction with life. In addition, social interaction anxiety had a direct and positive effect on emotional attention and a negative effect on emotional clarity and repair.

Predictive Effect of Grit Personality on Academic Engagement Among Undergraduate Physical Education Students: The Mediating Role of Resilience / Efecto predictivo de la personalidad valiente sobre el compromiso académico entre estudiantes universitarios de educación física: el papel mediador de la resiliencia

The primary objective of this study was to examine the mediating effect of resilience in the relationship between GRIT personality and academic engagement among undergraduate students majoring in physical education. A study was conducted using a non-experimental, cross-sectional, correlational-cause design. The study included a total of 1164 Mexican students, with an average age of 21.21 years (standard deviation = 3.26). The sample consisted of 30.0% female participants, 69.6% male participants, and 0.4% participants who identified as others. The researchers utilised the GRIT personality, resilience, and academic engagement scales in their study and performed a structural equation analysis incorporating latent variables. The findings derived from the structural equation model indicate a positive association between perseverance of effort and both behavioural and emotional academic engagement, while also revealing a negative correlation between perseverance of effort and behavioural disaffection. Moreover, the presence of resilience in students is associated with a notable increase in their behavioural and emotional involvement, while concurrently leading to a decrease in emotional disengagement. The phenomenon of interest consistency has been found to have predictive value for both emotional and behavioural disaffection.(AU)

Mediation of academic self-efficacy between emotional intelligence and academic engagement in physical education undergraduate students.

The aim of this study was to analyze academic self-efficacy as a mediator between emotional intelligence and academic engagement. A non-experimental, cross-sectional, correlational-causal study was designed in which 1,164 Mexican students participated (Mage = 21.21; SD = 3.26) (30.0% female; 69.6% male; 0.4% other). The scales of emotional intelligence, academic self-efficacy and academic engagement were used, and a structural equation analysis with latent variables was conducted. The results obtained demonstrate that emotional clarity and repair have a positive and direct effect on academic self-efficacy. In addition, emotional repair predicts behavioral and emotional engagement. It was also found that academic self-efficacy is an excellent mediator between emotional clarity and repair, and the dimensions of academic engagement, as it substantially improves behavioral and emotional engagement while decreasing behavioral and emotional disaffection.

Adaptation and Initial Validation of the Interpersonal Behaviors Questionnaire-Self with Spanish Physical Education Pre-Service Teachers.

Building upon Self-Determination Theory, the objective of this research was to gather validity and reliability evidence on the use of the Interpersonal Behaviors Questionnaire (IBQ-Self) in the Spanish physical education (PE) teacher training context. Participants were 419 pre-service PE teachers (48.45% women; Mage = 26.97; SD = 6.49) from eight public universities; all were enrolled in the Professional Master's program in Education. We found psychometric support for a 24-item six-factor correlated model of the IBQ-Self that was invariant across gender. There was also evidence for discriminant validity and reliability of this instrument. Criterion validity was provided by positive relationships found between need satisfaction and need-supportive behaviors, and between need frustration and need-thwarting behaviors. Overall, the IBQ-Self is a valid and reliable measure of Spanish pre-service PE teachers' perceptions of their own need-supportive and need-thwarting behaviors.

Advancing the study of levels of best practice pre-service teacher education students from Spain: Associations with both positive and negative achievement-related experiences.

The study of optimal best practice, coinciding with a person's 'motivational mindset', is an interesting research inquiry for development. Optimal best practice, in brief, relates to the maximization of a person's state of functioning (e.g., cognitive functioning). Moreover, the nature of optimal best practice is positive and motivational, helping individuals to flourish in different courses of action (e.g., academic performance at school). Several research undertakings, non-experimental in design, have provided clear and consistent evidence to substantiate the existing viewpoints and perspectives of optimal best practice. Our proposed investigation, which involved physical education pre-service teacher students from Spain (N = 681), explored one notable focus of inquiry-namely, the formation of optimal best practice and its predictive and explanatory account on future adaptive outcomes. As such, using Likert-scale measures and path analysis techniques, we were able to identify two associative patterns: achievement of optimal best practice is positively accounted for by academic self-concept, optimism, and current best practice and, in contrast, negatively accounted for by pessimism; and that optimal best practice could act as a determinant of academic engagement for effective learning. Such associations are significant, providing relevant information for different teaching and research purposes.

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.

Detrimental Effects of Disempowering Climates on Teaching Intention in (Physical Education) Initial Teacher Education.

Previous research has looked at the positive consequences generated by teacher-generated climates on the motivational experiences of pre-service teachers. However, there is scant research focusing on the adverse motivational consequences that affect the perceptions of future teachers during the training process. The objective of this study was to explore the dark side of Duda's multidimensional conceptualization, its influence on academic engagement, and the intention of pre-service teachers to be educators. A total of 1,410 university students in initial teacher training (including physical education pre-service teachers) (59.6% women; 40.3% men; 0.1% other; Mage = 23.85; SD = 5.13) participated. The following scales were used: disempowering motivational climate, frustration of basic psychological needs, academic motivation, academic engagement, and the intention to choose teaching. The results of the structural equation model with latent variables show the positive prediction of the disempowering climate on the dark side and its negative influence on the intention to be a teacher. Controlled motivation preceded by academic engagement significantly mediates the relationship between a disempowering climate and the intention to be a teacher, increasing the total effect on the latter variable. Therefore, this research highlights for both teachers and researchers the impact of a disempowering motivational style, as well as its influence on the dark side as a negative promoter in trainee teachers regarding their intention to become teachers.

A survey of eating styles in eight countries: Examining restrained, emotional, intuitive eating and their correlates.

INTRODUCTION: Restrained, emotional and intuitive eating were examined in relation to each other and as correlates of participants' weight status, body image and self-esteem. In some past research, restrained and emotional eating have been associated with higher weight status and poorer mental health, while intuitive eating is more frequently linked to lower weight status and more positive well-being. However, these eating styles have rarely been examined together and never in a large cross-country sample. METHOD: Six-thousand two-hundred and seventy-two (6272) emerging adults (M age = 21.54 years, SD = 3.13) completed scales from the Three-Factor Eating Questionnaire, the Eating Disorders Examination Questionnaire, the Intuitive Eating Scale-2, the Multidimensional Body Self Relations Questionnaire, the Rosenberg Self-Esteem Scale, and provided weight and height information that was used to calculate body mass index (BMI). Participants resided in Australia, Belgium, Canada, China, Italy, Japan, Spain and the United States and provided information using an online survey. RESULTS: Path analyses for the entire sample revealed significant pathways between higher intuitive eating and higher body satisfaction and self-esteem, and lower BMIs among participants. Higher levels of restrained and emotional eating were associated with lower body satisfaction and self-esteem, and higher BMIs among participants. Minor cross-country differences were evident in these patterns of relations, but intuitive eating emerged as a consistent predictor across countries. CONCLUSION: Overall, findings suggest that efforts should be made to increase intuitive eating among emerging adults and to support individual and macrolevel interventions to decrease restrained and emotional eating behaviours.

Motivational Orientation in University Athletes: Predictions Based on Emotional Intelligence.

While in task orientation, athletes tend to compare themselves to others in order to evaluate their success, in ego orientation athletes have the ability to distinguish between effort and ability and the comparison is made with others in order to evaluate success. The purpose of this study was to inspect the relationship concerning the three dimensions of emotional intelligence (attention, clarity, and emotional regulation) and the two predominant motivational orientations: task-oriented motivation and ego-oriented motivation. The sample was composed of a total of 165 university students from studies within the field of sciences related to sport and physical activity. The main contributions of this research demonstrate the correspondence between emotional intelligence and ego-orientation.

Teaching style and academic engagement in pre-service teachers during the COVID-19 lockdown: Mediation of motivational climate.

COVID-19 and the resulting confinement has had a great impact on the educational environment. Although research in initial teacher education has focused on studying the factors that lead to increased academic engagement, there is no evidence that examines the role of teacher interpersonal style and motivational classroom in a virtual learning context. The aim of this research was to analyze the mediating role of motivational climate between teacher interpersonal style (i.e., autonomy support and controlling style) and academic engagement climate in pre-service teachers in a resilient context. The research design was observational, descriptive, cross-sectional, and non-randomized. A total of 1,410 university students (pre-service teachers) participated (M age = 23.85; SD = 5.13) (59.6% female; 40.3% male; 0.1% other). The scales of interpersonal teaching style, classroom motivational climate, academic commitment, and resilience were used, and a structural equation analysis with latent variables was carried out controlling resilience and gender. The results of the structural equation model show the importance of student perception of teacher autonomy support on academic engagement of the pre-service teachers, as well as the mediation of the mastery climate between autonomy support and academic engagement. For this reason, in order to increase academic engagement in pre-service teachers, it is recommended the use of motivating styles and instructional strategies focused on supporting the decision-making process, initiative, and significant learning.

HRV-Guided Training for Elders after Stroke: A Protocol for a Cluster-Randomized Controlled Trial.

There are many consequences associated with having a stroke, all of which are important factors affecting long-term rehabilitation outcomes; these become important health issues for those of advanced age and require dedicated health strategies. High-intensity interval training (HIIT) is an effective training protocol used in cardiac rehabilitation programs; however, owing to the inter-individual variability in physiological responses to training associated with cardiovascular diseases, the exercise regimen given to each patient should be closely controlled and individualized to ensure the safety and efficiency of the exercise program. Heart rate variability (HRV) is currently being used for this purpose, as it is closely linked to parasympathetic nervous system activation, with high HRV scores associated with good cardiovascular adaptation. The objective of this protocol is to determine the effect of HIIT compared to HRV-guided training in terms of cardiorespiratory fitness, heart rate variability, functional parameters, body composition, quality of life, inflammatory markers, and cognitive function in patients who have had a stroke, as well as to assess the feasibility of patients undertaking an 8-week cardiac rehabilitation program, evaluating its safety and their adherence. The proposed protocol involved cluster-randomized controlled design in which the post-stroke patients are assigned either to an HRV-based training group (HRV-G) or a HIIT-based training group (HIIT-G). HIIT-G will train according to a predefined training program, whereas HRV-G will train depending on the patients' daily HRV. The outcomes considered are peak oxygen uptake (VO2peak), endothelial and work parameters, heart rate variability, functional parameters, relative weight and body fat distribution, quality of life, inflammatory markers and cognitive function, as well as exercise adherence, feasibility, and safety. It is expected that this HRV-guided training protocol will improve functional performance in patients following a stroke and be safer, more feasible, and generate improved adherence relative to HIIT, providing an improved strategy for to optimize cardiac rehabilitation interventions.

Influence of Teaching Styles on the Learning Academic Confidence of Teachers in Training.

The objective of this research was to analyze the mediation of academic engagement and the satisfaction of basic needs between teaching styles and academic confidence amongst teachers during initial training. The research design was observational, descriptive, cross-sectional, and non-randomized. In total, 920 university students in initial teacher training participated (61.85% women) (Mage = 24.73; SD = 5.34). The scales of interpersonal teaching styles, the satisfaction of basic psychological needs, academic engagement, and academic confidence were used, and a structural equation analysis with latent variables was carried out. The results highlight the important mediating role played by the satisfaction of basic psychological needs between the autonomous support style and the academic confidence of the trainee teachers. This research also highlights the importance, both for teachers and researchers, of using an autonomous support style, as well as the creation of a context for encouraging the satisfaction of basic psychological needs, to promote academic confidence in initial teacher training programs at university.

Applied educational practice and research development of 'goals of best practice' (GsBP): philosophical inquiries and conceptual analysis for consideration.

In educational settings, the notion of 'achieving optimal best' in a subject matter (e.g., an elementary school student's achievement in her Year 6 Science project) is relevant for educators to consider. Optimal best, or optimal functioning, reflects the proactivity, positivity, and motivation of a person. How does a student achieve optimal best in Calculus? Our extensive research of optimal best has recognized the potency of the process of human optimization, which may operate to explain a person's successful experience and achievement of optimal best. Recently, researchers have considered another theoretical concept, which is termed as 'goals of best practice' (i.e., abbreviated as 'GsBP'). Goals of best practice, in brief, are personal goals that a person may construct and set for a particular context. Specifically, however, a 'personal goal' may indicate and espouse a person's plan of intent to either remain on course without any desire or aspiration (i.e., 'goal of actual best', denoted as 'GAB') or, alternatively, to strive for maximization (i.e., 'goal of optimal best', denoted as 'GOB'). This article is theoretical and conceptual, reflecting the use of the paradigm of philosophical psychology to advance the study of the concept of GsBP. Specifically, we contend that our conceptual analysis of GsBP, entailing both GAB and GOB may provide a logical basis and rationale for the proposition of educational implications for consideration and inquiries for continuing research development.

Testing of a model for risk factors for eating disorders and higher weight among emerging adults: Baseline evaluation.

Although a range of risk factors have been identified for disordered eating and weight status, the breadth of risk factors have been rarely considered within a single, comprehensive model. The robustness of these findings across countries also remains an open question. The present study sampled 6272 participants aged 18-30 years from eight countries in an attempt to evaluate combined and unique predictors for these two conditions, and to explore possible cross-country differences in these models. Participants completed a range of demographic, biological, behavioral, psychological, and sociocultural measures to test a comprehensive model of the contributions of these predictors for disordered eating and weight-related constructs (binge eating, body mass index, compensatory behaviors, dietary restraint, drive for muscularity, and drive for leanness). Structural invariance testing within a multigroup path analysis framework revealed that a single model across the eight countries provided poor model fit. Freeing of 22% of parameters across countries provided excellent fit and a satisfactory compromise for country-invariant and country-variant parameters in the model. Overall, predictors accounted for between 15% and 60% of variance in the outcome measures, with lowest explained variance for the disordered eating outcomes. Significant unique contributions to prediction were observed for each of the five risk factor variable types and across the eight countries. Thus, the findings show strong support for this model as an explanatory framework of both disordered eating and weight status.

Heart rate variability-guided training in professional runners: Effects on performance and vagal modulation.

PURPOSE: To analyze the training structure following a heart rate variability (HRV) -guided training or traditional training protocol, determining their effects on the cardiovascular performance of professional endurance runners, and describing the vagal modulation interaction. METHODS: This was an 8-week cluster-randomized controlled trial. Twelve professional endurance runners were randomly assigned to an HRV-guided training group (HRV-G; n = 6) or a traditional training group (TRAD-G; n = 6). The training methodology followed by the HRV-G was determined by their daily HRV scores. Training intensities were recorded daily. HRV4Training was used to register the rMSSD every morning and during a 60-second period. Cardiovascular outcomes were obtained through an incremental treadmill test. The primary outcome was the maximal oxygen uptake (VO2max). RESULTS: Total training volume was significantly higher in TRAD-G, but moderate intensity training was significantly higher in HRV-G (X ± SDDif=1.98 ± 0.1%; P = 0.006; d = 1.22) and low intensity training in TRAD-G (X ± SDDif=2.03 ± 0.74%; P = 0.004; d = 1.36). The maximal velocity increased significantly in HRV-G (P = 0.027, d = 0.66), while the respiratory exchange ratio increased in TRAD-G (P = 0.017, d = 1). There was a small effect on the LnRMSSD increment (P = 0.365, d = 0.4) in HRV-G. There were statistical inter-group differences in the ∆maximal heart rate when ∆LnrMSSD was considered as a covariable (F = 7.58; P = 0.025; d = 0.487). There were significant and indirect correlations of LnRMSSDTEST with VO2max (r =-0.656, P = 0.02), ∆LnrMSSD with ∆VO2max (r = -0.606, P = 0.037), and ∆LnrMSSDCV with ∆VENT (r = -0.790, P = 0.002). CONCLUSIONS: higher HRV scores suggest better cardiovascular adaptations due to higher training intensities, favoring HRV as a measure to optimize individualized training in professional runners.

New Developments in Physical Education and Sport.

Continuous updates of knowledge among professionals in physical education (PE) and sport are essential for the goal of developing quality professional work [...].