https://hdl.handle.net/10259/5787 Mon, 12 Oct 2026 15:28:57 GMT 2026-10-12T15:28:57Z https://hdl.handle.net/10259/12143 Health models and the quest for the ‘healthy’ body. analysis of adolescents’ experiences using Instagram Hortigüela Alcalá, David; Pérez Pueyo, Ángel; González Calvo, Gustavo; Sánchez Miguel, Pedro Antonio What counts as a the preferred/culturally dominant model of health is clearly influenced by political, social and cultural aspects, as well as by the media. This has a direct impact on adolescents, since there is a greater pressure to achieve the canons established as ideals. Young people’s ideas about health are shaped by their personal circumstances and their social and cultural contexts. As research has indicated, social media plays a major role in this process, with Instagram one of the most popular sites/platforms. In this paper we provide the results of qualitative study designed to examine of adolescents’ experiences of using Instagram in relation to the field of health. The theory of social influence is used as the theoretical axis. Semi-structured interviews were conducted with eight Spanish students (5 girls and 3 boys) who acknowledged using Instagram to improve their healthy habits participated in the study. Three categories of responses were identified from an analysis of the interview data: a) ‘My conception of health’; b) ‘Instagram and healthy living’; and c) ‘Why do I follow these influencers?’. The main conception of health for participants was associated with having a socially ideal body. Participants described how they used Instagram for the large amount of audiovisual content it offers, in many cases prioritizing social success over health outcomes. This research helps to understand the role influencers have in translating and promoting health messages and meanings. Wed, 01 Jan 2025 00:00:00 GMT https://hdl.handle.net/10259/12143 2025-01-01T00:00:00Z https://hdl.handle.net/10259/12138 ‘I have normalised being treated differently’. Analysis of the experiences of foreign students in Physical Education Hortigüela Alcalá, David; Pérez Pueyo, Ángel; Barba Martín, Raúl A.; Bores García, Daniel; González Calvo, Gustavo Purpose: The aim of the study is to analyse the experiences of 7 students (4 girls and 3 boys) from different continents (Africa, Asia and South America) in Physical Education, in order to know to what extent, they have perceived racism. Their guardians also participated. All the students have experienced their compulsory schooling in Spain. Methods: The research is framed under the theory of culturally relevant pedagogy. A qualitative approach is used in which three categories of analysis are established: (a) Perception of social discrimination; (b) Effect on self-esteem and emotional implications; (c) Learning limitations in Physical Education. Interviews with students and focus groups with guardians, where the data collection techniques are/were used. Findings & conclusions: The results show how students have suffered covert racism in the classroom, specifically in Physical Education, observed in a diversity of behaviours and actions linked to the colour of their skin, their accent, their physical features and even their body odour. This, despite their subliminal acceptance of it, has generated frustration, powerlessness and diminished self-esteem, as well as a bad relationship with the subject. Guardians recognize the experience of these forms of discrimination and emphasize that racism still exists in society and in schools, and that there is a lack of mechanisms and procedures to eradicate it. It is essential to continue researching how to approach a teaching of Physical Education that moves away from any type of discrimination, but this article is already a first step in giving a voice to those who suffer from it. Thu, 01 Jan 2026 00:00:00 GMT https://hdl.handle.net/10259/12138 2026-01-01T00:00:00Z https://hdl.handle.net/10259/12085 Attitudinal style and basic psychological needs of university students: a qualitative study based on self-determination theory Álvarez Sánchez, José Luis; Pérez Pueyo, Ángel; Salicetti Fonseca, Alejandro; Hortigüela Alcalá, David; Sánchez Miguel, Pedro Antonio This study adopts an exploratory qualitative design to analyze the effects of the Attitudinal Style emerging pedagogical model, alongside the implementation of self-regulated learning strategies, on the Basic Psychological Needs of university students enrolled in the bachelor’s degree in Human Movement Sciences. The research is framed within Self-Determination Theory, which emphasizes the role of autonomy, competence, and relatedness in motivation and learning. Data were collected using a set of open-ended questions as the primary data collection tool. A total of 76 university students (56 males and 20 females, aged 18 to 23 years) participated in the study. Results suggest that the Attitudinal Style model, through its emphasis on autonomy support and the promotion of self-regulated learning, may enhance students' Basic Psychological Needs, fostering a more inclusive and motivating educational environment; El estudio adopta un diseño cualitativo exploratorio para analizar los efectos del modelo pedagógico emergente Estilo Actitudinal, junto con la implementación de estrategias de aprendizaje autorregulado, sobre las Necesidades Psicológicas Básicas de estudiantes universitarios matriculados en la licenciatura en Ciencias del Movimiento Humano. La investigación se enmarca en la Teoría de la Autodeterminación, que enfatiza el papel de la autonomía, la competencia y la relación en la motivación y el aprendizaje. Los datos se obtuvieron utilizando un conjunto de preguntas abiertas como principal herramienta de recolección. Participaron en el estudio un total de 76 estudiantes universitarios (56 hombres y 20 mujeres, con edades entre 18 y 23 años). Los resultados sugieren que el modelo Estilo Actitudinal, mediante su énfasis en el apoyo a la autonomía y el uso del aprendizaje autorregulado, puede potenciar las Necesidades Psicológicas Básicas de los estudiantes, fomentando un ambiente educativo más inclusivo y motivador Tue, 01 Sep 2026 00:00:00 GMT https://hdl.handle.net/10259/12085 2026-09-01T00:00:00Z https://hdl.handle.net/10259/12081 Peer microteaching as a pedagogical tool in Physical Education teacher education: systematic review Hinojosa Torres, Claudio; Hortigüela Alcalá, David; Yáñez Sepúlveda, Rodrigo; Escobar Jara, Natalia; Galeano Rojas, Dilan; Hurtado Guerrero, Macarena; Rodríguez Canales, Carolina Peer microteaching has become established as a key pedagogical tool in initial teacher education, enabling prospective teachers to rehearse practices in controlled settings, receive targeted feedback, and engage in critical reflection on their performance. In physical education, its potential is particularly significant given the highly situational, practical, and relational nature of teaching in motor-learning contexts. This systematic review aims to identify and analyze the uses, pedagogical approaches, and reported effects of peer microteaching in physical education teacher education programs. The PRISMA guidelines were followed to identify studies published between 2000 and 2025 in Scopus, Web of Science, ERIC, SPORTDiscus, and ProQuest. PICOS criteria were applied for search and selection. In total, 363 documents were retrieved, of which 17 met the eligibility criteria. The methodological quality of the selected studies was appraised using the Mixed Methods Appraisal Tool (MMAT). The findings are organized into four interrelated dimensions: a) attitudes, self-efficacy, and professional confidence; b) instructional competences and pedagogical decision-making; c) pedagogical reflection, feedback, and practice-based learning; and d) curricular and contextual conditions of physical education teacher education. Overall, the evidence indicates that microteaching, when implemented through reflective and dialogic approaches, emerges as a promising pedagogical mechanism for early professional development in physical education. However, current evidence relies largely on self-report measures and short-term designs and should be interpreted with caution.; La microenseñanza entre pares se ha consolidado como una herramienta pedagógica clave en la formación inicial docente, ya que permite a los futuros profesores ensayar prácticas de enseñanza en contextos controlados, recibir retroalimentación focalizada y participar en procesos de reflexión crítica sobre su desempeño. En Educación Física, su potencial resulta especialmente relevante debido al carácter altamente situado, práctico y relacional de la enseñanza en contextos de aprendizaje motor. El objetivo de esta revisión sistemática fue identificar y analizar los usos, enfoques pedagógicos y efectos reportados de la microenseñanza entre pares en programas de formación inicial de profesores de Educación Física. Para ello, se siguieron las directrices PRISMA y se identificaron estudios publicados entre los años 2000 y 2025 en las bases de datos Scopus, Web of Science, ERIC, SPORTDiscus y ProQuest. La búsqueda y selección de los estudios se realizó mediante la aplicación de los criterios PICOS. En total, se recuperaron 363 documentos, de los cuales 17 cumplieron con los criterios de elegibilidad establecidos. La calidad metodológica de los estudios incluidos fue evaluada mediante la herramienta Mixed Methods Appraisal Tool (MMAT). Los hallazgos se organizaron en cuatro dimensiones interrelacionadas: a) actitudes, autoeficacia y confianza profesional; b) competencias didácticas y toma de decisiones pedagógicas; c) reflexión pedagógica, retroalimentación y aprendizaje basado en la práctica; y d) condiciones curriculares y contextuales de la formación inicial del profesorado de Educación Física. En conjunto, la evidencia sugiere que la microenseñanza, cuando se implementa a través de enfoques reflexivos y dialógicos, constituye un mecanismo pedagógico prometedor para favorecer el desarrollo profesional temprano de los futuros docentes de Educación Física. No obstante, la evidencia disponible se sustenta principalmente en medidas de autorreporte y diseños de corto plazo, por lo que sus resultados deben interpretarse con cautela Sat, 01 Aug 2026 00:00:00 GMT https://hdl.handle.net/10259/12081 2026-08-01T00:00:00Z