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dc.contributor.authorGarcía, Gregorio
dc.contributor.authorCamerino Foguet, Oleguer
dc.contributor.authorCastañer Balcells, Marta
dc.contributor.authorManzano Sánchez, David
dc.contributor.authorJiménez Parra, José Francisco
dc.contributor.authorValero Valenzuela, Alfonso
dc.date.accessioned2021-08-26T11:46:10Z
dc.date.available2021-08-26T11:46:10Z
dc.date.issued2021
dc.identifier.issn2227-9067
dc.identifier.urihttp://hdl.handle.net/10459.1/71749
dc.description.abstractThe present study investigates the effect of an educational program hybridized between the Model of Personal and Social Responsibility (TPSR) and the Teaching Games for Understanding (TGfU) in physical education classes on the health and psychosocial variables of students, as well as knowing the advantages and disadvantages of its implementation by teachers. The applied program lasted 11 weeks in two Secondary Education centers with a total of four teachers (two in the experimental group and two in the control group) and 99 students (55 from the control group and 44 from the experimental group). We use research methodology Mixed Methods with a quasi-experimental design, where students completed a questionnaire before and after the educational program and teachers were interviewed at the end of the intervention. The results of the questionnaires indicate significant improvements in the experimental group over time in terms of the intention to be physically active, as well as in autonomous motivation, the self-determination index, the index of psychological mediators, personal and social responsibility, and enjoyment. Moreover, the interviews show positive opinions regarding the organizational capacity of the session using this methodology and the interest of teachers in continuing to apply it in the future, as well as the need for initial and ongoing training for proper implementation. In conclusion, the hybridization between the TPSR and TGfU model is presented as an effective alternative to be applied in the educational context with the aim of improving young peoples’ intention to be physically active and psychological variables, such as motivation, responsibility, and enjoyment, in physical education classes.ca_ES
dc.language.isoengca_ES
dc.publisherMDPIca_ES
dc.relation.isformatofReproducció del document publicat a https://doi.org/10.3390/children8070573ca_ES
dc.relation.ispartofChildren, 2021, vol. 8, núm. 7, 573ca_ES
dc.rightscc-by (c) García-Castejón et al., 2021ca_ES
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.subjectMixed methodologyca_ES
dc.subjectInnovationca_ES
dc.subjectPedagogical modelsca_ES
dc.subjectTeachingca_ES
dc.subjectSecondary educationca_ES
dc.titleImplementation of a Hybrid Educational Program between the Model of Personal and Social Responsibility (TPSR) and the Teaching Games for Understanding (TGfU) in Physical Education and Its Effects on Health: An Approach Based on Mixed Methodsca_ES
dc.typeinfo:eu-repo/semantics/articleca_ES
dc.type.versioninfo:eu-repo/semantics/publishedVersionca_ES
dc.rights.accessRightsinfo:eu-repo/semantics/openAccessca_ES
dc.identifier.doihttps://doi.org/10.3390/children8070573


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cc-by (c) García-Castejón et al., 2021
Except where otherwise noted, this item's license is described as cc-by (c) García-Castejón et al., 2021