Promoting active lifestyles among adolescents is essential due to their short-, medium-, and long-term contributions to young people’s holistic development and overall health. Beyond physical well-being, Physical Education foster physical activity, autonomy, social connectedness, motivation and emotional well-being, thus constituting a key dimension of quality education. Background/Objectives: The “Estilos de Vida Activos (EVA)” project is a school-based intervention designed to foster adolescent agency and motivation in adopting active habits. Grounded in the salutogenic model, self-determination theory, and the health-based Physical Education pedagogical model, this protocol describes the design and implementation strategies of a participatory intervention in secondary schools. Methods: A variety of research methods will be used to collect quantitative and qualitative data before, during, and after the intervention. Validated questionnaires will assess active commuting, socioeconomic status, satisfaction of basic psychological needs, motivation, levels and intention to engage in physical activity. Qualitative data include interviews with teachers, Photovoice sessions with students, observation notes, and programme materials. Intervention: The EVA intervention is collaboratively developed by students, teachers, and researchers using participatory action research. It includes needs analysis, participatory activities, and co-design of tailored physical activity programmes. The intervention is described using the Template for Intervention Description and Replication checklist (TIDieR) to enhance transparency and replicability. Conclusions: This protocol presents a theoretically grounded and participatory approach to school-based health promotion. By integrating educational and collaborative strategies, it offers a replicable model that promotes adolescent active lifestyles, from contextual relevance, and pedagogical coherence, serving as a guide for inclusive and sustainable interventions in school settings.

Background: Health Promoting Schools (HPS) have emerged as a powerful framework to promote healthy behaviors in manycountries. However, HPS still present several challenges, highlighting the excessive workload involved in the accreditation,design, implementation, and evaluation processes. In this sense, a resource to facilitate the implementation processes may havea positive impact on the support of HPS.Objective: The aim of this study was to describe the co-design processes undertaken and resulting learnings to develop the RedEscuelas Promotoras de Salud (network of health promoting schools; REDEPS)-Gestion platform to facilitate the accreditation,design, implementation procedures, and evaluation processes of the Aragon's Health-Promoting School Network.Methods: The Double Diamond Design Approach was used to co-design this web-platform. The different stakeholders thatparticipated in this co-design, progressed through a 4-stage reflective phase, to discover, define, develop, and deliver theREDEPS-Gestion platform.Results: Participants agreed that the functions of the REDEPS-Gestion platform should permit the management of both theeducational centers and the administration such as accreditation processes, definition and review intervention projects, andpreparation and review of the different progress reports to evaluate the HPS. Despite co-design being a well-established approachto creative practice, especially within the public sector, some challenges emerged during the co-design process, such as engagingand facilitating stakeholders'participation or the complexity of combining the interests of all stakeholders. This approach allowedus to identify the main barriers for future users and implement platform improvements Conclusions: We hope that the REDEPS-Gestion platform will therefore be able to contribute to facilitating the implementationof HPS. The Double Diamond Design Approach used to co-design this web platform was an efficient and feasible methodologicaldesign approach. The REDEPS-Gestion platform will facilitate HPS implementation in Aragon as well as all the processesinvolving HPS. Future work will determine its effectiveness in improving HPS implementation.

BackgroundHealth Promoting Schools (HPS) have emerged as a powerful framework to promote healthy behaviors in many countries. However, HPS still present several challenges, highlighting the excessive workload involved in the accreditation, design, implementation, and evaluation processes. In this sense, a resource to facilitate the implementation processes may have a positive impact on the support of HPS. ObjectiveThe aim of this study was to describe the co-design processes undertaken and resulting learnings to develop the Red Escuelas Promotoras de Salud (network of health promoting schools; REDEPS)-Gestion platform to facilitate the accreditation, design, implementation procedures, and evaluation processes of the Aragon's Health-Promoting School Network. MethodsThe Double Diamond Design Approach was used to co-design this web-platform. The different stakeholders that participated in this co-design, progressed through a 4-stage reflective phase, to discover, define, develop, and deliver the REDEPS-Gestion platform. ResultsParticipants agreed that the functions of the REDEPS-Gestion platform should permit the management of both the educational centers and the administration such as accreditation processes, definition and review intervention projects, and preparation and review of the different progress reports to evaluate the HPS. Despite co-design being a well-established approach to creative practice, especially within the public sector, some challenges emerged during the co-design process, such as engaging and facilitating stakeholders’ participation or the complexity of combining the interests of all stakeholders. This approach allowed us to identify the main barriers for future users and implement platform improvements. ConclusionsWe hope that the REDEPS-Gestion platform will therefore be able to contribute to facilitating the implementation of HPS. The Double Diamond Design Approach used to co-design this web platform was an efficient and feasible methodological design approach. The REDEPS-Gestion platform will facilitate HPS implementation in Aragon as well as all the processes involving HPS. Future work will determine its effectiveness in improving HPS implementation. International Registered Report Identifier (IRRID)DERR1-10.2196/52110

•This qualitative study explored the benefits of a motivational exercise program in colorectal cancer patients.•The exercise program implemented motivational strategies based on self-determination theory.•We included colorectal cancer patients, relatives and healthcare professionals’ views in the analysis.•The exercise program satisfied colorectal cancer patients’ basic psychological needs.•Colorectal cancer patients experienced positive psychological and behavioural outcomes during chemotherapy.

Purpose: Adolescents’ and parents’ experiences within a multidimensional school-based 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 self-determination 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 interventions.

Based on self-determination theory (SDT), the present study aimed to investigate whether adolescents' perception of autonomy support to adopt a healthy lifestyle from their class tutor, family, peers, and physical education teacher was related to adolescents' self-reported moderate-to-vigorous physical activity (MVPA). The role played by perceived basic psychological need satisfaction, novelty need satisfaction and self-determined motivation towards a healthy lifestyle was also analyzed. Two hundred and fifteen students (107 boys and 108 girls) from elementary school, aged between 11 to 13 years old (M-age = 11.35 years; SD = .51), answered different SDT-based measures and reported their MVPA. The results of the path analysis revealed that perceived autonomy support from tutor positively predicted novelty need satisfaction, while perceived autonomy support from peers positively predicted novelty need satisfaction and the construct of basic psychological need satisfaction. In turn, both need satisfactions positively predicted self-determined motivation. Perceived autonomy support from peers also positively and directly predicted MVPA in leisure time. This work provides evidence of the contribution of novelty need satisfaction as a construct of SDT and the importance of involving social agents of the educational community to promote MVPA.

La investigación que aborda la inclusión del alumnado con discapacidad en educación física (EF) se presenta como un reto educativo en la actualidad. El objetivo de este estudio fue validar la Escala de Actitud hacia el Alumnado con Discapacidad en Educación Física (EAADEF) de Íñiguez-Santiago et al. (2017) a la etapa de educación primaria (EAADEF-EP). Participaron 465 estudiantes (rango 9-13 años) que cursaban 4º, 5º y 6º curso de la etapa de educación primaria obligatoria (EPO). Se confirmaron unos índices de ajuste adecuados para la adaptación de la EAADEF a EPO, mostrándose la estructura factorial invariante respecto al curso, género, el contacto previo con familiares o amigos con discapacidad, el contacto con compañeros con discapacidad en clase de EF, así como por haber participado en una actividad deportiva con personas con discapacidad. Se obtuvieron valores excelentes de consistencia interna de los ítems (α = .79) y del constructo (ω = .98). Las correlaciones entre los ítems de la escala, así como la correlación entre los ítems y la puntuación media de actitud, fueron positivas y significativas. El análisis de validez de criterio reveló que los chicos presentaron una actitud más positiva hacia sus iguales con discapacidad en EF.

The research that addresses the inclusion of students with disabilities in physical education (PE) is an educational challenge at present. The aim of this study was to validate the Attitudes' Scale towards Students with Disabilities in Physical Education from Iniguez-Santiago et al. (2017) at the compulsory primary education stage (PES) (EAADEF-EP). 465 students took part in this study (range 9-13 years old), enrolled in 4th, 5th and 6th grade of the PES. Adequate adjustment indexes were confirmed for the adaptation of the EAADEF-EP to this education stage, showing an invariant factor structure with respect to the course, gender, contact with family members or friends with disabilities, contact with a partner with a disability in PE, as well as for having participated in a sports activity with people with disabilities. Excellent values of internal consistency were obtained for the items (alpha = .79) and the construct (omega = .98). The correlations between the items of the scale as well as the correlation between the items and the average attitude score were positive and significant, with values between .43 and .84. The analysis of criterion validity revealed that boys presented a more positive attitude towards their peers with disabilities in PE.

The objective of this study was to validate the Satisfaction Questionnaire in Physical Education Classes (CSCEF) in the context of Latin America (Dominican Republic). 1298 students aged between 15 and 21 participated. The psychometric properties of the instrument were analysed. The results demonstrated that the best factor solution would be a multidimensional model represented by nine dimensions for the satisfaction construct, as well as a higher-order model. According to Cronbach's alpha and omega index, values between .66 and .99 were obtained. The Latin American version of the CSCEF was invariant with respect to gender. Although the results of this study support the validity and reliability of the instrument, some limitations identified in both the original and Spanish version of the questionnaire remain.

Actualmente existe suficiente evidencia que da apoyo teórico y empírico almodelo trans-contextual de la motivación (MTC) como una teoría eficiente parapredecir la actividad física (AF). A partir de los postulados del MTC, el objetivode este trabajo fue presentar estrategias motivacionales para promocionar la AFdel alumnado en edad escolar. Concretamente, se muestran diferentes estrategiasque pueden ser coordinadas desde el área de educación física (EF) con el fin depromocionar la AF en el contexto escolar (clases de EF y el resto de horario lectivo no destinado a EF) y en el contexto de ocio del alumnado. Las estrategiasirán dirigidas a satisfacer las necesidades psicológicas básicas, que son el principalantecedente de los procesos motivacionales que explica el MTC. Para cada necesidad psicológica básica se presenta una estrategia motivacional por contexto, queirá acompañada de su justificación teórica y un ejemplo para facilitar su puesta enpráctica. La propuesta irá dirigida especialmente al contexto escolar en las etapaseducativas obligatorias de educación primaria y educación secundaria, aunque podrían ser adaptadas a otros contextos físico-deportivos. Tomando como punto departida las estrategias motivacionales aquí presentadas, se pretende animar a losdocentes de EF a diseñar sus propias estrategias y a consensuar con el resto de profesorado las estrategias que adoptará el centro educativo. Todo ello con el objetivode establecer una conexión entre el contexto educativo y el contexto de ocio parapromocionar la AF, pues parece un plan de intervención eficaz para aumentar losniveles de AF.

Teachers are a fundamental axis in the process of building an inclusive school. It seems relevant to study how they perceive their effectiveness in dealing with students with disabilities, a fact of special importance in the initial training of future teachers of physical education (PE). The objective of the present research was to explore the differences in perceived self-efficacy to adapt tasks in PE and make them inclusive by PE teachers in training. A total of 228 students (M-age = 21.85 years) from the bachelor's degrees in Primary Education and Bachelor's in Early Childhood Education, both with a specialitation in PE, took part of this study. All of them completed the Spanish version of the Self-Efficacy Scale for Physical Education Teacher Education Majors towards Children with Disabilities (SE-PETE-D) (Block, Hutzler, Barak and Klavina, 2013). The results indicated that the participants with specific training in inclusive PE and with participation in inclusive sport were perceived as more competent when adapting tasks to achieve an inclusive PE. These results suggested to include training programs in inclusive PE with the aim of improving the initial training of PE teachers.

Acquiring specific training in disability seems to be a key aspect for achieving school inclusion. Teachers who receive such prior training would be more prepared to address diversity in the classroom, which could be related to their perception of self-efficacy. The aim of this study was to validate the Spanish version of the Self-Efficacy Scale for Physical Education Teacher Education Majors toward Children with Disabilities (SE-PETE-D). Two hundred and eighteen in-service physical education teachers participated in this study, with a M-age = 38.06 years and M-teaching experience = 11.72 years. To obtain the three subscales resulting from intellectual, physical, and visual disabilities, several exploratory and confirmatory factor analyses were conducted. The results supported three independent models made up of three factors (intellectual, physical, and visual disabilities). The structure of the models was invariant with respect to gender, the educational stage in which the teaching was taking place, previous teaching experience, previous training, and previous experience in adapted or inclusive physical activity and sports. The subscales presented high reliability values for Cronbach's alpha, and Omega's index >= 0.81. This study provides evidence of the validity and reliability of an instrument to measure the perceived self-efficacy of physical education teachers to include students with disabilities in their classes and is the first study to be applied with in-service teachers. In addition, some methodological and conceptual limitations of the original scale are identified, opening new lines of work in relation to training situations to assess the perception of self-efficacy or the type of disability.

espanolLos maestros son un eje fundamental en el proceso de construccion de una escuela inclusiva. Es por ello que parece relevante estudiar como perciben su eficacia en el trato con alumnos y alumnas con discapacidad, hecho de especial importancia en la formacion inicial de futuros maestros y maestras de Educacion Fisica (EF). El objetivo de la presente investigacion fue analizar la autoeficacia percibida por parte de futuros docentes de EF en formacion para la adaptacion de tareas en EF, convirtiendolas en inclusivas. Un total de 228 estudiantes (Medad=21.85 anos) de los grados de maestro en educacion primaria y maestro en educacion infantil participaron en este estudio, en ambos casos con la mencion en EF. Todos cumplimentaron una adaptacion al contexto espanol de la Self-Eficacy Scale for Physical Education Teacher Education Majors towards Children with Disabilities (SE-PETE-D) (Block, Hutzler, Barak y Klavina, 2013). Los resultados indicaron que los participantes con formacion especifica en EF inclusiva y con participacion previa en deporte inclusivo se percibian como mas competentes a la hora de adaptar las tareas de clase para conseguir una EF inclusiva respecto a sus companeros sin formacion especifica o contacto previo. Estos resultados sugirieron incluir programas de formacion en EF inclusiva con el objetivo de mejorar la formacion inicial de los maestros de educacion primaria e infantil con mencion de EF. EnglishTeachers are a fundamental axis in the process of building an inclusive school. It seems relevant to study how they perceive their effectiveness in dealing with students with disabilities, a fact of special importance in the initial training of future teachers of physical education (PE). The objective of the present research was to explore the differences in perceived self-efficacy to adapt tasks in PE and make them inclusive by PE teachers in training. A total of 228 students (Mage=21.85 years) from the bachelor’s degrees in Primary Education and Bachelor’s in Early Childhood Education, both with a specialitation in PE, took part of this study. All of them completed the Spanish version of the Self-Efficacy Scale for Physical Education Teacher Education Majors towards Children with Disabilities (SE-PETE-D) (Block, Hutzler, Barak and Klavina, 2013). The results indicated that the participants with specific training in inclusive PE and with participation in inclusive sport were perceived as more competent when adapting tasks to achieve an inclusive PE. ese results suggested to include training programs in inclusive PE with the aim of improving the initial training of PE teachers. portuguesOs professores sao um eixo fundamental no processo de construcao de uma escola inclusiva. Por isso, parece relevante estudar como eles percebem sua efetividade em lidar com alunos com deficiencia, fato de especial importância na formacao inicial de futuros professores de Educacao Fisica (EF). O objetivo desta pesquisa foi analisar a autoeficacia percebida por parte de futuros professores de EF em treinamento para a adaptacao de tarefas de EF, tornando-os inclusivos. Um total de 228 alunos (Midade=21,85 anos) das series de professoras no ensino fundamental e professor na educacao infantil participaram deste estudo, em ambos os casos com a mencao na EF. Todos preencheram uma adaptacao ao contexto espanhol da Escala de auto-eficacia para Educacao Fisica Professor Majors educacao as criancas com Deficiencia (SE-PETE-D) (Block, Hutzler, Barak and Klavina, 2013). Os resultados indicaram que os participantes com formacao especifica na participacao inclusiva e anterior inclusive EF esporte percebidos como mais competente na adaptacao atribuicoes de sala de aula para alcancar uma EF inclusive em comparacao com seus pares sem formacao especifica ou contato anterior. Estes resultados sugeridos incluem programas de formacao em EF inclusiva com o objetivo de melhorar a formacao inicial de professores de educacao primaria e infantil com mencao de EF.

There is currently sufficient evidence to give theoretical and empirical support to the trans-contextual model of motivation (TCM) as an efficient theory for predicting physical activity (PA). From the TCM’s postulates, the objective of this work was to present motivational strategies to promote PA in school-age students. Specifically, different strategies are shown that can be coordinated from the physical education area (PE) in order to promote PA in the education context (PE lessons and the rest of the school hours not destined to PE) and in the leisure-time context. The strategies will be aimed to satisfy the basic psychological needs, which are the main antecedent of the motivational processes explained by the TCM. For each basic psychological need a motivational strategy is presented by context, which will be associated with its theoretical justification and an example to facilitate the implementation. The proposal will be directed especially to the education context in the compulsory educational stages of primary education and secondary education, although it could be adapted to others contexts of PA or sports. Taking as a starting point the motivational strategies presented here, it is intended to encourage PE teachers to design their own strategies and to agree with the rest of teachers the strategies that will adopt the school. All of that with the aim of establishing a connection between the educational context and the leisure-time context to promote PA, since it seems an effective intervention plan to increase PA levels.

Objectives: The aim was to determine the motivational profiles - including variables from the theory of self-determination and emotional intelligence - of active undergraduates, and to examine their relationship with physical activity. Participants: Six hundred and fifteen undergraduates participated in the study. Methods: Trait Meta-Mood Scale, Basic Psychological Needs in Exercise Scale, Behavioral Regulation in Exercise Questionnaire and Habitual Physical Activity Questionnaire were administered. Cluster analysis was used to identify the motivational profiles. Results: Two motivational profiles were found. One of the motivational profiles included the participants with high levels of satisfaction of the basic psychological needs and self-determined motivation; moderately high levels of emotional clarity and repair; and low levels of non-self-determined motivation. Further, this group showed the highest rates of physical practice than its counterpart. Conclusions: The combination of self-determination theory and emotional intelligence should be considered when examining adherence to physical activity.

Qualitative evaluations of school-based interventions for physical activity promotion are seldom undertaken, but can provide important insights into unforeseen limitations and consequences of interventions. These understandings can help the refinement of those aspects of school intervention implementation that are not easily identified a priori via quantitative evaluations. We illustrate this argument with the example of evaluative qualitative data collected during a physical activity promotion intervention that we carried out in two Spanish primary schools. The findings of this study uncovered a number of unexpected and difficult to quantify problem areas including; communication problems with parents, classroom-based interventions as off-putting, the legitimization of stereotypical health and body shape associations and even instances of marginalization of some of the very children the interventions were targeting. In conclusion we call for researchers to consider drawing on qualitative evaluations in order to aid the refinement of future school-based interventions.

The purpose of this study was to develop a Motivation Questionnaire to Adopt a Healthy Lifestyle (CM-EVS) for adolescents, an adaptation of the Treatment Self-Regulation Questionnaire (TSRQ) to the Spanish context. Two independent studies were carried out, in 858 and 344 post-compulsory secondary education students (aged from 16 to 21) participated, respectively. The factorial structure of the instrument was tested in the first study. Results showed unsuitable fit indices because of item ten. After a new wording of this item, results gave support to a four-subscale structure (self-determined motivation, introjected regulation, external regulation, and amotivation). There was invariance across sex and physical exercise. Except for introjected regulation, internal consistence (Cronbach's alpha and composite reliability) of the rest of subscales was acceptable (> .70). Results showed evidence of reliability and validity of the TSRQ in order to measure motivation to adopt a healthy lifestyle in Spanish adolescents.

The inclusion of students with disabilities in physical education (PE) is directly influenced by the peers' attitudes, which requires valid and reliable tools to measure this attitude. The aim of this study was to create and to analyse the psychometric properties of an instrument to measure attitudes towards the inclusion of students with disabilities in the PE classes. This study involved 609 PE students from 14 to 19 years old. Four exploratory factor analysis (EFA) and one confirmatory factor analysis (CFA) were conducted. We analysed the psychometric properties of the scale (cognitive and behavioural components) and its relation with four socio-demographic variables. The reliability of the cognitive component was below that recommended and the EFA didn't support a model formed by two dimensions of the attitude. A one-dimensional measure with four elements of the behavioural component was obtained. The Scale of Attitudes towards Students with Disabilities in Physical Education (SASDPE) revealed excellent adjustment indexes in the CFA, being invariant with respect to the socio-demographic variables. High values of internal consistency of the items and for the attitude construct (>=.77) were also found. This scale offers new solutions to some limitations revealed in previous instruments to evaluate attitudes towards disability in PE.

La inclusión de estudiantes con discapacidad en educación física (EF) está influida directamente por la actitud que los compañeros presentan al respecto, siendo necesario contar con herramientas válidas y fiables para evaluar dicha actitud. El objetivo de este estudio fue crear y analizar las propiedades psicométricas de un instrumento para medir la actitud hacia la inclusión de alumnado con discapacidad en clases de EF, en el que participaron 609 estudiantes de EF, de 14 a 19 años. Se realizaron cuatro análisis factoriales exploratorios (AFE) y un análisis factorial confirmatorio (AFC). Se analizaron las propiedades psicométricas de la escala y su relación con cuatro variables socio-demográficas. La fiabilidad del componente cognitivo estuvo por debajo de lo recomendado y el AFE no apoyó un modelo formado por dos dimensiones de la actitud. Se obtuvo una medida unidimensional con cuatro ítems del componente conductual. La Escala de Actitudes del Alumnado hacia la Discapacidad en Educación Física (EAADEF) reveló excelentes índices de ajuste en el AFC, y se reveló invariante respecto a las variables socio-demográficas. También se encontraron valores altos de consistencia interna de los ítems y del constructo de actitud (≥.77). Esta escala ofrece una nueva solución a algunas limitaciones reveladas en instrumentos de medida anteriores.

The purpose of this study was to validate the Exercise Addiction Inventory (EAI) in the Brazilian context. A total of 251 university students (male = 132, female = 119, Mage = 22.34, SD = 4.65) participated in the study. Results showed an adequate fit to the data:chi(2) (9, N = 251) = 17.45, p = .04;chi(2)/gl = 1.94; CFI = .96; IFI = .96; RMSEA = .061 (IC 90 % = .01-.10); SRMR = .041. The factorial structure was invariant across gender. Adequate values of internal consistency (rho = .70) and temporal stability (ICC = .82) were obtained. Sixteen students (6.4 %) were classified at risk of exercise addiction, 198 (78.9 %) as symptomatic and 37 (14.7 %) as asymptomatic. Evidence for the reliability and validity of the EAI in the Brazilian context were obtained. Nevertheless, research in more diverse populations is needed to further examine the general applicability of the EAI.