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Effect of the hybridization of social and personal responsibility model and sport education model on physical fitness status and physical activity practice

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dc.contributor.authorQuiñonero-Martínez, Antonio Luis
dc.contributor.authorCifo-Izquierdo, María Isabel
dc.contributor.authorGómez-Mármol, Alberto
dc.contributor.authorSánchez-Alcaraz Martínez, Bernardino Javier
dc.contributor.departmentExpresión Plástica, Musical y Dinámica
dc.date.accessioned2025-02-21T08:34:59Z
dc.date.available2025-02-21T08:34:59Z
dc.date.issued2023-10-17
dc.description© 2023 Quiñonero-Martínez, Cifo-Izquierdo, Sánchez-Alcaraz Martínez and Gómez-Mármol. This document is the published version of a published work that appeared in final form in Frontiers in Psychology This document is made available under the CC-BY 4.0 license http://creativecommons.org/licenses/by/4.0 To access the final edited and published work see: https://doi.org/10.3389/fpsyg.2023.1273513
dc.description.abstractPhysical activity patterns, sedentary habits and obesity levels among children and teenagers are indicators of a worrying reality which has been aggravated by the COVID-19 pandemic. In this context, this study has analysed the impact that new methodologies in Physical Education have on physical health aspects. Two teaching methods, namely, Teaching Personal and Social Responsibility and Sport Education Model, were hybridized, in a Secondary School in Murcia (Spain). Controlled quasi-experimental research was completed with a sample of 76 Secondary Education students aged 12–14 (male: 32; female: 44), developing a hybridization of both models in the experimental group. The Physician-based Assessment and Counselling for Exercise (PACE) questionnaire and Eurofit and Alpha Fitness motor tests were run to collect the results. Those showed significant improvement in standing long jump and speed-agility results in the control group. In the experimental group, on the contrary, no significant improvement was registered for either test, but out-of-school physical activity rates were higher. Following this research, it is concluded that both models have positive influence on physical activity habits, but the teaching time devoted to the subject of Physical Education is not enough to improve them.es
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dc.identifier.citationFront. Psychol. 14:1273513
dc.identifier.doihttps://doi.org/10.3389/fpsyg.2023.1273513
dc.identifier.issn1664-1078
dc.identifier.urihttp://hdl.handle.net/10201/150782
dc.languageenges
dc.publisherFrontierses
dc.relationSin financiación externa a la Universidades
dc.relation.publisherversionhttps://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2023.1273513/full
dc.rightsinfo:eu-repo/semantics/openAccesses
dc.rightsAtribución 4.0 Internacional*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.subjectHealthes
dc.subjectSecondary educationes
dc.subjectTeaching methodses
dc.subjectSedentary habitses
dc.subjectTeenagerses
dc.titleEffect of the hybridization of social and personal responsibility model and sport education model on physical fitness status and physical activity practicees
dc.typeinfo:eu-repo/semantics/articlees
dspace.entity.typePublicationes
relation.isAuthorOfPublication30274e77-8eaa-4ffd-ba3f-0bc63644e0e8
relation.isAuthorOfPublication.latestForDiscovery30274e77-8eaa-4ffd-ba3f-0bc63644e0e8
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