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EFYPAF2023-06-26T14:37:50+00:00junio 26th, 2023|

2024

Bermejo-Martínez G, Julián JA, Villanueva-Blasco VJ, Aibar A, Corral-Abós A, Abarca-Sos A, Generelo E, Mur M, Bueno M, Ferrer E, Artero I, García-González L, Murillo-Pardo B, Ferriz R, Menal-Puey S, Marques-Lopes I, Fajó-Pascual M, Ibor-Bernalte E, Zaragoza Casterad JDevelopment of a Web Platform to Facilitate the Implementation and Evaluation of Health Promoting Schools: Protocol for a Double Diamond Design Approach, JMIR Res Protoc 2024;13:e52110URL: https://www.researchprotocols.org/2024/1/e52110

Ferriz-Valero, A., García-González, L., García-Martínez, S., & Fernández-Río, J. (2024). Motivational factors predicting the selection of elective physical education: Prospective in high school students. Psicología Educativa. Ahead of print. https://doi.org/10.5093/psed2024a9

E. García Bengoechea, C. B. Woods, E. Murtagh, C. Grady, N. Fabre, L. Lhuisset, G. Zunquin, A. Aibar, J. Zaragoza Casterad, L. Haerens, M. Verloigne, K. De Cocker, S. Hellebaut, J. Ribeiro, L. Bohn, J. Mota & J. E. Bois also on behalf of the Erasmus + Promoting Physical Activity in Secondary schools for health project (21 Mar 2024): Rethinking Schools as a Setting for Physical Activity Promotion in the 21st Century–a Position Paper of the Working Group of the 2PASS 4Health Project, Quest, DOI: 10.1080/00336297.2024.2318772

Diloy-Peña, S., Abós, Á., Sevil-Serrano, J., García-Cazorla, J., García-González, L. Students’ perceptions of physical education teachers’ (de)motivating styles via the circumplex approach: Differences by gender, grade level, experiences, intention to be active, and learning . European Physical Education Review. https://doi.org/10.1177/1356336X241229353

Rocliffe, P., Tapia-Serrano, M.A., Garcia-Gonzalez, L., Adamakis, M., Walsh, W., Bannon, A, Mulhall, E., Sherwin, I., O’Keeffe, B.T., Mannix-McNamara, P. & MacDonncha, C. The Impact of Typical School Provision of Physical Education, Physical Activity and Sports on Adolescent Health: A Systematic Literature Review and Meta-Analysis. Adolescent Research Review. https://doi.org/10.1007/s40894-023-00231-x

Sonlleva-Velasco, M., Martínez-Scott, S., Asún-Dieste, S. & López-Pastor (2024). Evaluación final y calificación de los Trabajos Fin de Estudios en la Formación del Profesorado de Educación Física: percepciones de los estudiantes. Retos, 51, 791-799. https://doi.org/10.47197/retos.v49.99146

2023

Bachouri-Muniesa, H., Murillo-Pardo, B., & Asún-Dieste, S. (2023). What is needed to promote physical activity in a secondary school? A qualitative study. Movimento, 29, e29054. https://doi.org/10.22456/1982-8918.130358

Burgueño, R., Abós, A., Sevil-Serrano, J., Haerens, L., De Cocker, K., & García-González, L. (2023) Circumplex Approach to (de)motivating Styles in Physical Education: Situations-In-School–Physical Education Questionnaire in Spanish Students, Pre- Service, and In-Service Teachers. Measurement in Physical Education and Exercise Science. https://doi.org/10.1080/1091367X.2023.2248098

Rocliffe, P., Adamakis, M., O’Keeffe, B., Walsh, L., Bannon, A., García-González, L., Chambers, F., Stylianou, M., Sherwin, I., Mannix-McNamara, P., & MacDonncha, C. (2023). The impact of typical school provision of Physical Education, physical activity and sports on adolescent mental health and wellbeing: a systematic literature review. Adolescent Research Review. https://doi.org/10.1007/s40894-023-00220-0

García-González, L., Haerens, L., Abós, A., Sevil-Serrano, J. y Burgueño, R. (2023). Is high teacher directiveness always negative? Associations with students’ motivational outcomes in physical education. Teaching and Teacher Education, 132, 104216. https://doi.org/10.1016/j.tate.2023.104216

Asún-Dieste, S., Caballero, D. y Romero-Martín, M R (2023). University training in physical activity: exploring competences and assessment.. Revista Internacional de Medicina y Ciencias de la Actividad Física y el Deporte, 23(90), 394-411. https://doi.org/10.15366/rimcafd2023.90.028

Rodrigo-Sanjoaquín, J., Murillo-Pardo, B., Corral-Abós, A., Lorente-Echeverría, S., & Zaragoza Casterad, J. (2023). Barriers to and ways of facilitating the implementation of Aragon’s Health-Promoting School network. Health Education Journal, 82(3), 251–262. https://doi.org/10.1177/00178969221150904

Rodrigo-Sanjoaquín, J., Bois, J. E., Aibar Solana, A., Lhuisset, L., Corral-Abós, A., & Zaragoza Casterad, J. (2023). Are school-based interventions promoting 24-hour movement guidelines among children? A scoping review. Health Education Journal, 0(0). https://doi.org/10.1177/00178969231165468

Estrada-Marcén, N.C., Casterad-Seral, J., Montero-Marín, J., Serrano-Ostáriz, E. (2023). Can an Aerobic Exercise Programme Improve the Response of the Growth Hormone in Fibromyalgia Patients? A Randomised Controlled Trial. International Journal of Environmental Research and public health. 20, 2261. https://doi.org/10.3390/ijerph20032261

Lorente-Echeverría, S., Canales-Lacruz, I. & Murillo-Pardo, B. (2023). Whole Systems Thinking and Context of the University Teacher on Curricular Sustainability in Primary Education Teaching Degrees at the University of Zaragoza. Education Sciences, 13(4), 341. https://doi.org/10.3390/educsci13040341

Burgeño, R., García-González, L., Abós, A. & Sevil-Serrano, J. (2023). Students’ need satisfaction and frustration profiles: Differences in outcomes in physical education and physical activity-related variables. European Physical Education Review. https://doi.org/10.1177/1356336X231165229

Bachouri-Muniesa, H., Lhuisset, L., Aibar, A., Fabre, N., Asún-Dieste, S., Bois, J.E., Verloigne, M., Clemente, J.A.J., Dubertrand, L., Ribeiro, J.C., García, E., Ibor-Bernalte, E., Zaragoza, J. (2023) Dissemination, Implementation, and Evaluation of an Effective School-Based Intervention to Promote Physical Activity in Adolescents: A Study Protocol. Behavioral Sciences. 13(4):290. https://doi.org/10.3390/bs13040290

Asún-Dieste, S.,Valencia-Peris, A., Martínez-Mínguez, L., & Lorente-Catalán, E. (2023): Adaptations of final-year project tutoring during COVID-19: teachers’ perceptions and learnings. Culture and Education. https://doi.org/10.1080/11356405.2022.2154559

Gallardo LO, Esteban-Torres D, Rodríguez-Muñoz S, Moreno-Doña A, Abarca-Sos A. Is There Any Relationship between Physical Activity Levels and Academic Achievement? A Cross-Cultural Study among Spanish and Chilean Adolescents. Behavioral Sciences. 2023; 13():238. https://doi.org/10.3390/bs13030238

Rocliffe, P., O’Keeffe, B., Walsh, L., Stylianou, M., Woodforde, J., García-González, L., O’Brien, W., Coppinger, T., Sherwin, I., Mannix-McNamara, P., & MacDonncha, C. (2023). The impact of typical school provision of Physical Education, physical activity and sports on adolescent physical activity behaviors: a systematic literature review. Adolescent Research Review. https://doi.org/10.1007/s40894-022-00200-w

2022

Lorente-Echeverría, S., Murillo-Pardo, B., Corral-Abos, A., Canales-Lacruz, I., Larraz-Rábanos, N. (2022). Proyecto creativo físico-artístico basado en los objetivos de desarrollo sostenible: “La Voz del Rehén”. Retos, 43, 944-953.

Burgueño, R., García-González, L, Abos, Á., & Sevil-Serrano, J. (2022). Students’ motivational experiences across profiles of perceived need-supportive and need-thwarting teaching behaviors in physical education. Physical Education and Sport Pedagogy. https://doi.org/10.1080/17408989.2022.2028757.

Sanz-Remacha, M., Aibar, A., Abós, Á., Generelo-Lanaspa, E., & García-González, L. (2022). A Community-Based Participatory Action Research with Women from Disadvantaged Populations: Strengths and Weaknesses of a Multiple Health Behaviour Change Intervention. International Journal of Environmental Research and Public Health, 19, 6830. https://doi.org/10.3390/ijerph19116830

Haerens, L., Matos, L., Koc, A., Benita, M., & Abos, A. (2022). Examining school boards’ chaotic leadership style in relation to teachers’ job satisfaction and emotional exhaustion. Teaching and Teacher Education, 118, 103821. https://doi.org/10.1016/j.tate.2022.103821. ISSN: 0742-051X.

Murillo, M., Abos, Á., Sevil-Serrano, J., Burgueño, R., & García-González, L. (2022). Influence of coaches’ motivating style on motivation, and sport commitment of young water polo players. International Journal of Sports Science & Coaching, 17(6), 1283-1294. https://doi.org/10.1177/17479541221116439

Corral-Abós, A., Aibar, A., Estrada-Tenorio, S., Julián-Clemente, J.A., Ibor, E. & Zaragoza, J. (2021). Implications of school type for active commuting to school in primary education students, Travel Behaviour and Society, 24, 143-151. https://doi.org/10.1016/j.tbs.2021.03.007.

Lorente-Echeverría, S., Murillo-Pardo, B. & Canales-Lacruz, I. (2022). A Systematic Review of Curriculum Sustainability at University: A key Challenge for Improving the Professional Development of Teachers of the Future. Education Sciences, 12 (11), 753. https://doi.org/10.3390/educsci12110753

Lorente-Echeverría, S., Canales-Lacruz, I. & Murillo-Pardo, B. (2022). The Vision of the Future Primary School Teachers as to Education for Sustainable Development from a Competency-Based Approach. Sustainability, 14 (18), 11267. https://doi.org/10.3390/su141811267

Rodrigo-Sanjoaquín, J., Corral-Abós, A., Aibar, A., Zaragoza, J., Lhuisset, L., & Bois, J. E. (2022). Effectiveness of school-based interventions targeting physical activity and sedentary time among children: a systematic review and metaanalysis of accelerometer-assessed controlled trials. Public Health, 213(6),147-156. https://doi.org/10.1016/j.puhe.2022.10.004

Rodrigo-Sanjoaquín, J., Murillo-Pardo, B., Corral-Abós, A., Lorente-Echeverría, S., & Zaragoza-Casterad, J. (2023). Barriers to and ways of facilitating the implementation of Aragon’s Health-Promoting School network. Health Education Journal, 1-12. Doi: 10.1177/00178969221150904

Garcia-Gonzalez, L., Santed, M., Escolano-Perez, E., & Fernandez-Río, J. (2022). High- versus Low-structured cooperative learning in secondary physical education: impact on prosocial behaviours at different ages. European Physical Education Review. https://doi.org/10.1177/1356336X221132767

2021

Aibar, A., Abos, Á., García-González, L., González-Cutre, D., & Sevil-Serrano, J. (2021). Understanding students’ novelty satisfaction in physical education: Associations with need-supportive teaching style and physical activity intention. European Physical Education Review, 24(4), 779-797.

Sanz-Remacha, M., Aibar, A., Sevil-Serrano, J., & García-González, L. (2021). Evaluation of a 20-Month Physical Activity Intervention to Improve Motivational and Affective Outcomes Among Disadvantaged Adult Women. Qualitative Health Research, 31(8), 1392-1403 https://doi.org/10.1177/1049732321997136

Sanz-Remacha, M., García-González, L., Sevil, J., Aibar, A. (2021). A qualitative evaluation of community-based intervention on health-related behaviours. Research Quarterly for Exercise & Sport (Accepted for publication). http://doi.org/10.1080/02701367.2021.1977149

Rodríguez-Muñoz, S., Gallardo, L. O., Moreno Doña, A., & Abarca- Sos, A. (2021). Análisis transcultural de los niveles de actividad física y la intención de ser físicamente activo en población adolescente de Chile y España en función de variables sociodemográficas. Cultura, Ciencia y Deporte, 16 (48), 177-185 http://dx.doi.org/10.12800/ccd.v16i48.1628

Corella, C., Abarca-Sos, A., Gallardo, L.O., Martín-Albo, J., Zaragoza, J. (2021). Longitudinal study of physical activity in college students: Testing self-determination theory based on stages of change. Current Psychology. https://doi.org/10.1007/s12144-020-01269-z

Abós, A., Murillo, M., Sevil-Serrano, J. y García-González, L. (2021). How coaches’ need-supportive and controlling behaviors are related to different (mal)adaptive outcomes in water polo players: a person-centered approach. Current Psychology. https://doi.org/10.1007/s12144-021-02101-y

Abós, A., García-González, L., Aibar, A. y Sevil-Serrano, J. (2021). Towards a better understanding of the role of perceived task variety in Physical Education: A self-determination theory approach. Psychology of Sport & Exercise, 56, 101988.

Abós, Á., Sevil-Serrano, J., Montero-Marín, J., Julián-Clemente, J. A., y García-González, L. (2021). Examining the psychometric properties of the Burnout Clinical Subtype Questionnaire (BCSQ-12) in secondary school teachers. Current Psychology, 40, 3809-3826. https://doi.org/10.1007/s12144-019-00333-7

Abós, Á., Sevil-Serrano, J., Julián-Clemente, J. A., Generelo, E., & García-González, L. (2021). Improving teachers’ work-related outcomes through a group-based physical activity intervention during leisure- time. The Journal of Experimental Education, 89, 306-325. https://doi.org/10.1080/00220973.2019.1681349

2020

Garcia-Gonzalez, L., Abós, A., Diloy-Peña, S., Gil-Arias, A., Sevil-Serrano, J. (2020) Can a Hybrid Sport Education/Teaching Games for Understanding Volleyball Unit Be More Eective in Less Motivated Students? An Examination into a Set of Motivation-Related Variables. Sustainability, 12, 6170.

Zaragoza, J., Corral, A., Ikeda, E., García-Bengoechea, E., & Aibar, A. (2020). Assessment of psychological, social cognitive and perceived environmental influences on children’s active transport to school. Journal of Transport & Health, 16, 100839.

https://doi.org/10.1016/j.jth.2020.100839

Gallardo, L. O., Abarca-Sos, A., Moreno-Doña, A. (2020). Expectancy-Value Model Related to Physical Activity Behaviors in Chilean and Spanish Adolescents. Int. J. Environ. Res. Public Health 2020, 17, 8219; doi:10.3390/ijerph17218219 https://doi.org/10.3390/ijerph17218219

Murillo, B., Camacho-Miñano, M.J., Julián, J.A. y Generelo, E. (2020). Analysis of the involvement of participants in a school-based physical activity promotion programme in adolescence. International Journal of Health Promotion and Education. DOI: 10.1080/14635240.2019.1696218

Rodrigo-Sanjoaquín, J., Bois, J. E., Aibar Solana, A., Lhuisset, L., & Zaragoza Casterad, J. (2020). Identifying Promising School-Based Intervention Programs to Promote 24-Hour Movement Guidelines among Children: Protocol for a Systematic Review. Sustainability, 12(22), 9436. MDPI AG. Retrieved from http://dx.doi.org/10.3390/su12229436

Estrada-Tenorio, S., Julián, J. A., Aibar, A., Martín-Albo, J., & Zaragoza, J. (2020). Academic Achievement and Physical Activity: The Ideal Relationship to Promote a Healthier Lifestyle in Adolescents, Journal of Physical Activity and Health, 17(5), 525-532. https://doi.org/10.1123/jpah.2019-0320

Asún, S.; Chivite, M.T. & Romero, M.R. (2020). Perceptions of Professional Competences in Physical Education Teacher Education (PETE). Sustainability, 12)(9), 3812.

Asún Dieste, S., Fraile Aranda, A., Aparicio Herguedas, J. L. y Romero Martín, M. R. (2020). Dificultades en el uso del feedback en la formación del profesorado de Educación Física. RETOS. Nuevas tendencias en EFDyR, 37(37), 85-92.

Simón-Montañés, L., Aibar, A., Abós, Á., García-González, L., & Sevil-Serrano, J. (2020). Patrones de desplazamiento al centro educativo en adolescentes de Huesca [Commuting patterns to school in adolescents from Huesca]. Sportis. Scientific Technical Journal of School Sport, Physical Education and Psychomotricity, 6(2), 286–307. https://doi.org/10.17979/sportis.2020.6.2.5975 ISSN: 2386-8333

Romero-Martín, M.R., Asún Dieste, S. & Chivite Izco, M. (2020). Diseño y validación de un instrumento para analizar el sistema de evaluación de las guías docentes universitarias en la formación inicial del profesorado (IASEG). Profesorado. Revista de Currículum y Formación de Profesorado, 24(2), 346-367. DOI: 10.30827/profesorado.v24i2.15040

2019

Zaragoza, J., Corral, A., Estrada, S., Abós, Á. y Aibar, A. (2019). Active or Passive Commuter? Discrepancies in Cut-off Criteria among Adolescents. Int. J. Environ. Res. Public Health, 16(20), 3796-3808. https://doi.org/10.3390/ijerph16203796

Rodriguez, V.H., Medrano, C., Plaza, I., Corella, C., Abarca, A. y Julián, J.A. (2019). Comparison of Several Algorithms to Estimate Activity Counts with Smartphones as an Indication of Physical Activity Level. IRBM, 40, 95–102. https://doi.org/10.1016/j.irbm.2018.12.001

García-González, L., Sevil-Serrano, J., Abós, Á., Aelterman, N., & Haerens, L. (2019). The role of task and ego climate in explaining students’ bright and dark motivational experiences in Physical Education. Physical Education and Sport Pedagogy. 24(4), 344-358. https://doi.org/10.1080/17408989.2019.1592145.

Abós, Á., Sevil-Serrano, J., Haerens, L., Aelterman, N., & García-González, L. (2019). Towards a more refined understanding of the interplay between burnout and engagement among secondary school teachers: A person-centered perspective. Learning and Individual Differences, 72, 69–79. http://doi.org/10.1016/J.LINDIF.2019.04.008.

Abós, Á., Sevil-Serrano, J., Montero-Marín, J., Julián-Clemente, J. A., & García-González, L. Examining the psychometric properties of the Burnout Clinical Subtype Questionnaire (BCSQ-12) in secondary school teachers. Current Psychology. http://doi.org/10.1007/s12144-019-00333-7

Sanz-Remacha, M., García-González, L., Sevil, J., Generelo, E., y Aibar, A. (2019). Barriers to physical activity in disadvantaged population: a qualitative comparison between Roma and non-Roma women. Research Quarterly for Exercise and Sport, 1-11. https://doi.org/10.1080/02701367.2019.1635245

Abós, Á., Haerens, L., Sevil-Serrano., J., Morbée, S., Julián, J. A., & García-González., L. (2019). Does the Level of Motivation of Physical Education Teachers Matter in Terms of Job Satisfaction and Emotional Exhaustion? A Person-Centered Examination Based on Self-Determination Theory. International Journal of Environmental Research and Public Health. 6(16), 2839. https://doi.org/10.3390/ijerph16162839.

Zaragoza Casterad, J., Sevil-Serrano, J., Bois, J. E., Generelo, E., Lhuisset, L., & Aibar-Solana, A. (2019). Centre for the Promotion of Physical Activity and Health (CAPAS-City): A Pyrenean Cross-Cultural Structure to Lead the Way in the Design, Implementation, and Evaluation of Multilevel Physical Activity Interventions. International journal of environmental research and public health, 16(19), 3631. https://doi.org/10.3390/ijerph16193631

Abós, Á., Sevil-Serrano, J., Julián-Clemente, J. A., Generelo, E., & García-González, L. (2019). Improving teachers’ work-related outcomes through a group-based physical activity intervention during leisure-time. The Journal of Experimental Education. https://doi.org/10.1080/00220973.2019.1681349.

Abarca-Sos, A., Gallardo, L. O., Generelo, E., Julián, J. A., & Zaragoza, J.(2019). ¿Difieren las influencias personales, sociales, ambientales y psicológicas en la actividad física en base al tipo desplazamiento al centro escolar?. Universitas Psychologica, 18(4), 1-11. https://doi.org/10.11144/Javeriana.upsy18-4.dips

Corella, C., Zaragoza, J., Julián, J. A., Rodríguez-Ontiveros, V. H., Medrano, C. T., Plaza, I., & Abarca-Sos, A. (2019). Improving Physical Activity Levels and Psychological Variables on University Students in the Contemplation Stage. International journal of environmental research and public health, 16(22), 4368. doi: 10.3390/ijerph16224368

Asún Dieste, S., Caballero, D., Lhuisset, L., Rapún López, M., Chivite Izco, M. y Romero Martin, M. R. (2019). Adaptación y validación de una escala de evaluación de competencias en formación universitaria de Actividad Física en Francia y España. Infancia, Educación y Aprendizaje (IEYA), 5(2), 391-397. https://doi.org/10.22370/ieya.2019.5.2.1647

Asún Dieste, S., Rapún López, M. y Romero Martín, M. (2019). Percepciones de estudiantes universitarios sobre una evaluación formativa en el trabajo en equipo. Revista Iberoamericana de Evaluación Educativa, 12(1). http://dx.doi.org/10.15366/riee2019.12.1.010.

Fraile Aranda, A., Aparicio Herguedas, J., Romero Martín, M. y Asún Dieste, S. (2019). Evaluación de la conducta kinésica de los estudiantes universitarios de Educación Física. Revista Iberoamericana de Evaluación Educativa, 12(1). http://dx.doi.org/10.15366/riee2019.12.1.006

2018

Murillo, B., Julián, J. A., García-González, L., García-Bengoechea, E., & Generelo, E. (2018). Development of the ‘Sigue la Huella’ physical activity intervention for adolescents in Huesca, Spain. Health Promotion International, 1-13. https://doi.org/10.1093/heapro/day005

Aibar, A., Mandic, S., Generelo, E., Gallardo, L. O., & Zaragoza, J. (2018). Parental barriers to active commuting to school in children: does parental gender matter?. Journal of Transport & Health, 9, 141-149. https://doi.org/10.1016/j.jth.2018.03.005

Abós, A., Sevil, J., Martín-Albo, J., Aibar, A., & García-González, L. (2018). Validation evidence of the Motivation for Teaching Scale in Secondary Education. Spanish Journal of Psychology, 21. e9. https://doi.org/110.1017/sjp.2018.11

Abós, Á., Haerens, L., Sevil, J., Aelterman, N., & García-González, L. (2018). Teachers’ motivation in relation to their psychological functioning and interpersonal style: a variable- and person-centered approach. Teaching and Teacher Education, 74, 21–34. https://doi.org/10.1016/j.tate.2018.04.010

Abós, A., Sevil, J., Julián, J. A., Martín-Albo, J., y García-González, L. (2017). Spanish validation of the Basic Psychological Needs at Work Scale: a measure to predict teachers’ well-being at workplace. International Journal for Educational and Vocational Guidance, 18(2), 127-148. https://doi.org/10.1007/s10775-017-9351-4

Julián, J. A., Ibor, E., Aguareles, I., Beltrán, J., & Navarro, Á. (2018). La bicicleta en el ámbito educativo. Tándem. Didáctica de la Educación Física, 61, 45-51.

Ibor, E., Julián, J. A., Zaragoza, J., Generelo, E., Aibar, A. (2018). La ITB o cuando los caminos se encuentran. Tándem. Didáctica de la Educación Física, 61, 33-36.

Zaragoza, J., Generelo, E., Aibar, A. (2018). La actividad física: una palanca para mover ciudades. Tándem. Didáctica de la Educación Física, 61, 7-12.

Fraile Aranda, A., Aparicio Herguedas, J. L., Asún Dieste, S. y Romero Martín, R. (2018). La Evaluación Formativa de las Competencias Genéricas en la Formación del Profesorado de Educación Física. Estudios pedagógicos, 44(2), 39-53. https://dx.doi.org/10.4067/S0718-07052018000200039