El pensamiento del alumnado inactivo sobre sus experiencias negativas en educación física: los discursos del rendimiento, salutismo y masculinidad hegemónica. [Inactive student thinking on their negative experiences in physical education: discourses of performance, healthism and hegemonic masculinity].

El propósito de este estudio es el análisis del pensamiento de los estudiantes inactivos sobre sus experiencias negativas en educación física y los discursos sociales asociados a ellas. Siete estudiantes de Bachillerato, cuatro chicos y tres chicas, clasificados como inactivos en una fase de investigación cuantitativa previa, participaron en entrevistas semiestructuradas. Cuatro temas resultaron del análisis temático de las experiencias negativas contadas por el alumnado. El primero mostraba cómo los estudiantes inactivos sufren las consecuencias de unas clases y evaluación orientadas por el profesorado hacia el rendimiento físico, especialmente los chicos obesos y las chicas con baja competencia. El segundo reflejaba la penetración del discurso de la masculinidad y salutismo en las expectativas y valoraciones del profesorado hacia su alumnado, mediatizados por posibles prejuicios corporales. El tercer tema se ocupaba de los sentimientos de incomodidad y vergüenza que vivían las chicas por exponer su cuerpo y pobre habilidad o rendimiento ante las miradas de superioridad de sus profesores y compañeros chicos. El cuarto mostraba el desprecio, la marginación y la burla experimentada por el alumnado obeso y con baja competencia y rendimiento motriz por parte de sus compañeros de clase. Este conjunto de experiencias negativas de los estudiantes inactivos aumenta la desafección hacia la actividad física y la asignatura, precisamente entre aquellos que más las necesitan. Por ello es imperioso que el profesorado reflexione en profundidad y haga frente a los discursos hegemónicos que pueden aparecer en sus clases con consecuencias negativas para su alumnado. Abstract The purpose of this study is to analyze the thinking of inactive students about their negative experiences in physical education and the social discourses associated with them. Seven high school students, four boys and three girls, classified as inactive in a previous quantitative research phase, participated in semi-structured interviews. Four themes resulted from the thematic analysis of the negative experiences told by the students. The first showed how inactive students suffer the consequences of some classes and teacher-oriented assessment towards physical performance, especially obese boys and girls with low competence. The second one reflected the penetration of masculinity and healthism discourses in the teachers’ expectations and valuations towards their students, mediated by possible body prejudices. The third topic dealt with the feelings of discomfort and shame experienced by the girls to expose their body and poor ability or performance under the gaze of their teachers and fellow boys. The fourth showed the contempt, the marginalization and the mockery experienced by the obese and low competence students on the part of their classmates. This set of negative experiences of inactive students, increases the disaffection towards physical activity and the subject, precisely among those who need them most. It is, therefore, imperative a depth reflection on the part of teachers in order to face the hegemonic discourses that may appear in their classes with negative consequences for their students

The Frustration of Novelty and Basic Psychological Needs as Predictors of Maladaptive Outcomes in Physical Education

Background The need for novelty has been recently proposed as a candidate need within basic psychological needs theory (BPNT). In physical education (PE), research has shown that meeting students’ need for novelty is often positively associated with enhanced (and negatively associated with impaired) pupils’ well-being. Frustrating students’ novelty has also been negatively related to achieving multiple positive outcomes in PE. However, no research has explored whether frustration of novelty is positively associated with maladaptive consequences for pupils in this educational context, which is a necessary criterion to be included within BPNT. Purpose In this correlational study, we aimed to determine whether frustration of novelty was associated with up to 10 maladaptive outcomes in a similar way as the frustration of the three basic psychological needs (autonomy, competence, and relatedness). The maladaptive outcomes analyzed were amotivation, boredom, negative affect, entity beliefs, fear of failure, worry, concentration disruption, somatic and social physique anxiety, and oppositional defiance. Research design Cross-sectional study. Methods A total of 533 students (Mage = 14.47, SD = 1.34; 56.66% female) from eight secondary schools completed online questionnaires assessing their basic psychological needs frustration, novelty frustration and diverse maladaptive outcomes in PE. Pearson's correlations and hierarchical regression analyses controlling by sex, age, and race, were calculated to test the associations among these variables. Findings The correlation coefficients for novelty frustration were like those found for the three basic psychological needs concerning maladaptive outcomes in PE students. Particularly, hierarchical regression analyses showed that frustrating novelty in PE predicted amotivation (β = .11, p = .039), boredom (β = .23, p < .001), entity beliefs (β = .12, p = .039), and concentration disruption (β = .12, p = .049). Conclusions Results showed that novelty frustration was positively related to experiencing some negative consequences in PE, which is an important criterion within BPNT. Future training programs aimed at promoting optimal (and preventing detrimental) motivational styles in PE teachers could use these results to optimize students’ PE experiences

Changes in bariatric patients’ physical activity levels and health-related quality of life following a postoperative motivational physical activity intervention

Purpose: Self-determination theory (SDT) has been widely used as a useful motivational framework for improving long-term adherence to physical activity (PA) and health-related quality of life (HRQoL). The aim of this study was to examine the effects of a 6-month motivational PA intervention (MPAI) on bariatric patients’ PA levels and HRQoL from pre-surgery to the end of the MPAI (7 months post-surgery). Additionally, a re-test was performed 13 months post-surgery. Methods: 40 participants undergoing sleeve gastrectomy were assigned to a 6-month MPAI or to a control group. The MPAI was based on techniques and messages from SDT. At baseline and post-intervention measures, both groups wore accelerometers for one week and completed the SF-36 questionnaire. Results: 32 participants (78.1% female) completed all measures and were included in the final analyses. PA levels did not significantly differ between groups as a consequence of the intervention. Clinically significant differences (d ≥ 0.5) favoring the MPAI group were found for SF-36 domains of bodily pain (at pre-surgery, increasing at 7- and 13-months post-surgery), general health and vitality (7 months post-surgery), and physical functioning and the physical component score (both 7- and 13-months post-surgery). Social functioning also showed clinically significant differences favoring the MPAI group at pre-surgery, increasing at 7 months post-surgery. These differences disappeared at 13 months post-surgery. Conclusions: SDT-based PA interventions could enhance several dimensions of bariatric patients’ HRQoL after surgery. Further research is needed to understand what motivational processes are key aspects to promote PA participation in these patients

Variabilidad de la actividad física en adolescentes españoles de 17-18 años en función del tipo de jornada y época del año

El objetivo de este estudio fue analizar la variabilidad de los niveles de actividad física de una muestra de 395 adolescentes españoles de 17-18 años, según la estación del año (otoño, invierno) y el tipo de jornada (entre semana, fin de semana). La medida de la actividad física se llevó a cabo a través del cuestionario de recuerdo Four by one-day physical activity questionnaire. Los adolescentes presentaron mayor gasto energético en invierno (M = 39.97 Kcal/kg/día) que en otoño (M = 37.31 Kcal/kg/día), y en fin de semana (M = 39.29 Kcal/kg/día) que en jornada escolar (M = 37.99 Kcal/kg/día). Las pruebas Chi-cuadrado muestran que hay más adolescentes 'activos' y 'moderadamente activos' en estos periodos en los que también hay mayor gasto energético. No obstante, en otoño los jóvenes presentaron mayor gasto energético durante la jornada escolar (M = 38.56 Kcal/kg/día) que en fin de semana (M = 36.06 Kcal/kg/día), mientras que en invierno ocurrió lo contrario (M = 42.52 Kcal/kg/día en fin de semana y M = 37.41 Kcal/kg/día durante la jornada escolar). Los resultados de este estudio indican que la estación del año y el tipo de jornada pueden afectar a los niveles de actividad física de los adolescentes, pero de modo distinto en comparación con otros países o zonas geográficas. En función de esta variabilidad particular, se plantean diversas estrategias para la promoción de la actividad física en los periodos más inactivos de la semana y el año.The aim of this study was to analyze the variability of physical activity levels, according to the season (winter, autumn) and type of day (weekend, school day), in a sample of 395 Spanish adolescents aged 17-18 years old. Physical activity was measured with the Four by one-day physical activity questionnaire. Adolescents showed more energy expenditure in winter (M = 39.97 Kcal/kg/day) than in autumn (M = 37.31 Kcal/kg/day), and during the weekend (M = 39.29 Kcal/kg/day) than the school day (M = 37.99 Kcal/kg/day). Chi-square tests showed that more teens were 'active' and 'moderately active' in these periods in which there were also more energy expenditure. Nevertheless, in autumn adolescents showed more energy expenditure during the school day (M = 38.56 Kcal/kg/day) than the weekend (M = 36.06 Kcal/kg/day), while the opposite happened in winter (M =42.52 Kcal/kg/day during weekend and M = 37.41 Kcal/kg/day during school day). Results from this study indicate season and type of day may influence adolescents' physical activity levels, but differently compared to other countries or geographical areas. According to this specific variability, several strategies for the promotion of physical activity in the most inactive periods of the week and the year are suggested.O objectivo deste estudo foi analisar a variabilidade dos níveis de actividade física de uma amostra de 395 adolescentes espanhóis de 17-18 anos, segundo a estação do ano (outono, inverno) e o tipo de dia (durante a semana, fim-de-semana). A medida de actividade física foi levada a cabo através do questionário retrospectivo, Four by one-day physical activity questionnaire. Os adolescentes apresentaram maior gasto energético no inverno (M = 39.97 Kcal/kg/dia) que no outono (M = 37.31 Kcal/kg/dia), e no fim-de-semana (M = 39.29 Kcal/kg/dia) que num dia escolar (M = 37.99 Kcal/kg/dia). Os testes de Qui-Quadrado mostram que existem mais adolescentes "activos" e "moderadamente activos" nestes períodos onde também há mais gasto energético. Não obstante, no outono os jovens revelaram maior gasto energético durante um dia escolar (M = 38.56 Kcal/kg/dia) que no fim-de-semana (M= 36.06 Kcal/kg/dia), enquanto que no inverno se verificou o oposto (M= 42.52 Kcal/kg/dia no fim-de-semana e M= 37.41 Kcal/kg/dia durante um dia escolar). Os resultados deste estudo indicam que a estação do ano e o tipo de dia podem afectar os níveis de actividade física dos adolescentes, mas não de forma distinta comparativamente com outros países e zonas geográficas. Em função desta variabilidade particular, sugeremse diversas estratégias para a promoção da actividade física nos períodos de maior inactividade da semana ou do ano

A self-determined exploration of adolescents’ and parents’ experiences derived from a multidimensional school-based physical activity intervention

Purpose: Adolescents’ and parents’ experiences within a multidimensional schoolbased physical activity intervention grounded on self-determination theory were explored. Method: Qualitative data from 29 adolescents (aged 15-17 years) and three parents on behalf of the total students' families were collected via participant observation (research diary), semistructured interviews, and focus groups. Results: Adolescents perceived that the application of motivational strategies, based on selfdetermination theory, satisfied their basic psychological needs for autonomy, competence and relatedness, favored self-determined motivation, and gave rise to adaptive consequences (improved physical activity knowledge, creation of affective bonds, and increased leisure-time physical activity). These results were supported by the information reported by the students' parents. Discussion/Conclusions: The findings support the implementation of self-determination theory-based multidimensional interventions to promote adolescents’ physical activity participation. This study also presents several motivational strategies which could be useful for the design and implementation of future school-based physical activity intervention

A school-based motivational intervention to promote physical activity from a self-determination theory perspective

This study analyzed the effects of a multidimensional intervention to promote physical activity (PA) in school, based on self-determination theory. The study involved 88 students, aged between 14 and 17 years, who were divided into a control group (n = 59) and an experimental group (n = 29). In the experimental group, a 6-month intervention was conducted, applying a teaching unit of fitness and health in physical education (PE) classes, an extracurricular program of healthy PA, and meetings with families. Questionnaires were administered to measure different motivational variables and PA levels at four time points. Significant differences were found in favor of the experimental group in parental and peer autonomy support; integrated regulation in PE; autonomy, intrinsic and identified regulation in leisure-time PA; moderate, hard, and very hard PA; and physical self-worth. Motivational effects were maintained over time but the effects on PA levels disappeared at 6 month

International Physical Activity Questionnaire Short Form and accelerometer-assessed physical activity: concurrent validity using six cut-points in HF patients

Aims Physical activity (PA) is an important target for improving clinical outcomes in heart failure (HF) patients. Nonetheless, assessing the daily PA profile in this population is a challenging task, traditionally performed using self-report questionnaires such as the International PA Questionnaire Short Form (IPAQ-SF). This study aimed to evaluate the concurrent validity of the IPAQ-SF and accelerometer-assessed PA using six published cut-points in patients with HF and reduced or mildly reduced ejection fraction. Methods and results The concordance between the IPAQ-SF and a hip-worn accelerometer regarding daily time spent performing moderate to vigorous PA in bouts of at least 10 min was assessed in 53 participants for seven consecutive days using six different cut-points (Barnett, Dibben, Mark, Sanders, Troiano, and Vaha-Ypya). Spearman’s correlation and Bland–Altman plots were used to evaluate concurrent validity between methods. Regressions were used to study the association between patient variables, wear protocol (waking hour or 24 h), and absolute bias. The kappa index was used to evaluate the concordance between IPAQ-SF and accelerometry for classifying patients as active or non-active. All analyses were re-run using non-bouted metrics to investigate the effect of bouted versus non-bouted analysis. The IPAQ-SF and accelerometry showed low to negligible correlation (ρ = 0.12 to 0.37), depending on the cut-point used. The regression analysis showed that the absolute bias was higher in participants following the waking-hour protocol at all cut-points except Dibben’s (P ≤ 0.007). The concordance between the two methods to classify patients as active and non-active was low when using Mark (κ = 0.23) and Barnett (κ = 0.34) cut-points and poor for the remaining cut-points (κ = 0.03 to 0.18). The results of the sensitivity analysis showed negligible to low correlation using non-bouted metrics (ρ = 0.27 to 0.33). Conclusions Moderate to vigorous PA measures using IPAQ-SF and accelerometers are not equivalent, and we do not encourage researchers to use IPAQ-SF alone when assessing PA in HF patients. Moreover, applying personalized collection and processing criteria is important when assessing PA in HF patients. We recommend following the 24 h protocol and selecting cut-points calibrated in patients with cardiovascular diseases. Finally, it is necessary to develop a new tailored questionnaire that considers walking intensity and is adjusted to the current World Health Organisation recommendations, which use non-bouted metrics

“To be myself again”: Perceived benefits of group-based exercise for colorectal cancer patients.

Purpose: To explore the perceived benefits of a group-based exercise program for patients with colorectal cancer (CRC) undergoing chemotherapy treatment. Methods: In-depth semi-structured interviews were conducted with all participants (n = 25) at the end of the exercise program (patients, relatives and healthcare professionals). The exercise instructor in charge of the exercise program with CRC patients also collected observational field notes throughout a research diary. Results: Three main themes related to exercise as a coping strategy were obtained: (a) physical recovery; (b) psychosocial well-being, and (c) reconnection with their embodied selves and normal lives. Physical recovery included a perceived increase in fitness and a reduction in physical side-effects. Psychosocial well-being included perceived benefits in self-confidence, sense of control, reduced fear, feeling of being useful, sense of achievement, positive thinking and avoiding depression. All the physical and psychosocial benefits helped patients reconnect with their embodied selves, engage in activities practised before the diagnoses, improve their body image, avoid stigma, and increase their social life beyond cancer diagnoses. In this sense, some patients held on to their past selves, trying to keep or recover normality in their lives, while others acknowledged that they might not be the same person anymore, with exercise being part of this new identity. Conclusions: This study shows that exercise is a coping strategy that benefitted CRC patients in several ways related to their physical and psychosocial quality of life

Physical education and school bullying: a systematic review

Objectives: To evaluate the associations of physical education (PE) with school violence and bullying. Design: Systematic review. Method: Using a systematic search in Medline, PsycINFO, SPORTDiscus, Web of Science, and Scopus, relevant studies with a quantitative and qualitative design were identified that met previously established eligibility criteria. Quality was assessed (bias risk analysis) and data were extracted from a previously elaborated template. Results: The systematic review finally included 16 studies, of which 10 had a quantitative design (n = 12795), 5 a qualitative design (n = 79) and 1 a mixed design (n = 86). The high heterogeneity presented by the measures used in the included studies hindered the comparison of the outcomes and prevented meta-analysis of the data. Although there is insufficient evidence about the positive impact of PE on bullying prevention, the results of this review indicate that some aspects of PE programs could improve students’ skills to cope with these situations. Conclusions: The results of this review suggest the importance of PE in the prevention of bullying. Secondly, it is emphasized that bullying situations have a negative impact on students’ enjoyment of PE, leading to detrimental consequences for their physical and psychological health. Thirdly, the figure of the PE teacher as a key element to prevent and/or encourage bullying was obvious