<rdf:RDF xmlns:rdf="http://www.openarchives.org/OAI/2.0/rdf/" xmlns:ow="http://www.ontoweb.org/ontology/1#" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:ds="http://dspace.org/ds/elements/1.1/" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xmlns:doc="http://www.lyncode.com/xoai" xsi:schemaLocation="http://www.openarchives.org/OAI/2.0/rdf/ http://www.openarchives.org/OAI/2.0/rdf.xsd">
   <ow:Publication rdf:about="oai:digibug.ugr.es:10481/66785">
      <dc:title>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</dc:title>
      <dc:creator>Melero Cañas, David</dc:creator>
      <dc:creator>Morales Baños, Vicente</dc:creator>
      <dc:creator>Manzano Sánchez, David</dc:creator>
      <dc:creator>Navarro Ardoy, Daniel</dc:creator>
      <dc:creator>Valero Valenzuela, Alfonso</dc:creator>
      <dc:subject>Physical health</dc:subject>
      <dc:subject>Body mass index</dc:subject>
      <dc:subject>Afterschool period</dc:subject>
      <dc:subject>Model-based learning</dc:subject>
      <dc:subject>Sedentary behaviors</dc:subject>
      <dc:description>Physical activity (PA), body composition and sedentary behavior may affect the health&#xd;
of children. Therefore, this study examined the effect of an educational hybrid physical&#xd;
education (PE) program on physical fitness (PF), body composition and sedentary and&#xd;
PA times in adolescents. A 9-month group-randomized controlled trial was conducted&#xd;
in 150 participants (age: 14.63 ± 1.38 years) allocated into the control group (CG,&#xd;
n = 37) and experimental group (EG, n = 113). Cardiorespiratory fitness, speed,&#xd;
strength, agility, flexibility and body mass index (BMI) were assessed through previously&#xd;
validated field tests. Sedentary time, PA at school and afterschool were evaluated with&#xd;
the Youth Activity Profile-Spain questionnaire. Significant differences were observed&#xd;
concerning to the CG in APA-weekend (p = 0.044), speed-agility (p = 0.005) and agility&#xd;
(p = 0.008). Regarding the intervention, cardiorespiratory fitness (p = 0.000), speedagility (p = 0.000), strength (p = 0.000), flexibility (p = 0.000), agility (p = 0.000), PA&#xd;
in school (p = 0.011), APA-weekday (p = 0.001), APA-weekend (p = 0.000), APAweek (p = 0.000), and sedentary time (p = 0.000) increased significantly in the EG.&#xd;
The use of a hybrid program based on teaching personal and social responsibility&#xd;
and gamification strategies produced enhancements in cardiorespiratory fitness, agility,&#xd;
speed, APA-weekdays and APA-weekends, reducing the sedentary time.</dc:description>
      <dc:date>2021-03-02T12:22:11Z</dc:date>
      <dc:date>2021-03-02T12:22:11Z</dc:date>
      <dc:date>2021</dc:date>
      <dc:type>journal article</dc:type>
      <dc:identifier>Melero-Cañas D, Morales-Baños V, Manzano-Sánchez D, Navarro-Ardoy D and Valero-Valenzuela A (2021) 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. Front. Psychol. 11:629335. doi: 10.3389/fpsyg.2020.629335</dc:identifier>
      <dc:identifier>http://hdl.handle.net/10481/66785</dc:identifier>
      <dc:identifier>10.3389/fpsyg.2020.629335</dc:identifier>
      <dc:language>eng</dc:language>
      <dc:rights>http://creativecommons.org/licenses/by/3.0/es/</dc:rights>
      <dc:rights>open access</dc:rights>
      <dc:rights>Atribución 3.0 España</dc:rights>
      <dc:publisher>FRONTIERS MEDIA SA</dc:publisher>
   </ow:Publication>
</rdf:RDF>