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14 pages, 1003 KiB

Open AccessArticle

Active Commuting to School among Spanish Preschool Children: A Temporal Change Study between 2013 and 2017

by Romina Gisele Saucedo-Araujo, Patricia Gálvez-Fernández, Cristina Cadenas-Sanchez, Mairena Sánchez-López, Pau Avellaneda, Josep M. Suelves, Francisco Javier Huertas-Delgado, Palma Chillón and Manuel Herrador-Colmenero

Children 2024, 11(1), 3; https://doi.org/10.3390/children11010003 - 20 Dec 2023

Viewed by 1588

Abstract

Background: Active commuting to school may increase the total daily physical activity and achieve health benefits among preschool children. Rates of active commuting to school among Spanish children and adolescents have been widely analysed, while the rates of active commuting to school among [...] Read more.

Background: Active commuting to school may increase the total daily physical activity and achieve health benefits among preschool children. Rates of active commuting to school among Spanish children and adolescents have been widely analysed, while the rates of active commuting to school among Spanish preschool children are unknown. Aim: The main objective of this study was to examine the changes in the rates of active commuting to school in a sample of Spanish preschool children between 3 and 6 years old from 2013 to 2017. Methods: Data were found from five studies carried out across Spain. The study sample comprised 4787 preschool children (4.59 ± 0.77 years old; 51% males). The overall changes in active commuting to school were assessed using multilevel logistic regression analysis. Results: The rates of active commuting to school in Spanish preschool children are around 52%, and the active commuting to school rates have stayed stable throughout the period assessed (odds ratio from 0.40 to 0.58, all p > 0.05). Conclusion: In preschool children, the present study obtained a favourable result on active commuting to school, showing a pattern stability in the examined period similar to other ages. It will be of great importance to promote this behaviour to obtain high levels of active commuting to school. Full article

(This article belongs to the Special Issue Physical Education, Physical Activity and Sport for Children and Youth)

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13 pages, 863 KiB

Open AccessArticle

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

by Antonio Granero-Gallegos, Manuel Gómez-López and David Manzano-Sánchez

Children 2023, 10(10), 1690; https://doi.org/10.3390/children10101690 - 16 Oct 2023

Cited by 1 | Viewed by 3434

Abstract

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, [...] Read more.

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 β = 0.14 and β = 0.19, respectively, and a value of β = −0.07 and β = −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. Full article

(This article belongs to the Special Issue Physical Education, Physical Activity and Sport for Children and Youth)

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12 pages, 964 KiB

Open AccessArticle

Investigating Links between Moderate-to-Vigorous Physical Activity and Self-Rated Health Status in Adolescents: The Mediating Roles of Emotional Intelligence and Psychosocial Stress

by Huilin Wang, Yang Liu, Songbiao Zhang, Ziqing Xu and Jingyu Yang

Children 2023, 10(7), 1106; https://doi.org/10.3390/children10071106 - 25 Jun 2023

Cited by 2 | Viewed by 2521

Abstract

Adolescence represents a crucial phase, characterized by rapid physical and mental development and numerous challenges. Physical activity plays a vital role in the mental well-being of adolescents; however, due to the prevailing educational philosophy prioritizing academic performance, adolescent participation in physical activities has [...] Read more.

Adolescence represents a crucial phase, characterized by rapid physical and mental development and numerous challenges. Physical activity plays a vital role in the mental well-being of adolescents; however, due to the prevailing educational philosophy prioritizing academic performance, adolescent participation in physical activities has yet to reach its full potential. Thus, this study aims to investigate the effects of moderate-to-vigorous physical activity on adolescents’ emotional intelligence, psychosocial stress, and self-rated health status. To achieve this objective, a cluster sampling method was employed to collect data from 600 adolescents in 10 schools across five municipal districts of Changsha, China. A total of 426 valid questionnaires were returned and analyzed. Utilizing AMOS v.23, a structural equation model was constructed to validate the hypotheses. The findings reveal that moderate-to-vigorous physical activity significantly impacts adolescents’ emotional intelligence and self-rated health status. Conversely, it exerts a significant negative influence on their psychosocial stress. Moreover, emotional intelligence and psychosocial stress mediate the relationship between moderate-to-vigorous physical activity and self-rated health status. In light of these results, education departments, schools, and families must embrace a paradigm shift in educational philosophies and provide robust support for adolescents to engage in moderate-to-vigorous physical activities. Full article

(This article belongs to the Special Issue Physical Education, Physical Activity and Sport for Children and Youth)

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18 pages, 363 KiB

Open AccessArticle

Could the Hybridization of the SE/TGfU Pedagogical Models Be an Alternative for Learning Sports and Promoting Health? School Context Study

by Ismael López-Lemus, Fernando Del Villar, Amparo Rodríguez-Gutiérrez, Jara González-Silva and Alberto Moreno

Children 2023, 10(5), 877; https://doi.org/10.3390/children10050877 - 13 May 2023

Cited by 2 | Viewed by 1824

Abstract

The present study aims to analyze the influence of the Sport Education (SE)/Teaching for understanding (TGfU) hybrid unit on enjoyment, perceived competence, intention to be physically active, skill execution, decision making, performance and game involvement. A short-term (12-lesson) pre-test/post-test quasi-experimental design was conducted [...] Read more.

The present study aims to analyze the influence of the Sport Education (SE)/Teaching for understanding (TGfU) hybrid unit on enjoyment, perceived competence, intention to be physically active, skill execution, decision making, performance and game involvement. A short-term (12-lesson) pre-test/post-test quasi-experimental design was conducted in two groups: control (technical approach: 70 students; age = 14.43 ± 0.693; n = 32 female) and experimental (hybrid unit SE–TGfU: 67 students; age = 13.91 ± 0.900; n = 30 female). The coding instrument was based on the Game performance Assessment Instrument. The Enjoyment and Perceived Competence Scale and the Measure of Intentionality to be Physically Active questionnaire were also used. The results of pairwise comparisons between the groups showed higher post-test scores for most dependent variables for boys and girls using the hybrid SE/TGfU unit. Lower post-test scores were found in pairwise comparisons for several dependent variables in both boys and girls. The present study showed that the application of hybrid models SE/TGfU could increase and help facilitate students’ game involvement and game performance, enjoyment, perceived competence and intention to be physically active, in both boys and girls. In future studies, it would be necessary to analyze psychological variables in the educational context for a deeper assessment. Full article

(This article belongs to the Special Issue Physical Education, Physical Activity and Sport for Children and Youth)

13 pages, 285 KiB

Open AccessArticle

Primary Students’ Attitudes towards Peers with Disabilities in Physical Education in Saudi Arabia

by Majed M. Alhumaid

Children 2023, 10(3), 580; https://doi.org/10.3390/children10030580 - 18 Mar 2023

Cited by 3 | Viewed by 2492

Abstract

The attitudes of students without disabilities toward their peers with disabilities are considered an important determinant of successful inclusion in physical education settings. Nonetheless, there is limited research on this topic in non-Western societies, especially in Arab contexts. Thus, to address this paucity [...] Read more.

The attitudes of students without disabilities toward their peers with disabilities are considered an important determinant of successful inclusion in physical education settings. Nonetheless, there is limited research on this topic in non-Western societies, especially in Arab contexts. Thus, to address this paucity in the literature, this study aimed to assess the general attitudes of Saudi students without disabilities towards their peers with disabilities and examine the associations between selected student-related variables (e.g., gender, age, type of school, school location, having a family member or a friend or a classmate with a disability, and having experience of playing with a person with a disability) and attitudes of students without disabilities. A total of 972 students aged 9–12 years old (M_age = 10.6; SD = 1.1; girls = 49.7%) completed the Arabic version of the Scale of Attitudes toward Students with Disabilities in Physical Education—Primary Education (SASDPE-PE). Data analysis indicated that, in general, participants reported positive attitudes toward their peers with disabilities in physical education classes. Despite boys being more likely to hold positive attitudes than girls, no significant difference between them existed. The results showed that 10-year-old participants reported more significantly positive attitudes than those in the other age groups. Participants attending public schools reported more significant positive attitudes toward their peers with disabilities in physical education classes compared to those attending private schools. Having a friend with a disability was linked to students without disabilities having positive attitudes towards their peers with disabilities. In contrast, having a family member or a classmate with disabilities and having played with a person with a disability were not related to such positive attitudes. The current study’s findings have significant implications for inclusive educational practices. Full article

(This article belongs to the Special Issue Physical Education, Physical Activity and Sport for Children and Youth)

16 pages, 1995 KiB

Open AccessArticle

Teaching Games for Understanding in Game Performance and Psychosocial Variables: Systematic Review and Meta-Analysis of Randomized Control Trial

by Marcos Ortiz, Lourdes Meroño, María T. Morales-Belando, Raquel Vaquero-Cristóbal and Noelia González-Gálvez

Children 2023, 10(3), 573; https://doi.org/10.3390/children10030573 - 17 Mar 2023

Cited by 8 | Viewed by 4633

Abstract

Different authors have reported on the influence of the Teaching Games for Understanding (TGfU) intervention on game performance and psychosocial variables. This review aimed: (a) to explore the TGfU experimental studies; (b) to compare the effects of the TGfU vs. technical approach pedagogy [...] Read more.

Different authors have reported on the influence of the Teaching Games for Understanding (TGfU) intervention on game performance and psychosocial variables. This review aimed: (a) to explore the TGfU experimental studies; (b) to compare the effects of the TGfU vs. technical approach pedagogy on game performance; and (c) to determine the effect of the TGfU approach on game performance and psychosocial variables (motivational climate, task orientation, perceived competence and enjoyment). This systematic review with meta-analysis adheres to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Four databases (PubMed, WOS, EBSCO and Google scholar metasearch) were searched. Study quality was measured with the Physiotherapy Evidence Database (PEDro) score. Thirteen studies were included. A pooled analysis of all interventions demonstrated a large significant improvement in decision making for TGfU when compared to technical approach pedagogy (SMD = 5.93, I2 = 98%; CI (95%) = 2.15–9.71; p = 0.004) and no differences between groups for skill execution (SMD = 1.70; I2 = 8%; CI (95%) = −5.34–8.73; p = 0.60). The effect of a TGfU intervention on game performance is strong (decision making, execution skills and tactical skills). Moderate evidence is reported by psychosocial variables (motivational climate, task orientation, perception of motivation and achievement in physical education). In addition, it is unclear its effect on perceived competence, enjoyment, knowledge of the game and intention to be physically active. TGfU intervention could be an appropriate approach for males and females in the context of education or sport. There is a need for a greater number of studies. Full article

(This article belongs to the Special Issue Physical Education, Physical Activity and Sport for Children and Youth)

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Review

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13 pages, 254 KiB

Open AccessReview

The Concept of Moving School and Its Practical Implementation in Bavarian Higher Secondary Schools

by Paul Englert, Christian Andrä and Yolanda Demetriou

Children 2023, 10(8), 1395; https://doi.org/10.3390/children10081395 - 16 Aug 2023

Cited by 1 | Viewed by 1423

Abstract

The roles of physical activity and the reduction in sedentary activities in the healthy physical, psychosocial and mental development of children and adolescents are undisputed. This is where the concept of Moving School comes in, which has been expanded to a holistic approach [...] Read more.

The roles of physical activity and the reduction in sedentary activities in the healthy physical, psychosocial and mental development of children and adolescents are undisputed. This is where the concept of Moving School comes in, which has been expanded to a holistic approach that takes into account all areas of the school, including lessons, after-school care and breaks, and aims to provide students with a sufficient level of physical activity. There are no current studies that show to what extent this concept has arrived in the theoretical specifications for higher secondary schools and to what extent it is implemented in practice. In this study, by conducting a narrative review, we determine the core elements of the concept of Moving School. Furthermore, we analyse the extent to which these elements of Moving School are taken into account in the school curriculum, in published school programmes and on school homepages. In this study, we revealed that the concept of Moving School has hardly been implemented in practice in Bavarian higher secondary schools as mostly only single elements of it are referred to in the school curriculum, programmes and school homepages. It can therefore be assumed that the concept has not yet been able to achieve its intended effect, namely, to fill the daily lives of schoolchildren with movement, play and sport. Full article

(This article belongs to the Special Issue Physical Education, Physical Activity and Sport for Children and Youth)

11 pages, 297 KiB

Open AccessReview

Health Outcomes of Judo Training as an Organized Physical Activity for Children and Adolescents: A Literature Review

by Monika Kowalczyk, Małgorzata Zgorzalewicz-Stachowiak and Maciej Kostrzewa

Children 2023, 10(8), 1290; https://doi.org/10.3390/children10081290 - 26 Jul 2023

Cited by 1 | Viewed by 1919

Abstract

Judo, an organized physical activity for children and adolescents, has gained popularity worldwide. Physical activity is vital during times of rising obesity and a sedentary lifestyle in this age group. The article aims to review the current knowledge of the health benefits of [...] Read more.

Judo, an organized physical activity for children and adolescents, has gained popularity worldwide. Physical activity is vital during times of rising obesity and a sedentary lifestyle in this age group. The article aims to review the current knowledge of the health benefits of judo-specific exercises for children and youth. Six international scientific databases (PubMed, Scopus, UpToDate, Web of Science, EBSCOhost, and Google Scholar) were searched from 1 January 2007 to 30 September 2022. The search focused on health-related factors regarding healthy preschool and school-aged judo practitioners. Sixteen original studies met the inclusion criteria. School-aged children aged 7–15 years were included in the analysis. The average training time was between two and six hours a week, with the judo intervention mainly ranging from nine months to three years. Most studies registered positive changes caused by judo training. The outcomes focused on maintaining or reducing body fat, increasing bone mineralization, and improving the function of the cardiorespiratory system compared to the non-practicing control group. However, there were no differences between judo and other sports groups. The main conclusions presented health benefits from judo-specific training in school-aged children and may support the World Health Organization recommendations concerning daily physical activity. Full article

(This article belongs to the Special Issue Physical Education, Physical Activity and Sport for Children and Youth)

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