Alejandro Martínez-Baena

Physical Education Pedagogy: an analysis of research published in Spanish journals (2005–2014)

ABSTRACT Background: The majority of reviews related to Physical Education Pedagogy (PEP) refer to the English-speaking world. Some of these assert the need to obtain more data and provide reviews of what has been investigated in languages other than English to be able to assess the current state of the field internationally. Purpose: The aim of this study was to identify, categorise, and analyse articles on PEP published in Spanish sport science journals during the last decade (2005–2014). Participants and setting: A total of 13 journals were selected: 8 were indexed in the Scopus databases, and 5 were added based on expert judgement due to their importance in the field of Spanish PEP. Research design: The study uses a quantitative approach that is exploratory and descriptive in nature and includes document research techniques. Data collection: The identification of all articles published between 2005 and 2014 (both inclusive) was performed. The search yielded 3258 published articles, from which articles whose content was not related to PEP were eliminated. The final sample was 534 articles. Data analysis: The articles that comprise the final sample were analysed and classified according to their content and article type. Findings: Of the 3258 articles published in the last decade in these journals, only 534 (16.39%) address content in the PEP field of study. With regard to sub-areas, half of the research conducted pertains to teaching (50.00%), followed by curriculum (25.66%). The combination of both sub-areas comprises the third largest percentage (9.74%). Teacher education is the least addressed sub-area, with 8.80%, and its intersections with teaching and curriculum in no case exceed 3%. In terms of article type, 38.39% are theoretical studies, historical studies, or essays. One-fourth (25.09%) are quantitative empirical research, and one-fifth (22.47%) refer to experiences in education or innovation. These three article types are predominant, comprising 85.95% of the total. The remaining articles are divided into studies related to qualitative empirical research (7.68%), those conducting empirical research using a mixed methodology (quantitative and qualitative) (5.06%), and a testimonial for review articles (1.31%). Conclusions: In the decade studied, an increase in the gap between the number of articles published in Spanish journals specialising in physical education and sport and the percentage of articles related to PEP is observed. Of these journals, those publishing the most articles on PEP were included by expert judgement and are not indexed in Scopus. The implication is an academically worrying state for the field in the Spanish context, differing significantly from the English context.

Does school physical education really contribute to accelerometer-measured daily physical activity and non sedentary behaviour in high school students?

ABSTRACT Physical education has been highlighted as an important environment for physical activity promotion, however, to our knowledge there are no previous studies examining the contribution of physical education to daily accelerometer-measured physical activity and non sedentary behaviour. The purpose was to compare the accelerometer-measured physical activity and sedentary behaviour between physical education, non-physical education and weekend days in adolescents. Of the 394 students from a Spanish high school that were invited to participate, 158 students (83 boys and 75 girls) aged 13–16 years were analyzed (wear time ≥ 600 min). Participants’ physical activity and sedentary behaviour were objectively-measured by GT3X+ accelerometers during physical education (one session), non-physical education and weekend days. Results indicated that overall adolescents had statistically significant greater physical activity levels and lower values of sedentary behaviour on physical education days than on non-physical education and weekend days (e.g., moderate-to-vigorous physical activity = 71, 54 and 57 min; sedentary = 710, 740 and 723 min) (p < 0.05). Physical education contributes significantly to reducing students’ daily physical inactivity and sedentary behaviour. Increasing the number of physical education classes seems to be an effective strategy to reduce the high current prevalence of physical inactivity and sedentary behaviour in adolescence.

The Spanish Adaptation of the Sport Motivation Scale-II in Adolescent Athletes

The aim of this study was to adapt and validate the Spanish version of the Sport Motivation Scale-II (S-SMS-II) in adolescent athletes. The sample included 766 Spanish adolescents (263 females and 503 males; average age = 13.71 ± 1.30 years old). The methodological steps established by the International Test Commission were followed. Four measurement models were compared employing the maximum likelihood estimation (with six, five, three, and two factors). Then, factorial invariance analyses were conducted and the effect sizes were calculated. Finally, the reliability was calculated using Cronbach’s alpha, omega, and average variance extracted coefficients. The five-factor S-SMS-II showed the best indices of fit (Cronbach’s alpha .64 to .74; goodness of fit index .971, root mean square error of approximation .044, comparative fit index .966). Factorial invariance was also verified across gender and between sport-federated athletes and non-federated athletes. The proposed S-SMS-II is discussed according to previous validated versions (English, Portuguese, and Chinese).