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Educación Física y Hábitos Saludables
CONOCE NUESTRAS ÚLTIMAS PUBLICACIONES
SOBRE EDUCACIÓN FÍSICA Y HÁBITOS SALUDABLES
2021
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Vaquero-Solís, M., Tapia-Serrano, M. A., Hortigüela-Alcalá, D., Sierra-Díaz, M. J., & Sánchez-Miguel, P. A. (2021). Physical Activity and Quality of Life in High School Students: Proposals for Improving the Self-Concept in Physical Education. International Journal of Environmental Research and Public Health, 18(13), 7185.
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Tapia-Serrano, M. A., Esteban-Cornejo, I., Rodriguez-Ayllon, M., Vaquero-Solís, M., Sánchez-Oliva, D., & Sánchez-Miguel, P. A. (2021). Adherence to the Mediterranean diet and academic performance in adolescents: Does BMI status moderate this association?. Clinical Nutrition.
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Tapia-Serrano, M. Á., Vaquero-Solís, M., López-Gajardo, M. A., & Sánchez-Miguel, P. A. (2021). Adherence to the Mediterranean diet, and importance in the physical activity and screen time in High School adolescents from Extremadura (Spain). Nutricion hospitalaria, 38(2), 236-244.
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Cerro-Herrero, D., Tapia Serrano, M. Á., Vaquero Solis, M., Prieto Prieto, J., & Sanchez Miguel, P. A. (2021). Systematic review of psychosocial benefits obtained with interventions to promote active commuting in schools.
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ADHERENCE TO 24-HOUR MOVEMENT GUIDELINES AMONG SPANISH ADOLESCENTS: DIFFERENCES BETWEEN BOYS AND GIRLS (2021). Children.
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Tapia-Serrano, M. A., Sevil-Serrano, J., & Sánchez-Miguel, P. A. (2021). Adherence to 24-Hour Movement Guidelines among Spanish Adolescents: Differences between Boys and Girls. Children, 8(2), 95.
2020
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Tapia-Serrano, M. A., Pulido, J. J., Vaquero-Solís, M., Cerro-Herrero, D., & Sánchez-Miguel, P. A. (2020). Systematic review about the effectiveness of physical activity programs to reduce overweight and obesity in school-age youth. Revista de Psicología del Deporte (Journal of Sport Psychology), 29(2), 83-91.
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Sevil-Serrano, J., Aibar, A., Abós, Á., Generelo, E., & García-González, L. (2020). Improving motivation for physical activity and physical education through a school-based intervention. The Journal of Experimental Education, 1-21.
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Vaquero-Solís, M., Mirabel, M., Sánchez-Miguel, P. A., & Gallego, D. I. (2020). Actividad física de padres e hijos adolescentes: un estudio transversal. Retos: nuevas tendencias en educación física, deporte y recreación, (37), 505-508.
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Sánchez-Oliva, D., Esteban-Cornejo, I., Padilla-Moledo, C., Pérez-Bey, A., Veiga, Ó. L., Cabanas-Sánchez, V., & Castro-Pinero, J. (2020). Associations between physical activity and sedentary time profiles transitions and changes in well-being in youth: The UP&DOWN longitudinal study. Psychology of Sport and Exercise, 47, 101558.
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Sánchez-Miguel, P. A., Leo, F. M., Amado Alonso, D., Hortigüela-Alcalá, D., Tapia-Serrano, M. A., & La Cruz-Sánchez, D. (2020). Children’s physical self-concept and body image according to weight status and physical fitness. Sustainability, 12(3), 782.
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Sánchez-Miguel, P. A., León-Guereño, P., Tapia-Serrano, M. A., Hortigüela-Alcalá, D., López-Gajardo, M. A., & Vaquero-Solís, M. (2020). The mediating role of the self-concept between the relationship of the body satisfaction and the intention to be physically active in primary school students. Frontiers in public health, 8, 113.
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López-Gajardo, M. L., Ponce-Bordón, J. P., Díaz-García, J. D., & Pulido, J. J. (2020). Propuesta de Descansos Activos para Matemáticas e Inglés en Educación Primaria. TRANCES. Transmisión del Conocimiento Educativo y de la Salud, (2), 105-118.
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Vaquero-Solís, M., Gallego, D. I., Tapia-Serrano, M. Á., Pulido, J. J., & Sánchez-Miguel, P. A. (2020). School-based physical activity interventions in children and adolescents: A systematic review. International journal of environmental research and public health, 17(3), 999.
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Tapia-Serrano, M. A., Pulido, J. J., Vaquero-Solís, M., Cerro-Herrero, D., & Sánchez-Miguel, P. A. (2020). Revisión sistemática sobre la efectividad de los programas de actividad física para reducir el sobrepeso y la obesidad en los jóvenes en edad escolar. Revista de Psicología del Deporte, 29(2).
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Sánchez-Oliva, D., Mouratidis, A., Leo, F. M., Chamorro, J. L., Pulido, J. J., & García-Calvo, T. (2020). Understanding physical activity intentions in physical education context: A multi-level analysis from the self-determination theory. International journal of environmental research and public health, 17(3), 799.
2019
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Sánchez-Miguel, P. A., Amado, D., Mendo, S., Molero, P., & Leo, F. M. (2019). Validation of the positive behaviors questionnarie in educative dance. Revista Internacional de Medicina y Ciencias de la Actividad Física y del Deporte, 19(75).
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Sánchez‐Miguel, P. A., González, J. J. P., Sánchez‐Oliva, D., Alonso, D. A., & Leo, F. M. (2019). The importance of body satisfaction to physical self‐concept and body mass index in Spanish adolescents. International Journal of Psychology, 54(4), 521-529.
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Tapia-Serrano, M. A., Vaquero-Solís, M., Cerro-Herrero, D., & Sánchez-Miguel, P. A. (2019). Evaluation and important of physical condition level on cardiovascular risk in adolescence.
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Sevil, J., García-González, L., Abós, Á., Generelo, E., & Aibar, A. (2019). Can high schools be an effective setting to promote healthy lifestyles? Effects of a multiple behavior change intervention in adolescents. Journal of Adolescent Health, 64(4), 478-486.
2018
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Sevil, J., García-González, L., Abós, Á., Generelo Lanaspa, E., & Aibar Solana, A. (2018). Which school community agents influence adolescents’ motivational outcomes and physical activity? Are more autonomy-supportive relationships necessarily better?. International journal of environmental research and public health, 15(9), 1875.
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Ramírez-Bravo, I., Gallego, J. D., Cerro-Herrero, D., & Meneses, N. R. (2018). Estudio sobre la práctica de deportes de lucha en el ámbito educativo. Lecturas: Educación Física y Deportes, 22(238), 26-40.
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Cuevas, R., García-Calvo, T., González, J., & Fernández-Bustos, J. (2018). Necesidades psicológicas básicas, motivación y compromiso en educación física. Rev. Psicol. Deporte, 27, 97-104.
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Cerro-Herrero, D. C., Vaquero-Solís, M., Sánchez-Miguel, P. A., & Prieto, J. P. (2018). Barreras percibidas por los estudiantes en el desplazamiento al centro educativo: un estudio piloto en niveles postobligatorios. TRANCES. Transmisión del Conocimiento Educativo y de la Salud, (1), 361-376.
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Vaquero-Solis, M., Cerro-Herrero, D., Tapia-Serrano, M. A., Iglesias-Gallego, D., & Antonio Sanchez-Miguel, P. (2018). Physical Activity, Emotional Adaptability and Intrinsic Regulation: A Predictive Study In Adolescents. JOURNAL OF SPORT AND HEALTH RESEARCH, 10, 209-219.
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Cuevas, R., García-Calvo, T., González, J., & Fernández-Bustos, J. G. (2018). Basic psychological needs, motivation and engagement in adolescent students. Revista de Psicologia del Deporte, 27(1), 97-104.
2017
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Sevil Serrano, J., Abarca Sos, A., Abadias Granado, J., Calvo Ferrer, D., & Garcia Gonzalez, L. (2017). Compliance with physical activity guidelines and barriers to physical activity in High School students. CULTURA CIENCIA Y DEPORTE, 12(36), 183-194.
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Abós, Á., Sevil, J., Julián, J. A., Abarca-Sos, A., & García-González, L. (2017). Improving students’ predisposition towards physical education by optimizing their motivational processes in an acrosport unit. European Physical Education Review, 23(4), 444-460.
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Sevil Serrano, J., Práxedes Pizarro, A., Zaragoza Casterad, J., del Villar Álvarez, F., & García-González, L. (2017). Perceived barriers to Physical Activity in University Students. Differences in Gender and Physical Activity Levels. Universitas Psychologica, 16(4), 303-317.
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Sánchez-Oliva, D., Pulido-González, J. J., Leo, F. M., González-Ponce, I., & García-Calvo, T. (2017). Effects of an intervention with teachers in the physical education context: A Self-Determination Theory approach. PloS one, 12(12), e0189986.
2016
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Amado, D., Del Villar, F., Sánchez‐Miguel, P. A., Leo, F. M., & García‐Calvo, T. (2016). Analysis of the impact of creative technique on the motivation of Physical Education students in dance content: gender differences. The Journal of Creative Behavior, 50(1), 64-79.
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García-Calvo, T., Sánchez-Oliva, D., Leo, F. M., Amado, D., & Pulido, J. J. (2016). Effects of an intervention programme with teachers on the development of positive behaviours in Spanish physical education classes. Physical Education and Sport Pedagogy, 21(6), 572-588.
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Pulido, J. J., Sánchez-Oliva, D., Sánchez-Miguel, P. A., González-Ponce, I., & García-Calvo, T. (2016). Proyecto MÓVIL-ÍZATE: Fomento de la actividad física en escolares mediante las Apps móviles. Retos. Nuevas tendencias en Educación Física, Deporte y Recreación, (30), 3-8.
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Abós, Á., Sevil, J., Sanz, M., Aibar, A., & García-González, L. (2015). El soporte de autonomía en Educación Física como medio de prevención de la oposición desafiante del alumnado.[Autonomy support in Physical Education as a means of preventing students’ oppositional defiance]. RICYDE. Revista Internacional de Ciencias del Deporte. doi: 10.5232/ricyde, 12(43), 65-78.
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Sevil, J., Abós, Á., Aibar, A., Julián, J. A., & García-González, L. (2016). Gender and corporal expression activity in physical education: Effect of an intervention on students’ motivational processes. European Physical Education Review, 22(3), 372-389.
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