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