Physical activity (PA), body composition and sedentary behavior may affect the health of children. Therefore, this study examined the effect of an educational hybrid physical education (PE) program on physical fitness (PF), body composition and sedentary and PA times in adolescents. A 9-month group-randomized controlled trial was conducted in 150 participants (age: 14.63 ± 1.38 years) allocated into the control group (CG, n = 37) and experimental group (EG, n = 113). Cardiorespiratory fitness, speed, strength, agility, flexibility and body mass index (BMI) were assessed through previously validated field tests. Sedentary time, PA at school and afterschool were evaluated with the Youth Activity Profile-Spain questionnaire. Significant differences were observed concerning to the CG in APA-weekend (p = 0.044), speed-agility (p = 0.005) and agility (p = 0.008). Regarding the intervention, cardiorespiratory fitness (p = 0.000), speed-agility (p = 0.000), strength (p = 0.000), flexibility (p = 0.000), agility (p = 0.000), PA in school (p = 0.011), APA-weekday (p = 0.001), APA-weekend (p = 0.000), APA-week (p = 0.000), and sedentary time (p = 0.000) increased significantly in the EG. The use of a hybrid program based on teaching personal and social responsibility and gamification strategies produced enhancements in cardiorespiratory fitness, agility, speed, APA-weekdays and APA-weekends, reducing the sedentary time.

An educational physical education (PE) hybridization program based on the personal and social responsibility model and gamification strategies was used in order to explore the effect on cognitive performance and academic achievement. A 9-month group-randomized controlled trial was conducted, with 150 participants (age: 14.63 ± 1.38) allocated into the control group (CG, n = 37) and experimental group (EG, n = 113). Inhibition, verbal fluency, planning, and academic achievement were assessed. Significant differences were observed in the post-test for cognitive inhibition, verbal fluency (named animals), and the mean of both verbal fluency tasks in favor of the EG. With regard to the intervention, verbal fluency (named animals), verbal fluency (named vegetables), the mean of both verbal fluency tasks, cognitive inhibition, language, the average of all subjects, the average of all subjects except PE, and the average from the core subjects increased significantly in the EG. Values for the last five variables (academic variables and cognitive inhibition) in addition to mathematics also increased in the CG. This study contributes to the current knowledge by suggesting that both methodologies produced improvements in the measured variables, but the use of the hybridization resulted in improvements in cognitive performance, specifically with regard to cognitive inhibition and verbal fluency.

Increasing physical activity (PA) and personal and social values are two of the greatest demands in the current educational system. This study examined the effects of a program based on the hybridization of the Personal and Social Responsibility Model and gamification. A total of 58 students (13.89 years old, SD = 1.14) in two groups (experimental and control) participated during a complete academic year. Motivation, physical activity and sedentary behavior were assessed through questionnaires. Physical fitness was evaluated using previously validated field tests. The results showed significant differences over time between the experimental group (EG) and control group (CG) in afterschool physical activity (APA) during the weekend (p = 0.003), sedentary time (p = 0.04) and speed–agility (p = 0.04). There were no significant differences in motivation. In reference to the intervention, the speed–agility (p = 0.000), strength (p = 0.000), agility (p = 0.000), cardiorespiratory fitness (p = 0.001), APA–weekend (p = 0.000), APA–week (p = 0.000) and sedentary time (p = 0.000) increased significantly in the EG. The speed–agility (p = 0.000), APA–weekend (p = 0.03) and sedentary time (p = 0.008) increased in the CG. The implementation of a program based on the hybridization of pedagogical models can be useful in producing improvements in physical fitness, physical activity and sedentary behaviors.

Increasing physical activity (PA) and personal and social values are two of the greatest demands in the current educational system. This study examined the effect of a hybrid pro-gramme based on the Personal and Social Responsibility Model and Gamification. A total of 58 students (13.89 years old, SD = 1.14) in two groups (Experimental and Control) participated dur-ing a complete academic year. Motivation, physical activity and sedentary behaviour were as-sessed though questionnaires. Physical fitness was evaluated using previously validated field tests. The results showed significant differences over time between EG and CG in afterschool physical activity (APA) at the weekend (p = 0.003), sedentary time (p = 0.04) and speed-agility (p = 0.04). There were no significant differences in motivation. Regarding the intervention, speed-agility (p = 0.000), strength (p = 0.000), agility (p = 0.000), cardiorespiratory fitness (p = 0.001), APA-weekend (p = 0.000), APA-week (p= 0.000) and sedentary time (p = 0.000) increased signifi-cantly in the EG. Speed-agility (p = 0.000), APA-weekend (p = 0.03) and sedentary time (p = 0.008) increased in the CG. The use of this hybrid program can be useful to produced improvements in physical fitness, physical activity and sedentary hevaviours. The use of a hybrid program based on teaching personal and social responsibility and gamification strategies, produced improvements in physical fitness, physical activity and sedentary behavior, but not in motivation variables. Further research is demanded in order to contrast this relevant findings due to the potential drawbacks and diversity found in the scientific literature among model-based practice.

This study examined the effect of an educational hybrid physical education (PE) intervention on cognitive performance and academic achievement in adolescents. A 9-month group-randomized controlled trial was conducted in 150 participants (age: 14.63 ± 1.38) allocated into control group (CG, n = 37) and experimental group (EG, n = 113). Inhibition, verbal fluency, planning and academic achievement were assessed. Significant differences were observed in the post-test for cognitive inhibition, verbal fluency in animals, and the average from verbal fluency in favour of the EG. With regard to the intervention, verbal fluency in animals, verbal fluency in vegetables, the average of verbal fluency, cognitive inhibition, language, the average of all subjects, the average of all subjects except PE, and the average from the core subjects) increased significantly in the EG. The last five variables (the academic ones and cognitive inhibition) also increased in the CG, in addition to mathematics. This study contributes to the knowledge by suggesting that both methodologies produced improvements in the measured variables, but the use of a hybrid program based on TPSR and gamification strategies produce improvements in cognitive performance, specifically through the cognitive inhibition and verbal fluency.