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The Effects of the ACTIVE VALUES Program on Psychosocial Aspects and Executive Functions

Author

Listed:
  • José Francisco Jiménez-Parra

    (Faculty of Sport Sciences, Department of Physical Activity and Sport, University of Murcia, 30720 Murcia, Spain)

  • 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)

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).

Suggested Citation

  • José Francisco Jiménez-Parra & Noelia Belando-Pedreño & Alfonso Valero-Valenzuela, 2022. "The Effects of the ACTIVE VALUES Program on Psychosocial Aspects and Executive Functions," IJERPH, MDPI, vol. 20(1), pages 1-12, December.
    • Handle: RePEc:gam:jijerp:v:20:y:2022:i:1:p:595-:d:1019311
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    References listed on IDEAS

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    1. Julia Lynch & Gráinne O’Donoghue & Casey L. Peiris, 2022. "Classroom Movement Breaks and Physically Active Learning Are Feasible, Reduce Sedentary Behaviour and Fatigue, and May Increase Focus in University Students: A Systematic Review and Meta-Analysis," IJERPH, MDPI, vol. 19(13), pages 1-15, June.
    2. David Manzano-Sánchez & Alfonso Valero-Valenzuela, 2019. "Implementation of a Model-Based Programme to Promote Personal and Social Responsibility and Its Effects on Motivation, Prosocial Behaviours, Violence and Classroom Climate in Primary and Secondary Edu," IJERPH, MDPI, vol. 16(21), pages 1-17, November.
    3. D. L. I. H. K. Peiris & Yanping Duan & Corneel Vandelanotte & Wei Liang & Min Yang & Julien Steven Baker, 2022. "Effects of In-Classroom Physical Activity Breaks on Children’s Academic Performance, Cognition, Health Behaviours and Health Outcomes: A Systematic Review and Meta-Analysis of Randomised Controlled Tr," IJERPH, MDPI, vol. 19(15), pages 1-27, August.
    4. Luca Petrigna & Federico Roggio & Bruno Trovato & Marta Zanghì & Giuseppe Musumeci, 2022. "Are Physically Active Breaks in School-Aged Children Performed Outdoors? A Systematic Review," Sustainability, MDPI, vol. 14(7), pages 1-12, March.
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