scholarly journals The Seneb’s Enigma: Impact of a Hybrid Personal and Social Responsibility and Gamification Model-Based Practice on Motivation and Healthy Habits in Physical Education

2021 ◽  
Vol 18 (7) ◽  
pp. 3476
Author(s):  
David Melero-Canas ◽  
David Manzano-Sánchez ◽  
Daniel Navarro-Ardoy ◽  
Vicente Morales-Baños ◽  
Alfonso Valero-Valenzuela
Keyword(s):  
Physical Activity ◽  
Social Responsibility ◽  
Physical Fitness ◽  
Sedentary Time ◽  
Field Tests ◽  
Control Group ◽  
Sedentary Behaviors ◽  
Personal And Social Responsibility ◽  
Responsibility Model ◽  
And Control

Increasing physical activity (PA) and personal and social values are two of the greatest demands in the current educational system. This study examined the effects of a program based on the hybridization of the Personal and Social Responsibility Model and gamification. A total of 58 students (13.89 years old, SD = 1.14) in two groups (experimental and control) participated during a complete academic year. Motivation, physical activity and sedentary behavior were assessed through questionnaires. Physical fitness was evaluated using previously validated field tests. The results showed significant differences over time between the experimental group (EG) and control group (CG) in afterschool physical activity (APA) during the weekend (p = 0.003), sedentary time (p = 0.04) and speed–agility (p = 0.04). There were no significant differences in motivation. In reference to the intervention, the speed–agility (p = 0.000), strength (p = 0.000), agility (p = 0.000), cardiorespiratory fitness (p = 0.001), APA–weekend (p = 0.000), APA–week (p = 0.000) and sedentary time (p = 0.000) increased significantly in the EG. The speed–agility (p = 0.000), APA–weekend (p = 0.03) and sedentary time (p = 0.008) increased in the CG. The implementation of a program based on the hybridization of pedagogical models can be useful in producing improvements in physical fitness, physical activity and sedentary behaviors.

scholarly journals The Seneb´S EnigmA: Impact of a Hybrid Personal and Social Re-Sponsibility and Gamification Model-Based Practice on Motivation and Healthy Habits in Physical Education

2021 ◽  
Author(s):  
David Melero-Canas ◽  
David Manzano-Sánchez ◽  
Daniel Navarro-Ardoy ◽  
Vicente Morales-Baños ◽  
Alfonso Valero-Valenzuela
Keyword(s):  
Physical Activity ◽  
Social Responsibility ◽  
Physical Fitness ◽  
Sedentary Time ◽  
Field Tests ◽  
Model Based ◽  
Personal And Social Responsibility ◽  
Hybrid Program ◽  
Responsibility Model ◽  
And Control

Abstract: Increasing physical activity (PA) and personal and social values are two of the greatest demands in the current educational system. This study examined the effect of a hybrid pro-gramme based on the Personal and Social Responsibility Model and Gamification. A total of 58 students (13.89 years old, SD = 1.14) in two groups (Experimental and Control) participated dur-ing a complete academic year. Motivation, physical activity and sedentary behaviour were as-sessed though questionnaires. Physical fitness was evaluated using previously validated field tests. The results showed significant differences over time between EG and CG in afterschool physical activity (APA) at the weekend (p = 0.003), sedentary time (p = 0.04) and speed-agility (p = 0.04). There were no significant differences in motivation. Regarding the intervention, speed-agility (p = 0.000), strength (p = 0.000), agility (p = 0.000), cardiorespiratory fitness (p = 0.001), APA-weekend (p = 0.000), APA-week (p= 0.000) and sedentary time (p = 0.000) increased signifi-cantly in the EG. Speed-agility (p = 0.000), APA-weekend (p = 0.03) and sedentary time (p = 0.008) increased in the CG. The use of this hybrid program can be useful to produced improvements in physical fitness, physical activity and sedentary hevaviours. The use of a hybrid program based on teaching personal and social responsibility and gamification strategies, produced improvements in physical fitness, physical activity and sedentary behavior, but not in motivation variables. Further research is demanded in order to contrast this relevant findings due to the potential drawbacks and diversity found in the scientific literature among model-based practice.

scholarly journals Effects of an Educational Hybrid Physical Education Program on Physical Fitness, Body Composition and Sedentary and Physical Activity Times in Adolescents: The Seneb’s Enigma

2021 ◽  
Vol 11 ◽  
Author(s):  
David Melero-Cañas ◽  
Vicente Morales-Baños ◽  
David Manzano-Sánchez ◽  
Dani Navarro-Ardoy ◽  
Alfonso Valero-Valenzuela
Keyword(s):  
Physical Activity ◽  
Body Composition ◽  
Physical Education ◽  
Physical Fitness ◽  
Cardiorespiratory Fitness ◽  
Sedentary Time ◽  
Controlled Trial ◽  
Field Tests ◽  
Control Group ◽  
Personal And Social Responsibility

Physical activity (PA), body composition and sedentary behavior may affect the health of children. Therefore, this study examined the effect of an educational hybrid physical education (PE) program on physical fitness (PF), body composition and sedentary and PA times in adolescents. A 9-month group-randomized controlled trial was conducted in 150 participants (age: 14.63 ± 1.38 years) allocated into the control group (CG, n = 37) and experimental group (EG, n = 113). Cardiorespiratory fitness, speed, strength, agility, flexibility and body mass index (BMI) were assessed through previously validated field tests. Sedentary time, PA at school and afterschool were evaluated with the Youth Activity Profile-Spain questionnaire. Significant differences were observed concerning to the CG in APA-weekend (p = 0.044), speed-agility (p = 0.005) and agility (p = 0.008). Regarding the intervention, cardiorespiratory fitness (p = 0.000), speed-agility (p = 0.000), strength (p = 0.000), flexibility (p = 0.000), agility (p = 0.000), PA in school (p = 0.011), APA-weekday (p = 0.001), APA-weekend (p = 0.000), APA-week (p = 0.000), and sedentary time (p = 0.000) increased significantly in the EG. The use of a hybrid program based on teaching personal and social responsibility and gamification strategies produced enhancements in cardiorespiratory fitness, agility, speed, APA-weekdays and APA-weekends, reducing the sedentary time.

scholarly journals Personal and Social Responsibility Programme Effects, Prosocial Behaviours, and Physical Activity Levels in Adolescents and Their Families

2020 ◽  
Vol 17 (9) ◽  
pp. 3184
Author(s):  
Juana García-García ◽  
David Manzano-Sánchez ◽  
Noelia Belando-Pedreño ◽  
Alfonso Valero-Valenzuela
Keyword(s):  
Physical Activity ◽  
Social Responsibility ◽  
Control Group ◽  
Activity Levels ◽  
Intervention Programme ◽  
Physical Activity Levels ◽  
Personal And Social Responsibility ◽  
Prosocial Behaviours ◽  
And Control ◽  
Experimental Group

The aim of this study was to analyse a personal and social responsibility programme in students and their family’s perceptions relative to responsibility, prosocial behaviours, empathy, violence perception and physical activity levels. A sample consisting of 57 physical education students between 11 and 14 years old (mean (M) = 11.93; standard deviation (SD) = 0.73) that included 32 of their parents (M = 49.31; SD = 6.39) was distributed into experimental and control groups. The main results indicate that there were initial significant differences in favour of the control group for personal and social responsibility compared to the experimental group and they disappeared at the end of the treatment. There was an increase in antisocial behaviours for the control group at the end of the treatment. The experimental group also enhanced the values in violence perception for both students and families as compared to the control group. These results seem contradictory, which may be due in part to a short-time intervention programme and a low number of participants in the sample. More studies will clarify the improvements this kind of programme can bring to the variables studied.

scholarly journals THE EFFECTIVENESS OF HELLISON’S MODEL OF PERSONAL AND SOCIAL RESPONSIBILITY IN PHYSICAL EDUCATION TEACHING

2019 ◽  
pp. 663 ◽  
Author(s):  
Svetlana Buišić ◽  
Višnja Đorđić
Keyword(s):  
Physical Education ◽  
Motor Learning ◽  
Social Responsibility ◽  
Youth Violence ◽  
Experimental Program ◽  
Control Group ◽  
Discipline Problems ◽  
Self Evaluation ◽  
Personal And Social Responsibility ◽  
Responsibility Model

Increase in youth violence, discipline problems in schools, decrease of interest in physical activities and other negative trends, impose the need for reconceptualization of physical education. Among promising models, one stands out. It is the Hellison’s responsibility model or Teaching Personal and Social Responsibility model-TPSR Model, based on intrinsic motivation and encouraging personal and social responsibility of students. Goal of the present study was to check the effectiveness of Hellison’s model in primary school physical education setting. Sample consisted of students of third grade of elementary school (N=100; 54 boys, 46 girls), appointed to experimental and control group. The effects of the experimental (TPSR) and standard program of physical education on responsibility in students, motivational orientations, self-evaluation, social support and motor learning were tested. The data was processed by methods of descriptive statistics, MANOVA analysis and Mann-Whitney test (p ≤ .05). After completing experimental program, statistically significant differences were detected in all dependent variables, consistently in favor of the experimental group. Hellison’s model produced the largest effects in the domain of motor learning, responsibility and self-determined motivation in students, which points to validity of its implementation in regular physical education teaching.

Exploring the Relevance of the Personal and Social Responsibility Model in Adapted Physical Activity: A Collective Case Study

2004 ◽  
Vol 23 (1) ◽  
pp. 71-87 ◽  
Author(s):  
Paul M. Wright ◽  
Katherine White ◽  
Deborah Gaebler-Spira
Keyword(s):  
Physical Activity ◽  
Social Responsibility ◽  
Children With Disabilities ◽  
Adapted Physical Activity ◽  
Collective Case Study ◽  
Field Notes ◽  
Positive Feelings ◽  
Personal And Social Responsibility ◽  
Responsibility Model

The purpose of this study was to examine the application of the Personal and Social Responsibility Model (PSRM) in an adapted physical activity program. Although the PSRM was developed for use with underserved youth, scholars in the field of adapted physical activity have noted its potential relevance for children with disabilities. Using a collective case study, we explored the relevance and perceived benefits of the PSRM in an adapted martial arts program. Participants were five male children with spastic diplegic cerebral palsy. Data sources included observational field notes, medical records, and interviews with participants’ physicians, therapists, and parents. The following themes were generated from the data: increased sense of ability, positive feelings about the program, positive social interactions, and therapeutic relevance. These results indicate that the PSRM can be made relevant to children with disabilities, especially when coupled with appealing and therapeutically relevant content.

Implementation of the Teaching Personal and Social Responsibility Model to Reduce Violent and Disruptive Behaviors in Adolescents Through Physical Activity: A Quantitative Approach

2020 ◽  
pp. 1-7
Author(s):  
Bernardino J. Sánchez-Alcaraz ◽  
Alberto Gómez-Mármol ◽  
Alfonso Valero-Valenzuela ◽  
Javier Courel-Ibáñez
Keyword(s):  
Physical Activity ◽  
Social Responsibility ◽  
Objective Assessment ◽  
Disruptive Behaviors ◽  
Future Research ◽  
Control Group ◽  
Systematic Observation ◽  
Model Based ◽  
Violent Behaviors ◽  
Personal And Social Responsibility

Purpose: To investigate how a physical activity education program based on the teaching personal and social responsibility (TPSR) model affected disruptive behaviors in teenagers. Method: A total of 338 students (13–15 years old) from the 672 recruited completed a 4-month TPSR-model-based program during their physical education lessons. Disruptive behavior was recorded through systematic observation. Results: The students from the TPSR-model-based group reduced their violent behaviors (physical aggressions, verbal aggressions, interrupting, and total behaviors) after the intervention, whereas the control group remained the same. Conclusions: The TPSR school-based intervention was efficient in improving coexistence in terms of decreasing violent behaviors (physical and verbal aggressions) and undisciplined behaviors (continual interruptions of lessons) in students. The novel approach used to objectively assess emerging behaviors enriched the quality and validity of the quantitative data. Future research should address the use of objective assessment when conducting TPSR-model-based programs.

scholarly journals El modelo de responsabilidad personal y social a través del deporte: revisión bibliográfica (Personal and social responsibility model through sports: a bibliographic review)

Retos ◽  
2019 ◽  
pp. 755-762
Author(s):  
Bernardino Javier Sánchez-Alcaraz Martínez ◽  
Javier Courel Ibáñez ◽  
Cristina Sánchez Ramírez ◽  
Alfonso Valero Valenzuela ◽  
Alberto Gómez Mármol
Keyword(s):  
Physical Activity ◽  
Social Responsibility ◽  
Review Process ◽  
Selection Process ◽  
Research Articles ◽  
Personal And Social Responsibility ◽  
Responsibility Model

El Modelo de Responsabilidad Personal y Social (MRPS) ha sido aplicado durante más de 30 años con el objetivo de mejorar los valores de los adolescentes a través de la actividad física y el deporte. El objetivo de este trabajo es realizar una revisión de los diferentes estudios que han implementado el MRPS. Se realizó un proceso de revisión a través del proceso PRISMA. Tras el proceso de identificación y selección, se obtuvieron un total de 35 trabajos. Se analizaron variables como el país de aplicación, la evolución de los estudios a lo largo de los años, la duración del programa, el número de alumnos al que se aplicó, el tipo de variables que evaluaron. Finalmente, se realizó una síntesis y discusión de los principales resultados de los trabajos.Abstract. The Model of Personal and Social Responsibility (MRPS) has been applied for 30 years with the aim of improving adolescents’ values through physical activity and sport. The aim of this work is to carry out a review of different studies that have implemented the MRPS. A review process was performed using the PRISMA protocol. After the identification and selection process, a total of 35 research articles were obtained. Variables such as country of application, evolution of the studies through the years, duration of the program, number of students, and type of the variables evaluated were analyzed . Finally, a summary and discussion of the main results was presented.

scholarly journals From Students’ Personal and Social Responsibility to Autonomy in Physical Education Classes

2019 ◽  
Vol 11 (23) ◽  
pp. 6589
Author(s):  
Alfonso Valero-Valenzuela ◽  
Gabriel López ◽  
Juan Antonio Moreno-Murcia ◽  
David Manzano-Sánchez
Keyword(s):  
Physical Education ◽  
Experimental Design ◽  
Social Responsibility ◽  
Control Group ◽  
Interpersonal Style ◽  
Quasi Experimental ◽  
Personal And Social Responsibility ◽  
Responsibility Model ◽  
Experimental Group

The objective of this study was to analyze the effect that the application of the personal and social responsibility model has on students’ perception of a teacher’s interpersonal style and on the perception of autonomy. A quasi-experimental design was used with a control group (n = 60) and an experimental group (n = 60) to which the intervention was applied. Participants were aged between 10 and 13 years. As the main results, the experimental group saw improvements in support for the autonomous interpersonal style, in the need for autonomy satisfaction and also in the perception of personal and social responsibility. Perception of the controlling style decreased. In conclusion, the use of this type of program in educational centers is recommended for its benefits with regard to students’ autonomy and personal and social responsibility.

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