Physical Education Intervention Research Articles

Fostering Holistic Development with a Designed Multisport Intervention in Physical Education: A Class-Randomized Cross-Over Trial.

Physical education (PE) is acknowledged as a relevant context for holistic child and youth development promotion. However, interventional research mostly builds on individual theories focused on specific outcome domains. This study presents a multisport enriched PE intervention that capitalizes on the intersection of different theory-based approaches to motor, cognitive and socio-emotional skills development promotion. With a cross-over design, 181 fifth graders, coming from a past class-randomized trial of enriched or traditional PE in their 1st–3rd grade, were stratified (based on their previous PE experience) and class-randomized to multisport enriched PE or control group. They completed pre-post assessments in motor and sport skills, cool (inhibition, working memory) and hot (decision making) executive functions, prosocial (empathy, cooperation) and antisocial (quick-temperedness, disruptiveness) behaviors. Children in the enriched PE group showed advantages in motor and prosocial skills after the intervention, which were linked by a mediation path, and an interactive effect of past and actual PE experience on decision making but no differential effects on other variables. The results suggest that a PE intervention designed with an integrative theory base, although not allowing disentangling the contribution of individual components to its efficacy, may help pursue benefits in motor and non-motor domains relevant to whole-child development.

Integrating Social Skills in Traditional Games with Physical Education Interventions

This study was based on the previous research which found that traditional games given at the elementary level were significantly effective for the improvement of students' socialization in the classroom and the improvement of the quality of students' relationships between classes. This study aimed to examine whether traditional games could affect social skills. The design used in this research was a 3x2 factorial study with the randomized pretest-posttest control group design, while 90 samples were divided into three groups. The result of this research revealed that: 1) there were differences in social skills between groups given traditional games with social elements and groups given traditional games without any social elements. 2) Students with Dayak ethnic/cultural background showed better social skills and social behaviour than students with Malay and Javanese ethnic/cultural backgrounds. 3) Traditional games that contain social elements with Dayak cultural background had a better influence on elementary school students' skills and social behaviour than other groups. 4) There was an interaction between the types of traditional games with cultural/ethnic backgrounds of social skills, while for social behavior; there was no interactional relationship between the two.

Promotion of physical activity-related health competence in physical education: A person-oriented approach for evaluating the GEKOS intervention within a cluster randomized controlled trial

A central goal of physical education (PE) is to empower students to be physically active in a health-enhancing way. Therefore, using a competence-based approach, the objective of the health- and fitness-related PE intervention ‘Promotion of physical activity-related health competence in PE’ (GEKOS) was to address practical and theoretical content regarding training, fitness, and health. The aim of this person-oriented study was to examine differential effects of the GEKOS intervention on control competence and related knowledge, skills, abilities, and motivation. A total of 860 ninth graders were randomly assigned to an intervention or control group. Intervention group students received six PE lessons that combined practical and theoretical content regarding training, fitness, and health. Measurements were taken before, directly after, and with a follow-up after 8–12 weeks. Students completed a knowledge test and a fitness test, and filled out scales considering motivation and perceived control competence. Latent profile analysis and multinomial logistic regression were estimated. Five patterns of outcome measures were found. Intervention group students transitioned significantly more often to patterns with improved outcome values. The intervention was especially effective for a subgroup of students who initially had rather low outcome values. For a small proportion of students, the intervention entailed a loss of health-related motivation. The study indicated that students with low control competence and related knowledge, skills, abilities, and motivation can benefit from the GEKOS intervention. Future studies should investigate modes of actions and interventions that explicitly address motivation and vary the content and methods used in PE.

Impact of the MooN Physical Education Program on the Socio-Emotional Competencies of Preadolescents.

Few studies have analyzed emotional educational experiences through physical education interventions. The objective of this study was to evaluate the effects on socio-emotional competencies of a physical education intervention (i.e., the MooN program) based on the instructional model known as the sports education model (SEM), compared to a physical education intervention based on the traditional model of direct instruction (TM-DI) in preadolescents. The sample consisted of 170 students between 10 and 13 years old (mean age: M = 10.76; standard deviation: SD = 0.73). Participants were randomly assigned to the experimental group (SEM; n = 87) and the active control group (TM-DI; n = 83). In the experimental group, the SEM-based intervention was applied, while in the active control group, an intervention based on the TM-DI was developed. A quasi-experimental design with repeated pre-test and post-test measures and an active control group was used. The self-efficacy inventory for multiple intelligences (IAMI-40) was used to assess the children’s socio-emotional competencies. The child perfectionism inventory was applied to evaluate the self-demand perfectionist efforts. The results confirmed that the MooN program (SEM intervention) promoted significant improvements in socio-emotional competencies. These findings support the potential of this physical education instructional model as an emotional education pathway for the socio-emotional improvement of preadolescent students.

INTERVENTION APPROACHES IN PHYSICAL EDUCATION IN ORDINARY SCHOOL TO ENHANCE SOCIAL INTERACTION IN A STUDENT WITH AUTISTIC SPECTRUM DISORDER: A CASE STUDY

Co-education of students with Autistic Spectrum Disorder (ASD) during the lesson of Physical Education (PE) in the Greek School constitutes contemporary educational reality. However, its success depends on many factors, with the most important being the effective employment of cooperative physical education methods for students with disabilities or no disabilities. The purpose of this case study was to analyze the impact of a physical education intervention program on the reinforcement of the social interaction of a student with ASD, aged 10, in the ordinary school. The intervention exercise program included the following specific educational approaches and intervention strategies: a) game with the support of an adult (adult support game) b) integrated playgroups with guided involvement (Integrated Play Groups Model) and c) games between peers providing a model to imitate. The duration of the program was eight weeks, with a frequency of three times per week, each lesson of PE (Physical Education) lasting 45 minutes. The data collection tools that were used in the pre-intervention program were the semi-structured interview and the «Autism Social Skills Profile» scale (Bellini & Hopf, 2007), which was adapted in the Greek Language by Syriopoulou- Delli, Agaliotis and Papaefstathiou (2016). It was used before and after the intervention. The results of the research study showed that the student with ASD had positive experiences through his relationship with his classmates, increased his level of participation in the lesson of Physical Education (PE) throughout the implementation of the intervention program, and improved his social reciprocity through interaction and collaboration with his peers, without displaying improper or detrimental social behavior patterns. 
 
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Barriers and facilitators to physical education, sport, and physical activity program participation among children and adolescents with psychiatric disorders: a systematic review.

Children and adolescents with heterogeneous psychiatric disorders, of whom over 50% have a second psychiatric comorbidity, have low rates of physical activity and experience unique challenges to engaging in community-based exercise programming, school-based physical education programming, and targeted physical activity interventions. This contributes to elevated rates of gross and fine motor delays, lower mood and self-regulation, and increased risk of chronic diseases such as obesity and type 2 diabetes. Perform a systematic scoping review of the literature to assess known barriers to and facilitators of engaging in physical activity programming among children and adolescents with heterogeneous and/or comorbid psychiatric disorders, in order to improve engagement among this population in real world intervention settings. Systematic Boolean diagnostic and physical activity search terms were entered into PubMed, MEDLINE, PsycINFO and Web of Science for English-language studies published between 2005 and 2020, examining barriers and facilitators for common psychiatric diagnoses and general psychiatric population's engagement in physical activity, physical education, sports, or exercise interventions. Two reviewers independently reviewed titles, abstracts and full articles to determine inclusion. A total of 5,198 articles were returned; 39 relating to children and adolescents were qualified for full-text review. After review, 24 studies were included addressing barriers and facilitators across multiple diagnoses; 7 studies were quantitative, 10 were qualitative, and 7 were mixed methods. Major barriers included low motivation, low self-efficacy, depleted parental reserve capacity, social isolation, lack of staff training, and safety concerns. Major facilitators included peer support/engagement, exergames, supportive parental behaviors, and inclusive/adaptive programming. Numerous barriers and facilitators to physical activity have been identified which should inform community, school, clinical, and research intervention program design. Further research is needed to develop effective strategies that address the challenges to inclusion that children and adolescents with heterogeneous and/or comorbid psychiatric disorders face.

Changes in Motor Competence after a Brief Physical Education Intervention Program in 4 and 5-Year-Old Preschool Children.

Low motor competence (MC) can cause low participation in physical activities in preschool children, and together with a high caloric intake, it can lead to obesity. Interventions on motor skills are effective in the short term to improve MC, therefore the objectives of this study were (1) to investigate the effect of a short six-week program on levels of motor competence in preschool children, and (2) to examine the effects of gender-based intervention. A total of 156 preschool children (5.20 ± 0.54 years old) from Lugo (Spain) participated. A quasi-experimental pre–post-test design was used with a control group of 76 students. The Movement Assessment Battery for Children—2nd Edition (MABC-2) was used to collect the data. Significant differences between the control and experimental groups were found after the intervention program in aiming and catching (p < 0.001), balance (p < 0.001), the total score of eight tests (p < 0.001), and total percentile score (p < 0.001). The results regarding gender in the experimental group showed a reduction in differences with respect to the initial results except in aiming and catching, where scores were higher in boys. The data suggest that the application of specific intervention programs in MC could positively influence the improvement of MC in preschool children, thus reducing differences between genders.

Effect of a 6-Week Physical Education Intervention on Motor Competence in Pre-School Children with Developmental Coordination Disorder.

The objective of this research was to analyze the impact of an intervention program performed by a specialist in physical education (PE) to contribute to the development of motor competence (MC) in pre-school children with motor development problems. The sample consisted of 28 children (12 from the intervention group and 16 from the control group) aged between 4.1 and 5.9 years (mean = 4.71 ± 0.54) who were in the fifth and sixth grades of pre-school education in two schools from Lugo, Spain. The Movement Assessment Battery for Children-2 (MABC-2) was used for data collection. The data revealed that, in the pre- and post-test intervention groups, there are statistically significant differences in manual dexterity (p < 0.001; d = 2.63), aiming and catching (p < 0.002; d = 1.13), balance (p < 0.001; d = 1.68), total test score (p < 0.001; d = 3.30) and total percentile score (p < 0.001; d = 1.88). Between the control and intervention post-test groups, significant differences were found in manual dexterity (p = 0.015; η2 = 0.22), aiming and catching (p = 0.003; η2 = 0.32), balance (p = 0.050; η2 = 0.15), total test score (p < 0.001; η2 = 0.47) and total percentile score (p < 0.001; η2 = 0.48). Based on the results obtained, a specific MC program implemented by a PE specialist contributed to the improvement of manual dexterity, aiming and catching and balance, as well as a better percentile in the general MC of pre-school children diagnosed with motor skill problems.

High-Intensity Interval Training and Health Optimizing Physical Education: Achieving Health and Educative Outcomes in Secondary Physical Education—A Pilot Nonrandomized Comparison Trial

Although high-intensity interval training (HIIT) is perceived to be an efficient way to meet health outcomes in physical education (PE), the effect of HIIT on the learning environment of students is unknown. Purpose: This study compared two PE interventions lasting 8 weeks and assessed the potential efficacy of embedding HIIT into a PE program to meet concurrent health and educative outcomes. Methods: Participants (N = 166; mean age = 12.91 years) were assigned to one of two study conditions according to intact groupings: HIIT program (n = 84) and dynamic PE (DPE) program (n = 82). Assessments occurred at baseline and postintervention. A repeated-measures analysis of variance was used to test the intervention effects in each group. Results: Postintervention analysis demonstrated increases in health indices of both groups and comparing the effect size of each intervention revealed no difference. Systematic direct observation revealed effects for the provision of terminal feedback within the HIIT intervention (g = 1.03) when compared with the DPE intervention. A self-report questionnaire revealed changes in motivation toward PE among students allocated to the HIIT group were trivial, whereas students exposed to the DPE program displayed increased levels of motivation toward their PE experience. Conclusions: This study demonstrates that HIIT may elicit positive changes in PE settings by creating a “time potential” leading to an increased opportunity to learn without negating health gains. The DPE program proved to be move favorable in terms of student motivations to learn during PE.

Influência de conteúdos sistematizados da educação física na coordenação motora de crianças na primeira infância

Motor practices should provide children the acquisition of mature patterns of fundamental skills, but currently scholar Physical Education does not appear to offer sufficient stimulation. The objective of the study was to evaluate the effect of systematized classes in preschool children's motor coordination. The coordinative level of 84 children aged four to five years was evaluated through the battery of tests KTK, before and after two distinct programs of motor practices, namely the regular Physical Education classes given by non-specialist physical education teachers (CG) and intervention based on a developmental approach (EG). We compared the scores of the KTK tests between groups for each moment; between pre- and post-tests for each group; we analyzed the effect sizes for; and run subsequent analysis stratified by sex and by age. Both groups have improved the scores in all tasks. In the post-test, EG achieved statistically higher scores in comparison to CG for only one task of KTK, but it achieved higher effect sizes in all tasks. The stratified results did differ relatively to the effect of the interventions regarding the sexes, but indicated that younger children might be particularly sensitive to those interventions. We discuss the relevance of systematized contents with organization, variability, progressive difficulty, and suitability to age range for an adequate development of motor coordination in preschoolers.

Physical activity during physical education in elementary school in China: the role of teachers

ABSTRACT Background: Many studies find that physical education (PE) classes in elementary schools rarely meet the recommendation to engage students in moderate and vigorous physical activity (MVPA) at least 50% of the class time. PE teachers are responsible for engaging students in MVPA during PE classes. Therefore, identifying teacher-related factors associated with student in-class MVPA in elementary PE classes is necessary. Purpose: This study focused on students’ MVPA during PE in elementary schools in China. The study aimed the following: (a) investigate MVPA of students in PE, teacher characteristics, and teaching behavior; (b) identify differences in teaching behavior through teacher characteristics; and (c) determine the association among teaching behavior, teacher characteristics, and MVPA of students in PE. Methods: A total of 56 teachers from 10 elementary schools in Shanghai, China, provided personal data on teacher characteristics via questionnaire. Data on teaching behaviors were collected from 210 lessons using the System for Observing Fitness Instruction Time (SOFIT), whereas data on MVPA of students were collected using accelerometers. Teacher characteristics, teaching behavior, and students’ MVPA time are described using descriptive statistics. Moreover, differences in teaching behavior were tested on the basis of teacher characteristics through multivariate analysis of variance. The associations among teacher characteristics, teaching behavior, and students’ MVPA were examined through hierarchical regression analyses. Findings: The teachers’ lessons failed to reach the recommended 50% MVPA time in PE. Compared with PE teachers with 6–10 years and more than 10 years of teaching experience, teachers with 1–5 years of teaching experience spent significantly more time managing classes and less time observing their students. Teacher gender was found to be negatively related to students’ MVPA, that is, students spent significantly more MVPA time in male- than female-led lessons (B = −3.105). Teaching experience of 6–10 years (B = 2.726) and more than 10 years (B = 3.036) were positively associated with students’ MVPA, which indicated that students taught by these two groups of teachers spent significantly more time in MVPA than teachers with 1–5 years of teaching experience. With regard to teaching behavior, promoting (B = 1.207) and observing (B = 1.567) were positively correlated with students’ MVPA during PE classes. Regression analysis revealed that 17.3% of the variance for students’ MVPA was explained by teacher characteristics and behavior. Conclusion: Results suggested that all teachers should be targeted to increase MVPA level of students in PE, especially female teachers and teachers with 1–5 years teaching experience. PE interventions should target the teaching behavior of promoting and observing to increase students’ PA level during PE classes.

The impact of a 6-week community-based physical activity and health education intervention-a pilot study among Irish farmers.

There is a higher prevalence of lifestyle-related diseases among Irish farmers than the general adult population. Lifestyle interventions that increase physical activity and improve dietary patterns have been associated with reduced chronic disease risk and improved quality of life among high-risk populations. The impact of lifestyle interventions among Irish farmers is unknown. To assess the effectiveness of a community-based intervention on farmer health, cardiovascular fitness, lower limb strength endurance, and dietary intake. A 6-week physical activity and lifestyle education intervention involving two 60-min circuit-based exercise training sessions and one 60-min health education workshop per week was implemented. Pre- and post-measurements included total body weight, body fat percentage, lean muscle mass, resting blood pressure, fasting blood glucose, cholesterol, triglycerides, cardiovascular fitness, lower limb strength, perceived physical and mental health, and dietary intake. Thirty farmers completed the intervention giving an adherence rate of 75%. At baseline, mean BMI (32.7 ± 4.1 kg/m2), body fat percent (31.7 ± 6.7), waist circumference (110.2 ± 10.4 cm), systolic (128.7 ± 7.8 mmHg) and diastolic (86.2 ± 6.8 mmHg) blood pressure were higher than recommended levels. Significant improvements (p < 0.05) were found for total body weight, BMI, waist and hip circumferences, cardiovascular fitness, lower limb strength endurance, systolic blood pressure, total energy, total fat, total unsaturated fat, monounsaturated fat, saturated fat, trans fat, total carbohydrate, sodium, cholesterol and percentage energy intakes of total fat, saturated fat, protein, and physical and mental health scores. Irish farmers remain at high risk of developing chronic diseases but respond positively to lifestyle intervention.

Effects of a physical education intervention programme for ninth-graders on physical activity-related health competence: Findings from the GEKOS cluster randomised controlled trial

The main purpose of this cluster randomised controlled trial was to investigate the effects of a physical education (PE) intervention programme combining theoretical and practical components on students' knowledge, skills, abilities and motivation related to competence for a healthy active lifestyle. The intervention used learning tasks to combine theory on health and physical fitness with either running/jumping activities or small-sided ball games and was compared to regular PE classes. Forty-eight PE classes were randomly assigned to intervention (IG-run, IG-game play; 27 classes) and control (CG-run, CG-game play; 21 classes) groups. Overall, 841 ninth-graders (51.1% girls, Mage = 14.20, SD = 0.51) were tested before and after the six-week intervention and in an eight-to-twelve-week follow-up. Students completed a health-related fitness knowledge test, questionnaires on control competence for physical training, health- and fitness-related interest and attitudes, and physical fitness tests. Regressions in structural equation models revealed positive treatment effects of the game play intervention on students' knowledge (βStdY = 0.33, 99.6% CI [0.12, 0.55]) and control competence for physical training (βStdY = 0.26, 99.6% CI [0.02, 0.50]) at the post-test. No significant effects were found at the follow-up test. Treatment effects were independent of gender. The results indicate the short-term effectiveness of learning tasks combining theory with ball games in order to develop knowledge and control competence for physical training in PE. Further studies have to clarify how to sustain effects over time and address students' physical fitness and health- and fitness-related interest and attitudes in interventions combining theory and practice. Trial registrationThis study was retrospectively registered with the German Clinical Trials Register (DRKS), DRKS-ID: DRKS00016349.

Effect of Linear and Nonlinear Pedagogy Physical Education Interventions on Children's Physical Activity: A Cluster Randomized Controlled Trial (SAMPLE-PE).

Background: School-based interventions are a key opportunity to improve children’s physical activity (PA); however, there is lack of evidence about how pedagogical approaches to motor learning in physical education (PE) might affect PA in children. Therefore, this study aimed to assess how different pedagogical approaches in PE might affect children’s PA. Methods: Participants (n = 360, 5–6 years) from 12 primary schools within the SAMPLE-PE randomized controlled trial were randomly allocated to either Linear Pedagogy (LP: n = 3) or Nonlinear Pedagogy (NP: n = 3) interventions, where schools received a 15-week PE intervention delivered by trained coaches, or to a control group (n = 6), where schools followed usual practice. ActiGraph GT9X accelerometers were used to assess PA metrics (moderate-to-vigorous PA, mean raw acceleration and lowest acceleration over the most active hour and half hour) over whole and segmented weeks at baseline, immediately post-intervention and 6 months follow-up. Intention to treat analysis employing multilevel modelling was used to assess intervention effects. Results: LP and NP interventions did not significantly affect children’s PA levels compared to the control group. Conclusion: PE interventions based on LP and NP alone might not be effective in improving habitual PA in children.

An integrated physical and mental health awareness education intervention to reduce non-communicable diseases among Syrian refugees and Jordanians in host communities: A natural experiment study.

The Syrian crisis has had a devastating impact on displaced populations and among host communities in neighboring countries such as Jordan. Many of these individuals are at risk for non-communicable diseases (NCD) and mental health disorders, yet do not have access to services designed to manage or prevent these conditions. The purpose of this study was to examine the efficacy of a non-communicable disease (NCD) awareness educational intervention and an integrated NCD and mental health education intervention on reducing cardiovascular disease (CVD) risk among Jordanians and displaced Syrians.This natural experiment study was conducted in three health centers in Irbid, Jordan with 213 Syrian participants and 382 Jordanians. Participants were assigned to one of three study conditions: the Healthy Community Clinic (HCC), a non-communicable disease educational intervention; the HCC with added mental health awareness sessions; standard healthcare. CVD risk factors were assessed at baseline, 12 and 18 months.The HCC education group yielded significant improvements in three CVD risk factors including: body mass index (BMI) −1.91 (95% CI: −2.09, −1.73); systolic blood pressure (SBP) −12.80 mmHg (95% CI: −16.35, –9.25); and diastolic blood pressure (DBP) −5.78 mmHg (95% CI: −7.96, −3.60) compared to standard care. The HCC-mental health treatment arm also demonstrated significant improvements in BMI, SBP, and DBP compared to standard care. Significant improvements in fasting blood glucose −20.32 (CI: −28.87, −11.77) and HbA1c −0.43 (−0.62, −0.24) were also illustrated in the HCC-mental health treatment arm. The HCC-mental health group sustained greater reductions in CVD risk than the HCC education group at 18-months.This study is among the first to our knowledge illustrating an integrated health and mental health educational intervention can reduce CVD risk among Syrian refugees and Jordanians. Continued investment and research in CVD prevention interventions is needed to enhance health, reduce costs, and have lasting benefits for conflict-affected individuals and communities.

Research on Intervention of Middle School Bullying from the Perspective of Integration of Sports and Education

School bullying incidents endanger the mental health of young people, erode the social atmosphere, destroy the educational environment, and plant hidden dangers for the healthy development of society. This article uses literature research methods, mathematical statistics research methods, and logical analysis research methods to conduct localized research on campus bullying intervention from the perspective of sports and education integration, perfecting and enriching the school physical education intervention system for campus bullying, and giving full play to it has established the concept of educating people in school physical education and laid the theoretical foundation for the good development of young people's physical and mental health.

1469. Effect of pneumonia and pneumonia hospitalization episodes on mobility in older adults: results from the Lifestyle Interventions and Independence for Elders (LIFE) Study

BackgroundMobility is a cornerstone of healthy aging. Pneumonia may impact mobility through damage to physiological systems as well as increased inflammation, which has been associated with reduced physical functioning. The objective of this study was to assess the impact of pneumonia on objectively measured physical functioning in a sample of older adults.MethodsThis was a post-hoc analysis of the Lifestyle Interventions and Independence for Elders (LIFE) Study provided by the National Institute on Aging’s AgingResearchBiobank. Participants with pre-existing mobility concerns aged 70-89 years were randomized to physical activity or health education interventions. Outcomes included the ability to complete a 400-meter walk and gait speed (meters/second, m/s) and were assessed every 6 months from baseline up to 42 months. New health events were assessed at each visit including overall pneumonia events and pneumonia hospitalizations. Repeated measures regression models evaluated the ability to walk 400-meters and gait speed as separate outcomes controlling for age, sex, race, education, past medical history, the occurrence of other health events, and a cumulative deficit frailty index.ResultsThere were 1,635 LIFE Study participants with N=9,872 follow-up measures during the study period. Among these, 174 (10.6%) had a pneumonia event which included 96 hospitalization events. Those with pneumonia events during follow-up were mostly similar to those without pneumonia events at baseline, except for higher prevalence of past hospitalizations and respiratory problems. Any pneumonia event was associated with an adjusted mean gait speed of 0.67 (0.63-0.71) m/s vs. 0.70 (0.66-0.73) m/s in those without pneumonia and 0.60 (0.55-0.64) in those with pneumonia hospitalization. Similarly, pneumonia events were associated with 84% [odds ratio = 1.84 (1.45-2.23)] and pneumonia hospitalizations with 200% [odds ratio = 3.00 (2.48-3.52)] increases in the odds of not being able to walk 400-meters compared to those without pneumonia events.ConclusionPneumonia-related health events were associated with subsequent reduced mobility measured by 400-meter walk tests and gait speed. Preventing pneumonia may be an important component of maintaining physical functioning in older adults.DisclosuresJoshua Brown, PharmD, PhD, Pfizer, Inc (Consultant, Grant/Research Support) Reiko Sato, PhD, Pfizer, Inc (Employee, Shareholder) John Morley, MD, Pfizer, Inc (Consultant)

Gamified intervention in physical education and consumption of sugary and carbonated drinks in adolescents. Bogotá - colombia

Rationale: Different studies have used gamification in physical education, however, few studies in Colombia show its use to reduce the intake of sugary and carbonated drinks. Objective: to determine the effect of a gamified intervention in the physical education class, for the reduction of the intake of sugary and carbonated drinks, in adolescents from public educational institutions.

How do competitiveness and previous contact with people with disabilities impact on attitudes after an awareness intervention in physical education?

ABSTRACT In addition to inclusion as an educational philosophy, integrated schooling has emerged worldwide as an influential trend in education over the last few decades; this has increased the number of students with disabilities in classrooms, including in physical education (PE). This state of affairs requires that teachers provide support and resources to ensure that all students, regardless of ability, can reach their full potential through opportunities for equal participation. The previous contact with people with disabilities and the level of the students’ competitiveness are two factors where there is a lack of clarity as to their effects on attitudes towards the inclusion of a partner with a disability. Therefore, it is necessary to deepen the understanding of how these variables influence students’ attitudes after the implementation of an intervention to raise awareness of the inclusion of students with disabilities in PE. This study aimed: (1) to analyse the effects of the educational programme ‘Inclusive Sport in School’ on the attitudes of students without disabilities towards the inclusion of peers with a disability, (2) to analyse the influence of the previous contact with people with disabilities on the attitudes of students towards inclusion in PE after the intervention, and (3) to explore the level of competitiveness on attitude outcomes. A sample of 1068 students (534 girls and 534 boys) without disability (13.9 ± 1.76 yr.) was divided according to the type of established contact at their school setting: regular school settings (no contact), inclusive settings with non-structured contact and inclusive settings with structured contact (where students with disabilities were included in the PE classes). Attitudes towards inclusion were measured through Spanish version of the Children’s Attitudes Toward Integrated Physical Education Revised inventory CAIPE-RS. A mixed-factor analysis of variance was implemented, with an intra-group factor (i.e. pre vs post-intervention) and two between-group factors: the three types of contact and the reported level of competitiveness (low, moderate, or high). Results showed a significant impact on the general subscale of attitude after the intervention. The interaction effects between the between-group and the intra-group factors were not significant. However, the t-test of related measurements showed significant differences on the general attitude subscale for the students of the inclusive centres where there were [t(351) = −6.11; p < 0.01)] or there were not [t(199) = −2.43; p = 0.016)] students with disabilities in the PE class, showing more positive values of attitude after the intervention. Additionally, those perceived to have a moderate or high level of competitiveness also exhibited an increase in their degree of general attitude after the intervention while the students from inclusive schools with a low competitive level showed a significant decrease in attitude on the specific attitude subscale. It is concluded that the effect of the intervention could be influenced by the type of contact and that the level of competitiveness is a constraining variable for awareness interventions in PE. To develop interventions which have a significant impact on attitude towards inclusion in PE, awareness programmes should be designed which consider direct contact with people with disabilities to generate the target attitude.

Fostering Self‐Control Development With a Designed Intervention in Physical Education: A Two‐Year Class‐Randomized Trial

This study evaluated whether a theory-based intervention in physical education (PE) designed to train self-control may positively impact children's quick-temperedness and disruptiveness and whether changes in executive functions (EFs) may be a correlate or antecedent of such effects. One hundred and sixteen children aged 8-9years participated in a 2-year intervention and completed three assessments at baseline, 6- and 18-month follow-ups in quick-temperedness and disruptiveness, hot and cool EFs. After the intervention, children in the intervention group showed lower quick-temperedness and disruptiveness and improvement in hot EF. Changes over the intervention period were moderately associated and showed marginal evidence of causal ordering, suggesting that designed PE may benefit self-control through a possible linkage to hot EF improvement.