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Barene S, Johansen PF, Tjomsland HE, Ølberg RI, Thurston M. Applying intervention mapping to develop a program for promoting short physical activity breaks during class time in upper secondary schools: the MOVE12 protocol study. Front Sports Act Living 2025; 6:1460373. [PMID: 39872493 PMCID: PMC11770052 DOI: 10.3389/fspor.2024.1460373] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/06/2024] [Accepted: 12/27/2024] [Indexed: 01/30/2025] Open
Abstract
Introduction Physical inactivity is a global health challenge, exacerbated by increased screen time and sedentary behaviors. Enhancing physical activity levels at schools offers a promising approach to promote lifelong healthy habits. Methods This protocol paper outlines the MOVE12 pilot study, a 12-week intervention study designed to increase physical activity among Norwegian upper secondary school students through 6-7-min daily MOVE-breaks integrated into lessons. Developed using the six-phase Intervention Mapping (IM) protocol, grounded in the social-ecological model and self-determination theory, the intervention focuses on fostering motivation and creating a supportive environment. Key steps include needs assessment, performance objectives, theoretical methods, and program structuring for sustainability. Results Linear mixed models, t-tests, and regression analyses will evaluate quantitative outcomes, while qualitative focus groups will explore engagement and behavior change. Discussion MOVE12 provides insights into scalable school-based interventions addressing physical inactivity, highlighting the potential of the IM framework to establish sustainable health promotion strategies.
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Affiliation(s)
- Svein Barene
- Department of Public Health and Sport Sciences, University of Inland Norway, Elverum, Norway
| | - Patrick Foss Johansen
- Department of Public Health and Sport Sciences, University of Inland Norway, Elverum, Norway
| | - Hege Eikeland Tjomsland
- Department of Sport, Food and Natural Sciences, Western Norway University of Applied Sciences, Bergen, Norway
| | - Rolf Inge Ølberg
- Department of Public Health, Østfold County Council, Sarpsborg, Norway
| | - Miranda Thurston
- Department of Public Health and Sport Sciences, University of Inland Norway, Elverum, Norway
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Zapata-Lamana R, Robles-Campos A, Reyes-Molina D, Rojas-Bravo J, Salcedo Lagos P, Chávez-Castillo Y, Gajardo-Aguayo J, Villalobos JV, Arias AM, Sanhueza-Campos C, Ibarra Mora J, Reyes-Amigo T, Cristi-Montero C, Sánchez-Oliva D, Ruiz-Hermosa A, Sánchez-López M, Poblete-Valderrama F, Celis-Morales C, Martorell M, Carrasco-Marín F, Albornoz-Guerrero J, Parra-Rizo MA, Cigarroa I. Effects of video-guided active breaks with curricular content on mental health and classroom climate in chilean schoolchildren aged 6 to 10: study protocol for a multicentre randomized controlled trial. Front Physiol 2024; 15:1438555. [PMID: 39328832 PMCID: PMC11424538 DOI: 10.3389/fphys.2024.1438555] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/26/2024] [Accepted: 08/09/2024] [Indexed: 09/28/2024] Open
Abstract
Background The incidence of mental health issues in children is increasing worldwide. In Chile, a recent surge in reports of deteriorating mental health among school populations and an increase in complaints related to poor school climate have been observed. Physical activity, specifically active breaks in the classroom, has shown positive effects on children's health. However, evidence regarding its impact on mental health and school climate in children is limited. Objective This work outlines the design, measurements, intervention program, and potential efficacy of the "Active Classes + School Climate and Mental Health" project. This project will assess a 12-week program of active breaks through guided videos with curricular content in the school classroom, and its effects on mental health and school climate as its primary indicators. Additionally, it will measure physical activity, physical fitness, motor competence, and academic performance in students aged 6-10 years in the Biobío province, Chile, as secondary indicators. Methodology: A multicenter randomized controlled trial involving 823 students from 1st to 4th grade (6-10 years old), six schools (three intervention and three control) will be conducted in the Biobío region, Chile. Participants belonging to the intervention group will implement video-guided active breaks through the "Active Classes" web platform, featuring curricular content, lasting 5-10 min and of moderate to vigorous intensity physical activity, twice a day, Monday to Friday, over a span of 12 weeks. Expected Results/Discussion: To our knowledge, this will be the first study in Chile to evaluate the effects of incorporating video-guided active breaks with curricular content on mental health variables and school climate in schoolchildren. Thus, this study contributes to the scarce evidence on the effects of video-guided active breaks on mental health variables and school climate in schoolchildren worldwide. Additionally, it will provide crucial information about active teaching methodologies that have the potential to positively contribute to the wellbeing of students, thus addressing the problems of mental health and climate in Chilean schools. ClinicalTrials.gov ID NCT06423404.
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Affiliation(s)
- Rafael Zapata-Lamana
- Escuela de kinesiología, Facultad de Salud, Universidad Santo Tomás, Los Ángeles, Chile
- Escuela de Educación, Universidad de Concepción, Los Ángeles, Chile
- Centro de Vida Saludable, Universidad de Concepción, Concepción, Chile
| | | | - Daniel Reyes-Molina
- Escuela de kinesiología, Facultad de Salud, Universidad Santo Tomás, Los Ángeles, Chile
- Doctorado en Psicología, Facultad de Ciencias Sociales, Universidad de Concepción, Concepción, Chile
| | | | | | - Yasna Chávez-Castillo
- Doctorado en Psicología, Facultad de Ciencias Sociales, Universidad de Concepción, Concepción, Chile
| | - Jorge Gajardo-Aguayo
- Doctorado en Psicología, Facultad de Ciencias Sociales, Universidad de Concepción, Concepción, Chile
- Facultad de Educación, Universidad de Concepción, Concepción, Chile
| | | | - Ana María Arias
- Escuela de Educación, Universidad de Concepción, Los Ángeles, Chile
| | | | - Jessica Ibarra Mora
- Departamento de Educación Física, Universidad Metropolitana de Ciencias de la Educación, Ñuñoa, Chile
| | - Tomás Reyes-Amigo
- Physical Activity Sciences Observatory (OCAF), Department of Physical Activity Sciences, Universidad de Playa Ancha, Valparaíso, Chile
| | - Carlos Cristi-Montero
- IRyS Group, Physical Education School, Pontificia Universidad Católica de Valparaíso, Valparaíso, Chile
| | - David Sánchez-Oliva
- Facultad de Ciencias del Deporte, Universidad de Extremadura, Cáceres, Spain
| | - Abel Ruiz-Hermosa
- Department of Didactics of Musical, Plastic and Body Expression, Faculty of Sports and Sciences, University of Extremadura, Cáceres, Spain
| | | | - Felipe Poblete-Valderrama
- Departamento de Ciencias del Deporte y Acondicionamiento Físico, Facultad de Educación, Universidad Católica de la Santísima Concepción, Concepción, Chile
| | - Carlos Celis-Morales
- Human Performance Lab, Education, Physical Activity and Health Research Unit, University Católica del Maule, Talca, Chile
- Centro de Investigación en Medicina de Altura (CEIMA), Universidad Arturo Prat, Iquique, Chile
| | - Miquel Martorell
- Centro de Vida Saludable, Universidad de Concepción, Concepción, Chile
- Departamento de Nutrición y Dietética, Facultad de Farmacia, Universidad de Concepción, Concepción, Chile
| | | | | | - María Antonia Parra-Rizo
- Department of Health Psychology, Faculty of Social and Health Sciences, Campus of Elche, Miguel Hernandez University (UMH), Elche, Spain
- Faculty of Health Sciences, Valencian International University (VIU), Valencia, Spain
| | - Igor Cigarroa
- Escuela de Kinesiología, Facultad de Ciencias de la Salud, Universidad Católica Silva Henríquez, Santiago, Chile
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Schmid DG, Scott NM, Tomporowski PD. Physical Activity and Children's Episodic Memory: A Meta-Analysis. Pediatr Exerc Sci 2024; 36:155-169. [PMID: 38065088 DOI: 10.1123/pes.2023-0020] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/31/2023] [Revised: 09/06/2023] [Accepted: 09/08/2023] [Indexed: 07/18/2024]
Abstract
PURPOSE The purpose of this review was to evaluate the effects of physical activity on children's free recall, cued recall, and recognition episodic memory and to explore potential moderating factors. METHODS The following databases were searched: PubMed, ERIC, APA Psych Info, CINHAL, SPORTDiscus, and Google Scholar. Studies were included if: (1) participants were aged 4-18 years, (2) participants were typically developed, (3) participants were randomized to groups, (4) interventions employed gross movements, (5) sedentary group was used for control, (6) memory tests were quantitative, and (7) employed acute or chronic intervention. RESULTS 14 studies met inclusion criteria resulting in the analysis of data from 7 free recall, 7 cued recall, and 8 recognition memory tests. Physical activity was found to have a positive influence on tests free (g = 0.56), cued recall (g = 0.67), and no influence on tests of recognition (g = 0.06). While some moderator analyses were significant, the authors do not consider these results to be meaningful in application. CONCLUSIONS The effects of acute and chronic physical activity enhance specific aspects of long-term episodic memory. These findings suggest physical activity interventions developed for children may be expected to benefit some, but not all, types of memory processing.
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Affiliation(s)
- Daphne G Schmid
- Kinesiology Department, University of Georgia, Athens, GA,USA
| | - Nathan M Scott
- Kinesiology Department, University of Georgia, Athens, GA,USA
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Fillol A, Wallerich L, Larose MP, Ferron C, Rivadeneyra-Sicilia A, Vandentorren S, Brandler-Weinreb J, Cambon L. The Influence of Educational Determinants on Children's Health: A Scoping Review of Reviews. Public Health Rev 2024; 45:1606372. [PMID: 38903869 PMCID: PMC11188304 DOI: 10.3389/phrs.2024.1606372] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/04/2023] [Accepted: 04/24/2024] [Indexed: 06/22/2024] Open
Abstract
Objectives: Education is one of the most important social determinants shaping the development and wellbeing of children. The purpose of this review of reviews is to inform policymakers, practitioners and public health stakeholder involved in developing child-friendly policies outside of the healthcare system. Methods: We carried out a scoping review of reviews. It included 32 reviews. Results: We identified four main categories of educational determinants in relation to children's health: 1) the organization and structure of educational activities, 2) the interpersonal relations in the educational facilities and structures, 3) the spatial environment of educational facilities and structures, 4) social inequalities in the educational facilities and structures. This last category highlighted the capacity of education system to act on inequalities derived from the way social structures are organized. Conclusion: We suggest a conceptual framework for action which distinguishes structural determinant (gender, race, social class, etc.) and structuring determinant (public policy, systems of governance, organization of cultures/values consideration). Finally, we discuss on how these social structures and structuring determinants influence the intermediary educational determinants collated in the review.
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Affiliation(s)
- Amandine Fillol
- University of Bordeaux, Institut National de la Santé et de la Recherche Médicale (NSERM), Bordeaux Population Health (BPH), U1219, Méthodes de Recherche Interventionnelle pour la Santé des Populations (MéRISP), Population Health Translational Research (PHARES)/Equipe Labellisée Ligue Contre le Cancer, Centre d’Investigation Clinique 1401/Centre Hospitalier Universitaire de Bordeaux, Service de Prévention, Institut de Santé Publique, d’Épidémiologie et de Développement (ISPED)/Chaire Prévention, Bordeaux, France
| | - Louise Wallerich
- University of Bordeaux, Institut National de la Santé et de la Recherche Médicale (NSERM), Bordeaux Population Health (BPH), U1219, Méthodes de Recherche Interventionnelle pour la Santé des Populations (MéRISP), Population Health Translational Research (PHARES)/Equipe Labellisée Ligue Contre le Cancer, Centre d’Investigation Clinique 1401/Centre Hospitalier Universitaire de Bordeaux, Service de Prévention, Institut de Santé Publique, d’Épidémiologie et de Développement (ISPED)/Chaire Prévention, Bordeaux, France
| | - Marie-Pier Larose
- INVEST Flagship Research Center, Department of Psychology and Speech-Language Pathology, University of Turku, Turku, Finland
| | | | | | - Stéphanie Vandentorren
- University of Bordeaux, INSERM, BPH, U1219/PHARES, Bordeaux, France
- Santé Publique France, Paris, France
| | - Jessica Brandler-Weinreb
- University of Bordeaux, Institut National de la Santé et de la Recherche Médicale (NSERM), Bordeaux Population Health (BPH), U1219, Méthodes de Recherche Interventionnelle pour la Santé des Populations (MéRISP), Population Health Translational Research (PHARES)/Equipe Labellisée Ligue Contre le Cancer, Centre d’Investigation Clinique 1401/Centre Hospitalier Universitaire de Bordeaux, Service de Prévention, Institut de Santé Publique, d’Épidémiologie et de Développement (ISPED)/Chaire Prévention, Bordeaux, France
| | - Linda Cambon
- University of Bordeaux, Institut National de la Santé et de la Recherche Médicale (NSERM), Bordeaux Population Health (BPH), U1219, Méthodes de Recherche Interventionnelle pour la Santé des Populations (MéRISP), Population Health Translational Research (PHARES)/Equipe Labellisée Ligue Contre le Cancer, Centre d’Investigation Clinique 1401/Centre Hospitalier Universitaire de Bordeaux, Service de Prévention, Institut de Santé Publique, d’Épidémiologie et de Développement (ISPED)/Chaire Prévention, Bordeaux, France
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Cheng PYZ, Liu H. A structural model of EFL teachers' physical activity, emotion regulation, and competence for online teaching. BMC Psychol 2024; 12:252. [PMID: 38715133 PMCID: PMC11077802 DOI: 10.1186/s40359-024-01753-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/13/2023] [Accepted: 04/28/2024] [Indexed: 05/12/2024] Open
Abstract
BACKGROUND The COVID-19 pandemic has prompted a rapid shift to online teaching, placing unprecedented demands on educators' physical and mental well-being. However, the relationship between English as a Foreign Language (EFL) teachers' physical activity, emotion regulation, and competence for online teaching remains underexplored. OBJECTIVES This study aimed to investigate the interplay between EFL teachers' physical activity, emotion regulation strategies, and competence for online teaching. RESULTS Structural equation modeling revealed significant direct and indirect effects, indicating that physical activity positively influences emotion regulation, which, in turn, enhances teachers' competence for online instruction. Furthermore, emotion regulation was found to mediate the relationship between physical activity and online teaching competence. CONCLUSIONS These findings underscore the importance of promoting physical activity among EFL teachers as a means to enhance their emotion regulation skills and competence for online teaching, particularly in the context of the COVID-19 pandemic. IMPLICATIONS The study highlights the need for targeted interventions aimed at supporting EFL teachers' well-being and professional development, with implications for educational policies, teacher training programs, and institutional support structures in the digital learning landscape.
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Affiliation(s)
- Peng Yang Zi Cheng
- School of Physical Education, Henan Normal University, 453000, Xinxiang, Henan Province, China
| | - Hai Liu
- School of Physical Education (Main Campus), Zhengzhou University, 450001, Zhengzhou, Henan Province, China.
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Masini A, Marini S, Ceciliani A, Barone G, Lanari M, Gori D, Bragonzoni L, Toselli S, Stagni R, Bisi MC, Sansavini A, Tessari A, Dallolio L. The effects of an active breaks intervention on physical and cognitive performance: results from the I-MOVE study. J Public Health (Oxf) 2023; 45:919-929. [PMID: 37403403 DOI: 10.1093/pubmed/fdad102] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/06/2022] [Revised: 04/12/2023] [Indexed: 07/06/2023] Open
Abstract
BACKGROUND The present quasi-experimental study aimed to evaluate the effects of active breaks intervention (ABs) to promote physical and cognitive improvement in primary school. METHODS The active breaks group (ABsG) performed 10 min of ABs three times per school day and the control group (CG) did normal lessons. The baseline and follow-up evaluation was conducted respectively in October 2019 and in May 2021. Cognitive performance was assessed using working memory test, physical performance was analyzed with ActiGraph accelerometers and physical fitness tests, quality of life was monitored using the Paediatric Quality of Life questionnaire (PedsQL) and classroom behavior was collected with an ad hoc questionnaire. RESULTS We enrolled 153 children (age: 7.61 ± 1.41, 54.2% males). Working memory significantly increased in the ABsG (ΔWM: 1.30 ± 1.17) than in CG (ΔWM: 0.96 ± 1.20). The 6 min Cooper test increased in the ABsG (Δ: 1.77 ± 136.03) but not in CG (Δ: -156.42 ± 187.53), P < 0.05. The weekly physical activity levels increased in both groups; however, the sedentary behavior significantly increased both in ABsG and CG. Children reported improvements in their quality of school life including feeling better in class and in school when using ABs; moreover, children improved their time on task behaviors in ABsG. CONCLUSION The present study has proven to be effective on children's physical and cognitive performance.
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Affiliation(s)
- Alice Masini
- Department of Biomedical and Neuromotor Sciences, University of Bologna, 40126 Bologna, Italy
| | - Sofia Marini
- Department of Life Quality Studies, University of Bologna, Campus of Rimini, 47921 Rimini, Italy
| | - Andrea Ceciliani
- Department of Life Quality Studies, University of Bologna, Campus of Rimini, 47921 Rimini, Italy
| | - Giuseppe Barone
- Department of Life Quality Studies, University of Bologna, Campus of Rimini, 47921 Rimini, Italy
| | - Marcello Lanari
- Pediatric Emergency Unit, S. Orsola University Hospital, Scientific Institute for Research and Healthcare (IRCCS) Azienda Ospedaliero-Universitaria di Bologna, 40138 Bologna, Italy
| | - Davide Gori
- Department of Biomedical and Neuromotor Sciences, University of Bologna, 40126 Bologna, Italy
| | - Laura Bragonzoni
- Department of Life Quality Studies, University of Bologna, Campus of Rimini, 47921 Rimini, Italy
| | - Stefania Toselli
- Department of Biomedical and Neuromotor Sciences, University of Bologna, 40126 Bologna, Italy
| | - Rita Stagni
- Department of Electrical, Electronic, and Information Engineering "Guglielmo Marconi" University of Bologna, 40136 Bologna, Italy
| | - Maria Cristina Bisi
- Department of Electrical, Electronic, and Information Engineering "Guglielmo Marconi" University of Bologna, 40136 Bologna, Italy
| | - Alessandra Sansavini
- Department of Psychology "Renzo Canestrari", University of Bologna, 40127 Bologna, Italy
| | - Alessia Tessari
- Department of Psychology "Renzo Canestrari", University of Bologna, 40127 Bologna, Italy
| | - Laura Dallolio
- Department of Biomedical and Neuromotor Sciences, University of Bologna, 40126 Bologna, Italy
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Jiménez-Parra JF, Belando-Pedreño N, Valero-Valenzuela A. The Effects of the ACTIVE VALUES Program on Psychosocial Aspects and Executive Functions. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 20:ijerph20010595. [PMID: 36612915 PMCID: PMC9819049 DOI: 10.3390/ijerph20010595] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/30/2022] [Revised: 12/23/2022] [Accepted: 12/27/2022] [Indexed: 05/27/2023]
Abstract
The main objective of this study was to implement an educational program named ACTIVE VALUES and to analyse the psychosocial and cognitive effects of its application. It is a quasi-experimental repeated measures research with a non-randomised experimental group (EG) and a control group (CG). The sample consisted of 102 students in the 6th grade of primary school, aged between 11 and 13 years (M = 11.59; SD = 0.60), and 4 teachers aged between 27 and 52 years (M = 38.5). The intervention program lasted 4 months, in which the EG implemented a teaching methodology based on the incorporation of classroom-based physical activity (CB-PA) in the structure of the Teaching for Personal and Social Responsibility (TPSR) model to develop personal and social values in students, as well as to reduce children's sedentary behaviour in the classroom in different educational areas (e.g., mathematics, Spanish language, social sciences and natural sciences), while the CG used a conventional methodology based on direct instruction. The main results found show significant improvements in intrinsic motivation variables (including intrinsic motivation for achievement, stimulating experiences and knowledge), self-determination index, autonomy, relatedness, psychological mediators index, personal and social responsibility, teacher climate, intention to be physically active and executive functions in the EG, while amotivation values increased in the CG. In conclusion, interdisciplinary educational programs based on the combination of pedagogical models and active methodologies are postulated as methodological alternatives to achieve an integral and multilateral development of children and adolescents, as well as to improve the different learning domains of physical education, such as cognitive, social and motor. It is recommended that future research should consider longitudinal designs with mixed methods and follow-up data to assess learning retention, as well as larger samples and the measurement of a greater number of executive functions (e.g., inhibitory control and attention).
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Affiliation(s)
| | - Noelia Belando-Pedreño
- Faculty of Sports Sciences, Department of Physical Activity and Sport, European University of Madrid, 28670 Madrid, Spain
| | - Alfonso Valero-Valenzuela
- Faculty of Sport Sciences, Department of Physical Activity and Sport, University of Murcia, 30720 Murcia, Spain
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Mendoza-Muñoz M, Carlos-Vivas J, Villafaina S, Parraca JA, Vega-Muñoz A, Contreras-Barraza N, Raimundo A. Effects of a Physical Literacy Breaks (PLBreaks) Program on Physical Literacy and Body Composition in Portuguese Schoolchildren: A Study Protocol. BIOLOGY 2022; 11:910. [PMID: 35741431 PMCID: PMC9219803 DOI: 10.3390/biology11060910] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/23/2022] [Revised: 06/09/2022] [Accepted: 06/10/2022] [Indexed: 11/28/2022]
Abstract
(1) Background: Several studies have shown that active breaks have led to different improvements in their participants. However, no studies have assessed how they affect physical literacy (PL). (2) Aims: Therefore, this study will examine the effect of the PLBreaks programme on school children's PL and body composition. (3) Methods: A parallel-group randomised controlled trial will be conducted with assessments of PL (Canadian Assessment of Physical Literacy Development) and body composition (height, bodyweight, fat mass and fat-free mass) before and after an active breaks programme. PLBreak programme will run for 3 months and will be carried out 3 days a week for 20 min each day. The PLBreaks programme will consist of two blocks of 10 min of different physical activities (PA). The first block will be focused on the acquisition of knowledge and healthy life habits that will contribute to the development of the domains of knowledge and understanding and daily activity. The second block will be focused on physical competence and motivation throughout games. (4) Conclusions: The present study will investigate the efficacy of PLBreaks in schoolchildren in improving their PL and body composition. If the efficacy of the program is demonstrated, including the programme in public education programmes can be possible. This could be a scientific breakthrough in terms of health-related PA improvement and adherence, as well as the prevention of diseases associated with inactivity.
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Affiliation(s)
- Maria Mendoza-Muñoz
- Research Group on Physical and Health Literacy and Health-Related Quality of Life (PHYQOL), Faculty of Sport Sciences, University of Extremadura, 10003 Cáceres, Spain;
- Departamento de Desporto e Saúde, Escola de Saúde e Desenvolvimento Humano, Universidade de Évora, 7004-516 Évora, Portugal; (J.A.P.); (A.R.)
| | - Jorge Carlos-Vivas
- Promoting a Healthy Society Research Group (PHeSO), Faculty of Sport Sciences, University of Extremadura, 10003 Cáceres, Spain
| | - Santos Villafaina
- Departamento de Desporto e Saúde, Escola de Saúde e Desenvolvimento Humano, Universidade de Évora, 7004-516 Évora, Portugal; (J.A.P.); (A.R.)
- Physical Activity and Quality of Life Research Group (AFYCAV), Faculty of Sport Science, University of Extremadura, 10003 Cáceres, Spain
| | - Jose A. Parraca
- Departamento de Desporto e Saúde, Escola de Saúde e Desenvolvimento Humano, Universidade de Évora, 7004-516 Évora, Portugal; (J.A.P.); (A.R.)
- Comprehensive Health Research Centre (CHRC), University of Évora, 7004-516 Évora, Portugal
| | - Alejandro Vega-Muñoz
- Public Policy Observatory, Universidad Autónoma de Chile, Santiago 7500912, Chile;
| | | | - Armando Raimundo
- Departamento de Desporto e Saúde, Escola de Saúde e Desenvolvimento Humano, Universidade de Évora, 7004-516 Évora, Portugal; (J.A.P.); (A.R.)
- Comprehensive Health Research Centre (CHRC), University of Évora, 7004-516 Évora, Portugal
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