Research<\/h1><\/div><\/div><\/div><\/div><\/div><\/div><\/div>The International Research Network on Physical Education and Healthy Lifestyle Promotion works fundamentally in three research lines.<\/h3><\/div><\/div><\/div><\/div><\/div>1.<\/h1><\/div>Implementation of pedagogical models in Physical Education<\/p>\n<\/div><\/div><\/div>
2.<\/h1><\/div>Teaching intervention and motivational variables for the development of positive experiences in Physical Education<\/p>\n<\/div><\/div><\/div>
3.<\/h1><\/div>Development of school interventions to promote healthy habits<\/p>\n<\/div><\/div><\/div><\/div><\/div>
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Articles and Publications<\/h3><\/div><\/div><\/div><\/div>Implementation of pedagogical models in Physical Education<\/h4><\/a><\/li>
Teaching intervention and motivational variables for the development of positive experiences in Physical Education <\/h4><\/a><\/li>
Development of school interventions to promote healthy habits <\/h4><\/a><\/li><\/ul><\/div>Implementation of pedagogical models in Physical Education<\/h4><\/a><\/li><\/ul><\/div>L\u00f3pez-Lemus, I., Del Villar, F., Gil-Arias, A., & Moreno-Dom\u00ednguez, A. (2023). <\/strong>
\nEquidad de g\u00e9nero y motivaci\u00f3n en Educaci\u00f3n F\u00edsica: \u00bfpodr\u00eda ayudarnos la hibridaci\u00f3n de modelos pedag\u00f3gicos?. Movimento, e29032-e29032.
\nhttps:\/\/doi.org\/10.22456\/1982-8918.128080<\/a><\/p>\n
\nSeldas, M., & Garc\u00eda L\u00f3pez, L. M. (2023). <\/strong>
\nBenefits of hybridising the activist approach and teaching games for understanding to empower girls in physical education. Curriculum Studies in Health and Physical Education, 1-17.
\nhttps:\/\/doi.org\/10.1080\/25742981.2023.2265351<\/a><\/p>\n
\nGarcia-Gonzalez, L., Santed, M., Escolano-Perez, E., & Fernandez-R\u00edo, J. (2023). <\/strong>
\nHigh- versus Low-structured cooperative learning in secondary physical education: impact on prosocial behaviours at different ages. European Physical Education Review, 29(2), 199-214.
\nhttps:\/\/doi.org\/10.1177\/1356336X221132767<\/a><\/p>\n
\nGuti\u00e9rrez, D., Garc\u00eda-L\u00f3pez, L. M., Hastie, P. A., & Segovia, Y. (2022). <\/strong>
\nAdoption and fidelity of Sport Education in Spanish schools. European Physical Education Review, 28(1), 244-262.
\nhttps:\/\/doi.org\/10.1177\/1356336X211036066<\/a><\/p>\n
\nGil-Arias, A., Harvey, S., Morante, \u00d3. M., Claver, F., & Fern\u00e1ndez-R\u00edo, J. (2022). <\/strong>
\nTeacher and Student\u2019s Perspectives on Their Experiences Within Hybrid Sport Education-Cooperative Learning Pedagogical Model Units in Elementary Physical Education. Journal of Teaching in Physical Education, 42(3), 452\u2013460.
\nhttps:\/\/doi.org\/10.1123\/jtpe.2021-0304<\/a><\/p>\n
\nMorales-Belando, M. T., Kirk, D., & Arias-Estero, J. L. (2022). <\/strong>
\nA systematic review of teaching games for understanding intervention studies from a practice-referenced perspective. Research Quarterly for Exercise and Sport, 93(4), 670-681.
\nhttps:\/\/doi.org\/10.1080\/02701367.2021.1897066<\/a><\/p>\n
\nFernandez-Rio, J., & Iglesias, D. (2022). <\/strong>
\nWhat do we know about pedagogical models in physical education so far? An umbrella review. Physical Education and Sport Pedagogy.
\nhttps:\/\/doi.org\/10.1080\/17408989.2022.2039615<\/a><\/p>\n
\nEvangelio, C., Gonz\u00e1lez-V\u00edllora, S., Fernandez-Rio, J., & Peir\u00f3-Velert, C. (2022). <\/strong>
\nStudents\u2019 perceptions on three-way pedagogical models hybridization: contributing to the development of active identities. Sport, Education and Society, 27(6), 717-731.
\nhttps:\/\/doi.org\/10.1080\/13573322.2021.1907327<\/a><\/p>\n
\nGil-Arias, A., Claver, F., Pr\u00e1xedes, A., Del Villar, F., & Harvey, S. (2020). <\/strong>
\nAutonomy 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.
\nhttps:\/\/journals.sagepub.com\/doi\/abs\/10.1177\/1356336X18816997<\/a><\/p>\n
\nCarriedo, A., Fernandez-R\u00edo, J., Mendez-Gimenez, A. y Cecchini, J. (2020). <\/strong>
\nTest de condici\u00f3n f\u00edsica: modelo tradicional versus modelo de educaci\u00f3n deportiva. Revista Internacional de Medicina y Ciencias de la Actividad F\u00edsica y del Deporte. En prensa.
\nhttp:\/\/cdeporte.rediris.es\/revista\/inpress\/arttest1326.pdf<\/a><\/p>\n
\nPeir\u00f3-Velert, C., P\u00e9rez-Gimeno, E., & Valencia-Peris, A. (2012). <\/strong>
\nFacilitaci\u00f3n de la autonom\u00eda en el alumnado dentro de un modelo pedag\u00f3gico de educaci\u00f3n f\u00edsica y salud. T\u00e1ndem: Did\u00e0ctica de la Educaci\u00f3n F\u00edsica, 40, 28-44.
\nhttps:\/\/www.grao.com\/es\/producto\/facilitacion-de-la-autonomia-en-el-alumnado-dentro-de-un-modelo-pedagogico-de-educacion-fisica-y-salud<\/a><\/p>\n
\nMero\u00f1o, L., Calder\u00f3n, A., & Arias-Estero, J. L. (2021). <\/strong>
\nDigital pedagogy and cooperative learning: Effect on the technological pedagogical content knowledge and academic performance of pre-service teachers. Revista de Psicodid\u00e1ctica. En prensa.
\nhttps:\/\/doi.org\/10.1016\/j.psicoe.2020.10.002<\/a><\/p>\n
\nPozo, P., Grao-Cruces, A., & P\u00e9rez-Ord\u00e1s, R. (2018). <\/strong>
\nTeaching personal and social responsibility model-based programmes in physical education: A systematic review. European Physical Education Review, 24(1), 56\u201375.
\nhttps:\/\/doi.org\/10.1177\/1356336X16664749.<\/a><\/p>\n
\nFern\u00e1ndez-Esp\u00ednola, C., Abad, M. T., Collado-Mateo, D., Almagro, B. J., Castillo, E., y Gim\u00e9nez, F. J. (2020).<\/strong>
\nEffects of cooperative-learning interventions on Physical Education students\u2019 intrinsic motivation: A systematic review and meta-analysis. International Journal of Environmental Research and Public Health, 17, 4451.
\nhttps:\/\/doi.org\/10.3390\/ijerph17124451<\/a><\/p>\n
\nGarc\u00eda-L\u00f3pez, L. M., Guti\u00e9rrez, D., S\u00e1nchez-Mora, D., & Harvey, S. (2019). <\/strong>
\nTeachers\u2019 use of teaching games for understanding in Central Spain. Physical Education and Sport Pedagogy, 24(5), 463-477.
\nhttps:\/\/doi.org\/10.1080\/17408989.2019.1628931<\/a><\/p>\n
\nGarc\u00eda-Gonz\u00e1lez, L., Ab\u00f3s, A., Diloy-Pe\u00f1a, S., Gil-Arias, A. y Sevil-Serrano, J. (2020). <\/strong>
\nCan 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.
\nhttps:\/\/doi.org\/10.3390\/su12156170<\/a><\/p>\n
\nMorgan, K., Bryant. A., Edwards, L., & Mitchell-Williams, E. (2018). <\/strong>
\nTransferring primary generalists\u2019 positive classroom pedagogy to the physical education setting: A collaborative PE-CPD process. Physical Education and Sport Pedagogy. 24(1), 43-58.
\nhttps:\/\/doi.org\/10.1080\/17408989.2018.1533543<\/a><\/p>\n
\nBessa, C., Hastie, P., Ara\u00fajo, R., & Mesquita, I. (2019). <\/strong>
\nWhat 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.
\nhttps:\/\/www.jssm.org\/volume18\/iss4\/cap\/jssm-18-812.pdf<\/a><\/p>\n
\nHordvik, M., Fletcher, T., Haugen, A., Engebretsen, B., & M\u00f8ller, L. (2020). <\/strong>
\nA collaborative approach to teaching about teaching models-based practice: Developing coherence in one PETE module. Physical Education and Sport Pedagogy, 1-15.
\nhttps:\/\/doi.org\/10.1080\/17408989.2020.1812558 <\/a><\/p>\n
\nLegrain, P., & Escalie, G., & Chali\u00e8s, S. (2019). <\/strong>
\nCooperative learning: A relevant instructional model for physical education pre-service teacher training. Physical Education and Sport Pedagogy, 24, 73-86.
\nhttps:\/\/doi.org\/10.1080\/17408989.2018.1561838<\/a><\/p>\n
\nHarvey, S., Cushion, C & Sammon, P. (2015) <\/strong>
\nDilemmas faced by pre-service teachers when learning about and implementing a game-centred approach. European Physical Education Review, 21 (2), pp.238-256.
\nhttps:\/\/doi.org\/10.1177\/1356336X14560773<\/a><\/p>\n
\nCasey, A., MacPhail, A., Larsson, H. & Quennerstedt, M. (2021)<\/strong>
\nBetween hope and happening: Problematizing the M and the P in models-based practice, Physical Education and Sport Pedagogy, 26: 2, 111-122.
\nhttps:\/\/doi.org\/10.1080\/17408989.2020.1789576<\/a><\/p>\n
\n<\/div>Teaching intervention and motivational variables for the development of positive experiences in Physical Education <\/h4><\/a><\/li><\/ul><\/div>Garc\u00eda-Gonz\u00e1lez, L., Haerens, L., Ab\u00f3s, A., Sevil-Serrano, J. y Burgue\u00f1o, R. (2023). <\/strong>
\nIs high teacher directiveness always negative? Associations with students\u2019 motivational outcomes in physical education. Teaching and Teacher Education, 132, 104216.
\nhttps:\/\/doi.org\/10.1016\/j.tate.2023.104216<\/a><\/p>\n
\nLeo, F. M., L\u00f3pez-Gajardo, M. A., Rodr\u00edguez-Gonz\u00e1lez, P., Pulido, J. J., & Fern\u00e1ndez-R\u00edo, J. (2023). <\/strong>
\nHow class cohesion and teachers\u2019 relatedness supportive\/thwarting style relate to students\u2019 relatedness, motivation, and positive and negative outcomes in physical education. Psychology of sport and exercise, 65, 102360.
\nhttps:\/\/doi.org\/10.1016\/j.psychsport.2022.102360<\/a><\/p>\n
\nFierro-Suero, S., Sa\u00e9nz-L\u00f3pez, P., Carmona-M\u00e1rquez, J., y Almagro, B. J., (2023). <\/strong>
\nAchievement emotions, intention to be physically active, and academic achievement in physical education: Gender differences. Journal of Teaching in Physical Education, 42, 114-122.
\nhttps:\/\/doi.org\/10.1123\/jtpe.2021-0230<\/a><\/p>\n
\nGonz\u00e1lez-Cutre, D., Brugarolas-Navarro, M., Beltr\u00e1n-Carrillo, V. J., & Jim\u00e9nez-Loaisa, A. (2023). <\/strong>
\nThe frustration of novelty and basic psychological needs as predictors of maladaptive outcomes in physical education. Physical Education and Sport Pedagogy.
\nhttps:\/\/doi.org\/10.1080\/17408989.2023.2167969<\/a><\/p>\n
\nBa\u00f1os, R., Calleja-N\u00fa\u00f1ez, J. J., Espinoza-Guti\u00e9rrez, R., & Granero-Gallegos, A. (2023). <\/strong>
\nMediation of academic self-efficacy between emotional intelligence and academic engagement in Physical Education undergraduate students. Frontiers in Psychology, 14.
\nhttps:\/\/doi.org\/10.3389\/fpsyg.2023.1178500<\/a><\/p>\n
\nFierro-Suero, S., Castillo, I., Almagro, B. J., y Sa\u00e9nz-L\u00f3pez, P. (2023). <\/strong>
\nThe role of motivation and emotions in physical education: understanding academic achievement and the intention to be physically active. Frontiers in Psychology, 14.
\nhttps:\/\/doi.org\/10.3389\/fpsyg.2023.1253043<\/a><\/p>\n
\nBurgue\u00f1o, R., Ab\u00f3s, A., Garc\u00eda-Gonz\u00e1lez, L. y Sevil, S. (2022). <\/strong>
\nStudents\u2019 motivational experiences across profiles of perceived need-supportive and need-thwarting teaching behaviors in physical education. Physical Education and Sport Pedagogy.
\nhttps:\/\/doi.org\/10.1080\/17408989.2022.2028757<\/a><\/p>\n
\nPeir\u00f3-Velert, C., Garc\u00eda-Mass\u00f3, X., P\u00e9rez-Gimeno, E., Lizandra, J., Valencia-Peris, A., & Dev\u00eds-Dev\u00eds, J. (2022). <\/strong>
\nCapturing the multidimensionality of motivation in physical education: A self-organizing maps approach to profiling students. European Physical Education Review, 28(4), 852-872.
\nhttps:\/\/doi.org\/10.1177\/1356336X221088396<\/a><\/p>\n
\nFerriz, R., Jim\u00e9nez-Loaisa, A., Gonz\u00e1lez-Cutre, D., Romero-El\u00edas, M., & Beltr\u00e1n-Carrillo, V. J. (2021). <\/strong>
\nA self-determined exploration of adolescents\u2019 and parents\u2019 experiences derived from a multidimensional school-based physical activity intervention. Journal of Teaching in Physical Education, 41(1), 68-77.
\nhttps:\/\/journals.humankinetics.com\/view\/journals\/jtpe\/41\/1\/article-p68.xml<\/a><\/p>\n
\nGarc\u00eda-Gonz\u00e1lez, L., Sevil, J., Ab\u00f3s, A., Aelterman, N. y Haerens, L. (2019). <\/strong>
\nThe 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.
\nhttps:\/\/doi.org\/10.1080\/17408989.2019.1592145<\/a><\/p>\n
\nS\u00e1nchez-Oliva, D., Pulido-Gonz\u00e1lez, J. J., Leo, F. M., Gonz\u00e1lez-Ponce, I., & Garc\u00eda-Calvo, T. (2017). <\/strong>
\nEffects of an intervention with teachers in the physical education context: A Self-Determination Theory approach. PloS One, 12, e0189986.
\nhttps:\/\/doi.org\/10.1371\/journal.pone.0189986<\/a><\/p>\n
\nBaena-Extremera, A. y Granero-Gallegos, A (2015). <\/strong>
\nModelo de predicci\u00f3n de la satisfacci\u00f3n con la educaci\u00f3n f\u00edsica y la escuela. Revista de Psicodid\u00e1ctica, 20(1), 177-192.
\nhttps:\/\/www.redalyc.org\/pdf\/175\/17532968010.pdf<\/a><\/p>\n
\nLizandra, J. & Peir\u00f3-Velert, C. (2020). <\/strong>
\nLas relaciones sociales y su papel en la motivaci\u00f3n hacia la pr\u00e1ctica de actividad f\u00edsica en adolescentes: Un enfoque cualitativo. Retos: Nuevas tendencias en educaci\u00f3n f\u00edsica, deporte y recreaci\u00f3n, 37(1), 41-47.
\nhttps:\/\/doi.org\/10.47197\/retos.v37i37.70374 <\/a><\/p>\n
\nLeyton-Rom\u00e1n, M., N\u00fa\u00f1ez, J. L., & Jim\u00e9nez-Castuera, R. (2020). <\/strong>
\nThe Importance of Supporting Student Autonomy in Physical Education Classes to Improve Intention to Be Physically Active. Sustainability, 12(10), 4251.
\nhttps:\/\/doi.org\/10.3390\/su12104251<\/a><\/p>\n
\nCecchini, J. A., S\u00e1nchez-Mart\u00ednez, B., Mendez-Gim\u00e9nez, A. y Fernandez-R\u00edo, J. (2019). <\/strong>
\nRepercusiones de las competiciones deportivas escolares en el clima motivacional, la competencia percibida la motivaci\u00f3n intr\u00ednseca y el esfuerzo. Revista de Psicolog\u00eda del Deporte, 28(2), 13-22
\nhttps:\/\/ddd.uab.cat\/pub\/revpsidep\/revpsidep_a2019v28n2\/revpsidep_a2019v28n2p13.pdf <\/a><\/p>\n
\nBeltr\u00e1n-Carrillo, V.J. y Dev\u00eds-Dev\u00eds, J. (2019). <\/strong>
\nEl pensamiento del alumnado inactivo sobre sus experiencias negativas en educaci\u00f3n f\u00edsica: los discursos del rendimiento, salutismo y masculinidad hegem\u00f3nica. RICYDE. Revista Internacional de Ciencias del Deporte, 15(55), 20-34.
\nhttps:\/\/www.cafyd.com\/REVISTA\/ojs\/index.php\/ricyde\/article\/view\/1528<\/a><\/p>\n
\nRuiz-Ariza, A., Su\u00e1rez-Manzano, S., L\u00f3pez-Serrano, S., & Mart\u00ednez-L\u00f3pez, E. J. (2019). <\/strong>
\nThe 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\u2013373.
\nhttps:\/\/journals.sagepub.com\/doi\/full\/10.1177\/1356336X17739271<\/a><\/p>\n
\nGrao-Cruces, A., Racero-Garc\u00eda, A., S\u00e1nchez-Oliva, D., Blanco-Luengo, D., Nuviala, A., & Garc\u00eda-Calvo, T. (2020). <\/strong>
\nAssociations 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.
\nhttp:\/\/dx.doi.org\/10.3390\/ijerph17134821. <\/a><\/p>\n
\nFierro-Suero, S., Almagro, B. J., Castillo, I., y S\u00e1enz-L\u00f3pez, P. (2020). <\/strong>
\nHerramienta de Observaci\u00f3n del Clima Interpersonal Motivacional (OCIM) para docentes de Educaci\u00f3n F\u00edsica. Cultura, Ciencia y Deporte, 15(46), 575-596.
\nhttps:\/\/ccd.ucam.edu\/index.php\/revista\/article\/view\/1647<\/a><\/p>\n
\nFranco, E., Coter\u00f3n, J., Hu\u00e9scar, E., & Moreno-Murcia, J. A. (2020). <\/strong>
\nA person-centered approach in physical education to better understand low-motivation students. Journal of Teaching in Physical Education, 39(1), 91-101.
\nhttps:\/\/doi.org\/https:\/\/doi.org\/10.1123\/jtpe.2019-0028 <\/a><\/p>\n
\nGonz\u00e1lez-Cutre, D. (2017).<\/strong>
\nEstrategias did\u00e1cticas y motivacionales en las clases de educaci\u00f3n f\u00edsica desde la teor\u00eda de la autodeterminaci\u00f3n. E-Motion: Revista de Educaci\u00f3n, Motricidad e Investigaci\u00f3n, 8, 44-62.
\nhttp:\/\/rabida.uhu.es\/dspace\/bitstream\/handle\/10272\/14277\/Estrategiaspdf?sequence=2<\/a><\/p>\n
\nRodrigues, F., Monteiro, D., Teixeira, D., & Cid, L. (2020)<\/strong>
\nUnderstanding motivational climates in physical education classes: How students perceive learning and performance-oriented climates by teachers and peers. Current Psychology.
\nhttps:\/\/doi.org\/10.1007\/s12144-020-01047-x<\/a><\/p>\n
\nBartholomew, K. J., Ntoumanis, N., Mouratidis, A., Katartzi, E., Th\u00f8gersen-Ntoumani, C., & Vlachopouloos, S. (2018)<\/strong>
\nBeware of your teaching style: A school-year long investigation of controlling teaching and student motivational experiences. Learning and Instruction, 53, 50-63.
\nhttps:\/\/doi.org\/10.1016\/j.learninstruc.2017.07.006<\/a><\/p>\n
\nBoonekamp, G. M., Dierx, J. A., & Jansen, E. (2020)<\/strong>
\nMotivating students for physical activity: What can we learn from student perspectives? European Physical Education Review.
\nhttps:\/\/doi.org\/10.1177\/1356336X20970215<\/a><\/p>\n
\nHaerens, L., Vansteenkiste, M., De Meester, A., Delrue, J., Tallir, I., Van de Broek, G., Goris, W., Aelterman, N. (2018)<\/strong>
\nDifferent Combinations of Perceived Autonomy Support and Control : Identifying the Most Optimal Motivating Style. Physical Education and Sport Pedagogy 23 (1), 16\u201336.
\nhttps:\/\/doi.org\/10.1080\/17408989.2017.1346070<\/a><\/p>\n
\n<\/div>Development of school interventions to promote healthy habits <\/h4><\/a><\/li><\/ul><\/div>\nMuntaner-Mas, A., Morales, J. S., Mart\u00ednez-de-Quel, \u00d3., Lubans, D. R., & Garc\u00eda-Hermoso, A. (2023).<\/strong>
\nAcute effect of physical activity on academic outcomes in school-aged youth: A systematic review and multivariate meta-analysis. Scandinavian journal of medicine & science in sports.
\nhttps:\/\/doi.org\/10.1111\/sms.14479<\/a><\/p>\n
\nS\u00e1nchez-Oliva, D., Leech, R. M., Esteban-Cornejo, I., Cristi-Montero, C., P\u00e9rez-Bey, A., Cabanas-S\u00e1nchez, V., Grao-Cruces, A., & Castro-Pi\u00f1ero, J. (2023).<\/strong>
\nSedentary behavior profiles and longitudinal associations with academic performance in youth: The UP&DOWN study. Journal of Sports Sciences, 41(2), 181-189.
\nhttps:\/\/doi.org\/10.1080\/02640414.2023.2204584<\/a><\/p>\n
\nRocliffe, P., O\u2019Keeffe, B., Walsh, L., Stylianou, M., Woodforde, J., Garc\u00eda-Gonz\u00e1lez, L., O\u2019Brien, W., Coppinger, T., Sherwin, I., Mannix-McNamara, P., & MacDonncha, C. (2023).<\/strong>
\nThe impact of typical school provision of Physical Education, physical activity and sports on adolescent physical activity behaviors: a systematic literature review. Adolescent Research Review.
\nhttps:\/\/doi.org\/10.1007\/s40894-022-00200-w<\/a><\/p>\n
\nTapia-Serrano, M. A., Sevil-Serrano, J., S\u00e1nchez-Oliva, D., Vaquero-Sol\u00eds, M., & S\u00e1nchez-Miguel, P. A. (2022).<\/strong>
\nEffects of a school-based intervention on physical activity, sleep duration, screen time, and diet in children. Revista de Psicodid\u00e1ctica, 27(1), 56-65.
\nhttps:\/\/doi.org\/10.1016\/j.psicoe.2021.06.00<\/a><\/p>\n
\nSaiz-Gonz\u00e1lez, P., Iglesias, D., & Fern\u00e1ndez-R\u00edo, J. (2023).<\/strong>
\nPedagogical models, physical activity and intention to be physically active: A systematic review. Quest.
\nhttps:\/\/doi.org\/10.1080\/00336297.2023.2209734<\/a><\/p>\n
\nZamorano-Garc\u00eda, D., Infantes-Paniagua, A., Cuevas-Campos, R. & Fern\u00e1ndez-Bustos, J.G. (2023):<\/strong>
\nImpact of Physical Activity-based Interventions on Children and Adolescents\u2019 Physical Self-concept: A Meta-analysis. Research Quarterly for Exercise and Sport, 94(1), 1-14.
\nhttps:\/\/doi.org\/10.1080\/02701367.2021.1927945<\/a><\/p>\n
\nBeltr\u00e1n-Carrillo, V. J., Jim\u00e9nez-Loaisa, A., Gonz\u00e1lez-Cutre, D., Sierra, A. C., & Valenciano-Valc\u00e1rcel, J. (2023).<\/strong>
\n\u201cYou measure us and you depress us\u201d: Healthism and the subjective impact of body measurements on secondary school students. Qualitative Health Research, 33(4), 297-307.
\nhttps:\/\/doi.org\/10.1177\/10497323231152155<\/a><\/p>\n
\nMurcia L\u00f3pez, S., Pastor Pastor, X., & Lizandra Mora, J. (2023).<\/strong>
\nInvestigando el Proyecto Educativo Strava: un an\u00e1lisis desde las teor\u00edas motivacionales, la satisfacci\u00f3n de las necesidades psicol\u00f3gicas b\u00e1sicas y la intenci\u00f3n de pr\u00e1ctica de actividad f\u00edsica. Aula abierta, 52(2), 127-137.
\nhttps:\/\/doi.org\/10.17811\/rifie.49.3.2020<\/a><\/p>\n
\nGalmes-Panades, A. M., Borr\u00e0s, P. A., & Vidal-Conti, J. (2023).<\/strong>
\nAssociation of postural education and postural hygiene with low back pain in schoolchildren: Cross-sectional results from the PEPE study. Health promotion perspectives, 13(2), 157\u2013165.
\nhttps:\/\/doi.org\/10.34172\/hpp.2023.19<\/a><\/p>\n
\nValencia-Peris, A., Lizandra, J., Cebri\u00e1-Carri\u00f3n, S., & Evangelio Caballero, C. (2022).<\/strong>
\nSensibilizaci\u00f3n sobre el sedentarismo en Educaci\u00f3n F\u00edsica a partir de la hibridaci\u00f3n de dos modelos pedag\u00f3gicos. Ensayos: Revista de la Facultad de Educacion de Albacete, 37(2), 64-82.
\nhttps:\/\/doi.org\/10.18239\/ensayos.v37i2.3173<\/a><\/p>\n
\nFerriz, R., Jim\u00e9nez-Loaisa, A, Gonz\u00e1lez-Cutre, D., Romero-El\u00edas, M., & Beltr\u00e1n-Carrillo, V. J. (2022).<\/strong>
\nA self-determined exploration of adolescents\u2019 and parents\u2019 experiences derived from a multidimensional school-based physical activity intervention. Journal of Teaching in Physical Education, 41(1), 68-77.
\nhttps:\/\/doi.org\/10.1123\/jtpe.2020-0130<\/a><\/p>\n
\nSevil, J., Garc\u00eda-Gonz\u00e1lez, L., Ab\u00f3s, A., Generelo, E., y Aibar, A. (2019).<\/strong>
\nCan 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.
\nhttps:\/\/doi.org\/10.1016\/j.jadohealth.2018.09.027<\/a><\/p>\n
\nGonz\u00e1lez-Cutre, D., Sierra, A.C., Beltr\u00e1n-Carrillo, V.J., Pel\u00e1ez-P\u00e9rez, M., & Cervell\u00f3, E. (2018). <\/strong>
\nA school-based motivational intervention to promote physical activity from a self-determination theory perspective. The Journal of Educational Research, 111(3), 320-330.
\nhttps:\/\/www.tandfonline.com\/doi\/abs\/10.1080\/00220671.2016.1255871?journalCode=vjer20<\/a><\/p>\n
\nS\u00e1nchez-Miguel, P. A., Vaquero-Sol\u00eds, M., S\u00e1nchez-Oliva, D., Pulido, J. J., L\u00f3pez-Gajardo, M. A., & Tapia-Serrano, M. A. (2020). <\/strong>
\nPromoting Healthy Lifestyle through Basic Psychological Needs in Inactive Adolescents: A Protocol Study from Self-Determination Approach. Sustainability, 12(15), 5893.
\nhttp:\/\/dx.doi.org\/10.3390\/su12155893<\/a><\/p>\n
\nM\u00e9ndez-Gim\u00e9nez, A.,Cecchini, J. A., y Fern\u00e1ndez-R\u00edo, J. (2017). <\/strong>
\nEfecto del material autoconstruido en la actividad f\u00edsica de los ni\u00f1os durante el recreo. Revista de Sa\u00fade Publica, 51(58), 1-7.
\nhttp:\/\/dx.doi.org\/10.1590\/S1518-8787.2017051006659<\/a><\/p>\n
\n
The International Research Network on Physical Education and Healthy Lifestyle Promotion works fundamentally in three research lines.<\/h3><\/div><\/div><\/div><\/div><\/div>1.<\/h1><\/div>Implementation of pedagogical models in Physical Education<\/p>\n<\/div><\/div><\/div>
2.<\/h1><\/div>Teaching intervention and motivational variables for the development of positive experiences in Physical Education<\/p>\n<\/div><\/div><\/div>
3.<\/h1><\/div>Development of school interventions to promote healthy habits<\/p>\n<\/div><\/div><\/div><\/div><\/div>
Articles and Publications<\/h3><\/div><\/div><\/div><\/div>Implementation of pedagogical models in Physical Education<\/h4><\/a><\/li>
Teaching intervention and motivational variables for the development of positive experiences in Physical Education <\/h4><\/a><\/li>
Development of school interventions to promote healthy habits <\/h4><\/a><\/li><\/ul><\/div>Implementation of pedagogical models in Physical Education<\/h4><\/a><\/li><\/ul><\/div>L\u00f3pez-Lemus, I., Del Villar, F., Gil-Arias, A., & Moreno-Dom\u00ednguez, A. (2023). <\/strong>
\nEquidad de g\u00e9nero y motivaci\u00f3n en Educaci\u00f3n F\u00edsica: \u00bfpodr\u00eda ayudarnos la hibridaci\u00f3n de modelos pedag\u00f3gicos?. Movimento, e29032-e29032.
\nhttps:\/\/doi.org\/10.22456\/1982-8918.128080<\/a><\/p>\n
\nSeldas, M., & Garc\u00eda L\u00f3pez, L. M. (2023). <\/strong>
\nBenefits of hybridising the activist approach and teaching games for understanding to empower girls in physical education. Curriculum Studies in Health and Physical Education, 1-17.
\nhttps:\/\/doi.org\/10.1080\/25742981.2023.2265351<\/a><\/p>\n
\nGarcia-Gonzalez, L., Santed, M., Escolano-Perez, E., & Fernandez-R\u00edo, J. (2023). <\/strong>
\nHigh- versus Low-structured cooperative learning in secondary physical education: impact on prosocial behaviours at different ages. European Physical Education Review, 29(2), 199-214.
\nhttps:\/\/doi.org\/10.1177\/1356336X221132767<\/a><\/p>\n
\nGuti\u00e9rrez, D., Garc\u00eda-L\u00f3pez, L. M., Hastie, P. A., & Segovia, Y. (2022). <\/strong>
\nAdoption and fidelity of Sport Education in Spanish schools. European Physical Education Review, 28(1), 244-262.
\nhttps:\/\/doi.org\/10.1177\/1356336X211036066<\/a><\/p>\n
\nGil-Arias, A., Harvey, S., Morante, \u00d3. M., Claver, F., & Fern\u00e1ndez-R\u00edo, J. (2022). <\/strong>
\nTeacher and Student\u2019s Perspectives on Their Experiences Within Hybrid Sport Education-Cooperative Learning Pedagogical Model Units in Elementary Physical Education. Journal of Teaching in Physical Education, 42(3), 452\u2013460.
\nhttps:\/\/doi.org\/10.1123\/jtpe.2021-0304<\/a><\/p>\n
\nMorales-Belando, M. T., Kirk, D., & Arias-Estero, J. L. (2022). <\/strong>
\nA systematic review of teaching games for understanding intervention studies from a practice-referenced perspective. Research Quarterly for Exercise and Sport, 93(4), 670-681.
\nhttps:\/\/doi.org\/10.1080\/02701367.2021.1897066<\/a><\/p>\n
\nFernandez-Rio, J., & Iglesias, D. (2022). <\/strong>
\nWhat do we know about pedagogical models in physical education so far? An umbrella review. Physical Education and Sport Pedagogy.
\nhttps:\/\/doi.org\/10.1080\/17408989.2022.2039615<\/a><\/p>\n
\nEvangelio, C., Gonz\u00e1lez-V\u00edllora, S., Fernandez-Rio, J., & Peir\u00f3-Velert, C. (2022). <\/strong>
\nStudents\u2019 perceptions on three-way pedagogical models hybridization: contributing to the development of active identities. Sport, Education and Society, 27(6), 717-731.
\nhttps:\/\/doi.org\/10.1080\/13573322.2021.1907327<\/a><\/p>\n
\nGil-Arias, A., Claver, F., Pr\u00e1xedes, A., Del Villar, F., & Harvey, S. (2020). <\/strong>
\nAutonomy 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.
\nhttps:\/\/journals.sagepub.com\/doi\/abs\/10.1177\/1356336X18816997<\/a><\/p>\n
\nCarriedo, A., Fernandez-R\u00edo, J., Mendez-Gimenez, A. y Cecchini, J. (2020). <\/strong>
\nTest de condici\u00f3n f\u00edsica: modelo tradicional versus modelo de educaci\u00f3n deportiva. Revista Internacional de Medicina y Ciencias de la Actividad F\u00edsica y del Deporte. En prensa.
\nhttp:\/\/cdeporte.rediris.es\/revista\/inpress\/arttest1326.pdf<\/a><\/p>\n
\nPeir\u00f3-Velert, C., P\u00e9rez-Gimeno, E., & Valencia-Peris, A. (2012). <\/strong>
\nFacilitaci\u00f3n de la autonom\u00eda en el alumnado dentro de un modelo pedag\u00f3gico de educaci\u00f3n f\u00edsica y salud. T\u00e1ndem: Did\u00e0ctica de la Educaci\u00f3n F\u00edsica, 40, 28-44.
\nhttps:\/\/www.grao.com\/es\/producto\/facilitacion-de-la-autonomia-en-el-alumnado-dentro-de-un-modelo-pedagogico-de-educacion-fisica-y-salud<\/a><\/p>\n
\nMero\u00f1o, L., Calder\u00f3n, A., & Arias-Estero, J. L. (2021). <\/strong>
\nDigital pedagogy and cooperative learning: Effect on the technological pedagogical content knowledge and academic performance of pre-service teachers. Revista de Psicodid\u00e1ctica. En prensa.
\nhttps:\/\/doi.org\/10.1016\/j.psicoe.2020.10.002<\/a><\/p>\n
\nPozo, P., Grao-Cruces, A., & P\u00e9rez-Ord\u00e1s, R. (2018). <\/strong>
\nTeaching personal and social responsibility model-based programmes in physical education: A systematic review. European Physical Education Review, 24(1), 56\u201375.
\nhttps:\/\/doi.org\/10.1177\/1356336X16664749.<\/a><\/p>\n
\nFern\u00e1ndez-Esp\u00ednola, C., Abad, M. T., Collado-Mateo, D., Almagro, B. J., Castillo, E., y Gim\u00e9nez, F. J. (2020).<\/strong>
\nEffects of cooperative-learning interventions on Physical Education students\u2019 intrinsic motivation: A systematic review and meta-analysis. International Journal of Environmental Research and Public Health, 17, 4451.
\nhttps:\/\/doi.org\/10.3390\/ijerph17124451<\/a><\/p>\n
\nGarc\u00eda-L\u00f3pez, L. M., Guti\u00e9rrez, D., S\u00e1nchez-Mora, D., & Harvey, S. (2019). <\/strong>
\nTeachers\u2019 use of teaching games for understanding in Central Spain. Physical Education and Sport Pedagogy, 24(5), 463-477.
\nhttps:\/\/doi.org\/10.1080\/17408989.2019.1628931<\/a><\/p>\n
\nGarc\u00eda-Gonz\u00e1lez, L., Ab\u00f3s, A., Diloy-Pe\u00f1a, S., Gil-Arias, A. y Sevil-Serrano, J. (2020). <\/strong>
\nCan 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.
\nhttps:\/\/doi.org\/10.3390\/su12156170<\/a><\/p>\n
\nMorgan, K., Bryant. A., Edwards, L., & Mitchell-Williams, E. (2018). <\/strong>
\nTransferring primary generalists\u2019 positive classroom pedagogy to the physical education setting: A collaborative PE-CPD process. Physical Education and Sport Pedagogy. 24(1), 43-58.
\nhttps:\/\/doi.org\/10.1080\/17408989.2018.1533543<\/a><\/p>\n
\nBessa, C., Hastie, P., Ara\u00fajo, R., & Mesquita, I. (2019). <\/strong>
\nWhat 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.
\nhttps:\/\/www.jssm.org\/volume18\/iss4\/cap\/jssm-18-812.pdf<\/a><\/p>\n
\nHordvik, M., Fletcher, T., Haugen, A., Engebretsen, B., & M\u00f8ller, L. (2020). <\/strong>
\nA collaborative approach to teaching about teaching models-based practice: Developing coherence in one PETE module. Physical Education and Sport Pedagogy, 1-15.
\nhttps:\/\/doi.org\/10.1080\/17408989.2020.1812558 <\/a><\/p>\n
\nLegrain, P., & Escalie, G., & Chali\u00e8s, S. (2019). <\/strong>
\nCooperative learning: A relevant instructional model for physical education pre-service teacher training. Physical Education and Sport Pedagogy, 24, 73-86.
\nhttps:\/\/doi.org\/10.1080\/17408989.2018.1561838<\/a><\/p>\n
\nHarvey, S., Cushion, C & Sammon, P. (2015) <\/strong>
\nDilemmas faced by pre-service teachers when learning about and implementing a game-centred approach. European Physical Education Review, 21 (2), pp.238-256.
\nhttps:\/\/doi.org\/10.1177\/1356336X14560773<\/a><\/p>\n
\nCasey, A., MacPhail, A., Larsson, H. & Quennerstedt, M. (2021)<\/strong>
\nBetween hope and happening: Problematizing the M and the P in models-based practice, Physical Education and Sport Pedagogy, 26: 2, 111-122.
\nhttps:\/\/doi.org\/10.1080\/17408989.2020.1789576<\/a><\/p>\n
\n<\/div>Teaching intervention and motivational variables for the development of positive experiences in Physical Education <\/h4><\/a><\/li><\/ul><\/div>Garc\u00eda-Gonz\u00e1lez, L., Haerens, L., Ab\u00f3s, A., Sevil-Serrano, J. y Burgue\u00f1o, R. (2023). <\/strong>
\nIs high teacher directiveness always negative? Associations with students\u2019 motivational outcomes in physical education. Teaching and Teacher Education, 132, 104216.
\nhttps:\/\/doi.org\/10.1016\/j.tate.2023.104216<\/a><\/p>\n
\nLeo, F. M., L\u00f3pez-Gajardo, M. A., Rodr\u00edguez-Gonz\u00e1lez, P., Pulido, J. J., & Fern\u00e1ndez-R\u00edo, J. (2023). <\/strong>
\nHow class cohesion and teachers\u2019 relatedness supportive\/thwarting style relate to students\u2019 relatedness, motivation, and positive and negative outcomes in physical education. Psychology of sport and exercise, 65, 102360.
\nhttps:\/\/doi.org\/10.1016\/j.psychsport.2022.102360<\/a><\/p>\n
\nFierro-Suero, S., Sa\u00e9nz-L\u00f3pez, P., Carmona-M\u00e1rquez, J., y Almagro, B. J., (2023). <\/strong>
\nAchievement emotions, intention to be physically active, and academic achievement in physical education: Gender differences. Journal of Teaching in Physical Education, 42, 114-122.
\nhttps:\/\/doi.org\/10.1123\/jtpe.2021-0230<\/a><\/p>\n
\nGonz\u00e1lez-Cutre, D., Brugarolas-Navarro, M., Beltr\u00e1n-Carrillo, V. J., & Jim\u00e9nez-Loaisa, A. (2023). <\/strong>
\nThe frustration of novelty and basic psychological needs as predictors of maladaptive outcomes in physical education. Physical Education and Sport Pedagogy.
\nhttps:\/\/doi.org\/10.1080\/17408989.2023.2167969<\/a><\/p>\n
\nBa\u00f1os, R., Calleja-N\u00fa\u00f1ez, J. J., Espinoza-Guti\u00e9rrez, R., & Granero-Gallegos, A. (2023). <\/strong>
\nMediation of academic self-efficacy between emotional intelligence and academic engagement in Physical Education undergraduate students. Frontiers in Psychology, 14.
\nhttps:\/\/doi.org\/10.3389\/fpsyg.2023.1178500<\/a><\/p>\n
\nFierro-Suero, S., Castillo, I., Almagro, B. J., y Sa\u00e9nz-L\u00f3pez, P. (2023). <\/strong>
\nThe role of motivation and emotions in physical education: understanding academic achievement and the intention to be physically active. Frontiers in Psychology, 14.
\nhttps:\/\/doi.org\/10.3389\/fpsyg.2023.1253043<\/a><\/p>\n
\nBurgue\u00f1o, R., Ab\u00f3s, A., Garc\u00eda-Gonz\u00e1lez, L. y Sevil, S. (2022). <\/strong>
\nStudents\u2019 motivational experiences across profiles of perceived need-supportive and need-thwarting teaching behaviors in physical education. Physical Education and Sport Pedagogy.
\nhttps:\/\/doi.org\/10.1080\/17408989.2022.2028757<\/a><\/p>\n
\nPeir\u00f3-Velert, C., Garc\u00eda-Mass\u00f3, X., P\u00e9rez-Gimeno, E., Lizandra, J., Valencia-Peris, A., & Dev\u00eds-Dev\u00eds, J. (2022). <\/strong>
\nCapturing the multidimensionality of motivation in physical education: A self-organizing maps approach to profiling students. European Physical Education Review, 28(4), 852-872.
\nhttps:\/\/doi.org\/10.1177\/1356336X221088396<\/a><\/p>\n
\nFerriz, R., Jim\u00e9nez-Loaisa, A., Gonz\u00e1lez-Cutre, D., Romero-El\u00edas, M., & Beltr\u00e1n-Carrillo, V. J. (2021). <\/strong>
\nA self-determined exploration of adolescents\u2019 and parents\u2019 experiences derived from a multidimensional school-based physical activity intervention. Journal of Teaching in Physical Education, 41(1), 68-77.
\nhttps:\/\/journals.humankinetics.com\/view\/journals\/jtpe\/41\/1\/article-p68.xml<\/a><\/p>\n
\nGarc\u00eda-Gonz\u00e1lez, L., Sevil, J., Ab\u00f3s, A., Aelterman, N. y Haerens, L. (2019). <\/strong>
\nThe 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.
\nhttps:\/\/doi.org\/10.1080\/17408989.2019.1592145<\/a><\/p>\n
\nS\u00e1nchez-Oliva, D., Pulido-Gonz\u00e1lez, J. J., Leo, F. M., Gonz\u00e1lez-Ponce, I., & Garc\u00eda-Calvo, T. (2017). <\/strong>
\nEffects of an intervention with teachers in the physical education context: A Self-Determination Theory approach. PloS One, 12, e0189986.
\nhttps:\/\/doi.org\/10.1371\/journal.pone.0189986<\/a><\/p>\n
\nBaena-Extremera, A. y Granero-Gallegos, A (2015). <\/strong>
\nModelo de predicci\u00f3n de la satisfacci\u00f3n con la educaci\u00f3n f\u00edsica y la escuela. Revista de Psicodid\u00e1ctica, 20(1), 177-192.
\nhttps:\/\/www.redalyc.org\/pdf\/175\/17532968010.pdf<\/a><\/p>\n
\nLizandra, J. & Peir\u00f3-Velert, C. (2020). <\/strong>
\nLas relaciones sociales y su papel en la motivaci\u00f3n hacia la pr\u00e1ctica de actividad f\u00edsica en adolescentes: Un enfoque cualitativo. Retos: Nuevas tendencias en educaci\u00f3n f\u00edsica, deporte y recreaci\u00f3n, 37(1), 41-47.
\nhttps:\/\/doi.org\/10.47197\/retos.v37i37.70374 <\/a><\/p>\n
\nLeyton-Rom\u00e1n, M., N\u00fa\u00f1ez, J. L., & Jim\u00e9nez-Castuera, R. (2020). <\/strong>
\nThe Importance of Supporting Student Autonomy in Physical Education Classes to Improve Intention to Be Physically Active. Sustainability, 12(10), 4251.
\nhttps:\/\/doi.org\/10.3390\/su12104251<\/a><\/p>\n
\nCecchini, J. A., S\u00e1nchez-Mart\u00ednez, B., Mendez-Gim\u00e9nez, A. y Fernandez-R\u00edo, J. (2019). <\/strong>
\nRepercusiones de las competiciones deportivas escolares en el clima motivacional, la competencia percibida la motivaci\u00f3n intr\u00ednseca y el esfuerzo. Revista de Psicolog\u00eda del Deporte, 28(2), 13-22
\nhttps:\/\/ddd.uab.cat\/pub\/revpsidep\/revpsidep_a2019v28n2\/revpsidep_a2019v28n2p13.pdf <\/a><\/p>\n
\nBeltr\u00e1n-Carrillo, V.J. y Dev\u00eds-Dev\u00eds, J. (2019). <\/strong>
\nEl pensamiento del alumnado inactivo sobre sus experiencias negativas en educaci\u00f3n f\u00edsica: los discursos del rendimiento, salutismo y masculinidad hegem\u00f3nica. RICYDE. Revista Internacional de Ciencias del Deporte, 15(55), 20-34.
\nhttps:\/\/www.cafyd.com\/REVISTA\/ojs\/index.php\/ricyde\/article\/view\/1528<\/a><\/p>\n
\nRuiz-Ariza, A., Su\u00e1rez-Manzano, S., L\u00f3pez-Serrano, S., & Mart\u00ednez-L\u00f3pez, E. J. (2019). <\/strong>
\nThe 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\u2013373.
\nhttps:\/\/journals.sagepub.com\/doi\/full\/10.1177\/1356336X17739271<\/a><\/p>\n
\nGrao-Cruces, A., Racero-Garc\u00eda, A., S\u00e1nchez-Oliva, D., Blanco-Luengo, D., Nuviala, A., & Garc\u00eda-Calvo, T. (2020). <\/strong>
\nAssociations 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.
\nhttp:\/\/dx.doi.org\/10.3390\/ijerph17134821. <\/a><\/p>\n
\nFierro-Suero, S., Almagro, B. J., Castillo, I., y S\u00e1enz-L\u00f3pez, P. (2020). <\/strong>
\nHerramienta de Observaci\u00f3n del Clima Interpersonal Motivacional (OCIM) para docentes de Educaci\u00f3n F\u00edsica. Cultura, Ciencia y Deporte, 15(46), 575-596.
\nhttps:\/\/ccd.ucam.edu\/index.php\/revista\/article\/view\/1647<\/a><\/p>\n
\nFranco, E., Coter\u00f3n, J., Hu\u00e9scar, E., & Moreno-Murcia, J. A. (2020). <\/strong>
\nA person-centered approach in physical education to better understand low-motivation students. Journal of Teaching in Physical Education, 39(1), 91-101.
\nhttps:\/\/doi.org\/https:\/\/doi.org\/10.1123\/jtpe.2019-0028 <\/a><\/p>\n
\nGonz\u00e1lez-Cutre, D. (2017).<\/strong>
\nEstrategias did\u00e1cticas y motivacionales en las clases de educaci\u00f3n f\u00edsica desde la teor\u00eda de la autodeterminaci\u00f3n. E-Motion: Revista de Educaci\u00f3n, Motricidad e Investigaci\u00f3n, 8, 44-62.
\nhttp:\/\/rabida.uhu.es\/dspace\/bitstream\/handle\/10272\/14277\/Estrategiaspdf?sequence=2<\/a><\/p>\n
\nRodrigues, F., Monteiro, D., Teixeira, D., & Cid, L. (2020)<\/strong>
\nUnderstanding motivational climates in physical education classes: How students perceive learning and performance-oriented climates by teachers and peers. Current Psychology.
\nhttps:\/\/doi.org\/10.1007\/s12144-020-01047-x<\/a><\/p>\n
\nBartholomew, K. J., Ntoumanis, N., Mouratidis, A., Katartzi, E., Th\u00f8gersen-Ntoumani, C., & Vlachopouloos, S. (2018)<\/strong>
\nBeware of your teaching style: A school-year long investigation of controlling teaching and student motivational experiences. Learning and Instruction, 53, 50-63.
\nhttps:\/\/doi.org\/10.1016\/j.learninstruc.2017.07.006<\/a><\/p>\n
\nBoonekamp, G. M., Dierx, J. A., & Jansen, E. (2020)<\/strong>
\nMotivating students for physical activity: What can we learn from student perspectives? European Physical Education Review.
\nhttps:\/\/doi.org\/10.1177\/1356336X20970215<\/a><\/p>\n
\nHaerens, L., Vansteenkiste, M., De Meester, A., Delrue, J., Tallir, I., Van de Broek, G., Goris, W., Aelterman, N. (2018)<\/strong>
\nDifferent Combinations of Perceived Autonomy Support and Control : Identifying the Most Optimal Motivating Style. Physical Education and Sport Pedagogy 23 (1), 16\u201336.
\nhttps:\/\/doi.org\/10.1080\/17408989.2017.1346070<\/a><\/p>\n
\n<\/div>Development of school interventions to promote healthy habits <\/h4><\/a><\/li><\/ul><\/div>\nMuntaner-Mas, A., Morales, J. S., Mart\u00ednez-de-Quel, \u00d3., Lubans, D. R., & Garc\u00eda-Hermoso, A. (2023).<\/strong>
\nAcute effect of physical activity on academic outcomes in school-aged youth: A systematic review and multivariate meta-analysis. Scandinavian journal of medicine & science in sports.
\nhttps:\/\/doi.org\/10.1111\/sms.14479<\/a><\/p>\n
\nS\u00e1nchez-Oliva, D., Leech, R. M., Esteban-Cornejo, I., Cristi-Montero, C., P\u00e9rez-Bey, A., Cabanas-S\u00e1nchez, V., Grao-Cruces, A., & Castro-Pi\u00f1ero, J. (2023).<\/strong>
\nSedentary behavior profiles and longitudinal associations with academic performance in youth: The UP&DOWN study. Journal of Sports Sciences, 41(2), 181-189.
\nhttps:\/\/doi.org\/10.1080\/02640414.2023.2204584<\/a><\/p>\n
\nRocliffe, P., O\u2019Keeffe, B., Walsh, L., Stylianou, M., Woodforde, J., Garc\u00eda-Gonz\u00e1lez, L., O\u2019Brien, W., Coppinger, T., Sherwin, I., Mannix-McNamara, P., & MacDonncha, C. (2023).<\/strong>
\nThe impact of typical school provision of Physical Education, physical activity and sports on adolescent physical activity behaviors: a systematic literature review. Adolescent Research Review.
\nhttps:\/\/doi.org\/10.1007\/s40894-022-00200-w<\/a><\/p>\n
\nTapia-Serrano, M. A., Sevil-Serrano, J., S\u00e1nchez-Oliva, D., Vaquero-Sol\u00eds, M., & S\u00e1nchez-Miguel, P. A. (2022).<\/strong>
\nEffects of a school-based intervention on physical activity, sleep duration, screen time, and diet in children. Revista de Psicodid\u00e1ctica, 27(1), 56-65.
\nhttps:\/\/doi.org\/10.1016\/j.psicoe.2021.06.00<\/a><\/p>\n
\nSaiz-Gonz\u00e1lez, P., Iglesias, D., & Fern\u00e1ndez-R\u00edo, J. (2023).<\/strong>
\nPedagogical models, physical activity and intention to be physically active: A systematic review. Quest.
\nhttps:\/\/doi.org\/10.1080\/00336297.2023.2209734<\/a><\/p>\n
\nZamorano-Garc\u00eda, D., Infantes-Paniagua, A., Cuevas-Campos, R. & Fern\u00e1ndez-Bustos, J.G. (2023):<\/strong>
\nImpact of Physical Activity-based Interventions on Children and Adolescents\u2019 Physical Self-concept: A Meta-analysis. Research Quarterly for Exercise and Sport, 94(1), 1-14.
\nhttps:\/\/doi.org\/10.1080\/02701367.2021.1927945<\/a><\/p>\n
\nBeltr\u00e1n-Carrillo, V. J., Jim\u00e9nez-Loaisa, A., Gonz\u00e1lez-Cutre, D., Sierra, A. C., & Valenciano-Valc\u00e1rcel, J. (2023).<\/strong>
\n\u201cYou measure us and you depress us\u201d: Healthism and the subjective impact of body measurements on secondary school students. Qualitative Health Research, 33(4), 297-307.
\nhttps:\/\/doi.org\/10.1177\/10497323231152155<\/a><\/p>\n
\nMurcia L\u00f3pez, S., Pastor Pastor, X., & Lizandra Mora, J. (2023).<\/strong>
\nInvestigando el Proyecto Educativo Strava: un an\u00e1lisis desde las teor\u00edas motivacionales, la satisfacci\u00f3n de las necesidades psicol\u00f3gicas b\u00e1sicas y la intenci\u00f3n de pr\u00e1ctica de actividad f\u00edsica. Aula abierta, 52(2), 127-137.
\nhttps:\/\/doi.org\/10.17811\/rifie.49.3.2020<\/a><\/p>\n
\nGalmes-Panades, A. M., Borr\u00e0s, P. A., & Vidal-Conti, J. (2023).<\/strong>
\nAssociation of postural education and postural hygiene with low back pain in schoolchildren: Cross-sectional results from the PEPE study. Health promotion perspectives, 13(2), 157\u2013165.
\nhttps:\/\/doi.org\/10.34172\/hpp.2023.19<\/a><\/p>\n
\nValencia-Peris, A., Lizandra, J., Cebri\u00e1-Carri\u00f3n, S., & Evangelio Caballero, C. (2022).<\/strong>
\nSensibilizaci\u00f3n sobre el sedentarismo en Educaci\u00f3n F\u00edsica a partir de la hibridaci\u00f3n de dos modelos pedag\u00f3gicos. Ensayos: Revista de la Facultad de Educacion de Albacete, 37(2), 64-82.
\nhttps:\/\/doi.org\/10.18239\/ensayos.v37i2.3173<\/a><\/p>\n
\nFerriz, R., Jim\u00e9nez-Loaisa, A, Gonz\u00e1lez-Cutre, D., Romero-El\u00edas, M., & Beltr\u00e1n-Carrillo, V. J. (2022).<\/strong>
\nA self-determined exploration of adolescents\u2019 and parents\u2019 experiences derived from a multidimensional school-based physical activity intervention. Journal of Teaching in Physical Education, 41(1), 68-77.
\nhttps:\/\/doi.org\/10.1123\/jtpe.2020-0130<\/a><\/p>\n
\nSevil, J., Garc\u00eda-Gonz\u00e1lez, L., Ab\u00f3s, A., Generelo, E., y Aibar, A. (2019).<\/strong>
\nCan 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.
\nhttps:\/\/doi.org\/10.1016\/j.jadohealth.2018.09.027<\/a><\/p>\n
\nGonz\u00e1lez-Cutre, D., Sierra, A.C., Beltr\u00e1n-Carrillo, V.J., Pel\u00e1ez-P\u00e9rez, M., & Cervell\u00f3, E. (2018). <\/strong>
\nA school-based motivational intervention to promote physical activity from a self-determination theory perspective. The Journal of Educational Research, 111(3), 320-330.
\nhttps:\/\/www.tandfonline.com\/doi\/abs\/10.1080\/00220671.2016.1255871?journalCode=vjer20<\/a><\/p>\n
\nS\u00e1nchez-Miguel, P. A., Vaquero-Sol\u00eds, M., S\u00e1nchez-Oliva, D., Pulido, J. J., L\u00f3pez-Gajardo, M. A., & Tapia-Serrano, M. A. (2020). <\/strong>
\nPromoting Healthy Lifestyle through Basic Psychological Needs in Inactive Adolescents: A Protocol Study from Self-Determination Approach. Sustainability, 12(15), 5893.
\nhttp:\/\/dx.doi.org\/10.3390\/su12155893<\/a><\/p>\n
\nM\u00e9ndez-Gim\u00e9nez, A.,Cecchini, J. A., y Fern\u00e1ndez-R\u00edo, J. (2017). <\/strong>
\nEfecto del material autoconstruido en la actividad f\u00edsica de los ni\u00f1os durante el recreo. Revista de Sa\u00fade Publica, 51(58), 1-7.
\nhttp:\/\/dx.doi.org\/10.1590\/S1518-8787.2017051006659<\/a><\/p>\n
\n
1.<\/h1><\/div>Implementation of pedagogical models in Physical Education<\/p>\n<\/div><\/div><\/div>
2.<\/h1><\/div>Teaching intervention and motivational variables for the development of positive experiences in Physical Education<\/p>\n<\/div><\/div><\/div>
3.<\/h1><\/div>Development of school interventions to promote healthy habits<\/p>\n<\/div><\/div><\/div><\/div><\/div>
Articles and Publications<\/h3><\/div><\/div><\/div><\/div>Implementation of pedagogical models in Physical Education<\/h4><\/a><\/li>
Teaching intervention and motivational variables for the development of positive experiences in Physical Education <\/h4><\/a><\/li>
Development of school interventions to promote healthy habits <\/h4><\/a><\/li><\/ul><\/div>Implementation of pedagogical models in Physical Education<\/h4><\/a><\/li><\/ul><\/div>L\u00f3pez-Lemus, I., Del Villar, F., Gil-Arias, A., & Moreno-Dom\u00ednguez, A. (2023). <\/strong>
\nEquidad de g\u00e9nero y motivaci\u00f3n en Educaci\u00f3n F\u00edsica: \u00bfpodr\u00eda ayudarnos la hibridaci\u00f3n de modelos pedag\u00f3gicos?. Movimento, e29032-e29032.
\nhttps:\/\/doi.org\/10.22456\/1982-8918.128080<\/a><\/p>\n
\nSeldas, M., & Garc\u00eda L\u00f3pez, L. M. (2023). <\/strong>
\nBenefits of hybridising the activist approach and teaching games for understanding to empower girls in physical education. Curriculum Studies in Health and Physical Education, 1-17.
\nhttps:\/\/doi.org\/10.1080\/25742981.2023.2265351<\/a><\/p>\n
\nGarcia-Gonzalez, L., Santed, M., Escolano-Perez, E., & Fernandez-R\u00edo, J. (2023). <\/strong>
\nHigh- versus Low-structured cooperative learning in secondary physical education: impact on prosocial behaviours at different ages. European Physical Education Review, 29(2), 199-214.
\nhttps:\/\/doi.org\/10.1177\/1356336X221132767<\/a><\/p>\n
\nGuti\u00e9rrez, D., Garc\u00eda-L\u00f3pez, L. M., Hastie, P. A., & Segovia, Y. (2022). <\/strong>
\nAdoption and fidelity of Sport Education in Spanish schools. European Physical Education Review, 28(1), 244-262.
\nhttps:\/\/doi.org\/10.1177\/1356336X211036066<\/a><\/p>\n
\nGil-Arias, A., Harvey, S., Morante, \u00d3. M., Claver, F., & Fern\u00e1ndez-R\u00edo, J. (2022). <\/strong>
\nTeacher and Student\u2019s Perspectives on Their Experiences Within Hybrid Sport Education-Cooperative Learning Pedagogical Model Units in Elementary Physical Education. Journal of Teaching in Physical Education, 42(3), 452\u2013460.
\nhttps:\/\/doi.org\/10.1123\/jtpe.2021-0304<\/a><\/p>\n
\nMorales-Belando, M. T., Kirk, D., & Arias-Estero, J. L. (2022). <\/strong>
\nA systematic review of teaching games for understanding intervention studies from a practice-referenced perspective. Research Quarterly for Exercise and Sport, 93(4), 670-681.
\nhttps:\/\/doi.org\/10.1080\/02701367.2021.1897066<\/a><\/p>\n
\nFernandez-Rio, J., & Iglesias, D. (2022). <\/strong>
\nWhat do we know about pedagogical models in physical education so far? An umbrella review. Physical Education and Sport Pedagogy.
\nhttps:\/\/doi.org\/10.1080\/17408989.2022.2039615<\/a><\/p>\n
\nEvangelio, C., Gonz\u00e1lez-V\u00edllora, S., Fernandez-Rio, J., & Peir\u00f3-Velert, C. (2022). <\/strong>
\nStudents\u2019 perceptions on three-way pedagogical models hybridization: contributing to the development of active identities. Sport, Education and Society, 27(6), 717-731.
\nhttps:\/\/doi.org\/10.1080\/13573322.2021.1907327<\/a><\/p>\n
\nGil-Arias, A., Claver, F., Pr\u00e1xedes, A., Del Villar, F., & Harvey, S. (2020). <\/strong>
\nAutonomy 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.
\nhttps:\/\/journals.sagepub.com\/doi\/abs\/10.1177\/1356336X18816997<\/a><\/p>\n
\nCarriedo, A., Fernandez-R\u00edo, J., Mendez-Gimenez, A. y Cecchini, J. (2020). <\/strong>
\nTest de condici\u00f3n f\u00edsica: modelo tradicional versus modelo de educaci\u00f3n deportiva. Revista Internacional de Medicina y Ciencias de la Actividad F\u00edsica y del Deporte. En prensa.
\nhttp:\/\/cdeporte.rediris.es\/revista\/inpress\/arttest1326.pdf<\/a><\/p>\n
\nPeir\u00f3-Velert, C., P\u00e9rez-Gimeno, E., & Valencia-Peris, A. (2012). <\/strong>
\nFacilitaci\u00f3n de la autonom\u00eda en el alumnado dentro de un modelo pedag\u00f3gico de educaci\u00f3n f\u00edsica y salud. T\u00e1ndem: Did\u00e0ctica de la Educaci\u00f3n F\u00edsica, 40, 28-44.
\nhttps:\/\/www.grao.com\/es\/producto\/facilitacion-de-la-autonomia-en-el-alumnado-dentro-de-un-modelo-pedagogico-de-educacion-fisica-y-salud<\/a><\/p>\n
\nMero\u00f1o, L., Calder\u00f3n, A., & Arias-Estero, J. L. (2021). <\/strong>
\nDigital pedagogy and cooperative learning: Effect on the technological pedagogical content knowledge and academic performance of pre-service teachers. Revista de Psicodid\u00e1ctica. En prensa.
\nhttps:\/\/doi.org\/10.1016\/j.psicoe.2020.10.002<\/a><\/p>\n
\nPozo, P., Grao-Cruces, A., & P\u00e9rez-Ord\u00e1s, R. (2018). <\/strong>
\nTeaching personal and social responsibility model-based programmes in physical education: A systematic review. European Physical Education Review, 24(1), 56\u201375.
\nhttps:\/\/doi.org\/10.1177\/1356336X16664749.<\/a><\/p>\n
\nFern\u00e1ndez-Esp\u00ednola, C., Abad, M. T., Collado-Mateo, D., Almagro, B. J., Castillo, E., y Gim\u00e9nez, F. J. (2020).<\/strong>
\nEffects of cooperative-learning interventions on Physical Education students\u2019 intrinsic motivation: A systematic review and meta-analysis. International Journal of Environmental Research and Public Health, 17, 4451.
\nhttps:\/\/doi.org\/10.3390\/ijerph17124451<\/a><\/p>\n
\nGarc\u00eda-L\u00f3pez, L. M., Guti\u00e9rrez, D., S\u00e1nchez-Mora, D., & Harvey, S. (2019). <\/strong>
\nTeachers\u2019 use of teaching games for understanding in Central Spain. Physical Education and Sport Pedagogy, 24(5), 463-477.
\nhttps:\/\/doi.org\/10.1080\/17408989.2019.1628931<\/a><\/p>\n
\nGarc\u00eda-Gonz\u00e1lez, L., Ab\u00f3s, A., Diloy-Pe\u00f1a, S., Gil-Arias, A. y Sevil-Serrano, J. (2020). <\/strong>
\nCan 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.
\nhttps:\/\/doi.org\/10.3390\/su12156170<\/a><\/p>\n
\nMorgan, K., Bryant. A., Edwards, L., & Mitchell-Williams, E. (2018). <\/strong>
\nTransferring primary generalists\u2019 positive classroom pedagogy to the physical education setting: A collaborative PE-CPD process. Physical Education and Sport Pedagogy. 24(1), 43-58.
\nhttps:\/\/doi.org\/10.1080\/17408989.2018.1533543<\/a><\/p>\n
\nBessa, C., Hastie, P., Ara\u00fajo, R., & Mesquita, I. (2019). <\/strong>
\nWhat 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.
\nhttps:\/\/www.jssm.org\/volume18\/iss4\/cap\/jssm-18-812.pdf<\/a><\/p>\n
\nHordvik, M., Fletcher, T., Haugen, A., Engebretsen, B., & M\u00f8ller, L. (2020). <\/strong>
\nA collaborative approach to teaching about teaching models-based practice: Developing coherence in one PETE module. Physical Education and Sport Pedagogy, 1-15.
\nhttps:\/\/doi.org\/10.1080\/17408989.2020.1812558 <\/a><\/p>\n
\nLegrain, P., & Escalie, G., & Chali\u00e8s, S. (2019). <\/strong>
\nCooperative learning: A relevant instructional model for physical education pre-service teacher training. Physical Education and Sport Pedagogy, 24, 73-86.
\nhttps:\/\/doi.org\/10.1080\/17408989.2018.1561838<\/a><\/p>\n
\nHarvey, S., Cushion, C & Sammon, P. (2015) <\/strong>
\nDilemmas faced by pre-service teachers when learning about and implementing a game-centred approach. European Physical Education Review, 21 (2), pp.238-256.
\nhttps:\/\/doi.org\/10.1177\/1356336X14560773<\/a><\/p>\n
\nCasey, A., MacPhail, A., Larsson, H. & Quennerstedt, M. (2021)<\/strong>
\nBetween hope and happening: Problematizing the M and the P in models-based practice, Physical Education and Sport Pedagogy, 26: 2, 111-122.
\nhttps:\/\/doi.org\/10.1080\/17408989.2020.1789576<\/a><\/p>\n
\n<\/div>Teaching intervention and motivational variables for the development of positive experiences in Physical Education <\/h4><\/a><\/li><\/ul><\/div>Garc\u00eda-Gonz\u00e1lez, L., Haerens, L., Ab\u00f3s, A., Sevil-Serrano, J. y Burgue\u00f1o, R. (2023). <\/strong>
\nIs high teacher directiveness always negative? Associations with students\u2019 motivational outcomes in physical education. Teaching and Teacher Education, 132, 104216.
\nhttps:\/\/doi.org\/10.1016\/j.tate.2023.104216<\/a><\/p>\n
\nLeo, F. M., L\u00f3pez-Gajardo, M. A., Rodr\u00edguez-Gonz\u00e1lez, P., Pulido, J. J., & Fern\u00e1ndez-R\u00edo, J. (2023). <\/strong>
\nHow class cohesion and teachers\u2019 relatedness supportive\/thwarting style relate to students\u2019 relatedness, motivation, and positive and negative outcomes in physical education. Psychology of sport and exercise, 65, 102360.
\nhttps:\/\/doi.org\/10.1016\/j.psychsport.2022.102360<\/a><\/p>\n
\nFierro-Suero, S., Sa\u00e9nz-L\u00f3pez, P., Carmona-M\u00e1rquez, J., y Almagro, B. J., (2023). <\/strong>
\nAchievement emotions, intention to be physically active, and academic achievement in physical education: Gender differences. Journal of Teaching in Physical Education, 42, 114-122.
\nhttps:\/\/doi.org\/10.1123\/jtpe.2021-0230<\/a><\/p>\n
\nGonz\u00e1lez-Cutre, D., Brugarolas-Navarro, M., Beltr\u00e1n-Carrillo, V. J., & Jim\u00e9nez-Loaisa, A. (2023). <\/strong>
\nThe frustration of novelty and basic psychological needs as predictors of maladaptive outcomes in physical education. Physical Education and Sport Pedagogy.
\nhttps:\/\/doi.org\/10.1080\/17408989.2023.2167969<\/a><\/p>\n
\nBa\u00f1os, R., Calleja-N\u00fa\u00f1ez, J. J., Espinoza-Guti\u00e9rrez, R., & Granero-Gallegos, A. (2023). <\/strong>
\nMediation of academic self-efficacy between emotional intelligence and academic engagement in Physical Education undergraduate students. Frontiers in Psychology, 14.
\nhttps:\/\/doi.org\/10.3389\/fpsyg.2023.1178500<\/a><\/p>\n
\nFierro-Suero, S., Castillo, I., Almagro, B. J., y Sa\u00e9nz-L\u00f3pez, P. (2023). <\/strong>
\nThe role of motivation and emotions in physical education: understanding academic achievement and the intention to be physically active. Frontiers in Psychology, 14.
\nhttps:\/\/doi.org\/10.3389\/fpsyg.2023.1253043<\/a><\/p>\n
\nBurgue\u00f1o, R., Ab\u00f3s, A., Garc\u00eda-Gonz\u00e1lez, L. y Sevil, S. (2022). <\/strong>
\nStudents\u2019 motivational experiences across profiles of perceived need-supportive and need-thwarting teaching behaviors in physical education. Physical Education and Sport Pedagogy.
\nhttps:\/\/doi.org\/10.1080\/17408989.2022.2028757<\/a><\/p>\n
\nPeir\u00f3-Velert, C., Garc\u00eda-Mass\u00f3, X., P\u00e9rez-Gimeno, E., Lizandra, J., Valencia-Peris, A., & Dev\u00eds-Dev\u00eds, J. (2022). <\/strong>
\nCapturing the multidimensionality of motivation in physical education: A self-organizing maps approach to profiling students. European Physical Education Review, 28(4), 852-872.
\nhttps:\/\/doi.org\/10.1177\/1356336X221088396<\/a><\/p>\n
\nFerriz, R., Jim\u00e9nez-Loaisa, A., Gonz\u00e1lez-Cutre, D., Romero-El\u00edas, M., & Beltr\u00e1n-Carrillo, V. J. (2021). <\/strong>
\nA self-determined exploration of adolescents\u2019 and parents\u2019 experiences derived from a multidimensional school-based physical activity intervention. Journal of Teaching in Physical Education, 41(1), 68-77.
\nhttps:\/\/journals.humankinetics.com\/view\/journals\/jtpe\/41\/1\/article-p68.xml<\/a><\/p>\n
\nGarc\u00eda-Gonz\u00e1lez, L., Sevil, J., Ab\u00f3s, A., Aelterman, N. y Haerens, L. (2019). <\/strong>
\nThe 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.
\nhttps:\/\/doi.org\/10.1080\/17408989.2019.1592145<\/a><\/p>\n
\nS\u00e1nchez-Oliva, D., Pulido-Gonz\u00e1lez, J. J., Leo, F. M., Gonz\u00e1lez-Ponce, I., & Garc\u00eda-Calvo, T. (2017). <\/strong>
\nEffects of an intervention with teachers in the physical education context: A Self-Determination Theory approach. PloS One, 12, e0189986.
\nhttps:\/\/doi.org\/10.1371\/journal.pone.0189986<\/a><\/p>\n
\nBaena-Extremera, A. y Granero-Gallegos, A (2015). <\/strong>
\nModelo de predicci\u00f3n de la satisfacci\u00f3n con la educaci\u00f3n f\u00edsica y la escuela. Revista de Psicodid\u00e1ctica, 20(1), 177-192.
\nhttps:\/\/www.redalyc.org\/pdf\/175\/17532968010.pdf<\/a><\/p>\n
\nLizandra, J. & Peir\u00f3-Velert, C. (2020). <\/strong>
\nLas relaciones sociales y su papel en la motivaci\u00f3n hacia la pr\u00e1ctica de actividad f\u00edsica en adolescentes: Un enfoque cualitativo. Retos: Nuevas tendencias en educaci\u00f3n f\u00edsica, deporte y recreaci\u00f3n, 37(1), 41-47.
\nhttps:\/\/doi.org\/10.47197\/retos.v37i37.70374 <\/a><\/p>\n
\nLeyton-Rom\u00e1n, M., N\u00fa\u00f1ez, J. L., & Jim\u00e9nez-Castuera, R. (2020). <\/strong>
\nThe Importance of Supporting Student Autonomy in Physical Education Classes to Improve Intention to Be Physically Active. Sustainability, 12(10), 4251.
\nhttps:\/\/doi.org\/10.3390\/su12104251<\/a><\/p>\n
\nCecchini, J. A., S\u00e1nchez-Mart\u00ednez, B., Mendez-Gim\u00e9nez, A. y Fernandez-R\u00edo, J. (2019). <\/strong>
\nRepercusiones de las competiciones deportivas escolares en el clima motivacional, la competencia percibida la motivaci\u00f3n intr\u00ednseca y el esfuerzo. Revista de Psicolog\u00eda del Deporte, 28(2), 13-22
\nhttps:\/\/ddd.uab.cat\/pub\/revpsidep\/revpsidep_a2019v28n2\/revpsidep_a2019v28n2p13.pdf <\/a><\/p>\n
\nBeltr\u00e1n-Carrillo, V.J. y Dev\u00eds-Dev\u00eds, J. (2019). <\/strong>
\nEl pensamiento del alumnado inactivo sobre sus experiencias negativas en educaci\u00f3n f\u00edsica: los discursos del rendimiento, salutismo y masculinidad hegem\u00f3nica. RICYDE. Revista Internacional de Ciencias del Deporte, 15(55), 20-34.
\nhttps:\/\/www.cafyd.com\/REVISTA\/ojs\/index.php\/ricyde\/article\/view\/1528<\/a><\/p>\n
\nRuiz-Ariza, A., Su\u00e1rez-Manzano, S., L\u00f3pez-Serrano, S., & Mart\u00ednez-L\u00f3pez, E. J. (2019). <\/strong>
\nThe 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\u2013373.
\nhttps:\/\/journals.sagepub.com\/doi\/full\/10.1177\/1356336X17739271<\/a><\/p>\n
\nGrao-Cruces, A., Racero-Garc\u00eda, A., S\u00e1nchez-Oliva, D., Blanco-Luengo, D., Nuviala, A., & Garc\u00eda-Calvo, T. (2020). <\/strong>
\nAssociations 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.
\nhttp:\/\/dx.doi.org\/10.3390\/ijerph17134821. <\/a><\/p>\n
\nFierro-Suero, S., Almagro, B. J., Castillo, I., y S\u00e1enz-L\u00f3pez, P. (2020). <\/strong>
\nHerramienta de Observaci\u00f3n del Clima Interpersonal Motivacional (OCIM) para docentes de Educaci\u00f3n F\u00edsica. Cultura, Ciencia y Deporte, 15(46), 575-596.
\nhttps:\/\/ccd.ucam.edu\/index.php\/revista\/article\/view\/1647<\/a><\/p>\n
\nFranco, E., Coter\u00f3n, J., Hu\u00e9scar, E., & Moreno-Murcia, J. A. (2020). <\/strong>
\nA person-centered approach in physical education to better understand low-motivation students. Journal of Teaching in Physical Education, 39(1), 91-101.
\nhttps:\/\/doi.org\/https:\/\/doi.org\/10.1123\/jtpe.2019-0028 <\/a><\/p>\n
\nGonz\u00e1lez-Cutre, D. (2017).<\/strong>
\nEstrategias did\u00e1cticas y motivacionales en las clases de educaci\u00f3n f\u00edsica desde la teor\u00eda de la autodeterminaci\u00f3n. E-Motion: Revista de Educaci\u00f3n, Motricidad e Investigaci\u00f3n, 8, 44-62.
\nhttp:\/\/rabida.uhu.es\/dspace\/bitstream\/handle\/10272\/14277\/Estrategiaspdf?sequence=2<\/a><\/p>\n
\nRodrigues, F., Monteiro, D., Teixeira, D., & Cid, L. (2020)<\/strong>
\nUnderstanding motivational climates in physical education classes: How students perceive learning and performance-oriented climates by teachers and peers. Current Psychology.
\nhttps:\/\/doi.org\/10.1007\/s12144-020-01047-x<\/a><\/p>\n
\nBartholomew, K. J., Ntoumanis, N., Mouratidis, A., Katartzi, E., Th\u00f8gersen-Ntoumani, C., & Vlachopouloos, S. (2018)<\/strong>
\nBeware of your teaching style: A school-year long investigation of controlling teaching and student motivational experiences. Learning and Instruction, 53, 50-63.
\nhttps:\/\/doi.org\/10.1016\/j.learninstruc.2017.07.006<\/a><\/p>\n
\nBoonekamp, G. M., Dierx, J. A., & Jansen, E. (2020)<\/strong>
\nMotivating students for physical activity: What can we learn from student perspectives? European Physical Education Review.
\nhttps:\/\/doi.org\/10.1177\/1356336X20970215<\/a><\/p>\n
\nHaerens, L., Vansteenkiste, M., De Meester, A., Delrue, J., Tallir, I., Van de Broek, G., Goris, W., Aelterman, N. (2018)<\/strong>
\nDifferent Combinations of Perceived Autonomy Support and Control : Identifying the Most Optimal Motivating Style. Physical Education and Sport Pedagogy 23 (1), 16\u201336.
\nhttps:\/\/doi.org\/10.1080\/17408989.2017.1346070<\/a><\/p>\n
\n<\/div>Development of school interventions to promote healthy habits <\/h4><\/a><\/li><\/ul><\/div>\nMuntaner-Mas, A., Morales, J. S., Mart\u00ednez-de-Quel, \u00d3., Lubans, D. R., & Garc\u00eda-Hermoso, A. (2023).<\/strong>
\nAcute effect of physical activity on academic outcomes in school-aged youth: A systematic review and multivariate meta-analysis. Scandinavian journal of medicine & science in sports.
\nhttps:\/\/doi.org\/10.1111\/sms.14479<\/a><\/p>\n
\nS\u00e1nchez-Oliva, D., Leech, R. M., Esteban-Cornejo, I., Cristi-Montero, C., P\u00e9rez-Bey, A., Cabanas-S\u00e1nchez, V., Grao-Cruces, A., & Castro-Pi\u00f1ero, J. (2023).<\/strong>
\nSedentary behavior profiles and longitudinal associations with academic performance in youth: The UP&DOWN study. Journal of Sports Sciences, 41(2), 181-189.
\nhttps:\/\/doi.org\/10.1080\/02640414.2023.2204584<\/a><\/p>\n
\nRocliffe, P., O\u2019Keeffe, B., Walsh, L., Stylianou, M., Woodforde, J., Garc\u00eda-Gonz\u00e1lez, L., O\u2019Brien, W., Coppinger, T., Sherwin, I., Mannix-McNamara, P., & MacDonncha, C. (2023).<\/strong>
\nThe impact of typical school provision of Physical Education, physical activity and sports on adolescent physical activity behaviors: a systematic literature review. Adolescent Research Review.
\nhttps:\/\/doi.org\/10.1007\/s40894-022-00200-w<\/a><\/p>\n
\nTapia-Serrano, M. A., Sevil-Serrano, J., S\u00e1nchez-Oliva, D., Vaquero-Sol\u00eds, M., & S\u00e1nchez-Miguel, P. A. (2022).<\/strong>
\nEffects of a school-based intervention on physical activity, sleep duration, screen time, and diet in children. Revista de Psicodid\u00e1ctica, 27(1), 56-65.
\nhttps:\/\/doi.org\/10.1016\/j.psicoe.2021.06.00<\/a><\/p>\n
\nSaiz-Gonz\u00e1lez, P., Iglesias, D., & Fern\u00e1ndez-R\u00edo, J. (2023).<\/strong>
\nPedagogical models, physical activity and intention to be physically active: A systematic review. Quest.
\nhttps:\/\/doi.org\/10.1080\/00336297.2023.2209734<\/a><\/p>\n
\nZamorano-Garc\u00eda, D., Infantes-Paniagua, A., Cuevas-Campos, R. & Fern\u00e1ndez-Bustos, J.G. (2023):<\/strong>
\nImpact of Physical Activity-based Interventions on Children and Adolescents\u2019 Physical Self-concept: A Meta-analysis. Research Quarterly for Exercise and Sport, 94(1), 1-14.
\nhttps:\/\/doi.org\/10.1080\/02701367.2021.1927945<\/a><\/p>\n
\nBeltr\u00e1n-Carrillo, V. J., Jim\u00e9nez-Loaisa, A., Gonz\u00e1lez-Cutre, D., Sierra, A. C., & Valenciano-Valc\u00e1rcel, J. (2023).<\/strong>
\n\u201cYou measure us and you depress us\u201d: Healthism and the subjective impact of body measurements on secondary school students. Qualitative Health Research, 33(4), 297-307.
\nhttps:\/\/doi.org\/10.1177\/10497323231152155<\/a><\/p>\n
\nMurcia L\u00f3pez, S., Pastor Pastor, X., & Lizandra Mora, J. (2023).<\/strong>
\nInvestigando el Proyecto Educativo Strava: un an\u00e1lisis desde las teor\u00edas motivacionales, la satisfacci\u00f3n de las necesidades psicol\u00f3gicas b\u00e1sicas y la intenci\u00f3n de pr\u00e1ctica de actividad f\u00edsica. Aula abierta, 52(2), 127-137.
\nhttps:\/\/doi.org\/10.17811\/rifie.49.3.2020<\/a><\/p>\n
\nGalmes-Panades, A. M., Borr\u00e0s, P. A., & Vidal-Conti, J. (2023).<\/strong>
\nAssociation of postural education and postural hygiene with low back pain in schoolchildren: Cross-sectional results from the PEPE study. Health promotion perspectives, 13(2), 157\u2013165.
\nhttps:\/\/doi.org\/10.34172\/hpp.2023.19<\/a><\/p>\n
\nValencia-Peris, A., Lizandra, J., Cebri\u00e1-Carri\u00f3n, S., & Evangelio Caballero, C. (2022).<\/strong>
\nSensibilizaci\u00f3n sobre el sedentarismo en Educaci\u00f3n F\u00edsica a partir de la hibridaci\u00f3n de dos modelos pedag\u00f3gicos. Ensayos: Revista de la Facultad de Educacion de Albacete, 37(2), 64-82.
\nhttps:\/\/doi.org\/10.18239\/ensayos.v37i2.3173<\/a><\/p>\n
\nFerriz, R., Jim\u00e9nez-Loaisa, A, Gonz\u00e1lez-Cutre, D., Romero-El\u00edas, M., & Beltr\u00e1n-Carrillo, V. J. (2022).<\/strong>
\nA self-determined exploration of adolescents\u2019 and parents\u2019 experiences derived from a multidimensional school-based physical activity intervention. Journal of Teaching in Physical Education, 41(1), 68-77.
\nhttps:\/\/doi.org\/10.1123\/jtpe.2020-0130<\/a><\/p>\n
\nSevil, J., Garc\u00eda-Gonz\u00e1lez, L., Ab\u00f3s, A., Generelo, E., y Aibar, A. (2019).<\/strong>
\nCan 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.
\nhttps:\/\/doi.org\/10.1016\/j.jadohealth.2018.09.027<\/a><\/p>\n
\nGonz\u00e1lez-Cutre, D., Sierra, A.C., Beltr\u00e1n-Carrillo, V.J., Pel\u00e1ez-P\u00e9rez, M., & Cervell\u00f3, E. (2018). <\/strong>
\nA school-based motivational intervention to promote physical activity from a self-determination theory perspective. The Journal of Educational Research, 111(3), 320-330.
\nhttps:\/\/www.tandfonline.com\/doi\/abs\/10.1080\/00220671.2016.1255871?journalCode=vjer20<\/a><\/p>\n
\nS\u00e1nchez-Miguel, P. A., Vaquero-Sol\u00eds, M., S\u00e1nchez-Oliva, D., Pulido, J. J., L\u00f3pez-Gajardo, M. A., & Tapia-Serrano, M. A. (2020). <\/strong>
\nPromoting Healthy Lifestyle through Basic Psychological Needs in Inactive Adolescents: A Protocol Study from Self-Determination Approach. Sustainability, 12(15), 5893.
\nhttp:\/\/dx.doi.org\/10.3390\/su12155893<\/a><\/p>\n
\nM\u00e9ndez-Gim\u00e9nez, A.,Cecchini, J. A., y Fern\u00e1ndez-R\u00edo, J. (2017). <\/strong>
\nEfecto del material autoconstruido en la actividad f\u00edsica de los ni\u00f1os durante el recreo. Revista de Sa\u00fade Publica, 51(58), 1-7.
\nhttp:\/\/dx.doi.org\/10.1590\/S1518-8787.2017051006659<\/a><\/p>\n
\n
Implementation of pedagogical models in Physical Education<\/p>\n<\/div><\/div><\/div>
2.<\/h1><\/div>Teaching intervention and motivational variables for the development of positive experiences in Physical Education<\/p>\n<\/div><\/div><\/div>
3.<\/h1><\/div>Development of school interventions to promote healthy habits<\/p>\n<\/div><\/div><\/div><\/div><\/div>
Articles and Publications<\/h3><\/div><\/div><\/div><\/div>Implementation of pedagogical models in Physical Education<\/h4><\/a><\/li>
Teaching intervention and motivational variables for the development of positive experiences in Physical Education <\/h4><\/a><\/li>
Development of school interventions to promote healthy habits <\/h4><\/a><\/li><\/ul><\/div>Implementation of pedagogical models in Physical Education<\/h4><\/a><\/li><\/ul><\/div>L\u00f3pez-Lemus, I., Del Villar, F., Gil-Arias, A., & Moreno-Dom\u00ednguez, A. (2023). <\/strong>
\nEquidad de g\u00e9nero y motivaci\u00f3n en Educaci\u00f3n F\u00edsica: \u00bfpodr\u00eda ayudarnos la hibridaci\u00f3n de modelos pedag\u00f3gicos?. Movimento, e29032-e29032.
\nhttps:\/\/doi.org\/10.22456\/1982-8918.128080<\/a><\/p>\n
\nSeldas, M., & Garc\u00eda L\u00f3pez, L. M. (2023). <\/strong>
\nBenefits of hybridising the activist approach and teaching games for understanding to empower girls in physical education. Curriculum Studies in Health and Physical Education, 1-17.
\nhttps:\/\/doi.org\/10.1080\/25742981.2023.2265351<\/a><\/p>\n
\nGarcia-Gonzalez, L., Santed, M., Escolano-Perez, E., & Fernandez-R\u00edo, J. (2023). <\/strong>
\nHigh- versus Low-structured cooperative learning in secondary physical education: impact on prosocial behaviours at different ages. European Physical Education Review, 29(2), 199-214.
\nhttps:\/\/doi.org\/10.1177\/1356336X221132767<\/a><\/p>\n
\nGuti\u00e9rrez, D., Garc\u00eda-L\u00f3pez, L. M., Hastie, P. A., & Segovia, Y. (2022). <\/strong>
\nAdoption and fidelity of Sport Education in Spanish schools. European Physical Education Review, 28(1), 244-262.
\nhttps:\/\/doi.org\/10.1177\/1356336X211036066<\/a><\/p>\n
\nGil-Arias, A., Harvey, S., Morante, \u00d3. M., Claver, F., & Fern\u00e1ndez-R\u00edo, J. (2022). <\/strong>
\nTeacher and Student\u2019s Perspectives on Their Experiences Within Hybrid Sport Education-Cooperative Learning Pedagogical Model Units in Elementary Physical Education. Journal of Teaching in Physical Education, 42(3), 452\u2013460.
\nhttps:\/\/doi.org\/10.1123\/jtpe.2021-0304<\/a><\/p>\n
\nMorales-Belando, M. T., Kirk, D., & Arias-Estero, J. L. (2022). <\/strong>
\nA systematic review of teaching games for understanding intervention studies from a practice-referenced perspective. Research Quarterly for Exercise and Sport, 93(4), 670-681.
\nhttps:\/\/doi.org\/10.1080\/02701367.2021.1897066<\/a><\/p>\n
\nFernandez-Rio, J., & Iglesias, D. (2022). <\/strong>
\nWhat do we know about pedagogical models in physical education so far? An umbrella review. Physical Education and Sport Pedagogy.
\nhttps:\/\/doi.org\/10.1080\/17408989.2022.2039615<\/a><\/p>\n
\nEvangelio, C., Gonz\u00e1lez-V\u00edllora, S., Fernandez-Rio, J., & Peir\u00f3-Velert, C. (2022). <\/strong>
\nStudents\u2019 perceptions on three-way pedagogical models hybridization: contributing to the development of active identities. Sport, Education and Society, 27(6), 717-731.
\nhttps:\/\/doi.org\/10.1080\/13573322.2021.1907327<\/a><\/p>\n
\nGil-Arias, A., Claver, F., Pr\u00e1xedes, A., Del Villar, F., & Harvey, S. (2020). <\/strong>
\nAutonomy 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.
\nhttps:\/\/journals.sagepub.com\/doi\/abs\/10.1177\/1356336X18816997<\/a><\/p>\n
\nCarriedo, A., Fernandez-R\u00edo, J., Mendez-Gimenez, A. y Cecchini, J. (2020). <\/strong>
\nTest de condici\u00f3n f\u00edsica: modelo tradicional versus modelo de educaci\u00f3n deportiva. Revista Internacional de Medicina y Ciencias de la Actividad F\u00edsica y del Deporte. En prensa.
\nhttp:\/\/cdeporte.rediris.es\/revista\/inpress\/arttest1326.pdf<\/a><\/p>\n
\nPeir\u00f3-Velert, C., P\u00e9rez-Gimeno, E., & Valencia-Peris, A. (2012). <\/strong>
\nFacilitaci\u00f3n de la autonom\u00eda en el alumnado dentro de un modelo pedag\u00f3gico de educaci\u00f3n f\u00edsica y salud. T\u00e1ndem: Did\u00e0ctica de la Educaci\u00f3n F\u00edsica, 40, 28-44.
\nhttps:\/\/www.grao.com\/es\/producto\/facilitacion-de-la-autonomia-en-el-alumnado-dentro-de-un-modelo-pedagogico-de-educacion-fisica-y-salud<\/a><\/p>\n
\nMero\u00f1o, L., Calder\u00f3n, A., & Arias-Estero, J. L. (2021). <\/strong>
\nDigital pedagogy and cooperative learning: Effect on the technological pedagogical content knowledge and academic performance of pre-service teachers. Revista de Psicodid\u00e1ctica. En prensa.
\nhttps:\/\/doi.org\/10.1016\/j.psicoe.2020.10.002<\/a><\/p>\n
\nPozo, P., Grao-Cruces, A., & P\u00e9rez-Ord\u00e1s, R. (2018). <\/strong>
\nTeaching personal and social responsibility model-based programmes in physical education: A systematic review. European Physical Education Review, 24(1), 56\u201375.
\nhttps:\/\/doi.org\/10.1177\/1356336X16664749.<\/a><\/p>\n
\nFern\u00e1ndez-Esp\u00ednola, C., Abad, M. T., Collado-Mateo, D., Almagro, B. J., Castillo, E., y Gim\u00e9nez, F. J. (2020).<\/strong>
\nEffects of cooperative-learning interventions on Physical Education students\u2019 intrinsic motivation: A systematic review and meta-analysis. International Journal of Environmental Research and Public Health, 17, 4451.
\nhttps:\/\/doi.org\/10.3390\/ijerph17124451<\/a><\/p>\n
\nGarc\u00eda-L\u00f3pez, L. M., Guti\u00e9rrez, D., S\u00e1nchez-Mora, D., & Harvey, S. (2019). <\/strong>
\nTeachers\u2019 use of teaching games for understanding in Central Spain. Physical Education and Sport Pedagogy, 24(5), 463-477.
\nhttps:\/\/doi.org\/10.1080\/17408989.2019.1628931<\/a><\/p>\n
\nGarc\u00eda-Gonz\u00e1lez, L., Ab\u00f3s, A., Diloy-Pe\u00f1a, S., Gil-Arias, A. y Sevil-Serrano, J. (2020). <\/strong>
\nCan 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.
\nhttps:\/\/doi.org\/10.3390\/su12156170<\/a><\/p>\n
\nMorgan, K., Bryant. A., Edwards, L., & Mitchell-Williams, E. (2018). <\/strong>
\nTransferring primary generalists\u2019 positive classroom pedagogy to the physical education setting: A collaborative PE-CPD process. Physical Education and Sport Pedagogy. 24(1), 43-58.
\nhttps:\/\/doi.org\/10.1080\/17408989.2018.1533543<\/a><\/p>\n
\nBessa, C., Hastie, P., Ara\u00fajo, R., & Mesquita, I. (2019). <\/strong>
\nWhat 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.
\nhttps:\/\/www.jssm.org\/volume18\/iss4\/cap\/jssm-18-812.pdf<\/a><\/p>\n
\nHordvik, M., Fletcher, T., Haugen, A., Engebretsen, B., & M\u00f8ller, L. (2020). <\/strong>
\nA collaborative approach to teaching about teaching models-based practice: Developing coherence in one PETE module. Physical Education and Sport Pedagogy, 1-15.
\nhttps:\/\/doi.org\/10.1080\/17408989.2020.1812558 <\/a><\/p>\n
\nLegrain, P., & Escalie, G., & Chali\u00e8s, S. (2019). <\/strong>
\nCooperative learning: A relevant instructional model for physical education pre-service teacher training. Physical Education and Sport Pedagogy, 24, 73-86.
\nhttps:\/\/doi.org\/10.1080\/17408989.2018.1561838<\/a><\/p>\n
\nHarvey, S., Cushion, C & Sammon, P. (2015) <\/strong>
\nDilemmas faced by pre-service teachers when learning about and implementing a game-centred approach. European Physical Education Review, 21 (2), pp.238-256.
\nhttps:\/\/doi.org\/10.1177\/1356336X14560773<\/a><\/p>\n
\nCasey, A., MacPhail, A., Larsson, H. & Quennerstedt, M. (2021)<\/strong>
\nBetween hope and happening: Problematizing the M and the P in models-based practice, Physical Education and Sport Pedagogy, 26: 2, 111-122.
\nhttps:\/\/doi.org\/10.1080\/17408989.2020.1789576<\/a><\/p>\n
\n<\/div>Teaching intervention and motivational variables for the development of positive experiences in Physical Education <\/h4><\/a><\/li><\/ul><\/div>Garc\u00eda-Gonz\u00e1lez, L., Haerens, L., Ab\u00f3s, A., Sevil-Serrano, J. y Burgue\u00f1o, R. (2023). <\/strong>
\nIs high teacher directiveness always negative? Associations with students\u2019 motivational outcomes in physical education. Teaching and Teacher Education, 132, 104216.
\nhttps:\/\/doi.org\/10.1016\/j.tate.2023.104216<\/a><\/p>\n
\nLeo, F. M., L\u00f3pez-Gajardo, M. A., Rodr\u00edguez-Gonz\u00e1lez, P., Pulido, J. J., & Fern\u00e1ndez-R\u00edo, J. (2023). <\/strong>
\nHow class cohesion and teachers\u2019 relatedness supportive\/thwarting style relate to students\u2019 relatedness, motivation, and positive and negative outcomes in physical education. Psychology of sport and exercise, 65, 102360.
\nhttps:\/\/doi.org\/10.1016\/j.psychsport.2022.102360<\/a><\/p>\n
\nFierro-Suero, S., Sa\u00e9nz-L\u00f3pez, P., Carmona-M\u00e1rquez, J., y Almagro, B. J., (2023). <\/strong>
\nAchievement emotions, intention to be physically active, and academic achievement in physical education: Gender differences. Journal of Teaching in Physical Education, 42, 114-122.
\nhttps:\/\/doi.org\/10.1123\/jtpe.2021-0230<\/a><\/p>\n
\nGonz\u00e1lez-Cutre, D., Brugarolas-Navarro, M., Beltr\u00e1n-Carrillo, V. J., & Jim\u00e9nez-Loaisa, A. (2023). <\/strong>
\nThe frustration of novelty and basic psychological needs as predictors of maladaptive outcomes in physical education. Physical Education and Sport Pedagogy.
\nhttps:\/\/doi.org\/10.1080\/17408989.2023.2167969<\/a><\/p>\n
\nBa\u00f1os, R., Calleja-N\u00fa\u00f1ez, J. J., Espinoza-Guti\u00e9rrez, R., & Granero-Gallegos, A. (2023). <\/strong>
\nMediation of academic self-efficacy between emotional intelligence and academic engagement in Physical Education undergraduate students. Frontiers in Psychology, 14.
\nhttps:\/\/doi.org\/10.3389\/fpsyg.2023.1178500<\/a><\/p>\n
\nFierro-Suero, S., Castillo, I., Almagro, B. J., y Sa\u00e9nz-L\u00f3pez, P. (2023). <\/strong>
\nThe role of motivation and emotions in physical education: understanding academic achievement and the intention to be physically active. Frontiers in Psychology, 14.
\nhttps:\/\/doi.org\/10.3389\/fpsyg.2023.1253043<\/a><\/p>\n
\nBurgue\u00f1o, R., Ab\u00f3s, A., Garc\u00eda-Gonz\u00e1lez, L. y Sevil, S. (2022). <\/strong>
\nStudents\u2019 motivational experiences across profiles of perceived need-supportive and need-thwarting teaching behaviors in physical education. Physical Education and Sport Pedagogy.
\nhttps:\/\/doi.org\/10.1080\/17408989.2022.2028757<\/a><\/p>\n
\nPeir\u00f3-Velert, C., Garc\u00eda-Mass\u00f3, X., P\u00e9rez-Gimeno, E., Lizandra, J., Valencia-Peris, A., & Dev\u00eds-Dev\u00eds, J. (2022). <\/strong>
\nCapturing the multidimensionality of motivation in physical education: A self-organizing maps approach to profiling students. European Physical Education Review, 28(4), 852-872.
\nhttps:\/\/doi.org\/10.1177\/1356336X221088396<\/a><\/p>\n
\nFerriz, R., Jim\u00e9nez-Loaisa, A., Gonz\u00e1lez-Cutre, D., Romero-El\u00edas, M., & Beltr\u00e1n-Carrillo, V. J. (2021). <\/strong>
\nA self-determined exploration of adolescents\u2019 and parents\u2019 experiences derived from a multidimensional school-based physical activity intervention. Journal of Teaching in Physical Education, 41(1), 68-77.
\nhttps:\/\/journals.humankinetics.com\/view\/journals\/jtpe\/41\/1\/article-p68.xml<\/a><\/p>\n
\nGarc\u00eda-Gonz\u00e1lez, L., Sevil, J., Ab\u00f3s, A., Aelterman, N. y Haerens, L. (2019). <\/strong>
\nThe 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.
\nhttps:\/\/doi.org\/10.1080\/17408989.2019.1592145<\/a><\/p>\n
\nS\u00e1nchez-Oliva, D., Pulido-Gonz\u00e1lez, J. J., Leo, F. M., Gonz\u00e1lez-Ponce, I., & Garc\u00eda-Calvo, T. (2017). <\/strong>
\nEffects of an intervention with teachers in the physical education context: A Self-Determination Theory approach. PloS One, 12, e0189986.
\nhttps:\/\/doi.org\/10.1371\/journal.pone.0189986<\/a><\/p>\n
\nBaena-Extremera, A. y Granero-Gallegos, A (2015). <\/strong>
\nModelo de predicci\u00f3n de la satisfacci\u00f3n con la educaci\u00f3n f\u00edsica y la escuela. Revista de Psicodid\u00e1ctica, 20(1), 177-192.
\nhttps:\/\/www.redalyc.org\/pdf\/175\/17532968010.pdf<\/a><\/p>\n
\nLizandra, J. & Peir\u00f3-Velert, C. (2020). <\/strong>
\nLas relaciones sociales y su papel en la motivaci\u00f3n hacia la pr\u00e1ctica de actividad f\u00edsica en adolescentes: Un enfoque cualitativo. Retos: Nuevas tendencias en educaci\u00f3n f\u00edsica, deporte y recreaci\u00f3n, 37(1), 41-47.
\nhttps:\/\/doi.org\/10.47197\/retos.v37i37.70374 <\/a><\/p>\n
\nLeyton-Rom\u00e1n, M., N\u00fa\u00f1ez, J. L., & Jim\u00e9nez-Castuera, R. (2020). <\/strong>
\nThe Importance of Supporting Student Autonomy in Physical Education Classes to Improve Intention to Be Physically Active. Sustainability, 12(10), 4251.
\nhttps:\/\/doi.org\/10.3390\/su12104251<\/a><\/p>\n
\nCecchini, J. A., S\u00e1nchez-Mart\u00ednez, B., Mendez-Gim\u00e9nez, A. y Fernandez-R\u00edo, J. (2019). <\/strong>
\nRepercusiones de las competiciones deportivas escolares en el clima motivacional, la competencia percibida la motivaci\u00f3n intr\u00ednseca y el esfuerzo. Revista de Psicolog\u00eda del Deporte, 28(2), 13-22
\nhttps:\/\/ddd.uab.cat\/pub\/revpsidep\/revpsidep_a2019v28n2\/revpsidep_a2019v28n2p13.pdf <\/a><\/p>\n
\nBeltr\u00e1n-Carrillo, V.J. y Dev\u00eds-Dev\u00eds, J. (2019). <\/strong>
\nEl pensamiento del alumnado inactivo sobre sus experiencias negativas en educaci\u00f3n f\u00edsica: los discursos del rendimiento, salutismo y masculinidad hegem\u00f3nica. RICYDE. Revista Internacional de Ciencias del Deporte, 15(55), 20-34.
\nhttps:\/\/www.cafyd.com\/REVISTA\/ojs\/index.php\/ricyde\/article\/view\/1528<\/a><\/p>\n
\nRuiz-Ariza, A., Su\u00e1rez-Manzano, S., L\u00f3pez-Serrano, S., & Mart\u00ednez-L\u00f3pez, E. J. (2019). <\/strong>
\nThe 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\u2013373.
\nhttps:\/\/journals.sagepub.com\/doi\/full\/10.1177\/1356336X17739271<\/a><\/p>\n
\nGrao-Cruces, A., Racero-Garc\u00eda, A., S\u00e1nchez-Oliva, D., Blanco-Luengo, D., Nuviala, A., & Garc\u00eda-Calvo, T. (2020). <\/strong>
\nAssociations 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.
\nhttp:\/\/dx.doi.org\/10.3390\/ijerph17134821. <\/a><\/p>\n
\nFierro-Suero, S., Almagro, B. J., Castillo, I., y S\u00e1enz-L\u00f3pez, P. (2020). <\/strong>
\nHerramienta de Observaci\u00f3n del Clima Interpersonal Motivacional (OCIM) para docentes de Educaci\u00f3n F\u00edsica. Cultura, Ciencia y Deporte, 15(46), 575-596.
\nhttps:\/\/ccd.ucam.edu\/index.php\/revista\/article\/view\/1647<\/a><\/p>\n
\nFranco, E., Coter\u00f3n, J., Hu\u00e9scar, E., & Moreno-Murcia, J. A. (2020). <\/strong>
\nA person-centered approach in physical education to better understand low-motivation students. Journal of Teaching in Physical Education, 39(1), 91-101.
\nhttps:\/\/doi.org\/https:\/\/doi.org\/10.1123\/jtpe.2019-0028 <\/a><\/p>\n
\nGonz\u00e1lez-Cutre, D. (2017).<\/strong>
\nEstrategias did\u00e1cticas y motivacionales en las clases de educaci\u00f3n f\u00edsica desde la teor\u00eda de la autodeterminaci\u00f3n. E-Motion: Revista de Educaci\u00f3n, Motricidad e Investigaci\u00f3n, 8, 44-62.
\nhttp:\/\/rabida.uhu.es\/dspace\/bitstream\/handle\/10272\/14277\/Estrategiaspdf?sequence=2<\/a><\/p>\n
\nRodrigues, F., Monteiro, D., Teixeira, D., & Cid, L. (2020)<\/strong>
\nUnderstanding motivational climates in physical education classes: How students perceive learning and performance-oriented climates by teachers and peers. Current Psychology.
\nhttps:\/\/doi.org\/10.1007\/s12144-020-01047-x<\/a><\/p>\n
\nBartholomew, K. J., Ntoumanis, N., Mouratidis, A., Katartzi, E., Th\u00f8gersen-Ntoumani, C., & Vlachopouloos, S. (2018)<\/strong>
\nBeware of your teaching style: A school-year long investigation of controlling teaching and student motivational experiences. Learning and Instruction, 53, 50-63.
\nhttps:\/\/doi.org\/10.1016\/j.learninstruc.2017.07.006<\/a><\/p>\n
\nBoonekamp, G. M., Dierx, J. A., & Jansen, E. (2020)<\/strong>
\nMotivating students for physical activity: What can we learn from student perspectives? European Physical Education Review.
\nhttps:\/\/doi.org\/10.1177\/1356336X20970215<\/a><\/p>\n
\nHaerens, L., Vansteenkiste, M., De Meester, A., Delrue, J., Tallir, I., Van de Broek, G., Goris, W., Aelterman, N. (2018)<\/strong>
\nDifferent Combinations of Perceived Autonomy Support and Control : Identifying the Most Optimal Motivating Style. Physical Education and Sport Pedagogy 23 (1), 16\u201336.
\nhttps:\/\/doi.org\/10.1080\/17408989.2017.1346070<\/a><\/p>\n
\n<\/div>Development of school interventions to promote healthy habits <\/h4><\/a><\/li><\/ul><\/div>\nMuntaner-Mas, A., Morales, J. S., Mart\u00ednez-de-Quel, \u00d3., Lubans, D. R., & Garc\u00eda-Hermoso, A. (2023).<\/strong>
\nAcute effect of physical activity on academic outcomes in school-aged youth: A systematic review and multivariate meta-analysis. Scandinavian journal of medicine & science in sports.
\nhttps:\/\/doi.org\/10.1111\/sms.14479<\/a><\/p>\n
\nS\u00e1nchez-Oliva, D., Leech, R. M., Esteban-Cornejo, I., Cristi-Montero, C., P\u00e9rez-Bey, A., Cabanas-S\u00e1nchez, V., Grao-Cruces, A., & Castro-Pi\u00f1ero, J. (2023).<\/strong>
\nSedentary behavior profiles and longitudinal associations with academic performance in youth: The UP&DOWN study. Journal of Sports Sciences, 41(2), 181-189.
\nhttps:\/\/doi.org\/10.1080\/02640414.2023.2204584<\/a><\/p>\n
\nRocliffe, P., O\u2019Keeffe, B., Walsh, L., Stylianou, M., Woodforde, J., Garc\u00eda-Gonz\u00e1lez, L., O\u2019Brien, W., Coppinger, T., Sherwin, I., Mannix-McNamara, P., & MacDonncha, C. (2023).<\/strong>
\nThe impact of typical school provision of Physical Education, physical activity and sports on adolescent physical activity behaviors: a systematic literature review. Adolescent Research Review.
\nhttps:\/\/doi.org\/10.1007\/s40894-022-00200-w<\/a><\/p>\n
\nTapia-Serrano, M. A., Sevil-Serrano, J., S\u00e1nchez-Oliva, D., Vaquero-Sol\u00eds, M., & S\u00e1nchez-Miguel, P. A. (2022).<\/strong>
\nEffects of a school-based intervention on physical activity, sleep duration, screen time, and diet in children. Revista de Psicodid\u00e1ctica, 27(1), 56-65.
\nhttps:\/\/doi.org\/10.1016\/j.psicoe.2021.06.00<\/a><\/p>\n
\nSaiz-Gonz\u00e1lez, P., Iglesias, D., & Fern\u00e1ndez-R\u00edo, J. (2023).<\/strong>
\nPedagogical models, physical activity and intention to be physically active: A systematic review. Quest.
\nhttps:\/\/doi.org\/10.1080\/00336297.2023.2209734<\/a><\/p>\n
\nZamorano-Garc\u00eda, D., Infantes-Paniagua, A., Cuevas-Campos, R. & Fern\u00e1ndez-Bustos, J.G. (2023):<\/strong>
\nImpact of Physical Activity-based Interventions on Children and Adolescents\u2019 Physical Self-concept: A Meta-analysis. Research Quarterly for Exercise and Sport, 94(1), 1-14.
\nhttps:\/\/doi.org\/10.1080\/02701367.2021.1927945<\/a><\/p>\n
\nBeltr\u00e1n-Carrillo, V. J., Jim\u00e9nez-Loaisa, A., Gonz\u00e1lez-Cutre, D., Sierra, A. C., & Valenciano-Valc\u00e1rcel, J. (2023).<\/strong>
\n\u201cYou measure us and you depress us\u201d: Healthism and the subjective impact of body measurements on secondary school students. Qualitative Health Research, 33(4), 297-307.
\nhttps:\/\/doi.org\/10.1177\/10497323231152155<\/a><\/p>\n
\nMurcia L\u00f3pez, S., Pastor Pastor, X., & Lizandra Mora, J. (2023).<\/strong>
\nInvestigando el Proyecto Educativo Strava: un an\u00e1lisis desde las teor\u00edas motivacionales, la satisfacci\u00f3n de las necesidades psicol\u00f3gicas b\u00e1sicas y la intenci\u00f3n de pr\u00e1ctica de actividad f\u00edsica. Aula abierta, 52(2), 127-137.
\nhttps:\/\/doi.org\/10.17811\/rifie.49.3.2020<\/a><\/p>\n
\nGalmes-Panades, A. M., Borr\u00e0s, P. A., & Vidal-Conti, J. (2023).<\/strong>
\nAssociation of postural education and postural hygiene with low back pain in schoolchildren: Cross-sectional results from the PEPE study. Health promotion perspectives, 13(2), 157\u2013165.
\nhttps:\/\/doi.org\/10.34172\/hpp.2023.19<\/a><\/p>\n
\nValencia-Peris, A., Lizandra, J., Cebri\u00e1-Carri\u00f3n, S., & Evangelio Caballero, C. (2022).<\/strong>
\nSensibilizaci\u00f3n sobre el sedentarismo en Educaci\u00f3n F\u00edsica a partir de la hibridaci\u00f3n de dos modelos pedag\u00f3gicos. Ensayos: Revista de la Facultad de Educacion de Albacete, 37(2), 64-82.
\nhttps:\/\/doi.org\/10.18239\/ensayos.v37i2.3173<\/a><\/p>\n
\nFerriz, R., Jim\u00e9nez-Loaisa, A, Gonz\u00e1lez-Cutre, D., Romero-El\u00edas, M., & Beltr\u00e1n-Carrillo, V. J. (2022).<\/strong>
\nA self-determined exploration of adolescents\u2019 and parents\u2019 experiences derived from a multidimensional school-based physical activity intervention. Journal of Teaching in Physical Education, 41(1), 68-77.
\nhttps:\/\/doi.org\/10.1123\/jtpe.2020-0130<\/a><\/p>\n
\nSevil, J., Garc\u00eda-Gonz\u00e1lez, L., Ab\u00f3s, A., Generelo, E., y Aibar, A. (2019).<\/strong>
\nCan 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.
\nhttps:\/\/doi.org\/10.1016\/j.jadohealth.2018.09.027<\/a><\/p>\n
\nGonz\u00e1lez-Cutre, D., Sierra, A.C., Beltr\u00e1n-Carrillo, V.J., Pel\u00e1ez-P\u00e9rez, M., & Cervell\u00f3, E. (2018). <\/strong>
\nA school-based motivational intervention to promote physical activity from a self-determination theory perspective. The Journal of Educational Research, 111(3), 320-330.
\nhttps:\/\/www.tandfonline.com\/doi\/abs\/10.1080\/00220671.2016.1255871?journalCode=vjer20<\/a><\/p>\n
\nS\u00e1nchez-Miguel, P. A., Vaquero-Sol\u00eds, M., S\u00e1nchez-Oliva, D., Pulido, J. J., L\u00f3pez-Gajardo, M. A., & Tapia-Serrano, M. A. (2020). <\/strong>
\nPromoting Healthy Lifestyle through Basic Psychological Needs in Inactive Adolescents: A Protocol Study from Self-Determination Approach. Sustainability, 12(15), 5893.
\nhttp:\/\/dx.doi.org\/10.3390\/su12155893<\/a><\/p>\n
\nM\u00e9ndez-Gim\u00e9nez, A.,Cecchini, J. A., y Fern\u00e1ndez-R\u00edo, J. (2017). <\/strong>
\nEfecto del material autoconstruido en la actividad f\u00edsica de los ni\u00f1os durante el recreo. Revista de Sa\u00fade Publica, 51(58), 1-7.
\nhttp:\/\/dx.doi.org\/10.1590\/S1518-8787.2017051006659<\/a><\/p>\n
\n
Teaching intervention and motivational variables for the development of positive experiences in Physical Education<\/p>\n<\/div><\/div><\/div>
3.<\/h1><\/div>Development of school interventions to promote healthy habits<\/p>\n<\/div><\/div><\/div><\/div><\/div>
Articles and Publications<\/h3><\/div><\/div><\/div><\/div>Implementation of pedagogical models in Physical Education<\/h4><\/a><\/li>
Teaching intervention and motivational variables for the development of positive experiences in Physical Education <\/h4><\/a><\/li>
Development of school interventions to promote healthy habits <\/h4><\/a><\/li><\/ul><\/div>Implementation of pedagogical models in Physical Education<\/h4><\/a><\/li><\/ul><\/div>L\u00f3pez-Lemus, I., Del Villar, F., Gil-Arias, A., & Moreno-Dom\u00ednguez, A. (2023). <\/strong>
\nEquidad de g\u00e9nero y motivaci\u00f3n en Educaci\u00f3n F\u00edsica: \u00bfpodr\u00eda ayudarnos la hibridaci\u00f3n de modelos pedag\u00f3gicos?. Movimento, e29032-e29032.
\nhttps:\/\/doi.org\/10.22456\/1982-8918.128080<\/a><\/p>\n
\nSeldas, M., & Garc\u00eda L\u00f3pez, L. M. (2023). <\/strong>
\nBenefits of hybridising the activist approach and teaching games for understanding to empower girls in physical education. Curriculum Studies in Health and Physical Education, 1-17.
\nhttps:\/\/doi.org\/10.1080\/25742981.2023.2265351<\/a><\/p>\n
\nGarcia-Gonzalez, L., Santed, M., Escolano-Perez, E., & Fernandez-R\u00edo, J. (2023). <\/strong>
\nHigh- versus Low-structured cooperative learning in secondary physical education: impact on prosocial behaviours at different ages. European Physical Education Review, 29(2), 199-214.
\nhttps:\/\/doi.org\/10.1177\/1356336X221132767<\/a><\/p>\n
\nGuti\u00e9rrez, D., Garc\u00eda-L\u00f3pez, L. M., Hastie, P. A., & Segovia, Y. (2022). <\/strong>
\nAdoption and fidelity of Sport Education in Spanish schools. European Physical Education Review, 28(1), 244-262.
\nhttps:\/\/doi.org\/10.1177\/1356336X211036066<\/a><\/p>\n
\nGil-Arias, A., Harvey, S., Morante, \u00d3. M., Claver, F., & Fern\u00e1ndez-R\u00edo, J. (2022). <\/strong>
\nTeacher and Student\u2019s Perspectives on Their Experiences Within Hybrid Sport Education-Cooperative Learning Pedagogical Model Units in Elementary Physical Education. Journal of Teaching in Physical Education, 42(3), 452\u2013460.
\nhttps:\/\/doi.org\/10.1123\/jtpe.2021-0304<\/a><\/p>\n
\nMorales-Belando, M. T., Kirk, D., & Arias-Estero, J. L. (2022). <\/strong>
\nA systematic review of teaching games for understanding intervention studies from a practice-referenced perspective. Research Quarterly for Exercise and Sport, 93(4), 670-681.
\nhttps:\/\/doi.org\/10.1080\/02701367.2021.1897066<\/a><\/p>\n
\nFernandez-Rio, J., & Iglesias, D. (2022). <\/strong>
\nWhat do we know about pedagogical models in physical education so far? An umbrella review. Physical Education and Sport Pedagogy.
\nhttps:\/\/doi.org\/10.1080\/17408989.2022.2039615<\/a><\/p>\n
\nEvangelio, C., Gonz\u00e1lez-V\u00edllora, S., Fernandez-Rio, J., & Peir\u00f3-Velert, C. (2022). <\/strong>
\nStudents\u2019 perceptions on three-way pedagogical models hybridization: contributing to the development of active identities. Sport, Education and Society, 27(6), 717-731.
\nhttps:\/\/doi.org\/10.1080\/13573322.2021.1907327<\/a><\/p>\n
\nGil-Arias, A., Claver, F., Pr\u00e1xedes, A., Del Villar, F., & Harvey, S. (2020). <\/strong>
\nAutonomy 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.
\nhttps:\/\/journals.sagepub.com\/doi\/abs\/10.1177\/1356336X18816997<\/a><\/p>\n
\nCarriedo, A., Fernandez-R\u00edo, J., Mendez-Gimenez, A. y Cecchini, J. (2020). <\/strong>
\nTest de condici\u00f3n f\u00edsica: modelo tradicional versus modelo de educaci\u00f3n deportiva. Revista Internacional de Medicina y Ciencias de la Actividad F\u00edsica y del Deporte. En prensa.
\nhttp:\/\/cdeporte.rediris.es\/revista\/inpress\/arttest1326.pdf<\/a><\/p>\n
\nPeir\u00f3-Velert, C., P\u00e9rez-Gimeno, E., & Valencia-Peris, A. (2012). <\/strong>
\nFacilitaci\u00f3n de la autonom\u00eda en el alumnado dentro de un modelo pedag\u00f3gico de educaci\u00f3n f\u00edsica y salud. T\u00e1ndem: Did\u00e0ctica de la Educaci\u00f3n F\u00edsica, 40, 28-44.
\nhttps:\/\/www.grao.com\/es\/producto\/facilitacion-de-la-autonomia-en-el-alumnado-dentro-de-un-modelo-pedagogico-de-educacion-fisica-y-salud<\/a><\/p>\n
\nMero\u00f1o, L., Calder\u00f3n, A., & Arias-Estero, J. L. (2021). <\/strong>
\nDigital pedagogy and cooperative learning: Effect on the technological pedagogical content knowledge and academic performance of pre-service teachers. Revista de Psicodid\u00e1ctica. En prensa.
\nhttps:\/\/doi.org\/10.1016\/j.psicoe.2020.10.002<\/a><\/p>\n
\nPozo, P., Grao-Cruces, A., & P\u00e9rez-Ord\u00e1s, R. (2018). <\/strong>
\nTeaching personal and social responsibility model-based programmes in physical education: A systematic review. European Physical Education Review, 24(1), 56\u201375.
\nhttps:\/\/doi.org\/10.1177\/1356336X16664749.<\/a><\/p>\n
\nFern\u00e1ndez-Esp\u00ednola, C., Abad, M. T., Collado-Mateo, D., Almagro, B. J., Castillo, E., y Gim\u00e9nez, F. J. (2020).<\/strong>
\nEffects of cooperative-learning interventions on Physical Education students\u2019 intrinsic motivation: A systematic review and meta-analysis. International Journal of Environmental Research and Public Health, 17, 4451.
\nhttps:\/\/doi.org\/10.3390\/ijerph17124451<\/a><\/p>\n
\nGarc\u00eda-L\u00f3pez, L. M., Guti\u00e9rrez, D., S\u00e1nchez-Mora, D., & Harvey, S. (2019). <\/strong>
\nTeachers\u2019 use of teaching games for understanding in Central Spain. Physical Education and Sport Pedagogy, 24(5), 463-477.
\nhttps:\/\/doi.org\/10.1080\/17408989.2019.1628931<\/a><\/p>\n
\nGarc\u00eda-Gonz\u00e1lez, L., Ab\u00f3s, A., Diloy-Pe\u00f1a, S., Gil-Arias, A. y Sevil-Serrano, J. (2020). <\/strong>
\nCan 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.
\nhttps:\/\/doi.org\/10.3390\/su12156170<\/a><\/p>\n
\nMorgan, K., Bryant. A., Edwards, L., & Mitchell-Williams, E. (2018). <\/strong>
\nTransferring primary generalists\u2019 positive classroom pedagogy to the physical education setting: A collaborative PE-CPD process. Physical Education and Sport Pedagogy. 24(1), 43-58.
\nhttps:\/\/doi.org\/10.1080\/17408989.2018.1533543<\/a><\/p>\n
\nBessa, C., Hastie, P., Ara\u00fajo, R., & Mesquita, I. (2019). <\/strong>
\nWhat 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.
\nhttps:\/\/www.jssm.org\/volume18\/iss4\/cap\/jssm-18-812.pdf<\/a><\/p>\n
\nHordvik, M., Fletcher, T., Haugen, A., Engebretsen, B., & M\u00f8ller, L. (2020). <\/strong>
\nA collaborative approach to teaching about teaching models-based practice: Developing coherence in one PETE module. Physical Education and Sport Pedagogy, 1-15.
\nhttps:\/\/doi.org\/10.1080\/17408989.2020.1812558 <\/a><\/p>\n
\nLegrain, P., & Escalie, G., & Chali\u00e8s, S. (2019). <\/strong>
\nCooperative learning: A relevant instructional model for physical education pre-service teacher training. Physical Education and Sport Pedagogy, 24, 73-86.
\nhttps:\/\/doi.org\/10.1080\/17408989.2018.1561838<\/a><\/p>\n
\nHarvey, S., Cushion, C & Sammon, P. (2015) <\/strong>
\nDilemmas faced by pre-service teachers when learning about and implementing a game-centred approach. European Physical Education Review, 21 (2), pp.238-256.
\nhttps:\/\/doi.org\/10.1177\/1356336X14560773<\/a><\/p>\n
\nCasey, A., MacPhail, A., Larsson, H. & Quennerstedt, M. (2021)<\/strong>
\nBetween hope and happening: Problematizing the M and the P in models-based practice, Physical Education and Sport Pedagogy, 26: 2, 111-122.
\nhttps:\/\/doi.org\/10.1080\/17408989.2020.1789576<\/a><\/p>\n
\n<\/div>Teaching intervention and motivational variables for the development of positive experiences in Physical Education <\/h4><\/a><\/li><\/ul><\/div>Garc\u00eda-Gonz\u00e1lez, L., Haerens, L., Ab\u00f3s, A., Sevil-Serrano, J. y Burgue\u00f1o, R. (2023). <\/strong>
\nIs high teacher directiveness always negative? Associations with students\u2019 motivational outcomes in physical education. Teaching and Teacher Education, 132, 104216.
\nhttps:\/\/doi.org\/10.1016\/j.tate.2023.104216<\/a><\/p>\n
\nLeo, F. M., L\u00f3pez-Gajardo, M. A., Rodr\u00edguez-Gonz\u00e1lez, P., Pulido, J. J., & Fern\u00e1ndez-R\u00edo, J. (2023). <\/strong>
\nHow class cohesion and teachers\u2019 relatedness supportive\/thwarting style relate to students\u2019 relatedness, motivation, and positive and negative outcomes in physical education. Psychology of sport and exercise, 65, 102360.
\nhttps:\/\/doi.org\/10.1016\/j.psychsport.2022.102360<\/a><\/p>\n
\nFierro-Suero, S., Sa\u00e9nz-L\u00f3pez, P., Carmona-M\u00e1rquez, J., y Almagro, B. J., (2023). <\/strong>
\nAchievement emotions, intention to be physically active, and academic achievement in physical education: Gender differences. Journal of Teaching in Physical Education, 42, 114-122.
\nhttps:\/\/doi.org\/10.1123\/jtpe.2021-0230<\/a><\/p>\n
\nGonz\u00e1lez-Cutre, D., Brugarolas-Navarro, M., Beltr\u00e1n-Carrillo, V. J., & Jim\u00e9nez-Loaisa, A. (2023). <\/strong>
\nThe frustration of novelty and basic psychological needs as predictors of maladaptive outcomes in physical education. Physical Education and Sport Pedagogy.
\nhttps:\/\/doi.org\/10.1080\/17408989.2023.2167969<\/a><\/p>\n
\nBa\u00f1os, R., Calleja-N\u00fa\u00f1ez, J. J., Espinoza-Guti\u00e9rrez, R., & Granero-Gallegos, A. (2023). <\/strong>
\nMediation of academic self-efficacy between emotional intelligence and academic engagement in Physical Education undergraduate students. Frontiers in Psychology, 14.
\nhttps:\/\/doi.org\/10.3389\/fpsyg.2023.1178500<\/a><\/p>\n
\nFierro-Suero, S., Castillo, I., Almagro, B. J., y Sa\u00e9nz-L\u00f3pez, P. (2023). <\/strong>
\nThe role of motivation and emotions in physical education: understanding academic achievement and the intention to be physically active. Frontiers in Psychology, 14.
\nhttps:\/\/doi.org\/10.3389\/fpsyg.2023.1253043<\/a><\/p>\n
\nBurgue\u00f1o, R., Ab\u00f3s, A., Garc\u00eda-Gonz\u00e1lez, L. y Sevil, S. (2022). <\/strong>
\nStudents\u2019 motivational experiences across profiles of perceived need-supportive and need-thwarting teaching behaviors in physical education. Physical Education and Sport Pedagogy.
\nhttps:\/\/doi.org\/10.1080\/17408989.2022.2028757<\/a><\/p>\n
\nPeir\u00f3-Velert, C., Garc\u00eda-Mass\u00f3, X., P\u00e9rez-Gimeno, E., Lizandra, J., Valencia-Peris, A., & Dev\u00eds-Dev\u00eds, J. (2022). <\/strong>
\nCapturing the multidimensionality of motivation in physical education: A self-organizing maps approach to profiling students. European Physical Education Review, 28(4), 852-872.
\nhttps:\/\/doi.org\/10.1177\/1356336X221088396<\/a><\/p>\n
\nFerriz, R., Jim\u00e9nez-Loaisa, A., Gonz\u00e1lez-Cutre, D., Romero-El\u00edas, M., & Beltr\u00e1n-Carrillo, V. J. (2021). <\/strong>
\nA self-determined exploration of adolescents\u2019 and parents\u2019 experiences derived from a multidimensional school-based physical activity intervention. Journal of Teaching in Physical Education, 41(1), 68-77.
\nhttps:\/\/journals.humankinetics.com\/view\/journals\/jtpe\/41\/1\/article-p68.xml<\/a><\/p>\n
\nGarc\u00eda-Gonz\u00e1lez, L., Sevil, J., Ab\u00f3s, A., Aelterman, N. y Haerens, L. (2019). <\/strong>
\nThe 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.
\nhttps:\/\/doi.org\/10.1080\/17408989.2019.1592145<\/a><\/p>\n
\nS\u00e1nchez-Oliva, D., Pulido-Gonz\u00e1lez, J. J., Leo, F. M., Gonz\u00e1lez-Ponce, I., & Garc\u00eda-Calvo, T. (2017). <\/strong>
\nEffects of an intervention with teachers in the physical education context: A Self-Determination Theory approach. PloS One, 12, e0189986.
\nhttps:\/\/doi.org\/10.1371\/journal.pone.0189986<\/a><\/p>\n
\nBaena-Extremera, A. y Granero-Gallegos, A (2015). <\/strong>
\nModelo de predicci\u00f3n de la satisfacci\u00f3n con la educaci\u00f3n f\u00edsica y la escuela. Revista de Psicodid\u00e1ctica, 20(1), 177-192.
\nhttps:\/\/www.redalyc.org\/pdf\/175\/17532968010.pdf<\/a><\/p>\n
\nLizandra, J. & Peir\u00f3-Velert, C. (2020). <\/strong>
\nLas relaciones sociales y su papel en la motivaci\u00f3n hacia la pr\u00e1ctica de actividad f\u00edsica en adolescentes: Un enfoque cualitativo. Retos: Nuevas tendencias en educaci\u00f3n f\u00edsica, deporte y recreaci\u00f3n, 37(1), 41-47.
\nhttps:\/\/doi.org\/10.47197\/retos.v37i37.70374 <\/a><\/p>\n
\nLeyton-Rom\u00e1n, M., N\u00fa\u00f1ez, J. L., & Jim\u00e9nez-Castuera, R. (2020). <\/strong>
\nThe Importance of Supporting Student Autonomy in Physical Education Classes to Improve Intention to Be Physically Active. Sustainability, 12(10), 4251.
\nhttps:\/\/doi.org\/10.3390\/su12104251<\/a><\/p>\n
\nCecchini, J. A., S\u00e1nchez-Mart\u00ednez, B., Mendez-Gim\u00e9nez, A. y Fernandez-R\u00edo, J. (2019). <\/strong>
\nRepercusiones de las competiciones deportivas escolares en el clima motivacional, la competencia percibida la motivaci\u00f3n intr\u00ednseca y el esfuerzo. Revista de Psicolog\u00eda del Deporte, 28(2), 13-22
\nhttps:\/\/ddd.uab.cat\/pub\/revpsidep\/revpsidep_a2019v28n2\/revpsidep_a2019v28n2p13.pdf <\/a><\/p>\n
\nBeltr\u00e1n-Carrillo, V.J. y Dev\u00eds-Dev\u00eds, J. (2019). <\/strong>
\nEl pensamiento del alumnado inactivo sobre sus experiencias negativas en educaci\u00f3n f\u00edsica: los discursos del rendimiento, salutismo y masculinidad hegem\u00f3nica. RICYDE. Revista Internacional de Ciencias del Deporte, 15(55), 20-34.
\nhttps:\/\/www.cafyd.com\/REVISTA\/ojs\/index.php\/ricyde\/article\/view\/1528<\/a><\/p>\n
\nRuiz-Ariza, A., Su\u00e1rez-Manzano, S., L\u00f3pez-Serrano, S., & Mart\u00ednez-L\u00f3pez, E. J. (2019). <\/strong>
\nThe 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\u2013373.
\nhttps:\/\/journals.sagepub.com\/doi\/full\/10.1177\/1356336X17739271<\/a><\/p>\n
\nGrao-Cruces, A., Racero-Garc\u00eda, A., S\u00e1nchez-Oliva, D., Blanco-Luengo, D., Nuviala, A., & Garc\u00eda-Calvo, T. (2020). <\/strong>
\nAssociations 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.
\nhttp:\/\/dx.doi.org\/10.3390\/ijerph17134821. <\/a><\/p>\n
\nFierro-Suero, S., Almagro, B. J., Castillo, I., y S\u00e1enz-L\u00f3pez, P. (2020). <\/strong>
\nHerramienta de Observaci\u00f3n del Clima Interpersonal Motivacional (OCIM) para docentes de Educaci\u00f3n F\u00edsica. Cultura, Ciencia y Deporte, 15(46), 575-596.
\nhttps:\/\/ccd.ucam.edu\/index.php\/revista\/article\/view\/1647<\/a><\/p>\n
\nFranco, E., Coter\u00f3n, J., Hu\u00e9scar, E., & Moreno-Murcia, J. A. (2020). <\/strong>
\nA person-centered approach in physical education to better understand low-motivation students. Journal of Teaching in Physical Education, 39(1), 91-101.
\nhttps:\/\/doi.org\/https:\/\/doi.org\/10.1123\/jtpe.2019-0028 <\/a><\/p>\n
\nGonz\u00e1lez-Cutre, D. (2017).<\/strong>
\nEstrategias did\u00e1cticas y motivacionales en las clases de educaci\u00f3n f\u00edsica desde la teor\u00eda de la autodeterminaci\u00f3n. E-Motion: Revista de Educaci\u00f3n, Motricidad e Investigaci\u00f3n, 8, 44-62.
\nhttp:\/\/rabida.uhu.es\/dspace\/bitstream\/handle\/10272\/14277\/Estrategiaspdf?sequence=2<\/a><\/p>\n
\nRodrigues, F., Monteiro, D., Teixeira, D., & Cid, L. (2020)<\/strong>
\nUnderstanding motivational climates in physical education classes: How students perceive learning and performance-oriented climates by teachers and peers. Current Psychology.
\nhttps:\/\/doi.org\/10.1007\/s12144-020-01047-x<\/a><\/p>\n
\nBartholomew, K. J., Ntoumanis, N., Mouratidis, A., Katartzi, E., Th\u00f8gersen-Ntoumani, C., & Vlachopouloos, S. (2018)<\/strong>
\nBeware of your teaching style: A school-year long investigation of controlling teaching and student motivational experiences. Learning and Instruction, 53, 50-63.
\nhttps:\/\/doi.org\/10.1016\/j.learninstruc.2017.07.006<\/a><\/p>\n
\nBoonekamp, G. M., Dierx, J. A., & Jansen, E. (2020)<\/strong>
\nMotivating students for physical activity: What can we learn from student perspectives? European Physical Education Review.
\nhttps:\/\/doi.org\/10.1177\/1356336X20970215<\/a><\/p>\n
\nHaerens, L., Vansteenkiste, M., De Meester, A., Delrue, J., Tallir, I., Van de Broek, G., Goris, W., Aelterman, N. (2018)<\/strong>
\nDifferent Combinations of Perceived Autonomy Support and Control : Identifying the Most Optimal Motivating Style. Physical Education and Sport Pedagogy 23 (1), 16\u201336.
\nhttps:\/\/doi.org\/10.1080\/17408989.2017.1346070<\/a><\/p>\n
\n<\/div>Development of school interventions to promote healthy habits <\/h4><\/a><\/li><\/ul><\/div>\nMuntaner-Mas, A., Morales, J. S., Mart\u00ednez-de-Quel, \u00d3., Lubans, D. R., & Garc\u00eda-Hermoso, A. (2023).<\/strong>
\nAcute effect of physical activity on academic outcomes in school-aged youth: A systematic review and multivariate meta-analysis. Scandinavian journal of medicine & science in sports.
\nhttps:\/\/doi.org\/10.1111\/sms.14479<\/a><\/p>\n
\nS\u00e1nchez-Oliva, D., Leech, R. M., Esteban-Cornejo, I., Cristi-Montero, C., P\u00e9rez-Bey, A., Cabanas-S\u00e1nchez, V., Grao-Cruces, A., & Castro-Pi\u00f1ero, J. (2023).<\/strong>
\nSedentary behavior profiles and longitudinal associations with academic performance in youth: The UP&DOWN study. Journal of Sports Sciences, 41(2), 181-189.
\nhttps:\/\/doi.org\/10.1080\/02640414.2023.2204584<\/a><\/p>\n
\nRocliffe, P., O\u2019Keeffe, B., Walsh, L., Stylianou, M., Woodforde, J., Garc\u00eda-Gonz\u00e1lez, L., O\u2019Brien, W., Coppinger, T., Sherwin, I., Mannix-McNamara, P., & MacDonncha, C. (2023).<\/strong>
\nThe impact of typical school provision of Physical Education, physical activity and sports on adolescent physical activity behaviors: a systematic literature review. Adolescent Research Review.
\nhttps:\/\/doi.org\/10.1007\/s40894-022-00200-w<\/a><\/p>\n
\nTapia-Serrano, M. A., Sevil-Serrano, J., S\u00e1nchez-Oliva, D., Vaquero-Sol\u00eds, M., & S\u00e1nchez-Miguel, P. A. (2022).<\/strong>
\nEffects of a school-based intervention on physical activity, sleep duration, screen time, and diet in children. Revista de Psicodid\u00e1ctica, 27(1), 56-65.
\nhttps:\/\/doi.org\/10.1016\/j.psicoe.2021.06.00<\/a><\/p>\n
\nSaiz-Gonz\u00e1lez, P., Iglesias, D., & Fern\u00e1ndez-R\u00edo, J. (2023).<\/strong>
\nPedagogical models, physical activity and intention to be physically active: A systematic review. Quest.
\nhttps:\/\/doi.org\/10.1080\/00336297.2023.2209734<\/a><\/p>\n
\nZamorano-Garc\u00eda, D., Infantes-Paniagua, A., Cuevas-Campos, R. & Fern\u00e1ndez-Bustos, J.G. (2023):<\/strong>
\nImpact of Physical Activity-based Interventions on Children and Adolescents\u2019 Physical Self-concept: A Meta-analysis. Research Quarterly for Exercise and Sport, 94(1), 1-14.
\nhttps:\/\/doi.org\/10.1080\/02701367.2021.1927945<\/a><\/p>\n
\nBeltr\u00e1n-Carrillo, V. J., Jim\u00e9nez-Loaisa, A., Gonz\u00e1lez-Cutre, D., Sierra, A. C., & Valenciano-Valc\u00e1rcel, J. (2023).<\/strong>
\n\u201cYou measure us and you depress us\u201d: Healthism and the subjective impact of body measurements on secondary school students. Qualitative Health Research, 33(4), 297-307.
\nhttps:\/\/doi.org\/10.1177\/10497323231152155<\/a><\/p>\n
\nMurcia L\u00f3pez, S., Pastor Pastor, X., & Lizandra Mora, J. (2023).<\/strong>
\nInvestigando el Proyecto Educativo Strava: un an\u00e1lisis desde las teor\u00edas motivacionales, la satisfacci\u00f3n de las necesidades psicol\u00f3gicas b\u00e1sicas y la intenci\u00f3n de pr\u00e1ctica de actividad f\u00edsica. Aula abierta, 52(2), 127-137.
\nhttps:\/\/doi.org\/10.17811\/rifie.49.3.2020<\/a><\/p>\n
\nGalmes-Panades, A. M., Borr\u00e0s, P. A., & Vidal-Conti, J. (2023).<\/strong>
\nAssociation of postural education and postural hygiene with low back pain in schoolchildren: Cross-sectional results from the PEPE study. Health promotion perspectives, 13(2), 157\u2013165.
\nhttps:\/\/doi.org\/10.34172\/hpp.2023.19<\/a><\/p>\n
\nValencia-Peris, A., Lizandra, J., Cebri\u00e1-Carri\u00f3n, S., & Evangelio Caballero, C. (2022).<\/strong>
\nSensibilizaci\u00f3n sobre el sedentarismo en Educaci\u00f3n F\u00edsica a partir de la hibridaci\u00f3n de dos modelos pedag\u00f3gicos. Ensayos: Revista de la Facultad de Educacion de Albacete, 37(2), 64-82.
\nhttps:\/\/doi.org\/10.18239\/ensayos.v37i2.3173<\/a><\/p>\n
\nFerriz, R., Jim\u00e9nez-Loaisa, A, Gonz\u00e1lez-Cutre, D., Romero-El\u00edas, M., & Beltr\u00e1n-Carrillo, V. J. (2022).<\/strong>
\nA self-determined exploration of adolescents\u2019 and parents\u2019 experiences derived from a multidimensional school-based physical activity intervention. Journal of Teaching in Physical Education, 41(1), 68-77.
\nhttps:\/\/doi.org\/10.1123\/jtpe.2020-0130<\/a><\/p>\n
\nSevil, J., Garc\u00eda-Gonz\u00e1lez, L., Ab\u00f3s, A., Generelo, E., y Aibar, A. (2019).<\/strong>
\nCan 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.
\nhttps:\/\/doi.org\/10.1016\/j.jadohealth.2018.09.027<\/a><\/p>\n
\nGonz\u00e1lez-Cutre, D., Sierra, A.C., Beltr\u00e1n-Carrillo, V.J., Pel\u00e1ez-P\u00e9rez, M., & Cervell\u00f3, E. (2018). <\/strong>
\nA school-based motivational intervention to promote physical activity from a self-determination theory perspective. The Journal of Educational Research, 111(3), 320-330.
\nhttps:\/\/www.tandfonline.com\/doi\/abs\/10.1080\/00220671.2016.1255871?journalCode=vjer20<\/a><\/p>\n
\nS\u00e1nchez-Miguel, P. A., Vaquero-Sol\u00eds, M., S\u00e1nchez-Oliva, D., Pulido, J. J., L\u00f3pez-Gajardo, M. A., & Tapia-Serrano, M. A. (2020). <\/strong>
\nPromoting Healthy Lifestyle through Basic Psychological Needs in Inactive Adolescents: A Protocol Study from Self-Determination Approach. Sustainability, 12(15), 5893.
\nhttp:\/\/dx.doi.org\/10.3390\/su12155893<\/a><\/p>\n
\nM\u00e9ndez-Gim\u00e9nez, A.,Cecchini, J. A., y Fern\u00e1ndez-R\u00edo, J. (2017). <\/strong>
\nEfecto del material autoconstruido en la actividad f\u00edsica de los ni\u00f1os durante el recreo. Revista de Sa\u00fade Publica, 51(58), 1-7.
\nhttp:\/\/dx.doi.org\/10.1590\/S1518-8787.2017051006659<\/a><\/p>\n
\n
Development of school interventions to promote healthy habits<\/p>\n<\/div><\/div><\/div><\/div><\/div>
Articles and Publications<\/h3><\/div><\/div><\/div><\/div>Implementation of pedagogical models in Physical Education<\/h4><\/a><\/li>
Teaching intervention and motivational variables for the development of positive experiences in Physical Education <\/h4><\/a><\/li>
Development of school interventions to promote healthy habits <\/h4><\/a><\/li><\/ul><\/div>Implementation of pedagogical models in Physical Education<\/h4><\/a><\/li><\/ul><\/div>L\u00f3pez-Lemus, I., Del Villar, F., Gil-Arias, A., & Moreno-Dom\u00ednguez, A. (2023). <\/strong>
\nEquidad de g\u00e9nero y motivaci\u00f3n en Educaci\u00f3n F\u00edsica: \u00bfpodr\u00eda ayudarnos la hibridaci\u00f3n de modelos pedag\u00f3gicos?. Movimento, e29032-e29032.
\nhttps:\/\/doi.org\/10.22456\/1982-8918.128080<\/a><\/p>\n
\nSeldas, M., & Garc\u00eda L\u00f3pez, L. M. (2023). <\/strong>
\nBenefits of hybridising the activist approach and teaching games for understanding to empower girls in physical education. Curriculum Studies in Health and Physical Education, 1-17.
\nhttps:\/\/doi.org\/10.1080\/25742981.2023.2265351<\/a><\/p>\n
\nGarcia-Gonzalez, L., Santed, M., Escolano-Perez, E., & Fernandez-R\u00edo, J. (2023). <\/strong>
\nHigh- versus Low-structured cooperative learning in secondary physical education: impact on prosocial behaviours at different ages. European Physical Education Review, 29(2), 199-214.
\nhttps:\/\/doi.org\/10.1177\/1356336X221132767<\/a><\/p>\n
\nGuti\u00e9rrez, D., Garc\u00eda-L\u00f3pez, L. M., Hastie, P. A., & Segovia, Y. (2022). <\/strong>
\nAdoption and fidelity of Sport Education in Spanish schools. European Physical Education Review, 28(1), 244-262.
\nhttps:\/\/doi.org\/10.1177\/1356336X211036066<\/a><\/p>\n
\nGil-Arias, A., Harvey, S., Morante, \u00d3. M., Claver, F., & Fern\u00e1ndez-R\u00edo, J. (2022). <\/strong>
\nTeacher and Student\u2019s Perspectives on Their Experiences Within Hybrid Sport Education-Cooperative Learning Pedagogical Model Units in Elementary Physical Education. Journal of Teaching in Physical Education, 42(3), 452\u2013460.
\nhttps:\/\/doi.org\/10.1123\/jtpe.2021-0304<\/a><\/p>\n
\nMorales-Belando, M. T., Kirk, D., & Arias-Estero, J. L. (2022). <\/strong>
\nA systematic review of teaching games for understanding intervention studies from a practice-referenced perspective. Research Quarterly for Exercise and Sport, 93(4), 670-681.
\nhttps:\/\/doi.org\/10.1080\/02701367.2021.1897066<\/a><\/p>\n
\nFernandez-Rio, J., & Iglesias, D. (2022). <\/strong>
\nWhat do we know about pedagogical models in physical education so far? An umbrella review. Physical Education and Sport Pedagogy.
\nhttps:\/\/doi.org\/10.1080\/17408989.2022.2039615<\/a><\/p>\n
\nEvangelio, C., Gonz\u00e1lez-V\u00edllora, S., Fernandez-Rio, J., & Peir\u00f3-Velert, C. (2022). <\/strong>
\nStudents\u2019 perceptions on three-way pedagogical models hybridization: contributing to the development of active identities. Sport, Education and Society, 27(6), 717-731.
\nhttps:\/\/doi.org\/10.1080\/13573322.2021.1907327<\/a><\/p>\n
\nGil-Arias, A., Claver, F., Pr\u00e1xedes, A., Del Villar, F., & Harvey, S. (2020). <\/strong>
\nAutonomy 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.
\nhttps:\/\/journals.sagepub.com\/doi\/abs\/10.1177\/1356336X18816997<\/a><\/p>\n
\nCarriedo, A., Fernandez-R\u00edo, J., Mendez-Gimenez, A. y Cecchini, J. (2020). <\/strong>
\nTest de condici\u00f3n f\u00edsica: modelo tradicional versus modelo de educaci\u00f3n deportiva. Revista Internacional de Medicina y Ciencias de la Actividad F\u00edsica y del Deporte. En prensa.
\nhttp:\/\/cdeporte.rediris.es\/revista\/inpress\/arttest1326.pdf<\/a><\/p>\n
\nPeir\u00f3-Velert, C., P\u00e9rez-Gimeno, E., & Valencia-Peris, A. (2012). <\/strong>
\nFacilitaci\u00f3n de la autonom\u00eda en el alumnado dentro de un modelo pedag\u00f3gico de educaci\u00f3n f\u00edsica y salud. T\u00e1ndem: Did\u00e0ctica de la Educaci\u00f3n F\u00edsica, 40, 28-44.
\nhttps:\/\/www.grao.com\/es\/producto\/facilitacion-de-la-autonomia-en-el-alumnado-dentro-de-un-modelo-pedagogico-de-educacion-fisica-y-salud<\/a><\/p>\n
\nMero\u00f1o, L., Calder\u00f3n, A., & Arias-Estero, J. L. (2021). <\/strong>
\nDigital pedagogy and cooperative learning: Effect on the technological pedagogical content knowledge and academic performance of pre-service teachers. Revista de Psicodid\u00e1ctica. En prensa.
\nhttps:\/\/doi.org\/10.1016\/j.psicoe.2020.10.002<\/a><\/p>\n
\nPozo, P., Grao-Cruces, A., & P\u00e9rez-Ord\u00e1s, R. (2018). <\/strong>
\nTeaching personal and social responsibility model-based programmes in physical education: A systematic review. European Physical Education Review, 24(1), 56\u201375.
\nhttps:\/\/doi.org\/10.1177\/1356336X16664749.<\/a><\/p>\n
\nFern\u00e1ndez-Esp\u00ednola, C., Abad, M. T., Collado-Mateo, D., Almagro, B. J., Castillo, E., y Gim\u00e9nez, F. J. (2020).<\/strong>
\nEffects of cooperative-learning interventions on Physical Education students\u2019 intrinsic motivation: A systematic review and meta-analysis. International Journal of Environmental Research and Public Health, 17, 4451.
\nhttps:\/\/doi.org\/10.3390\/ijerph17124451<\/a><\/p>\n
\nGarc\u00eda-L\u00f3pez, L. M., Guti\u00e9rrez, D., S\u00e1nchez-Mora, D., & Harvey, S. (2019). <\/strong>
\nTeachers\u2019 use of teaching games for understanding in Central Spain. Physical Education and Sport Pedagogy, 24(5), 463-477.
\nhttps:\/\/doi.org\/10.1080\/17408989.2019.1628931<\/a><\/p>\n
\nGarc\u00eda-Gonz\u00e1lez, L., Ab\u00f3s, A., Diloy-Pe\u00f1a, S., Gil-Arias, A. y Sevil-Serrano, J. (2020). <\/strong>
\nCan 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.
\nhttps:\/\/doi.org\/10.3390\/su12156170<\/a><\/p>\n
\nMorgan, K., Bryant. A., Edwards, L., & Mitchell-Williams, E. (2018). <\/strong>
\nTransferring primary generalists\u2019 positive classroom pedagogy to the physical education setting: A collaborative PE-CPD process. Physical Education and Sport Pedagogy. 24(1), 43-58.
\nhttps:\/\/doi.org\/10.1080\/17408989.2018.1533543<\/a><\/p>\n
\nBessa, C., Hastie, P., Ara\u00fajo, R., & Mesquita, I. (2019). <\/strong>
\nWhat 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.
\nhttps:\/\/www.jssm.org\/volume18\/iss4\/cap\/jssm-18-812.pdf<\/a><\/p>\n
\nHordvik, M., Fletcher, T., Haugen, A., Engebretsen, B., & M\u00f8ller, L. (2020). <\/strong>
\nA collaborative approach to teaching about teaching models-based practice: Developing coherence in one PETE module. Physical Education and Sport Pedagogy, 1-15.
\nhttps:\/\/doi.org\/10.1080\/17408989.2020.1812558 <\/a><\/p>\n
\nLegrain, P., & Escalie, G., & Chali\u00e8s, S. (2019). <\/strong>
\nCooperative learning: A relevant instructional model for physical education pre-service teacher training. Physical Education and Sport Pedagogy, 24, 73-86.
\nhttps:\/\/doi.org\/10.1080\/17408989.2018.1561838<\/a><\/p>\n
\nHarvey, S., Cushion, C & Sammon, P. (2015) <\/strong>
\nDilemmas faced by pre-service teachers when learning about and implementing a game-centred approach. European Physical Education Review, 21 (2), pp.238-256.
\nhttps:\/\/doi.org\/10.1177\/1356336X14560773<\/a><\/p>\n
\nCasey, A., MacPhail, A., Larsson, H. & Quennerstedt, M. (2021)<\/strong>
\nBetween hope and happening: Problematizing the M and the P in models-based practice, Physical Education and Sport Pedagogy, 26: 2, 111-122.
\nhttps:\/\/doi.org\/10.1080\/17408989.2020.1789576<\/a><\/p>\n
\n<\/div>Teaching intervention and motivational variables for the development of positive experiences in Physical Education <\/h4><\/a><\/li><\/ul><\/div>Garc\u00eda-Gonz\u00e1lez, L., Haerens, L., Ab\u00f3s, A., Sevil-Serrano, J. y Burgue\u00f1o, R. (2023). <\/strong>
\nIs high teacher directiveness always negative? Associations with students\u2019 motivational outcomes in physical education. Teaching and Teacher Education, 132, 104216.
\nhttps:\/\/doi.org\/10.1016\/j.tate.2023.104216<\/a><\/p>\n
\nLeo, F. M., L\u00f3pez-Gajardo, M. A., Rodr\u00edguez-Gonz\u00e1lez, P., Pulido, J. J., & Fern\u00e1ndez-R\u00edo, J. (2023). <\/strong>
\nHow class cohesion and teachers\u2019 relatedness supportive\/thwarting style relate to students\u2019 relatedness, motivation, and positive and negative outcomes in physical education. Psychology of sport and exercise, 65, 102360.
\nhttps:\/\/doi.org\/10.1016\/j.psychsport.2022.102360<\/a><\/p>\n
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\n
Implementation of pedagogical models in Physical Education<\/h4><\/a><\/li>
Teaching intervention and motivational variables for the development of positive experiences in Physical Education <\/h4><\/a><\/li>
Development of school interventions to promote healthy habits <\/h4><\/a><\/li><\/ul><\/div>
Implementation of pedagogical models in Physical Education<\/h4><\/a><\/li><\/ul><\/div>
L\u00f3pez-Lemus, I., Del Villar, F., Gil-Arias, A., & Moreno-Dom\u00ednguez, A. (2023). <\/strong>
\nEquidad de g\u00e9nero y motivaci\u00f3n en Educaci\u00f3n F\u00edsica: \u00bfpodr\u00eda ayudarnos la hibridaci\u00f3n de modelos pedag\u00f3gicos?. Movimento, e29032-e29032.
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\nBenefits of hybridising the activist approach and teaching games for understanding to empower girls in physical education. Curriculum Studies in Health and Physical Education, 1-17.
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\nAdoption and fidelity of Sport Education in Spanish schools. European Physical Education Review, 28(1), 244-262.
\nhttps:\/\/doi.org\/10.1177\/1356336X211036066<\/a><\/p>\n
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\nTeacher and Student\u2019s Perspectives on Their Experiences Within Hybrid Sport Education-Cooperative Learning Pedagogical Model Units in Elementary Physical Education. Journal of Teaching in Physical Education, 42(3), 452\u2013460.
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\nA systematic review of teaching games for understanding intervention studies from a practice-referenced perspective. Research Quarterly for Exercise and Sport, 93(4), 670-681.
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\nEffects of cooperative-learning interventions on Physical Education students\u2019 intrinsic motivation: A systematic review and meta-analysis. International Journal of Environmental Research and Public Health, 17, 4451.
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\nTeachers\u2019 use of teaching games for understanding in Central Spain. Physical Education and Sport Pedagogy, 24(5), 463-477.
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\nWhat 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.
\nhttps:\/\/www.jssm.org\/volume18\/iss4\/cap\/jssm-18-812.pdf<\/a><\/p>\n
\nHordvik, M., Fletcher, T., Haugen, A., Engebretsen, B., & M\u00f8ller, L. (2020). <\/strong>
\nA collaborative approach to teaching about teaching models-based practice: Developing coherence in one PETE module. Physical Education and Sport Pedagogy, 1-15.
\nhttps:\/\/doi.org\/10.1080\/17408989.2020.1812558 <\/a><\/p>\n
\nLegrain, P., & Escalie, G., & Chali\u00e8s, S. (2019). <\/strong>
\nCooperative learning: A relevant instructional model for physical education pre-service teacher training. Physical Education and Sport Pedagogy, 24, 73-86.
\nhttps:\/\/doi.org\/10.1080\/17408989.2018.1561838<\/a><\/p>\n
\nHarvey, S., Cushion, C & Sammon, P. (2015) <\/strong>
\nDilemmas faced by pre-service teachers when learning about and implementing a game-centred approach. European Physical Education Review, 21 (2), pp.238-256.
\nhttps:\/\/doi.org\/10.1177\/1356336X14560773<\/a><\/p>\n
\nCasey, A., MacPhail, A., Larsson, H. & Quennerstedt, M. (2021)<\/strong>
\nBetween hope and happening: Problematizing the M and the P in models-based practice, Physical Education and Sport Pedagogy, 26: 2, 111-122.
\nhttps:\/\/doi.org\/10.1080\/17408989.2020.1789576<\/a><\/p>\n
\n<\/div>Teaching intervention and motivational variables for the development of positive experiences in Physical Education <\/h4><\/a><\/li><\/ul><\/div>
Garc\u00eda-Gonz\u00e1lez, L., Haerens, L., Ab\u00f3s, A., Sevil-Serrano, J. y Burgue\u00f1o, R. (2023). <\/strong>
\nIs high teacher directiveness always negative? Associations with students\u2019 motivational outcomes in physical education. Teaching and Teacher Education, 132, 104216.
\nhttps:\/\/doi.org\/10.1016\/j.tate.2023.104216<\/a><\/p>\n
\nLeo, F. M., L\u00f3pez-Gajardo, M. A., Rodr\u00edguez-Gonz\u00e1lez, P., Pulido, J. J., & Fern\u00e1ndez-R\u00edo, J. (2023). <\/strong>
\nHow class cohesion and teachers\u2019 relatedness supportive\/thwarting style relate to students\u2019 relatedness, motivation, and positive and negative outcomes in physical education. Psychology of sport and exercise, 65, 102360.
\nhttps:\/\/doi.org\/10.1016\/j.psychsport.2022.102360<\/a><\/p>\n
\nFierro-Suero, S., Sa\u00e9nz-L\u00f3pez, P., Carmona-M\u00e1rquez, J., y Almagro, B. J., (2023). <\/strong>
\nAchievement emotions, intention to be physically active, and academic achievement in physical education: Gender differences. Journal of Teaching in Physical Education, 42, 114-122.
\nhttps:\/\/doi.org\/10.1123\/jtpe.2021-0230<\/a><\/p>\n
\nGonz\u00e1lez-Cutre, D., Brugarolas-Navarro, M., Beltr\u00e1n-Carrillo, V. J., & Jim\u00e9nez-Loaisa, A. (2023). <\/strong>
\nThe frustration of novelty and basic psychological needs as predictors of maladaptive outcomes in physical education. Physical Education and Sport Pedagogy.
\nhttps:\/\/doi.org\/10.1080\/17408989.2023.2167969<\/a><\/p>\n
\nBa\u00f1os, R., Calleja-N\u00fa\u00f1ez, J. J., Espinoza-Guti\u00e9rrez, R., & Granero-Gallegos, A. (2023). <\/strong>
\nMediation of academic self-efficacy between emotional intelligence and academic engagement in Physical Education undergraduate students. Frontiers in Psychology, 14.
\nhttps:\/\/doi.org\/10.3389\/fpsyg.2023.1178500<\/a><\/p>\n
\nFierro-Suero, S., Castillo, I., Almagro, B. J., y Sa\u00e9nz-L\u00f3pez, P. (2023). <\/strong>
\nThe role of motivation and emotions in physical education: understanding academic achievement and the intention to be physically active. Frontiers in Psychology, 14.
\nhttps:\/\/doi.org\/10.3389\/fpsyg.2023.1253043<\/a><\/p>\n
\nBurgue\u00f1o, R., Ab\u00f3s, A., Garc\u00eda-Gonz\u00e1lez, L. y Sevil, S. (2022). <\/strong>
\nStudents\u2019 motivational experiences across profiles of perceived need-supportive and need-thwarting teaching behaviors in physical education. Physical Education and Sport Pedagogy.
\nhttps:\/\/doi.org\/10.1080\/17408989.2022.2028757<\/a><\/p>\n
\nPeir\u00f3-Velert, C., Garc\u00eda-Mass\u00f3, X., P\u00e9rez-Gimeno, E., Lizandra, J., Valencia-Peris, A., & Dev\u00eds-Dev\u00eds, J. (2022). <\/strong>
\nCapturing the multidimensionality of motivation in physical education: A self-organizing maps approach to profiling students. European Physical Education Review, 28(4), 852-872.
\nhttps:\/\/doi.org\/10.1177\/1356336X221088396<\/a><\/p>\n
\nFerriz, R., Jim\u00e9nez-Loaisa, A., Gonz\u00e1lez-Cutre, D., Romero-El\u00edas, M., & Beltr\u00e1n-Carrillo, V. J. (2021). <\/strong>
\nA self-determined exploration of adolescents\u2019 and parents\u2019 experiences derived from a multidimensional school-based physical activity intervention. Journal of Teaching in Physical Education, 41(1), 68-77.
\nhttps:\/\/journals.humankinetics.com\/view\/journals\/jtpe\/41\/1\/article-p68.xml<\/a><\/p>\n
\nGarc\u00eda-Gonz\u00e1lez, L., Sevil, J., Ab\u00f3s, A., Aelterman, N. y Haerens, L. (2019). <\/strong>
\nThe 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.
\nhttps:\/\/doi.org\/10.1080\/17408989.2019.1592145<\/a><\/p>\n
\nS\u00e1nchez-Oliva, D., Pulido-Gonz\u00e1lez, J. J., Leo, F. M., Gonz\u00e1lez-Ponce, I., & Garc\u00eda-Calvo, T. (2017). <\/strong>
\nEffects of an intervention with teachers in the physical education context: A Self-Determination Theory approach. PloS One, 12, e0189986.
\nhttps:\/\/doi.org\/10.1371\/journal.pone.0189986<\/a><\/p>\n
\nBaena-Extremera, A. y Granero-Gallegos, A (2015). <\/strong>
\nModelo de predicci\u00f3n de la satisfacci\u00f3n con la educaci\u00f3n f\u00edsica y la escuela. Revista de Psicodid\u00e1ctica, 20(1), 177-192.
\nhttps:\/\/www.redalyc.org\/pdf\/175\/17532968010.pdf<\/a><\/p>\n
\nLizandra, J. & Peir\u00f3-Velert, C. (2020). <\/strong>
\nLas relaciones sociales y su papel en la motivaci\u00f3n hacia la pr\u00e1ctica de actividad f\u00edsica en adolescentes: Un enfoque cualitativo. Retos: Nuevas tendencias en educaci\u00f3n f\u00edsica, deporte y recreaci\u00f3n, 37(1), 41-47.
\nhttps:\/\/doi.org\/10.47197\/retos.v37i37.70374 <\/a><\/p>\n
\nLeyton-Rom\u00e1n, M., N\u00fa\u00f1ez, J. L., & Jim\u00e9nez-Castuera, R. (2020). <\/strong>
\nThe Importance of Supporting Student Autonomy in Physical Education Classes to Improve Intention to Be Physically Active. Sustainability, 12(10), 4251.
\nhttps:\/\/doi.org\/10.3390\/su12104251<\/a><\/p>\n
\nCecchini, J. A., S\u00e1nchez-Mart\u00ednez, B., Mendez-Gim\u00e9nez, A. y Fernandez-R\u00edo, J. (2019). <\/strong>
\nRepercusiones de las competiciones deportivas escolares en el clima motivacional, la competencia percibida la motivaci\u00f3n intr\u00ednseca y el esfuerzo. Revista de Psicolog\u00eda del Deporte, 28(2), 13-22
\nhttps:\/\/ddd.uab.cat\/pub\/revpsidep\/revpsidep_a2019v28n2\/revpsidep_a2019v28n2p13.pdf <\/a><\/p>\n
\nBeltr\u00e1n-Carrillo, V.J. y Dev\u00eds-Dev\u00eds, J. (2019). <\/strong>
\nEl pensamiento del alumnado inactivo sobre sus experiencias negativas en educaci\u00f3n f\u00edsica: los discursos del rendimiento, salutismo y masculinidad hegem\u00f3nica. RICYDE. Revista Internacional de Ciencias del Deporte, 15(55), 20-34.
\nhttps:\/\/www.cafyd.com\/REVISTA\/ojs\/index.php\/ricyde\/article\/view\/1528<\/a><\/p>\n
\nRuiz-Ariza, A., Su\u00e1rez-Manzano, S., L\u00f3pez-Serrano, S., & Mart\u00ednez-L\u00f3pez, E. J. (2019). <\/strong>
\nThe 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\u2013373.
\nhttps:\/\/journals.sagepub.com\/doi\/full\/10.1177\/1356336X17739271<\/a><\/p>\n
\nGrao-Cruces, A., Racero-Garc\u00eda, A., S\u00e1nchez-Oliva, D., Blanco-Luengo, D., Nuviala, A., & Garc\u00eda-Calvo, T. (2020). <\/strong>
\nAssociations 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.
\nhttp:\/\/dx.doi.org\/10.3390\/ijerph17134821. <\/a><\/p>\n
\nFierro-Suero, S., Almagro, B. J., Castillo, I., y S\u00e1enz-L\u00f3pez, P. (2020). <\/strong>
\nHerramienta de Observaci\u00f3n del Clima Interpersonal Motivacional (OCIM) para docentes de Educaci\u00f3n F\u00edsica. Cultura, Ciencia y Deporte, 15(46), 575-596.
\nhttps:\/\/ccd.ucam.edu\/index.php\/revista\/article\/view\/1647<\/a><\/p>\n
\nFranco, E., Coter\u00f3n, J., Hu\u00e9scar, E., & Moreno-Murcia, J. A. (2020). <\/strong>
\nA person-centered approach in physical education to better understand low-motivation students. Journal of Teaching in Physical Education, 39(1), 91-101.
\nhttps:\/\/doi.org\/https:\/\/doi.org\/10.1123\/jtpe.2019-0028 <\/a><\/p>\n
\nGonz\u00e1lez-Cutre, D. (2017).<\/strong>
\nEstrategias did\u00e1cticas y motivacionales en las clases de educaci\u00f3n f\u00edsica desde la teor\u00eda de la autodeterminaci\u00f3n. E-Motion: Revista de Educaci\u00f3n, Motricidad e Investigaci\u00f3n, 8, 44-62.
\nhttp:\/\/rabida.uhu.es\/dspace\/bitstream\/handle\/10272\/14277\/Estrategiaspdf?sequence=2<\/a><\/p>\n
\nRodrigues, F., Monteiro, D., Teixeira, D., & Cid, L. (2020)<\/strong>
\nUnderstanding motivational climates in physical education classes: How students perceive learning and performance-oriented climates by teachers and peers. Current Psychology.
\nhttps:\/\/doi.org\/10.1007\/s12144-020-01047-x<\/a><\/p>\n
\nBartholomew, K. J., Ntoumanis, N., Mouratidis, A., Katartzi, E., Th\u00f8gersen-Ntoumani, C., & Vlachopouloos, S. (2018)<\/strong>
\nBeware of your teaching style: A school-year long investigation of controlling teaching and student motivational experiences. Learning and Instruction, 53, 50-63.
\nhttps:\/\/doi.org\/10.1016\/j.learninstruc.2017.07.006<\/a><\/p>\n
\nBoonekamp, G. M., Dierx, J. A., & Jansen, E. (2020)<\/strong>
\nMotivating students for physical activity: What can we learn from student perspectives? European Physical Education Review.
\nhttps:\/\/doi.org\/10.1177\/1356336X20970215<\/a><\/p>\n
\nHaerens, L., Vansteenkiste, M., De Meester, A., Delrue, J., Tallir, I., Van de Broek, G., Goris, W., Aelterman, N. (2018)<\/strong>
\nDifferent Combinations of Perceived Autonomy Support and Control : Identifying the Most Optimal Motivating Style. Physical Education and Sport Pedagogy 23 (1), 16\u201336.
\nhttps:\/\/doi.org\/10.1080\/17408989.2017.1346070<\/a><\/p>\n
\n<\/div>Development of school interventions to promote healthy habits <\/h4><\/a><\/li><\/ul><\/div>
\nMuntaner-Mas, A., Morales, J. S., Mart\u00ednez-de-Quel, \u00d3., Lubans, D. R., & Garc\u00eda-Hermoso, A. (2023).<\/strong>
\nAcute effect of physical activity on academic outcomes in school-aged youth: A systematic review and multivariate meta-analysis. Scandinavian journal of medicine & science in sports.
\nhttps:\/\/doi.org\/10.1111\/sms.14479<\/a><\/p>\n
\nS\u00e1nchez-Oliva, D., Leech, R. M., Esteban-Cornejo, I., Cristi-Montero, C., P\u00e9rez-Bey, A., Cabanas-S\u00e1nchez, V., Grao-Cruces, A., & Castro-Pi\u00f1ero, J. (2023).<\/strong>
\nSedentary behavior profiles and longitudinal associations with academic performance in youth: The UP&DOWN study. Journal of Sports Sciences, 41(2), 181-189.
\nhttps:\/\/doi.org\/10.1080\/02640414.2023.2204584<\/a><\/p>\n
\nRocliffe, P., O\u2019Keeffe, B., Walsh, L., Stylianou, M., Woodforde, J., Garc\u00eda-Gonz\u00e1lez, L., O\u2019Brien, W., Coppinger, T., Sherwin, I., Mannix-McNamara, P., & MacDonncha, C. (2023).<\/strong>
\nThe impact of typical school provision of Physical Education, physical activity and sports on adolescent physical activity behaviors: a systematic literature review. Adolescent Research Review.
\nhttps:\/\/doi.org\/10.1007\/s40894-022-00200-w<\/a><\/p>\n
\nTapia-Serrano, M. A., Sevil-Serrano, J., S\u00e1nchez-Oliva, D., Vaquero-Sol\u00eds, M., & S\u00e1nchez-Miguel, P. A. (2022).<\/strong>
\nEffects of a school-based intervention on physical activity, sleep duration, screen time, and diet in children. Revista de Psicodid\u00e1ctica, 27(1), 56-65.
\nhttps:\/\/doi.org\/10.1016\/j.psicoe.2021.06.00<\/a><\/p>\n
\nSaiz-Gonz\u00e1lez, P., Iglesias, D., & Fern\u00e1ndez-R\u00edo, J. (2023).<\/strong>
\nPedagogical models, physical activity and intention to be physically active: A systematic review. Quest.
\nhttps:\/\/doi.org\/10.1080\/00336297.2023.2209734<\/a><\/p>\n
\nZamorano-Garc\u00eda, D., Infantes-Paniagua, A., Cuevas-Campos, R. & Fern\u00e1ndez-Bustos, J.G. (2023):<\/strong>
\nImpact of Physical Activity-based Interventions on Children and Adolescents\u2019 Physical Self-concept: A Meta-analysis. Research Quarterly for Exercise and Sport, 94(1), 1-14.
\nhttps:\/\/doi.org\/10.1080\/02701367.2021.1927945<\/a><\/p>\n
\nBeltr\u00e1n-Carrillo, V. J., Jim\u00e9nez-Loaisa, A., Gonz\u00e1lez-Cutre, D., Sierra, A. C., & Valenciano-Valc\u00e1rcel, J. (2023).<\/strong>
\n\u201cYou measure us and you depress us\u201d: Healthism and the subjective impact of body measurements on secondary school students. Qualitative Health Research, 33(4), 297-307.
\nhttps:\/\/doi.org\/10.1177\/10497323231152155<\/a><\/p>\n
\nMurcia L\u00f3pez, S., Pastor Pastor, X., & Lizandra Mora, J. (2023).<\/strong>
\nInvestigando el Proyecto Educativo Strava: un an\u00e1lisis desde las teor\u00edas motivacionales, la satisfacci\u00f3n de las necesidades psicol\u00f3gicas b\u00e1sicas y la intenci\u00f3n de pr\u00e1ctica de actividad f\u00edsica. Aula abierta, 52(2), 127-137.
\nhttps:\/\/doi.org\/10.17811\/rifie.49.3.2020<\/a><\/p>\n
\nGalmes-Panades, A. M., Borr\u00e0s, P. A., & Vidal-Conti, J. (2023).<\/strong>
\nAssociation of postural education and postural hygiene with low back pain in schoolchildren: Cross-sectional results from the PEPE study. Health promotion perspectives, 13(2), 157\u2013165.
\nhttps:\/\/doi.org\/10.34172\/hpp.2023.19<\/a><\/p>\n
\nValencia-Peris, A., Lizandra, J., Cebri\u00e1-Carri\u00f3n, S., & Evangelio Caballero, C. (2022).<\/strong>
\nSensibilizaci\u00f3n sobre el sedentarismo en Educaci\u00f3n F\u00edsica a partir de la hibridaci\u00f3n de dos modelos pedag\u00f3gicos. Ensayos: Revista de la Facultad de Educacion de Albacete, 37(2), 64-82.
\nhttps:\/\/doi.org\/10.18239\/ensayos.v37i2.3173<\/a><\/p>\n
\nFerriz, R., Jim\u00e9nez-Loaisa, A, Gonz\u00e1lez-Cutre, D., Romero-El\u00edas, M., & Beltr\u00e1n-Carrillo, V. J. (2022).<\/strong>
\nA self-determined exploration of adolescents\u2019 and parents\u2019 experiences derived from a multidimensional school-based physical activity intervention. Journal of Teaching in Physical Education, 41(1), 68-77.
\nhttps:\/\/doi.org\/10.1123\/jtpe.2020-0130<\/a><\/p>\n
\nSevil, J., Garc\u00eda-Gonz\u00e1lez, L., Ab\u00f3s, A., Generelo, E., y Aibar, A. (2019).<\/strong>
\nCan 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.
\nhttps:\/\/doi.org\/10.1016\/j.jadohealth.2018.09.027<\/a><\/p>\n
\nGonz\u00e1lez-Cutre, D., Sierra, A.C., Beltr\u00e1n-Carrillo, V.J., Pel\u00e1ez-P\u00e9rez, M., & Cervell\u00f3, E. (2018). <\/strong>
\nA school-based motivational intervention to promote physical activity from a self-determination theory perspective. The Journal of Educational Research, 111(3), 320-330.
\nhttps:\/\/www.tandfonline.com\/doi\/abs\/10.1080\/00220671.2016.1255871?journalCode=vjer20<\/a><\/p>\n
\nS\u00e1nchez-Miguel, P. A., Vaquero-Sol\u00eds, M., S\u00e1nchez-Oliva, D., Pulido, J. J., L\u00f3pez-Gajardo, M. A., & Tapia-Serrano, M. A. (2020). <\/strong>
\nPromoting Healthy Lifestyle through Basic Psychological Needs in Inactive Adolescents: A Protocol Study from Self-Determination Approach. Sustainability, 12(15), 5893.
\nhttp:\/\/dx.doi.org\/10.3390\/su12155893<\/a><\/p>\n
\nM\u00e9ndez-Gim\u00e9nez, A.,Cecchini, J. A., y Fern\u00e1ndez-R\u00edo, J. (2017). <\/strong>
\nEfecto del material autoconstruido en la actividad f\u00edsica de los ni\u00f1os durante el recreo. Revista de Sa\u00fade Publica, 51(58), 1-7.
\nhttp:\/\/dx.doi.org\/10.1590\/S1518-8787.2017051006659<\/a><\/p>\n
\n