Effect of inside-outside school alternated teaching units on knowledge of the environment for physical conditioning and related psychological outcomes in the Physical Education settingA cluster-randomized controlled trial

  1. Santiago Guijarro-Romero 1
  2. Jesús Viciana 2
  3. Carolina Casado-Robles 2
  4. Daniel Mayorga-Vega 3
  1. 1 Department of Physical Education, Sport and Human Movement, Autonomous University of Madrid, Madrid, Spain
  2. 2 Department of Physical Education and Sport, University of Granada, Granada, Spain
  3. 3 Departamentode Didáctica de lasLenguas, lasArtesy el Deporte, Facultad de Ciencias de la Educación, Universidad de Málaga, Málaga, Spain
Mostrar afiliaciones +
Revista:
European Journal of Human Movement

ISSN: 0214-0071,  2386-4095

Año de publicación: 2024

Número: 52

Páginas: 5-26

Tipo: Artículo

DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: European Journal of Human Movement

Resumen

The main aim of the present study was to examine the effect of two inside-outside school alternated teaching unitsdeveloped following a reflexive and autonomy-supportive teaching styleon students’ environmental knowledge for physical conditioning outside of school, their perceptions of barriers, autonomy support, motivation towards physical activity, intention to be physically active, their habitual and extracurricular physical activity, and the regular use of their environment for practicing physical activity.One hundred and forty-six high schoolstudents (50% females) aged 11-15 years old participated in the study. Six pre-established classes, balanced by grade, were cluster-randomly assigned into the alternated group (n= 75) or traditional group (n= 71).The alternated group students performed two fitness-based teaching units twice a week for four weeks, alternating lessons inside and outside the school. Meanwhile, the traditional group students performed a fitness teaching unit solely having lessons inside the school center. All variables were measured before and after the intervention by validated questionnaires. The Multilevel Linear Model showed that the alternated teaching units improved students’ knowledge of their environment for physical conditioning, autonomy support, and autonomous motivation toward physical activity (p < 0.05; d= 0.16-1.30), while the rest of variables were not affected (p > 0.05).A four-week inside-outside school alternated teaching units developed following a reflexive and autonomy-supportive teaching styleimprove students’ key predisposition variables of habitual physical activity, but not the practice in itself. Some ideas are discussed in order to improve future Physical Education programs.

Referencias bibliográficas

  • Bandura, A. (2004). Health promotion by social cognitive means. Health Education & Behavior, 31(2), 143–164. doi: 10.1177/1090198104263660
  • Becker, C., Lauterbach, G., Spengler, S., Dettweiler, U., & Mess, F. (2017). Effects of regular classes in outdoor education settings: A systematic review on students’ learning, social and health dimensions. International Journal of Environmental Research and Public Health, 14(5), 1–20. doi: 10.3390/ijerph14050485
  • Bølling, M., Otte, C. R., Elsborg, P., Nielsen, G., & Bentsen, P. (2018). The association between education outside the classroom and students’ school motivation: Results from a one-school-year quasi-experiment. International Journal of Educational Research, 89, 22–35. doi: 10.1016/j.ijer.2018.03.004
  • Campbell, M. K., Piaggio, G., Elbourne, D. R., & Altman, D. G. (2012). Consort 2010 statement: Extension to cluster randomised trials. BMJ, 345, 1–21. doi: 10.1136/bmj.e5661
  • Cecchini, J. A., Fernández-Río, J., & Mendez-Gimenez, A. (2014). Effects of Epstein’s TARGET on adolescents’ intentions to be physically active and leisure-time physical activity. Health Education Research, 29(3), 485–490. doi: 10.1093/her/cyu007
  • Chemolli, E., & Gagné, M. (2014). Evidence against the continuum structure underlying motivation measures derived from Self-Determination Theory. Psychological Assessment, 26(2), 575–585. doi: 10.1037/a0036212
  • Cheon, S., & Reeve, J. (2013). Do the benefits from autonomy-supportive PE teacher training programs endure? A one-year follow-up investigation. Psychology of Sport and Exercise, 14(4), 508–518. doi: 10.1016/j.psychsport.2013.02.002
  • Cole, T. J., Bellizzi, M. C., Flegal, K. M., & Dietz, W. H. (2000). Establishing a standard definition for child overweight and obesity worldwide: International survey. BMJ, 1240–1243, 1–6. doi: 10.1136/bmj.320.7244.1240
  • Demetriou, Y., Sudeck, G., Thiel, A., & Höner, O. (2015). The effects of school-based physical activity interventions on students’ health-related fitness knowledge: A systematic review. Educational Research Review, 16, 19–40. doi: 10.1016/j.edurev.2015.07.002
  • Dias, D. F., Loch, M. R., & Ronque, E. R. V. (2015). Perceived barriers to leisure-time physical activity and associated factors in adolescents. Ciência & Saúde Coletiva, 20(11), 3339–3350. doi: 10.1590/1413-812320152011.00592014
  • Eddolls, W. T. B., McNarry, M. A., Lester, L., Winn, C. O. N., Stratton, G., & Mackintosh, K. A. (2018). The association between physical activity, fitness and body mass index on mental well-being and quality of life in adolescents. Quality of Life Research, 27(9), 2313–2320. doi: 10.1007/s11136-018-1915-3
  • European Commission/EACEA/Eurydice. (2013). Physical Education and sport at school in Europe Eurydice Report. Luxembourg: Publications Office of the European Union.
  • Ferkel, R. C., Judge, L. W., Stodden, D. F., & Griffin, K. (2014). Importance of health-related fitness knowledge to increasing physical activity and physical fitness. Physical Educator, 71(2), 218–233.
  • Ferreira Silva, R. M., Mendonça, C. R., Azevedo, V. D., Raoof Memon, A., Noll. P. R. E. S., & Noll, M. (2022). Barriers to high school and university students’ physical activity: A systematic review. Plos One, 17(4), e0265913. doi: 10.1371/journal.pone.0265913
  • Field, A. (2017). Discovering statistics using IBM SPSS Statistics (5th edition). London: SAGE Publications.
  • González-Cutre, D., Sicilia, A., & Fernández, A. (2010). Hacia una mayor comprensión de la motivación en el ejercicio físico: Medición de la regulación integrada en el contexto español. Psicothema, 22(4), 841–847.
  • Granero-Gallegos, A., Baena-Extremera, A., Pérez-Quero, F. J., Ortiz-Camacho, M. M., & Bracho-Amador, C. (2014). Validación española del “intention to partake in leisure-time physical activity.” Retos, 26, 40–45. doi: 10.47197/retos.v0i26.34392
  • Guijarro-Romero, S., Mayorga-Vega, D., Casado-Robles, C., & Viciana, J. (2020). Does students’ self-determined motivation toward Physical Education influence the effectiveness of a fitness teaching unit? A cluster-randomized controlled trial and cluster analysis. Psychology of Sport and Exercise, 51, Article 101768. doi: 10.1016/j.psychsport.2020.101768
  • Guijarro-Romero, S., Mayorga-Vega, D., Casado-Robles, C., & Viciana, J. (2024). Desarrollo y validación de una prueba escrita objetiva de elección múltiple para evaluar el conocimiento del entorno para el acondicionamiento físico (CENAFI) en escolares. Retos, 51, 426-441. doi: 10.47197/retos.v51.97719
  • Hagger, M. S., & Chatzisarantis, N. L. (2016). The trans-contextual model of autonomous motivation in education: Conceptual and empirical issues and meta-analysis. Review of Educational Research, 86(2), 360-407. doi: 10.3102/00346543155850
  • Hardman, K., Murphy, C., Routen, A., & Tones, S. (2014). UNESCO-NWCPEA: World-wide survey of school Physical Education. París: United Nations Educational, Scientific and Cultural Organization.
  • Hodges, M. G., Kulinna, P. H., van de Mars, H., & Lee, C. (2016). Knowledge in action: Fitness lesson segments that teach health-related fitness in elementary Physical Education. Journal of Teaching in Physical Education, 35(1), 16–26. doi: 10.1123/jtpe.2014-0102
  • Li, W., Xiang, P., Chen, Y., Xie, X., & Li, Y. (2017). Unit of analysis: Impact of Silverman and Solmon’s article on field-based intervention research in Physical Education in the U.S.A. Journal of Teaching in Physical Education, 36(2), 131–141. doi: 10.1123/jtpe.2016-0169
  • Martínez-Gómez, D., Martínez-de-Haro, V., Del-Campo, J., Zapatera, B., Welk, G. J., Villagra, A., … Veiga, Ó. L. (2009). Validez de cuatro cuestionarios para valorar la actividad física en adolescentes españoles. Gaceta Sanitaria, 23(6), 512–517. doi: 10.1016/j.gaceta.2009.02.013
  • Moreno, J., Parra, N., & González-Cutre, D. (2008). Influencia del apoyo a la autonomía, las metas sociales y la relación con los demás sobre la desmotivación en educación física. Psicothema, 20(4), 636–641.
  • Neil-Sztramko, S. E., Caldwell, H., & Dobbins, M. (2021). School-based physical activity programs for promoting physical activity and fitness in children and adolescents aged 6 to 18. Cochrane Database of Systematic Reviews, 9, Article CD007651. doi: 10.1002/14651858.CD007651.pub3
  • Niñerola, J., Capdevidla, L., & Pintanel, M. (2006). Barreras percibidas y actividad física: El autoinforme de barreras para la práctica de ejercicio físico. Revista de Psicología del Deporte, 15(1), 53–69.
  • Raghuveer, G., Hartz, J., Lubans, D. R., Takken, T., Wiltz, J. L., Mietus-Snyder, M., … Edwards, N. M. (2020). Cardiorespiratory fitness in youth: An important marker of health. Circulation, 142(7), e101–e18. doi: 10.1161/CIR.0000000000000866
  • Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860. doi: 10.1016/j.cedpsych.2020.101860
  • SHAPE America. (2013). Grade-level outcomes for K-12 Physical Education. Reston, VA: Author.
  • Sheeran, P., Klein, W. M. P., & Rothman, A. J. (2017). Health behavior change: Moving from observation to intervention. Annual Review of Psychology, 68, 573–600. doi: 10.1146/annurev-psych-010416-044007
  • Spieth, P. M., Kubasch, A. S., Penzlin, A. I., Illigens, B. M. W., Barlinn, K., & Siepmann, T. (2016). Randomized controlled trials - a matter of design. Neuropsychiatric Disease and Treatment, 12, 1341–1349. doi: 10.2147/ndt.s101938
  • Stewart, A., Marfell-Jones, M., Olds, T., & De Ridder, J. (2011). International standards for anthropometric assessment. New Zealand: International Society for the Advancement of Kinanthropometry.
  • Teixeira, P. J., Marques, M. M., Silva, M. N., Brunet, J., Duda, J., Haerens, L., … Hagger, M. (2020). Classification of techniques used in Self-Determination Theory-based interventions in health contexts: An expert consensus study. Motivation Science, 6(4), 438–455. doi: 10.1037/mot0000172
  • Viciana, J., & Mayorga-Vega, D. (2016). Innovative teaching units applied to Physical Education – changing the curriculum management for authentic outcomes. Kinesiology, 48(1), 142–152. doi: 10.26582/k.48.1.1
  • Viciana, J., & Mayorga-Vega, D. (2018). The three-axes model of planning in physical education. Retos, 33, 313–319. doi: 10.47197/retos.v0i33.54533
  • Viciana, J., Mayorga-Vega, D., Guijarro-Romero, S., & Martínez-Baena, A. (2017). Effect of two alternated teaching units of invasion team sports on the tactical learning in primary schoolchildren. International Journal of Performance Analysis in Sport, 17(3), 256-270. doi: 10.1080/24748668.2017.1331575
  • Viciana, J., Mayorga-Vega, D., Martínez-Baena, A., Hagger, M. S., Liukkonen, J., & Yli-Piipari, S. (2019). Effect of self-determined motivation in Physical Education on objectively measured habitual physical activity: A trans-contextual model. Kinesiology, 51(1), 141–149. doi: 10.26582/k.51.1.15
  • Wang, Y., & Chen, A. (2020). Two pathways underlying the effects of Physical Education on out-of-school physical activity. Research Quarterly for Exercise and Sport, 91(2), 197–208. doi: 10.1080/02701367.2019.1656325
  • World Health Organization, W. (2018). Global action plan on physical activity 2018–2030: More active people for a healthier world. Geneva: World Health Organization.
  • Yáñez, J., & Castejón, F. J. (2011). La utilización de la transferencia para el aprendizaje de la táctica colectiva deportiva en Educación Secundaria. Infancia y Aprendizaje, 34, 95–107.
  • Yli-Piipari, S., Layne, T., Hinson, J., & Irwin, C. (2018). Motivational pathways to leisure-time physical activity participation in urban Physical Education: A cluster-randomized trial. Journal of Teaching in Physical Education, 37(2), 123–132. doi: 10.1123/jtpe.2017-0099
Fuente de los datos: Dialnet