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“The Study”

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PROMOTING PHYSICAL ACTIVITY IN SPANISH ADOLESCENTS THROUGH CYCLING TO AND FROM SCHOOL

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XIMENA PALMA-LEAL

DEPARTAMENTO DE EDUCACIÓN FÍSICA Y DEPORTE, FACULTAD DE CIENCIAS DEL DEPORTE, UNIVERSIDAD DE GRANADA, ESPAÑA.

GRUPO IRYS, ESCUELA DE EDUCACIÓN FÍSICA, PONTIFICIA UNIVERSIDAD CATÓLICA DE VALPARAÍSO, VIÑA DEL MAR, CHILE.

ON BEHALF OF PALMA CHILLÓN, ADVISORY BOARD

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Me

XIMENA PALMA-LEAL

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Department of Physical Education:

  • Teacher (2008-2012)
  • Master in PA and Health (2015-2016)

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Department of Physical Education:

  • Research internships (2017)
  • PhD in Education Sciences (2020-2023)

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Research group

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Exercise & brain health

Exercise & bone health

Exercise and CVD health

Active commuting

Physical activity – Fitness & Health

Dra. Palma Chillón

(Advisory Board)

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Research line

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The Project

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Duration: 2017-2021

PI. Palma Chillón

70.000 Euros

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The Team

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The Project

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  • Objective 1. PREVALENCE
  • Objective 2. ASSESSMENT AND DESIGN OF INTERVENTION
  • Objective 3. CYCLING INTERVENTION

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Models

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Ecological model in The PACO Study. Adapted from Larouche et al., 2018

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Models

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Period: july 2021 – jun 2023

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“Influence of the built environment on physical activity behaviour in andalusian adolescents”

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Models

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Ecological model in The PACO Study. Adapted from Larouche et al., 2018

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Models

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Self-determination theory, from Ryan and Deci, 1985

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Models

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R

E

A

I

M

Reach

Effectiveness

Adoption

Implementation

Maintenance

RE-AIM.ORG

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Sample selection

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Dra. Susana Aznar

Dra. Ana

Queralt

Dr. Javier

Molina

Dr. Amador J.

Lara

Socioeconomic status

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Walkability index

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Sample selection

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1

2

3

4

All Public Secondary Schools

List with numbers equivalent to the name of schools

List with two numbers:

1. Control 2. Intervention

(cycling)

Contact selected schools

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Assessment

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Questionnaires:

1. Students (40 questions)

mode of commuting, sociodemographic characteristics, independent mobility, psychosocial perceptions, barriers to AC, The Youth Activity Profile, breakfast, environmental perceptions.

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Assessment

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Questionnaires:

2. Family (34 questions)

mode of commuting, Sociodemographic characteristics, independent mobility, psychosocial perceptions, barriers to active commuting, IPAQ.

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Assessment

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Assessment

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Devices:

1. Global Positioning System (GPS)

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2. Accelerometers

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(Commuting diary)

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Intervention

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Intervention

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Strengths

  • Used of models
  • Mediators
  • Global policies
  • Questionnaire
  • Devices
  • Family

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Learnings ( )

  • Mixed modes
  • Separate active modes
  • Distance
  • Devices
  • Duration
  • School and Policy

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Keep in touch

XIMENA PALMA-LEAL

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ximena.palmaleal@gmail.com

pchillon@ugr.es

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https://profith.ugr.es/paco

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THANK YOU!

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Ximena Palma Leal| University of Granada, Spain

ximena.palmaleal@gmail.com

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