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

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RESEARCH PRODUCT

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

Alfonso Valero-valenzuela Dani Navarro-ardoy Dani Navarro-ardoy Vicente Morales-baños David Melero-cañas David Manzano-sánchez

subject

medicine.medical_specialty lcsh:BF1-990 Physical fitness Physical activity Physical health body mass index 030204 cardiovascular system & hematology Affect (psychology)Sedentary behaviors Physical education law.invention 03 medical and health sciences 0302 clinical medicine Randomized controlled trial law sedentary behavior Model-based learning medicine Psychology afterschool period 030212 general & internal medicine Body mass index General Psychology Original Research business.industry Cardiorespiratory fitness Sedentary behavior lcsh:Psychology Physical therapy Afterschool period business Psychology physical health Body mass index model-based learning

description

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.

year	journal	country	edition	language
2021-01-12	Frontiers in Psychology

https://doi.org/10.3389/fpsyg.2020.629335