Personal and social responsibility, achievement goals and perceptions of success in physical education / Responsabilidad personal y social, metas de logro y percepción de éxito en educación física

The aim was to analyze the possible effects of the application of the Teaching Personal and Social Responsibility (TPSR) pedagogical model on three variables: 2x2 Achievement goal orientation, Perception of success and Personal and social responsibility. We proceeded with a quasi-experimental design with three repeated measures: pre-implementation, post-implementation and follow-up measure, and the presence of an experimental group and a non-equivalent control group. The implementation was carried out in a Physical Education context. A total of 265 students (53% boys) aged between 8 and 12 years old. Two statistical techniques were conducted, using repeated measures ANOVA and ANCOVA. The results allow us to conclude that the implementation of TPSR is able to increase the Social Responsibility dimension, with a small effect size. The data do not allow us to conclude robust changes in the rest of the variables and dimensions studied (AU)

El objetivo fue analizar los posibles efectos de la aplicación del Modelo del Responsabilidad Personal y Social (MRPS) en tres variables: Orientación de metas de logro 2x2, Percepción de éxito y Responsabilidad personal y social. Se procedió con un diseño cuasi-experimental de tres medidas repetidas: pre-implementación, post-implementación y medida de seguimiento, y presencia de un grupo experimental y de un grupo de control no equivalente. La implementación se llevó a cabo en un contexto de Educación Física. Participaron en el estudio un total de 265 estudiantes (53% varones) con edades comprendidas entre los 8 y los 12 años. Se utilizaron dos técnicas estadísticas, procediendo con ANOVA de medidas repetidas y con ANCOVA. Los resultados permiten concluir que la implementación del MRPS es capaz de incrementar la dimensión Responsabilidad Social, con un tamaño del efecto pequeño. Los datos no permiten concluir cambios robustos en el resto de las variables y dimensiones estudiadas (AU)

Independent and combined influence of neonatal and current body composition on academic performance in youth: The UP & DOWN Study.

BACKGROUNDS: Unhealthy body composition is a cause for concern across the lifespan. OBJECTIVE: The objective of this study was to examine the independent and combined associations between neonatal and current body composition with academic performance among youth. METHODS: This cross-sectional study was conducted with a total of 1557 youth (745 girls) aged 10.4 ± 3.4 years. Birth weight and length at birth were self-reported. Current body composition was assessed by body mass index (BMI), waist circumference (WC) and percentage of body fat (BF%). Academic performance was assessed through schools records. RESULTS: Birth weight was related to all academic variables in boys, independent of potential confounders, including BMI; whereas WC, BMI and BF% were related to all academic performance indicators in both boys and girls, independent of potential confounders, including birth weight (all P < 0.05). In addition, the combined adverse effects of low birth weight and current overweight on academic performance were observed in both boys and girls for grade point average (GPA) indicator. Boys in the group with none adverse effect had significantly higher scores in GPA (score +0.535; 95% confidence interval, 0.082-0.989) than boys in the group of both adverse effects (P < 0.007); among girls, GPA score was higher in the group with none adverse effect than in the groups with one or two adverse effects (P for trend = 0.029). CONCLUSIONS: Neonatal and current body composition, both independently and combined, may influence academic performance in youth.