Browsing by Author "Alesi, Marianna"
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- Cognitive and Motivational Monitoring during Enriched Sport Activities in a Sample of Children Living in Europe. The Esa ProgramPublication . Alesi, Marianna; Silva, Carlos Manuel Marques; Borrego, Carla Chicau; Monteiro, Diogo; Genchi, Rosario; Polizzi, Valentina; Kirkar, Musa; Demetriou, Yolanda; Brame, Judith; Sahin, Fatma; Kizilyalli, Meltem; Gómez-López, Manuel; López Sánchez, Guillermo Felipe; Pajaujiene, Simona; Indriuniene, Vinga; Rada, Ante; Bianco, Antonino
- Cognitive and physical cctivity-related aspects of children associated to the performance of the crunning movementPublication . Thomas, Ewan; Alesi, Marianna; Tabacchi, Garden; Silva, Carlos Manuel Marques; Sturm, David J.; Şahin, Fatma Neşe; Güler, Özkan; Gómez-López, Manuel; Pajaujiene, Simona; Basile, Michele; Rada, Ante; Palma, Antonio; Bianco, AntoninoThe aim of this investigation was to identify possible related factors associated to the performance of the crunning test in European children and adolescents. A total number of 559 children and adolescents (age range 6–14 years) of which 308 boys (55.1%) and 251 girls (44.9%), from seven European countries, were screened. A questionnaire concerning demographic and personal life-related factors and a cognitive assessment were performed. A regression analysis was conducted with the performance measures of the crunning movement. T-tests and ANCOVA were used to analyze sub-group differences. Boys have greater crunning performance values compared to girls (5.55 s vs. 7.06 s, p < 0.001) and older children perform better than younger ones (R2 0.23; p < 0.001). Children with healthy and active habits (exercising or spending time with family members vs. reading or surfing the internet) performed better in the test. Children engaged in team sports had better crunning performances compared to those engaged in individual sports (6.01 s vs. 6.66 s, p = 0.0166). No significant association was found regarding cognitive-related aspects in either children engaged in team or individual sports and the crunning performance. Older and male children performed better in the crunning test than younger and female children. Physical activity-related aspects of children’s life are associated with crunning movement performance. No association was found between higher cognitive performance and the crunning test results.
- Effects of a Motivational Climate on Psychological Needs Satisfaction, Motivation and Commitment in Teen Handball PlayersPublication . Alesi, Marianna; Gómez-López, Manuel; Borrego, C. ou Chicau Borrego, C.; Monteiro, Diogo; Granero-Gallegos, AntonioThe aim of this study was to examine the effects of the motivational climate created by the coach and perceived by a group of young high-performance handball players on their sport motivation, self-determination, sport psychological needs and sport commitment. The study participants were 479 young handball players. The age range was 16-17 years old. Players were administered a battery composed of a Perceived Motivational Climate in Sport Questionnaire, Sport Motivation Scale, the Basic Psychological Needs in Exercise Scale and Sport Commitment Questionnaire to measure the above-mentioned theoretical constructs. Results showed that the handball players showed high levels of a task-involving climate, of basic psychological needs satisfaction and of self-determined motivation and commitment. Higher levels of basic psychological needs such as autonomy and competence were associated with a higher task-involving climate, self-determined index and sport commitment (task-involving climate-basic psychological needs (β = 0.55; 95% IC 0.387/0.682; p = 0.001); Ego-involving climate-basic psychological needs (β = 0.06; 95% IC -0.069/0.181; p = 0.387); Basic psychological needs-self-determined index (β = 0.48; 95% IC 0.376/0.571; p = 0.001); Self-determined index-commitment (β = 0.58; 95% IC 0.488/0.663; p = 0.001). The obtained model showed that basic psychological needs mediated the association between a task-involving climate and self-determination, and self-determination mediated the association between basic psychological needs satisfaction and commitment.
- Effects of school-based interventions on motivation towards physical activity in children and adolescents: protocol for a systematic reviewPublication . Demetriou, Yolanda; Reimers, Anne K; Alesi, Marianna; Scifo, Lidia; Borrego, Carla Chicau; Monteiro, Diogo; Kelso, AnneBackground: Recent studies have observed low levels of physical activity in children and adolescents worldwide. Physical activity interventions are increasingly carried out to counteract this development. The school environment is an ideal setting for such interventions to take place as large numbers of children and adolescents can be addressed. With the assumption that motivation is the key to initiate and sustain beneficial health behaviors, theory-based intervention studies apply motivational strategies to increase students’ participation in physical activity. The main objective of this systematic review will be to analyze the effects of school-based physical activity interventions on a variety of motivational outcomes towards physical activity in school-aged children and adolescents. Methods: Comprehensive literature searches will be conducted in multiple electronic databases, including MEDLINE, Scopus, PsycINFO, ERIC, PSYNDEX, Physical Education Index, and SPORTDiscus. We will include randomized controlled trials (RCTs) and quasi-experimental studies examining the effects of school-based physical activity interventions (e.g., physical activity components during school lessons including physical education, or during morning, lunch and afternoon breaks). Primarily extracurricular physical activity interventions will not be considered. The primary outcomes will be students’ motivation, basic psychological needs, goal orientation, enjoyment, and motivational teaching climate in physical education. Secondary outcomes will be the students’ physical activity behaviors in-class, during school, and in leisure time. Only peer-reviewed articles published in English will be considered. Three reviewers will independently screen all citations and full-text articles, and two reviewers will abstract data. The quality of the included studies will be assessed with the Cochrane Collaboration’s tool for assessing risk of bias for RCTs and the GRADE methodology will be used to assess the certainty of the body of retreived evidence. Discussion: In order to increase and maintain physical activity levels in children and adolescents, motivation towards physical activity should be sustained. It is anticipated that the results of this systematic review will provide information as to which strategies implemented in the school setting are effective in increasing students’ motivation towards physical activity, and hence increase their physical activity during school and after-school hours.
- Effects of school-based interventions on motivation towards physical activity in children and adolescents: A systematic review and meta-analysisPublication . Kelso, Anne; Linder, Stephanie; Reimers, Anne K.; Klug, Stefanie J.; Alesi, Marianna; Scifo, Lidia; Borrego, Carla Chicau; Monteiro, Diogo; Demetriou, YolandaIntroduction: Assuming that motivation is the key to initiate and sustain beneficial health behaviors, the aim of this systematic review was to analyze the effects of school-based physical activity interventions on a variety of motivational outcomes towards PA in school-aged children and adolescents. Methods: A comprehensive literature search was carried out in six electronic databases to identify randomized controlled trials and quasi-experimental trials examining the effects of PA interventions implemented during the regular school day, e.g., during physical education lessons or lunch breaks. Primary outcomes of interest were students’ motivation, basic psychological needs, goal orientation, enjoyment, and motivational teaching climate in physical education. Meta-analyses were conducted for these outcomes using Comprehensive Meta-analysis software. Secondarily, intervention effects on students’ PA behaviors were examined and the findings summarized narratively. Methodological quality of studies was evaluated using the Cochrane Collaboration’s tool for assessing risk of bias for randomized trials; certainty of evidence on outcome level was evaluated using the GRADE approach. Results: In total, 57 studies carried out between 2001 and 2018 were included in this review. Sixteen individual meta analyses were performed and revealed significant pooled effects for the outcomes enjoyment (g = 0.310), perceived autonomy (g = 0.152), identified regulation (g = 0.378), intrinsic motivation (g = 0.419), selfdetermination index (g = 0.672), task/mastery climate (g = 0.254), ego/performance climate (g = − 0.438), autonomy supportive climate (g = 0.262), task goal orientation (g = 1.370), ego goal orientation (g = − 0.188). The narrative data synthesis indicated an increase in students’ PA behavior. The overall risk of bias was high across all studies and certainty of evidence of meta-analyzed outcomes ranged from very low to moderate. Moderate certainty of evidence was found for ego/performance climate and ego goal orientation. Conclusions: Meta-analyses suggest that school-based PA interventions may be effective in increasing a variety of motivational outcomes. However, the certainty of evidence was limited in the majority of outcomes. Further research is needed to identify effective intervention strategies that increase students’ motivation towards PA
- Field-based tests for the assessment of physical fitness in children and adolescents practicing sport: a systematic review within the ESA programPublication . Tabacchi, Garden; Lopez Sanchez, Guillermo F.; Nese Sahin, Fatma; Kizilyalli, Meltem; Genchi, Rosario; Basile, Michele; Kirkar, Musa; Silva, Carlos Manuel Marques; Loureiro, Nuno; Teixeira, Eduardo; Demetriou, Yolanda; Sturm, David Joseph; Pajaujene, Simona; Zuoziene, Ilona J.; Gómez-López, Manuel; Rada, Ante; Pausic, Jelena; Lakicevic, Nemanja; Petrigna, Luca; Feka, Kaltrina; Ribeiro, Ana; Alesi, Marianna; Bianco, AntoninoHigh levels of physical fitness (PF) can positively affect both health and cognitive function, thus monitoring its levels in youth can help increase health and quality of life in adult populations later on. This systematic review aims to identify PF field-based tests used in young European populations practicing sport to find tools that are adequate for the considered target involving a new battery within the Enriched Sport Activities (ESA) project. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement was followed. In the 83 identified articles, the main tests used were: vertical/horizontal jumps (for muscular strength/power); pushups, running at maximum effort, sit-ups (for muscular strength/endurance); multistage nonintermittent and intermittent tests (for aerobic endurance); sit and reach (for flexibility); sprinting and agility T-tests (for speed and agility, respectively); 10 × 5 m shuttle run (SR) (for both speed and agility). Few studies assessed coordination, reaction time, power, and balance. Although the selected tests are widely used and validated, they do not determine all PF aspects and do not reflect sport-specific features.A final decision was made for the inclusion of the following tests: standing broad jump, seated medicine ball throw, 20 m SR test, 30 m sprint, Illinois test, and a new test, i.e., the crunning test, to assess different skill-related components at once. The use of this combination of tests allows for the assessment of all PF components and can help planning effective training programs and cultivate sporting talent.
- Sport Intervention Programs (SIPs) to Improve Health and Social Inclusion in People with Intellectual Disabilities: A Systematic ReviewPublication . Scifo, Lidia; Borrego, Carla Chicau; Monteiro, Diogo; Matosic, Doris; Feka, Kaltrina; Bianco, Bianco; Alesi, MariannaInactivity is a major issue that causes physical and psychological health problems, especially in people with intellectual disability (ID). This review discusses the beneficial effects of sport intervention programs (SIPs) in people with ID, and aims to provide an overview of the scientific literature in order to identify the main factors influencing the participation of people with ID in SIPs. Twelve papers were analyzed and compared. The results show a large variety in examined SIPs, concerning participants’ age and disability, intervention characteristics and context, as well as measures and findings. The main factors essential for people with ID partaking in SIPs appeared to be suitable places for the SIP development, adequate implementation of physical activity (PA) programs in school and extra-school contexts, education, and the training of teachers and instructors. The literature review highlights the relevance of using SIPs in order to improve physical and psychological health, as well as increase social inclusion in populations with ID. SIPs should be included in multifactor intervention programs. Nevertheless, the need is recognized for stakeholders to adopt specific practice and policy in promoting social inclusion in order to organize intervention strategies which are able to provide quality experiences in sport and physical activity for people with ID.