This study analyzes the impact of a university-based accompaniment program grounded in Service-Learning on motivation for physical activity (PA), intention to engage in PA (IPA), and socio-emotional competencies (prosocial and social empathy and emotional contagion), considering both the role assumed (accompanier vs. accompanied) and gender-related differences. The intervention consisted of an individualized physical activity program in which university students accompanied a sedentary person for one month, with a minimum commitment of three hours per week. Two Likert-scale questionnaires were validated through the Delphi method (W = 0.75). The sample included 419 accompanied participants (62.1% women; M = 37; SD = 17) and 386 accompaniers (47.7% women; M = 27; SD = 6). Pre-intervention results revealed that men scored higher on motivation-related items towards PA, whereas women exhibited higher levels of empathy. Post-intervention analyses showed significant improvements (p < .05) in 85% of the items assessed for accompaniers, alongside a general increase in favorable responses among accompanied participants. Nevertheless, gender differences remained. The program demonstrated its effectiveness in enhancing IPA, fostering the development of self-determined motivation for PA, and promoting socio-emotional competencies.
Systematic reviews and meta-analyses are fundamental tools for synthesizing the available evidence. The exponential growth of their publications has generated increasing concern about the quality and transparency of their reports. The PRISMA 2020 statement (Preferred Reporting Items for Systematic Reviews and MetaAnalyses) is a guideline that facilitates scientific writing, consisting of a list of 27 recommendations grouped into seven key sections (Title, Abstract, Introduction, Methods, Results, Discussion, and Funding). Its primary goal is to improve the transparency and clarity of publications. Its use is associated with higher quality and lower risk of methodological bias, increasing readability and the likelihood of acceptance in high-impact journals. It is crucial to understand that PRISMA 2020 is a tool for reporting this type of research design. However, frequent inappropriate use of PRISMA 2020 has been documented. This instrument should not be used for designing systematic reviews, nor for assessing their methodological quality or risk of bias (functions for which other instruments, such as AMSTAR 2, exist), nor for publishing protocols (for which PRISMA-P is recommended). In conclusion, PRISMA 2020 is a tool specifically designed to ensure that systematic reviews are published rigorously and transparently, facilitating their comprehension and evaluation by the scientific community.
Despite growing evidence supporting the benefits of supervised exercise in pediatric oncology, existing interventions exhibit substantial methodological variability, limited standardization, and persistent challenges in sustaining patients' active participation. Although theories such as Self-Determination Theory (SDT) have demonstrated efficacy in promoting autonomous motivation and long-term adherence in clinical contexts, their integration into exercise protocols during pediatric cancer treatment remains largely absent. This article describes the design of a randomized, controlled, crossover trial aimed at implementing a supervised exercise protocol grounded in SDT principles to foster sustained engagement among pediatric oncology patients. The intervention will last a minimum of 12 weeks and be delivered in hospital settings or rehabilitation clinics through group sessions tailored to participants' clinical status and developmental stage. This methodological proposal seeks to address a gap in the literature by integrating physiological and motivational dimensions to optimize adherence and improve therapeutic outcomes in pediatric oncology.
Background: Intangible cultural heritage is closely related to the construction of collective identities, particularly as it is a living heritage. However, it has always played a secondary role in the field of education, which, combined with the predominance of explanatory methodologies in the classroom, does not ensure that argued collective identities are being built using this type of heritage. Method: In this paper, a systematic review has been carried out with the objective of identifying the interventions around intangible cultural heritage that have taken place in the educational sphere, connected to the construction of identities. Using the criteria established by PRISMA as a basis, the following inclusion criteria were established: i) original studies, in the educational field, on the use of intangible heritage for the construction of identities; ii) studies in the non-formal and formal field; iii) qualitative, quantitative or mixed studies; iv) studies published in English and/or Spanish; and iv) published until 15 February 2023. The exclusion criteria were: i) publications in any language other than Spanish or English; and ii) books, book chapters, case reports, narrative reviews, conference communications or posters, and opinion pieces. After a process of screening the research (in three databases and grey literature) and data extraction (in which three independent researchers used a protocol that included items from the MMAT-2018 (Mixed Methods Appraisal Tool) to assess the risk of bias), a descriptive and qualitative synthesis analysis was carried out. Results: The results show, among other aspects, the scarcity of studies (n=30), their methodological limitations (only 36.67% meet the screening criteria), the unequal treatment of the different types of heritage, the majority development of the proposals in the formal sphere (especially the university), the prevalence of local and regional scales and the use of programmes and projects. Conclusions: The interpretation of the results should be considered within the framework of the methodological limitations of the included studies and those inherent to the review itself, which was conditioned by the conceptual heterogeneity, the inclusion criteria, and the selection of databases. Nevertheless, this review provides an initial comprehensive overview of a field that is often fragmented, paving the way for the design of didactic models for intangible cultural heritage and supporting decision-making based on existing gaps.
A characteristic symptom of stress is an inappropriate reaction or response to situations perceived as threatening. Emotional intelligence can help to control such responses. The aim of this research is to identify how sports stress manifests itself and its connection with the level of emotional intelligence and burnout in university students enrolled in degrees related to Physical Activity and Sports Sciences, Psychology, and Education. To this end, a quantitative, analytical, observational, and cross-sectional study was conducted with a sample of 534 participants. The following scales were used: the Stress in the Sporting Environment Assessment Scale (Escala de valoraci & oacute;n del Estr & eacute;s en el & Aacute;mbito Deportivo - EEAD), which evaluates the physical and psychological signs and symptoms related to stress in athletes, as well as its impact on sports practice; the Metacognitive Emotional Trait Scale-24 (Rasgo de Metaconocimientos sobre Estados Emocionales-24 - TMMS-24), which measures the ability to understand, feel and express emotions; and the Athlete Burnout Questionnaire (ABQ), which measures three components of burnout in athletes: physical/emotional exhaustion, a reduced sense of achievement, and the devaluation of sports practice. The results obtained from the path analysis show that students with high levels of emotional intelligence tend to manage stress more effectively, which contributes to a lower probability of developing burnout syndrome. In conclusion, this research demonstrates that the relationship between emotional intelligence and burnout is modulated by the intensity of stress: the higher the level of unregulated stress, the greater the vulnerability to burnout, even in individuals with high emotional intelligence.
Objective: To synthesize empirical evidence on the effects of traditional games, structured physical activity, and non-digital cognitive-play interventions on executive functions in children and adolescents with a clinical diagnosis of ADHD. Methods: A systematic review was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA 2020). Inclusion criteria: experimental or quasi-experimental studies published between January 2015 and April 2025, involving participants under 18 years of age with a confirmed clinical ADHD diagnosis, that assessed executive functions with standardized instruments, in English or Spanish. Exclusion criteria: reviews, single-case studies, protocols without results, non-experimental designs, interventions exclusively digital or pharmacological, and articles without full-text access. Literature search: PubMed, Scopus, Web of Science, and Cochrane Library, supplemented by manual searches. Study selection and data extraction were performed independently by two reviewers, with discrepancies resolved by a third. Extracted data included study characteristics, sample, type of intervention, main outcomes, and risk of bias (PEDro scale plus additional validity criteria). Results: From 85 initially identified records, 13 studies met the eligibility criteria and were included in the qualitative synthesis, including a total of 834 participants with a clinical diagnosis of and cognitive flexibility; however, methodological heterogeneity and small sample sizes limited the generalizability of findings. The risk of bias assessed through the PEDro scale showed variability across studies and recurrent methodological limitations related to blinding and small sample sizes. Conclusions: Interventions based on traditional games and structured physical activity represent a promising approach to enhancing executive functions in children and adolescents with ADHD, although more rigorous trials with longitudinal follow-up are needed.
El objetivo del presente estudio fue examinar el efecto de una unidad didáctica intermitente gamificada de promoción de la práctica regular de actividad física sobre el disfrute de los estudiantes en las clases de Educación Física. Seis clases, con 142 estudiantes de Educación Secundaria Obligatoria (50% mujeres; edad media = 14.9, desviación estándar = 0.7), se asignaron aleatoriamente al grupo gamificado (n = 79) o control (n = 63). Los estudiantes del grupo gamificado realizaron una unidad didáctica intermitente gamificada (dos veces por semana durante ocho semanas, sólo los primeros 15 minutos de cada sesión) con el objetivo de promover hábitos saludables de actividad física. Durante la unidad didáctica se aplicaron estrategias de modificación de la conducta como el establecimiento de objetivos, pulseras de actividad física, asesoramiento educativo, recordatorios, diario, mensajes de motivación e incentivos. Los resultados mostraron que los estudiantes del grupo gamificado mejoraron de manera estadísticamente significativa los niveles de disfrute hacia la Educación Física en comparación con los del grupo control (p = .001; d = 0.47). Una unidad didáctica intermitente gamificada de promoción de la práctica regular de actividad física en Educación Física parece tener un impacto positivo sobre los niveles de disfrute de los estudiantes en las clases de Educación Física. Abstract The aim of the present study was to investigate the effect of a gamified intermittent programming unit to promote regular practice of physical activity on pupils’ enjoyment in Physical Education lessons. Six classes, with 142 Compulsory Secondary Education pupils (50% females; mean age = 14.9, standard deviation = 0.7), were randomly assigned to the gamified (n = 79) or control (n = 63) group. The gamified group pupils completed a gamified intermittent programming unit (twice a week for eight weeks, only the first 15 minutes of each lesson) with the aim of promoting healthy habits physical activity habits. During the intermittent programming unit behaviour modification strategies such as objective setting, physical activity tracker, educational guidance, alerts, physical activity log, encouragement texts, and rewards were applied. The results showed that the gamified group pupils statistically significantly improved their levels of enjoyment towards Physical Education compared to those in the control group (p = .001; d = 0.47). A gamified intermittent programming unit to promote regular practice of physical activity in Physical Education seems to have a positive impact on pupils’ levels of enjoyment in Physical Education lessons.
The aim of this systematic review is to identify and analyse the most effective teaching strategies for developing emotional intelligence in primary schools through physical education. This work focuses on how to work on and promote emotional competencies from an early age, highlighting that the use of these competencies contributes to primary school children's wellbeing and academic success, among other things. A total of 37 articles were selected after applying the inclusion and exclusion criteria in a systematic search using reliable databases such as Web of Science and Scopus. The results show the most effective didactic strategies for emotional development through physical education and their implications in both the educational and socio-personal spheres of students. In addition, the importance of continuous teacher training and the incorporation of emotional intelligence work plans are highlighted, as well as recommendations for teachers and educational administrators. Resumen El objetivo de esta revisión sistemática es identificar y analizar las estrategias de enseñanza más eficaces para el desarrollo de la inteligencia emocional en la etapa de Educación Primaria, a través de la Educación Física. Con este trabajo se aborda el cómo trabajar y fomentar las competencias emocionales desde edades tempranas, destacando con ello que el uso de éstas ayuda al bienestar de los alumnos de educación primaria, así como al éxito a nivel académico, entre otros. Para ello, se seleccionaron un total de 37 artículos tras aplicar los criterios de inclusión y exclusión, en una búsqueda sistemática usando bases de datos fiables como son Web of Science y Scopus. Los resultados muestran las estrategias didácticas más efectivas para el desarrollo emocional a través de la Educación Física y su implicación tanto en el ámbito educativo como sociopersonal del alumnado. Además, se destaca la importancia de la formación continua por parte del profesorado y la incorporación de planes de trabajo sobre la inteligencia emocional, así como las recomendaciones para profesores y administraciones educativas.
The importance that Physical Education (PE) has on the learning competences of Primary School students requires special treatment, especially when talking about pro-social and citizenship behaviors. The objective of the present study has been to assess the influence of the PE on the relationship between age and prosocial competencies (Empathy, Respect, Sociability, and Leadership) among Primary School (PS) students during Physical Education (PE) classes and contents related to life cycle. The sample included 78 participants (girls=57.7%; boys=42.3%) in last courses of PS with two groups: traditional and Service-Learning (SL) methodology. The instruments used included a sociodemographic questionnaire designed ad hoc, a Physical Education Importance Questionnaire (PEIQ) by students, and another on Prosocial Behavior. The results obtained indicate a mediation between age and the prosocial competence of Respect, mediated by item 2 of the PEIQ (p<.05; CI=-.230, -.005; 60.6%) on students during SL methodology. In conclusion, the students' age in these grades allows them to discern what is important from what is not in terms of curriculum subjects, and the creation of a respect environment on the group too. Resumen La importancia que la Educación Física (EF) tiene sobre el aprendizaje competencial del alumnado de Educación Primaria (EP) requiere de un tratamiento especial, especialmente al hablar de conductas prosociales (CP) y ciudadanas. El objetivo del presente estudio ha sido evaluar la influencia que la EF tiene en la relación entre la edad y las CP (Empatía, Respeto, Sociabilidad y Liderazgo) de alumnado de EP durante clases de EF. La muestra comprendía a 78 participantes (chicas=57.7%; chicos=42.3%) de tercer ciclo de EP, organizados en dos grupos: metodología tradicional y otro una metodología ApS Intergeneracional. Los instrumentos usados fueron un cuestionario sociodemográfico diseñado ad hoc, un cuestionario de Importancia de la Educación Física (CIEF) atribuido al alumnado y otro sobre Comportamiento Prosocial. Los resultados obtenidos muestran una mediación entre la edad y la dimensión de Respeto, mediado por el ítem 2 del CIEF (p<.05; IC=-.230, -.005; 60.6%) en el alumnado participante en la metodología ApS. En conclusión, la edad del alumnado permite discernir lo que es importante de lo que no en cuanto a asignaturas del currículo se refiere, así como la creación de un clima de respeto en el grupo-clase a través de la metodología ApS.
En la última década, la evolución de las propuestas metodológicas activas ha sido sorprendente en el contexto educativo. Una de las limitaciones de esta transformación reside en los procesos de evaluación asociados. En este contexto, esta investigación surge de la necesidad de analizar y describir en qué medida la evaluación tradicional sigue presente cuando el profesorado de Educación Física de Primaria utiliza metodologías activas y, más concretamente, qué modelos pedagógicos se vinculan con procesos de evaluación tradicionales. En el estudio de corte cuantitativo descriptivo participaron 310 docentes de Educación Física de Primaria del territorio español. Se utilizó un cuestionario diseñado ad hoc para la obtención de datos. Se analizaron los descriptivos relativos al modelo de evaluación y metodología utilizada y se establecieron relaciones de mediación múltiple entre las variables evaluación tradicional, calificación y metodologías activas. Los resultados muestran la predominancia del modelo de evaluación tradicional (69.1%) en un contexto donde el 84.4% del profesorado percibe estar utilizando metodologías activas. Se deduce una falta de coherencia pedagógica. De forma más concreta, el estudio muestra una asociación significativa entre los modelos pedagógicos de Educación para la Salud (p < .05), Educación Deportiva (p < .001) e Hibridación (p < .05) con sistemas de evaluación tradicionales orientados hacia la calificación. Abstract The development of active methodologies has been remarkable within the educational context in the last decade. One of the limitations of this transformation lies in the associated evaluation processes. In this context, one of the objectives of the research is to analyze and describe if traditional evaluation remains present when Physical Education teachers use active methodologies. And more specifically to identify which pedagogical models are still associated with these processes. 310 primary school Physical Education teachers from all over Spain participated in the descriptive quantitative study. An ad hoc designed questionnaire was used to collect data. Descriptive statics of the methodology and assessment were analyzed and multiple mediation relationships between active methodologies, traditional assessment and grading were established. The results show the predominance of the traditional assessment model (69.1%) in a context where 84.4% of teachers perceive to be using active methodologies. This suggests a lack of coherence in the process. More specifically, pedagogical models as Health Based Physical Education (p < .05), Sport Education (p < .001), and Hybrid model (p < .05), present a significant relationship of association with traditional assessment models with a clear focus on grading.
El Trastorno del Espectro Autista (TEA) afecta fundamentalmente a la comunicación, al aprendizaje y al comportamiento social. Además, un alto porcentaje de quien lo padece presenta alguna enfermedad mental, aumentando su riesgo de exclusión social. Es responsabilidad de las instituciones sociales y educativas ofrecer intervenciones que mejoren su calidad de vida (CDV). El objetivo del estudio es evaluar los posibles beneficios que aporta a la CDV de personas con TEA un programa de Danza Movimiento Terapia y creativa como práctica de ocio, a partir de las respuestas de los profesionales que conviven con ellas. Se desarrolla una investigación cualitativa, exploratoria y descriptiva mediante grupos focales, con una muestra compuesta por nueve profesionales de convivencia. El análisis se realizó con MAXQDA. Los resultados del análisis de las percepciones de los educadores constatan beneficios en las dimensiones bienestar emocional y bienestar físico, y reflejan la necesidad de implementar programas prolongados y personalizados para la transferencia de estas mejoras a la vida cotidiana, favoreciendo así las relaciones interpersonales y la inclusión social. Se concluye que la danza es muy valiosa como práctica de ocio, mejorando la CDV de este colectivo, así como la importancia de considerar las voces de los profesionales en intervenciones en contextos reales. Abstract Autism Spectrum Disorder (ASD) mainly affects communication, learning and social behavior. In addition, a high percentage of people with ASD have a mental illness, increasing their risk of social exclusion. It is the responsibility of social and educational institutions to offer interventions that improve their quality of life (QoL). The aim of the study is to evaluate the possible benefits that a Dance Movement Therapy and creative as a leisure practice brings to the QoL of people with ASD, based on the responses of the professionals who live with them. A qualitative, exploratory and descriptive research is developed through focus groups with a sample made up of nine professionals who live with them. The analysis was carried out with MAXQDA. The results of the analysis of the educators’ perceptions show benefits in the emotional well-being and physical well-being dimensions and reflect the need to implement prolonged and personalized programs for the transfer of these improvements to daily life, thus favoring interpersonal relationships and social inclusion. It is concluded that dance is very valuable as a leisure practice, improving the QoL of these group, as well as the importance of considering the voices of professionals in interventions in real contexts.
La presencia de docentes trans* supone un desafío para el sistema educativo al cuestionar los tradicionales discursos cisgénero. En este sentido, el conocimiento y comprensión de las experiencias del profesorado trans* son claves para facilitar la transformación del sistema educativo y solventar las dificultades que experimentan en el día a día. Así, el objetivo de este artículo es conocer los dilemas que la entrada en un centro escolar le supone a Lo, un profesor no binario de primaria. Para ello, se han realizado tres entrevistas semi-estructuradas que se analizaron inductiva-deductivamente. En cuanto a los resultados, destaca que para Lo, el apoyo de la dirección de la escuela se tornó fundamental para poder visibilizar su identidad, y ser, al fin y al cabo, él mismo dentro de la comunidad educativa. Igualmente, la complicidad – en mayor o menor grado – del resto del claustro y el arrimo del alumnado facilitan también la creación de un entorno seguro. Con todo, se concluye que la seguridad del profesorado trans* es un aspecto clave tanto para su visibilidad como para desarrollar su labor docente. Ambos factores, además, permiten una educación políticamente comprometida con la diversidad. En este sentido, se hace necesario plantear la responsabilidad que tiene toda la comunidad educativa en transformar los contextos escolares en espacios inclusivos para la comunidad LGTBIQ+. Este hecho, además, debería motivar políticas públicas en esta dirección. Abstract The presence of trans* teachers pose a challenge to the educational system by questioning traditional cisgender discourses. In this sense, knowledge and understanding of the experiences of trans* teachers are key to facilitating the transformation of the educational system and solving the difficulties they experience on a daily basis. Thus, the objective of this article is to understand the dilemmas that entering a school poses for Lo, a non-binary primary school teacher. To do so, three semi-structured interviews were conducted that were analyzed inductively-deductively. Regarding the results, it is noteworthy that for Lo, the support of the school management became essential to be able to make his identity visible, and to be, ultimately, himself within the educational community. Likewise, the complicity - to a greater or lesser degree - of the rest of the teaching staff and the support of the students also facilitate the creation of a safe environment. All in all, the conclusion is that the safety of trans* teachers is a key aspect both for their visibility and for their teaching. Both factors also enable an education that is politically committed to diversity. In this sense, it is necessary to consider the responsibility of the entire educational community to transform school settings into inclusive spaces for the LGBTQ+ community. This fact should also motivate public policies in this direction.
The work addresses the criticism of the exclusive reliance on statistical significance (SS) in scientific research and proposes the use of effect size (ES) as a more robust and explanatory alternative. Two main weaknesses of SS are highlighted: its dependence on sample size and the arbitrariness of the p-value threshold (generally 0.05). These limitations can lead to misinterpretations and questionable practices such as "p-hacking" or data dredging. Effect size is presented as a quantitative measure of the magnitude of a phenomenon, independent of sample size, facilitating comparison between studies and diverse contexts. It is classified into various typologies: mean differences (Cohen's d, Hedges' g, Glass' Δ), correlations (Pearson's r, r²), analysis of variance (η², ω², Cohen's f), and odds ratios (Odds Ratio, Risk Ratio). The interpretation of ES varies according to context, but general guidelines suggest that values such as 0.2, 0.5, and 0.8 in Cohen's d represent small, medium, and large effects, respectively. Finally, a practical example is included to illustrate the application of these measures and how SS and ES can lead to contrasting conclusions. Resumen El texto aborda la crítica a la dependencia exclusiva de la significación estadística en la investigación científica y propone el uso del tamaño del efecto (TE) como una alternativa más robusta y explicativa. Se destacan dos principales debilidades de la significación estadística: su dependencia del tamaño muestral y la arbitrariedad del umbral del valor p (generalmente 0.05). Estas limitaciones pueden llevar a interpretaciones erróneas y prácticas cuestionables como el "p-hacking" o dragado de datos. El tamaño del efecto se presenta como una medida cuantitativa de la magnitud de un fenómeno, independiente del tamaño de la muestra, que facilita la comparación entre estudios y contextos diversos. Se clasifica en varias tipologías: diferencias de medias (d de Cohen, g de Hedges, Δ de Glass), correlaciones (r de Pearson, r²), análisis de varianza (η², ω², f de Cohen) y razones de probabilidades o cuotas (Odds Ratio, Risk Ratio). La interpretación del TE varía según el contexto, pero guías generales sugieren que valores como 0.2, 0.5 y 0.8 en d de Cohen representan efectos pequeños, medianos y grandes, respectivamente. Finalmente, se incluye un ejemplo práctico para ilustrar la aplicación de estas medidas y como la significación estadística y los tamaños del efecto pueden llegar a conclusiones contrarias.
This study examines the effect of a hybridization of pedagogical models (student-designed games and student-made material) on the perception of motivational regulations (intrinsic motivation, identified regulation, introjected regulation, external regulation, amotivation), the Self-Determination Index (SDI), basic psychological needs (BPN), the global cooperation index, and personal and social responsibility. Ninety-nine adolescents (M = 12.08; SD = .37) from year 8 Secondary Education School, from two centers (Experimental group, N = 45 and Control group, N = 54) and four natural classes participated. A quasi-experimental design with pre-test and posttest measures was used. Two intergroup MANOVAs, one at each measurement time, showed post-test differences in favor of the experimental group in the perception of global cooperation. Repeated Measures ANOVAs taking time (pre-test, post-test) as a within-subject factor and group and gender as between-subjects factors revealed significant effects over time (global cooperation and competence) and factor x group interactions (identified regulation, SDI, BPN, global cooperation and social responsibility) in favor of the experimental group. No differences between genders were found. The results shed light on the impact of this hybridization on the motivation and social dimension of adolescents in Physical Education.
Autism Spectrum Disorder (ASD) mainly affects communication, learning and social behaviour. In addition, a high percentage of people with ASD have a mental illness, increasing their risk of social exclusion. It is the responsibility of social and educational institutions to offer interventions that improve their quality of life (QOL). The aim of the study is to evaluate the possible benefits that a Dance Movement Therapy and creative as a leisure practice brings to the QQL of people with ASD, based on the responses of the professionals who live with them. A qualitative, exploratory and descriptive research is developed through focus groups with a sample made up of nine professionals who live with them. The analysis was carried out with MAXQDA. The results of the analysis of the educators' perceptions show benefits in the emotional well-being and physical well-being dimensions and reflect the need to implement prolonged and personalized programs for the transfer of these improvements to daily life, thus favouring interpersonal relationships and social inclusion. It is concluded that dance is very valuable as a leisure practice, improving the QOL of these group, as well as the importance of considering the voices of professionals in interventions in real contexts.
Active methodologies have undergone a remarkable development within the educational context in the last decade. One of the limitations of this transformation lies in the associated assessment processes. In this context, one of the objectives of the research is to analyse and describe whether traditional assessment continues to be present when Physical Education teachers use active methodologies. And more specifically, to identify which pedagogical models are still associated with these processes. Three hundred and ten primary school Physical Education teachers from all over Spain participated in the descriptive quantitative study. A questionnaire designed ad hoc was used to collect data. Descriptive statics of the methodology and assessment were analysed and multiple mediation relationships between active methodologies, traditional assessment and grading were established. The results show the predominance of the traditional assessment model (69.1%) in a context where 84.4% of teachers consider they are using active methodologies. This suggests a lack of coherence in the process. More specifically, pedagogical models such as Health Based Physical Education (p < .05), Sport Education (p < .001) and Hybrid model (p < .05) present a significant relationship of association with traditional assessment models with a clear focus on grading.
The importance that Physical Education (PE) has on the learning competences of Primary School students requires special treatment, especially when talking about pro-social and citizenship behaviors. The objective of the present study has been to assess the influence of the PE on the relationship between age and prosocial competencies (Empathy, Respect, Sociability, and Leadership) among Primary School (PS) students during Physical Education (PE) classes and contents related to life cycle. The sample included 78 participants (girls=57.7%; boys=42.3%) in last courses of PS with two groups: traditional and Service-Learning (SL) methodology. The instruments used included a sociodemographic questionnaire designed ad hoc, a Physical Education Importance Questionnaire (PEIQ) by students, and another on Prosocial Behavior. The results obtained indicate a mediation between age and the prosocial competence of Respect, mediated by item 2 of the PEIQ (p<.05; CI=-.230, -.005; 60.6%) on students during SL methodology. In conclusion, the students' age in these grades allows them to discern what is important from what is not in terms of curriculum subjects, and the creation of a respect environment on the group too.
The presence of trans* teachers pose a challenge to the educational system by questioning traditional cisgender discourses. In this sense, knowledge and understanding of the experiences of trans* teachers are key to facilitating the transformation of the educational system and solving the difficulties they experience on a daily basis. Thus, the objective of this article is to understand the dilemmas that entering a school poses for Lo, a non-binary primary school teacher. To do so, three semi-structured interviews were conducted that were analyzed inductively-deductively. Regarding the results, it is noteworthy that for Lo, the support of the school management became essential to be able to make his identity visible, and to be, ultimately, himself within the educational community. Likewise, the complicity - to a greater or lesser degree - of the rest of the teaching staff and the support of the students also facilitate the creation of a safe environment. All in all, the conclusion is that the safety of trans* teachers is a key aspect both for their visibility and for their teaching. Both factors also enable an education that is politically committed to diversity. In this sense, it is necessary to consider the responsibility of the entire educational community to transform school settings into inclusive spaces for the LGBTQ+ community. This fact should also motivate public policies in this direction.
The aim of this research was to test the validity and reliability of the Spanish adaptation of the Professional Teacher Identity (IPD) scale in initial teacher training. Two different studies were carried out to achieve this objective. Study 1 involved 345 students of the Professional Master's in Education programme (M-age=26.48; SD=5.71). An exploratory and confirmatory analysis of the unidimensional structure of the original scale, resulted in the selection of a final instrument composed of nine items. In study 2, a total of 417 students of the Professional Master's in Education programme participated (M-age=25.85; SD=5.05) and the Interpersonal Teaching Style in Higher Education and the Intention to Be Teacher scales were also included. Confirmatory and internal consistency analyses show adequate validity and reliability indices, as well as the invariance of the scale by gender and fields of knowledge (STEM, Social-linguistic, Artistic, and Physical Education). Mean difference analysis does not show differences by gender in professional teaching identity, whereas variance analysis shows differences between fields of knowledge, showing the highest values of teaching identity among future Physical Education teachers. Finally, a predictive model has been calculated in which the perception of the autonomy-supportive interpersonal style used by the instructors and the students' intention to be a teacher positively predict professional teaching identity among pre-service teachers. The results support the use of IPD to study the professional teacher identity among pre-service teachers.
The aim of the present study was to investigate the effect of a gamified intermittent programming unit to promote regular practice of physical activity on pupils' enjoyment in Physical Education lessons. Six classes, with 142 Compulsory Secondary Education pupils (50% females; mean age = 14.9, standard deviation = 0.7), were randomly assigned to the gamified (n = 79) or control (n = 63) group. The gamified group pupils completed a gamified intermittent programming unit (twice a week for eight weeks, only the first 15 minutes of each lesson) with the aim of promoting healthy habits physical activity habits. During the intermittent programming unit behaviour modification strategies such as objective setting, physical activity tracker, educational guidance, alerts, physical activity log, encouragement texts, and rewards were applied. The results showed that the gamified group pupils statistically significantly improved their levels of enjoyment towards Physical Education compared to those in the control group (p = .001; d = 0.47). A gamified intermittent programming unit to promote regular practice of physical activity in Physical Education seems to have a positive impact on pupils' levels of enjoyment in Physical Education lessons.
