Research
The International Research Network on Physical Education and Healthy Lifestyle Promotion works fundamentally in three research lines.
Articles and Publications
Autonomy support, motivational climate, enjoyment and perceived competence in physical education: Impact of a hybrid teaching games for understanding/sport education unit. European Physical Education Review, 26(1), 36-53.
https://journals.sagepub.com/doi/abs/10.1177/1356336X18816997
Carriedo, A., Fernandez-Río, J., Mendez-Gimenez, A. y Cecchini, J. (2020).
Test de condición física: modelo tradicional versus modelo de educación deportiva. Revista Internacional de Medicina y Ciencias de la Actividad Física y del Deporte. En prensa.
http://cdeporte.rediris.es/revista/inpress/arttest1326.pdf
Peiró-Velert, C., Pérez-Gimeno, E., & Valencia-Peris, A. (2012).
Facilitación de la autonomía en el alumnado dentro de un modelo pedagógico de educación física y salud. Tándem: Didàctica de la Educación Física, 40, 28-44.
https://www.grao.com/es/producto/facilitacion-de-la-autonomia-en-el-alumnado-dentro-de-un-modelo-pedagogico-de-educacion-fisica-y-salud
Meroño, L., Calderón, A., & Arias-Estero, J. L. (2021).
Digital pedagogy and cooperative learning: Effect on the technological pedagogical content knowledge and academic performance of pre-service teachers. Revista de Psicodidáctica. En prensa.
https://doi.org/10.1016/j.psicoe.2020.10.002
Pozo, P., Grao-Cruces, A., & Pérez-Ordás, R. (2018).
Teaching personal and social responsibility model-based programmes in physical education: A systematic review. European Physical Education Review, 24(1), 56–75.
https://doi.org/10.1177/1356336X16664749.
Fernández-Espínola, C., Abad, M. T., Collado-Mateo, D., Almagro, B. J., Castillo, E., y Giménez, F. J. (2020).
Effects of cooperative-learning interventions on Physical Education students’ intrinsic motivation: A systematic review and meta-analysis. International Journal of Environmental Research and Public Health, 17, 4451.
https://doi.org/10.3390/ijerph17124451
García-López, L. M., Gutiérrez, D., Sánchez-Mora, D., & Harvey, S. (2019).
Teachers’ use of teaching games for understanding in Central Spain. Physical Education and Sport Pedagogy, 24(5), 463-477.
https://doi.org/10.1080/17408989.2019.1628931
García-González, L., Abós, A., Diloy-Peña, S., Gil-Arias, A. y Sevil-Serrano, J. (2020).
Can a Hybrid Sport Education/Teaching Games for Understanding Volleyball Unit Be More Effective in Less Motivated Students? An Examination into a Set of Motivation-Related Variables. Sustainability, 12, 6170.
https://doi.org/10.3390/su12156170
Morgan, K., Bryant. A., Edwards, L., & Mitchell-Williams, E. (2018).
Transferring primary generalists’ positive classroom pedagogy to the physical education setting: A collaborative PE-CPD process. Physical Education and Sport Pedagogy. 24(1), 43-58.
https://doi.org/10.1080/17408989.2018.1533543
Bessa, C., Hastie, P., Araújo, R., & Mesquita, I. (2019).
What Do We Know About the Development of Personal and Social Skills within the Sport Education Model: A Systematic Review. Journal of Sports Science and Medicine 18, 812-829.
https://www.jssm.org/volume18/iss4/cap/jssm-18-812.pdf
Hordvik, M., Fletcher, T., Haugen, A., Engebretsen, B., & Møller, L. (2020).
A collaborative approach to teaching about teaching models-based practice: Developing coherence in one PETE module. Physical Education and Sport Pedagogy, 1-15.
https://doi.org/10.1080/17408989.2020.1812558
Legrain, P., & Escalie, G., & Chaliès, S. (2019).
Cooperative learning: A relevant instructional model for physical education pre-service teacher training. Physical Education and Sport Pedagogy, 24, 73-86.
https://doi.org/10.1080/17408989.2018.1561838
Harvey, S., Cushion, C & Sammon, P. (2015)
Dilemmas faced by pre-service teachers when learning about and implementing a game-centred approach. European Physical Education Review, 21 (2), pp.238-256.
https://doi.org/10.1177/1356336X14560773
Casey, A., MacPhail, A., Larsson, H. & Quennerstedt, M. (2021)
Between hope and happening: Problematizing the M and the P in models-based practice, Physical Education and Sport Pedagogy, 26: 2, 111-122.
https://doi.org/10.1080/17408989.2020.1789576
The role of task and ego-oriented climate in explaining students’ bright and dark motivational experiences in Physical Education. Physical Education and Sport Pedagogy, 24(4), 344-358.
https://doi.org/10.1080/17408989.2019.1592145
Sánchez-Oliva, D., Pulido-González, J. J., Leo, F. M., González-Ponce, I., & García-Calvo, T. (2017).
Effects of an intervention with teachers in the physical education context: A Self-Determination Theory approach. PloS One, 12, e0189986.
https://doi.org/10.1371/journal.pone.0189986
Baena-Extremera, A. y Granero-Gallegos, A (2015).
Modelo de predicción de la satisfacción con la educación física y la escuela. Revista de Psicodidáctica, 20(1), 177-192.
https://www.redalyc.org/pdf/175/17532968010.pdf
Lizandra, J. & Peiró-Velert, C. (2020).
Las relaciones sociales y su papel en la motivación hacia la práctica de actividad física en adolescentes: Un enfoque cualitativo. Retos: Nuevas tendencias en educación física, deporte y recreación, 37(1), 41-47.
https://doi.org/10.47197/retos.v37i37.70374
Leyton-Román, M., Núñez, J. L., & Jiménez-Castuera, R. (2020).
The Importance of Supporting Student Autonomy in Physical Education Classes to Improve Intention to Be Physically Active. Sustainability, 12(10), 4251.
https://doi.org/10.3390/su12104251
Cecchini, J. A., Sánchez-Martínez, B., Mendez-Giménez, A. y Fernandez-Río, J. (2019).
Repercusiones de las competiciones deportivas escolares en el clima motivacional, la competencia percibida la motivación intrínseca y el esfuerzo. Revista de Psicología del Deporte, 28(2), 13-22
https://ddd.uab.cat/pub/revpsidep/revpsidep_a2019v28n2/revpsidep_a2019v28n2p13.pdf
Beltrán-Carrillo, V.J. y Devís-Devís, J. (2019).
El pensamiento del alumnado inactivo sobre sus experiencias negativas en educación física: los discursos del rendimiento, salutismo y masculinidad hegemónica. RICYDE. Revista Internacional de Ciencias del Deporte, 15(55), 20-34.
https://www.cafyd.com/REVISTA/ojs/index.php/ricyde/article/view/1528
Ruiz-Ariza, A., Suárez-Manzano, S., López-Serrano, S., & Martínez-López, E. J. (2019).
The effect of cooperative high-intensity interval training on creativity and emotional intelligence in secondary school: A randomised controlled trial. European Physical Education Review, 25(2), 355–373.
https://journals.sagepub.com/doi/full/10.1177/1356336X17739271
Grao-Cruces, A., Racero-García, A., Sánchez-Oliva, D., Blanco-Luengo, D., Nuviala, A., & García-Calvo, T. (2020).
Associations between weight status and situational motivation toward fitness testing in physical education: The mediator role of physical fitness. International Journal of Environmental Research and Public Health, 17(13), 4821.
http://dx.doi.org/10.3390/ijerph17134821.
Fierro-Suero, S., Almagro, B. J., Castillo, I., y Sáenz-López, P. (2020).
Herramienta de Observación del Clima Interpersonal Motivacional (OCIM) para docentes de Educación Física. Cultura, Ciencia y Deporte, 15(46), 575-596.
https://ccd.ucam.edu/index.php/revista/article/view/1647
Franco, E., Coterón, J., Huéscar, E., & Moreno-Murcia, J. A. (2020).
A person-centered approach in physical education to better understand low-motivation students. Journal of Teaching in Physical Education, 39(1), 91-101.
https://doi.org/https://doi.org/10.1123/jtpe.2019-0028
González-Cutre, D. (2017).
Estrategias didácticas y motivacionales en las clases de educación física desde la teoría de la autodeterminación. E-Motion: Revista de Educación, Motricidad e Investigación, 8, 44-62.
http://rabida.uhu.es/dspace/bitstream/handle/10272/14277/Estrategiaspdf?sequence=2
Rodrigues, F., Monteiro, D., Teixeira, D., & Cid, L. (2020)
Understanding motivational climates in physical education classes: How students perceive learning and performance-oriented climates by teachers and peers. Current Psychology.
https://doi.org/10.1007/s12144-020-01047-x
Bartholomew, K. J., Ntoumanis, N., Mouratidis, A., Katartzi, E., Thøgersen-Ntoumani, C., & Vlachopouloos, S. (2018)
Beware of your teaching style: A school-year long investigation of controlling teaching and student motivational experiences. Learning and Instruction, 53, 50-63.
https://doi.org/10.1016/j.learninstruc.2017.07.006
Boonekamp, G. M., Dierx, J. A., & Jansen, E. (2020)
Motivating students for physical activity: What can we learn from student perspectives? European Physical Education Review.
https://doi.org/10.1177/1356336X20970215
Haerens, L., Vansteenkiste, M., De Meester, A., Delrue, J., Tallir, I., Van de Broek, G., Goris, W., Aelterman, N. (2018)
Different Combinations of Perceived Autonomy Support and Control : Identifying the Most Optimal Motivating Style. Physical Education and Sport Pedagogy 23 (1), 16–36.
https://doi.org/10.1080/17408989.2017.1346070
Can High Schools Be an Effective Setting to Promote Healthy Lifestyles? Effects of a Multiple Behavior Change Intervention in Adolescents. Journal of Adolescent Health, 64(4), 478-486.
https://doi.org/10.1016/j.jadohealth.2018.09.027
González-Cutre, D., Sierra, A.C., Beltrán-Carrillo, V.J., Peláez-Pérez, M., & Cervelló, E. (2018).
A school-based motivational intervention to promote physical activity from a self-determination theory perspective. The Journal of Educational Research, 111(3), 320-330.
https://www.tandfonline.com/doi/abs/10.1080/00220671.2016.1255871?journalCode=vjer20
Sánchez-Miguel, P. A., Vaquero-Solís, M., Sánchez-Oliva, D., Pulido, J. J., López-Gajardo, M. A., & Tapia-Serrano, M. A. (2020).
Promoting Healthy Lifestyle through Basic Psychological Needs in Inactive Adolescents: A Protocol Study from Self-Determination Approach. Sustainability, 12(15), 5893.
http://dx.doi.org/10.3390/su12155893
Méndez-Giménez, A.,Cecchini, J. A., y Fernández-Río, J. (2017).
Efecto del material autoconstruido en la actividad física de los niños durante el recreo. Revista de Saúde Publica, 51(58), 1-7.
http://dx.doi.org/10.1590/S1518-8787.2017051006659
Ruiz-Ariza, A., Casuso, R. A., Suárez-Manzano, S., & Martínez-López, E. J. (2018).
Effect of augmented reality game Pokémon GO on cognitive performance and emotional intelligence in adolescent young. Computers & Education, 116, 49–63.
https://www.sciencedirect.com/science/article/pii/S0360131517302002
Grao-Cruces, A., Sánchez-Oliva, D., Padilla-Moledo, C., Izquierdo-Gómez, R., Cabanas-Sánchez, V., & Castro-Piñero, J. (2020).
Changes in the school and non-school sedentary time in youth: the UP&DOWN longitudinal study. Journal of Sports Sciences, 38(7), 780-786.
https://doi.org/10.1080/02640414.2020.1734310
Lebrero-Casanova, I., Almagro, B. J., y Sáenz-López, P. (2019).
Estilos de enseñanza participativos en las clases de Educación Física y su influencia sobre diferentes aspectos psicológicos. Espiral. Cuadernos del Profesorado, 12(25), 30-39.
http://dx.doi.org/10.25115/ecp.v12i25.2286
Sevil-Serrano, J., Aibar-Solana, A., Abós, A., Generelo, E., & García-González, L. (2020).
Improving motivation for physical activity and physical education through a school-based intervention. Journal of Experimental Education. En prensa.
https://doi.org/10.1080/00220973.2020.1764466
Martins, J., Marques, A., Peralta, M., Henriques-Neto, D., Costa, J., Onofre, M., & González Valeiro, M. (2020)
A comparative study of participation in physical education classes among 170,347 adolescents from 54 low-, middle-, and high-income countries. International Journal of Environmental Research and Public Health, 17, 5579.
https://doi.org/10.3390/ijerph17155579
Podnar, H., Jurić, P., Karuc, J., Saez, M., Barceló, M., Radman, I., Starc, G., Jurak, G., Đurić, S., Potočnik, Ž. & Sorić, M. (2021)
Comparative effectiveness of school‐based interventions targeting physical activity, physical fitness or sedentary behaviour on obesity prevention in 6‐ to 12‐year‐old children: A systematic review and meta‐analysis. Obesity reviews, 22 (2), 1-15
https://doi.org/10.1111/obr.13160.
Zach, S., Inglis, V., Zeev, A., Arnon, M., & Netz, Y. (2018)
Active and Healthy Lifestyle – Nationwide Programs in Israeli Schools. Health Promotion International, 33, 946-957.
https://doi.org/10.1093/heapro/dax034
