Associations between Motives for Physical Exercise, Body Composition and Cardiorespiratory Fitness: A Cross-Sectional Study.

Adolescents' need for some minimum amount of daily physical exercise has been widely studied so as to assist better health outcomes and to reduce future obesity rates. However, the motivations of adolescents to exercise are less well-known. This manuscript aims to analyze the motives that explain the practice of physical exercise in adolescents and the possible associations with elements of body composition and cardiorespiratory fitness. For this purpose, the Self-Report of Motives for the Practice of Physical Exercise questionnaire (AMPEF) was administered to 917 students between 13-16 years of age (50.1% girls, 49.9% boys, M age = 14.82) from Seville, Spain. Subscales Ill-Health Avoidance and Positive Health, Revitalization and Enjoyment, Strength and Endurance, and Challenge represent the participants' main reasons for practicing physical exercise. Associations between BMI and FAT % with the subscales Weight Management and Appearance (direct association) and Revitalization and Enjoyment (inverse association) were found. A direct association between cardiorespiratory fitness and Revitalization and Enjoyment, Competition, Strength, and Endurance and Challenge subscales was found for both genders. Conclusions emphasize the practice of physical exercise in adolescents due to intrinsic motives based on improving their state of health, increasing their levels of strength and endurance (boys), and achieving short-term objectives (girls).

Arousing the Sound: A Field Study on the Emotional Impact on Children of Arousing Sound Design and 3D Audio Spatialization in an Audio Story.

Sound from media increases the immersion of the audience in the story, adding credibility to the narration but also generating emotions in the spectator. A study on children aged 9-13 years (N = 253), using an audio story, investigated the emotional impact of arousal vs. neutral treatment of sound and 3D vs. stereo mix spatialization. The emotional impact was measured combining three different measures: physiological (Electrodermal activity), self-report (pre-post exposition), and richness of mental images elicited by the story (using Think-aloud technique after exposition). Results showed higher emotional impact of the arousal and 3D audio conditions with different patterns according to the age of the participants and distinctive types of interaction when both variables were combined.

Social and Emotional Competences in Spain: A Comparative Evaluation Between Spanish Needs and an International Framework Based on the Experiences of Researchers, Teachers, and Policymakers.

Critical aspects in the field of education are currently related to low levels of socioemotional competences and high rates of school dropouts. However, there are no standard practices or guidelines for helping countries to assess and train social and emotional competences. To overcome this limitation, the project Learning to be (L2B) aims to propose a comprehensive model of the assessment and development of social and emotional competences that bring together policymakers, researchers, teachers, school authorities and learners from different participating countries: Finland, Italy, Latvia, Lithuania, Portugal, Slovenia, and Spain. The project attempts to create an international framework for regulating activities and supporting teachers working on the social and emotional competences of the students and to provide tools which can be used across countries. The aim of the paper is to describe how L2B has been developed in Spain by analyzing the contributions of the international framework and extracting the specific needs in the Spanish context. Specifically, we describe two products of the project: (a) the process for creating a toolkit, a tool focused on creating activities and materials for helping teachers develop social and emotional competences of students and (b) the results of an exploratory study in Spain in which social and emotional competences are assessed and compared to the international framework. First, we explain the definition of social and emotional competences used for creating the toolkit. Second, we analyze responses of Spanish students to questionnaires administered before applying the toolkit in the schools. The paper describes social and emotional competences in Spain and evaluates the overlap between relevant variables in Spain and those used for developing the toolkit, the international tool. Specific needs in Spain are discussed, as well as the contribution of the project for promoting the improved development of students' social and emotional competences, improving learning outcomes and stronger social cohesion in schools and local communities, as well as the utility of the results for creating new educational policies.