| Physical Education as a Pathway to Sustainability: Implementing the Personal and Social Responsibility Model to Meet Sustainable Development Goals |
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| Motivation and emotional intelligence in secondary physical education classes |
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| Editorial: Psychological factors in physical education and sport – volume IV |
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| Hybrid Pedagogical Intervention can Decrease Impulsivity and Antisocial Behavior and Improve Motor and Cognitive Functions Among Iranian Adolescent |
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| A Specific Test of Starting Blocks: Intrasession and Intersession Reliability of Isometric Strength Using a Functional Electromechanical Dynamometer |
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| Basic Psychological Needs in the Face of Achievement Vulnerability: A Study in Young Team Athletes |
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| Editorial: Physical education, health and education innovation |
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| Fear of failure and perception of the motivational climate under the coach pressure |
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| Editorial: Psychological factors in physical education and sport, volume III |
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| Higher Numbers of Family Meals and Social Eating Behavior Are Associated with Greater Self-Esteem among Adolescents: The EHDLA |
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| Is it possible to talk about violence climate in grassroots sport? A study on the psychosocial adaptations of young athletes |
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| Motivational Climate, Satisfaction of Basic Psychological Needs and Fear of Failure in Young Athletes. Differences and Consistencies in Team Sports |
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| Responsibility as a predictor of climate and school violence through autonomous motivation in Physical Education classes: Differences based on sex and educational stage |
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| Sex-specific associations of muscular fitness with overall academic performance and specific school subjects in adolescents: the EHDLA study |
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| GAMIFICATION AND COOPERATIVE LEARNING: EFFECTS OF A HYBRIDIZATION IN PHYSICAL EDUCATION |
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| Personal and Social Responsibility Model: Differences According to Educational Stage in Motivation, Basic Psychological Needs, Satisfaction, and Responsibility |
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| Prediction of the adherence to sports practice of young Ecuadorians based on the perception of the coach's interpersonal style |
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| Comparing Traditional Teaching and the Personal and Social Responsibility Model: Development of Values in Secondary Education Students |
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| <p>Application of a program to improve growth mindset, eudaimonic well-being and multidimensional well-being within the framework of teacher professional development <sub>[Aplicación de un programa para la mejora de la mentalidad de crecimiento, bienestar eudaimónico y bienestar multidimensional en el marco del desarrollo profesional docente]</sub></p> |
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| Support for autonomy and fear of failure in Physical Education classes. Differences between gender and physical extracurricular sports |
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| Body Mass Index: Influence on Interpersonal Style, Basic Psychological Needs, Motivation, and Physical Activity Intention in Physical Education-Differences between Gender and Educational Stage |
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| Influence of teachers' linguistic competence on the implementation of CLIL in Physical Education |
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| “Know Yourself” Intervention Program for the Development of Intrapersonal Intelligence in University Students |
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| Effect of a Physical Education Teacher's Autonomy Support on Self-Esteem in Secondary-School Students: The Mediating Role of Emotional Intelligence |
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| Psychological Antecedents of Italian Sport Coaches' Coaching Behaviors: The Role of Basic Psychological Needs, Motivation and Subjective Vitality |
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| Motivational Profiles in Physical Education: Differences at the Psychosocial, Gender, Age and Extracurricular Sports Practice Levels |
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| Profile analysis through self-determination theory and intention to be physically active: differences according to gender and age |
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| Propuesta de aula invertida para la enseñanza del atletismo en estudiantes universitarios |
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| Motivated and without Fear of Failure: The Strength of Basic Psychological Needs in Youth Spanish Athletes in Team Sports |
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| Physical Education Classes and Responsibility: The Importance of Being Responsible in Motivational and Psychosocial Variables |
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| Preservice Teachers from Physical Education: Differences between Ireland and Spain in Teaching Personal and Social Responsibility |
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| Prediction of resilience in school students through the promotion of responsibility: a study through the Self-Determination Theory |
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| Effects of a Hybrid Program of Active Breaks and Responsibility on the Behaviour of Primary Students: A Mixed Methods Study |
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| Analysis of Adolescent Physical Activity Levels and Their Relationship with Body Image and Nutritional Habits |
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| Application of a Program to Improve Personal Development in Future Physical Education Teachers of the Degree in Education and Its Relationship with Wisdom |
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| A cluster analysis of high-performance female team players' perceived motivational climate: Implications on perceived motor competence and autonomous behaviour |
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| School social climate and personal and social responsiblity of high school students in secondary school according to their motivational profile |
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| The Evaluation and Fidelity of an Interdisciplinary Educational Programme |
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| Contributing to SDG 3 through Support for Trainer Autonomy: Relationship with Motivation, Basic Psychological Needs and the Intention to Be Physically Active |
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| Enhancing physical activity in the classroom with active breaks: a mixed methods study |
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| Interpersonal teaching style. A profile analysis according to the differences in motivation, basic psychological needs, school climate and teaching with satisfaction |
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| Motivational profiles and their relationship with responsibility, school social climate and resilience in high school students |
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| Implementation of a Hybrid Educational Program between the Model of Personal and Social Responsibility (TPSR) and the Teaching Games for Understanding (TGfU) in Physical Education and Its Effects on Health: An Approach Based on Mixed Methods |
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| Enhancements in Cognitive Performance and Academic Achievement in Adolescents through the Hybridization of an Instructional Model with Gamification in Physical Education |
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| Future Academic Expectations and Their Relationship with Motivation, Satisfaction of Psychological Needs, Responsibility, and School Social Climate: Gender and Educational Stage |
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| The Seneb's Enigma: Impact of a Hybrid Personal and Social Responsibility and Gamification Model-Based Practice on Motivation and Healthy Habits in Physical Education |
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| Improvement of the classroom climate through a plan of gamified coexistence with physical activity: study of its effectiveness in primary education |
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| Differences between psychological aspects in Primary Education and Secondary Education. Motivation, Basic Psychological Needs, Responsibility, Classroom Climate, Prosocial and Antisocial behaviors and Violence |
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| Application of the Teaching Personal and Social Responsibility Model in the Secondary Education Curriculum: Implications in Psychological and Contextual Variables in Students |
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| School Climate and Responsibility as Predictors of Antisocial and Prosocial Behaviors and Violence: A Study towards Self-Determination Theory |
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| “The War of the Atlethes”: una propuesta de gamificación aplicada a la docencia universitaria para favorecer los valores educativos y la responsabilidad |
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| TEACHING STYLE IS KEY FOR A LOWER PERCEPTION OF VIOLENCE IN PHYSICAL EDUCATION |
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| 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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| The Effect of an Active Breaks Program on Primary School Students' Executive Functions and Emotional Intelligence |
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| Analysis of differences according to gender in the level of physical activity, motivation, psychological needs and responsibility in Primary Education |
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| Educational System and action in the face of the COVID-19 pandemic: opinion and prospects for improvement according to teachers |
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| Development of a scale for the analysis of the values acquired with the Personal and Social Responsibility Model in scholar setting (ECVA-12) |
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| Improvement of the classroom climate through a plan of gamified coexistence with physical activity: study of its effectiveness in primary education | Mejora del clima de aula mediante un plan de convivencia gamificado con actividad física: estudio de su eficacia en educación primaria |
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| Implicit beliefs of ability in handball according to gender and the player's specific position,Creencias implícitas sobre la habilidad deportiva en balonmano según el género y puesto específico del jugador |
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| Enhancing Learner Motivation and Classroom Social Climate: A Mixed Methods Approach |
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| Hybridisation of the Teaching Personal and Social Responsibility Model and Gamification in Physical Education |
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| Student and Teacher Perceptions of Teaching Personal and Social Responsibility Implementation, Academic Performance and Gender Differences in Secondary Education |
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| Effectiveness of the muscle energy technique versus osteopathic manipulation in the treatment of sacroiliac joint dysfunction in athletes |
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| Personal and Social Responsibility Programme Effects, Prosocial Behaviours, and Physical Activity Levels in Adolescents and Their Families |
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| IMPLICIT BELIEFS OF ABILITY IN HANDBALL ACCORDING TO GENDER AND THE PLAYER'S SPECIFIC POSITION |
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| Applying the Personal and Social Responsibility Model as a School-Wide Project in All Participants: Teachers' Views |
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| CAUSES OF SUCCESS IN HANDBALL THROUGH THE BELIEFS ABOUT ABILITY |
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| Sleep quality in older women: Effects of a vibration training program |
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| Study of the Motivation of Spanish Amateur Runners Based on Training Patterns and Gender |
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| Influence of Teaching Style on Motivation and Lifestyle of Adolescents in Physical Education |
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| The Personal and Social Responsibility Model (TPSR) in the different subjects of primary education and its impact on responsibility, autonomy, motivation, self-concept and social climate,El Modelo de Responsabilidad Personal y Social (MRPS) en las diferentes materias de la educaciÓn primaria y su repercusiÓn en la responsabilidad, autonomÍa, motivaciÓn, autoconcepto y clima social |
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| A cluster analysis of high-performance handball players' perceived motivational climate: Implications on motivation, implicit beliefs of ability and intention to be physically active |
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| Applying the Personal and Social Responsibility Model-Based Program: Differences According to Gender between Basic Psychological Needs, Motivation, Life Satisfaction and Intention to be Physically Active |
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| Optimizing Education: A Mixed Methods Approach Oriented to Teaching Personal and Social Responsibility (TPSR) |
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| Renal Function Impairment in Kidney Transplantation: Importance of Early BK Virus Detection |
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| EL ENIGMA DE SENEB. APLICACIÓN DE UN PROGRAMA EDUCATIVO HíBRIDO BASADO EN EL MODELO DE RESPONSABILIDAD PERSONAL y SOCIAL y LA GAMIFICACIÓN PARA EL FOMENTO DE LA CONDICIÓN FíSICA, ASPECTOS PSICOSOCIALES, HÁBITOS DE VIDA, RENDIMIENTO COGNITIVO y ACADÉMICO E |
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| From Students' Personal and Social Responsibility to Autonomy in Physical Education Classes |
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| 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 Education |
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| The Importance of the Coach in Predicting Implicit Beliefs about Skill and Beliefs about the Causes of Success in Handball Players |
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| Interpersonal Style of Coaching, Motivational Profiles and the Intention to be Physically Active in Young Athletes |
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| THE PERSONAL AND SOCIAL RESPONSIBILITY MODEL (TPSR) IN THE DIFFERENT SUBJECTS OF PRIMARY EDUCATION AND ITS IMPACT ON RESPONSIBILITY, AUTONOMY, MOTIVATION, SELF-CONCEPT AND SOCIAL CLIMATE |
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| Differences between students according to physical activity and their motivation, basic psychological needs and responsibility |
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| IMPLEMENTATION OF AN AUTONOMY SUPPORT PROGRAM DURING PHYSICAL EDUCATION LESSONS |
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| EFFECTS OF A LUDOTECHNIC TEACHING UNIT ON IMPROVING HIGH JUMP LEARNING OF HIGH SCHOOL STUDENTS |
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| MOTIVATIONAL PROFILE ANALYSIS ABOUT GROUPS OF ATHLETES AND THEIR IMPACT ON THE SPORTING SATISFACTION |
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