[Long-term effects of an assets-based, co-created physical activity intervention on health-related quality of life in older adults].

Purpose: The purpose of this study is to examine the long-term effects of a programme called Ser Mayor, un RETO («Being Older, a Challenge») aimed at improving quality of life in older adults over 60 living in the community.

Methods: This programme used co-design principles to create sustainable opportunities to improve quality of life, connecting with the community, and empowering older adults to take responsibility for their own health. Ser Mayor, un RETO was based on Bronfenbrenner's bio-social-ecological perspective and the health assets model.

A Community-Based Participatory Action Research with Women from Disadvantaged Populations: Strengths and Weaknesses of a Multiple Health Behaviour Change Intervention.

Disadvantaged populations usually adopt risk behaviours, resulting in obesity and mental health-related disorders. Grounded in the socioecological model and self-determination theory, the aims were firstly to describe and implement a two-year multiple health behaviour change intervention, and secondly, to assess the strengths and weaknesses of the intervention. In total, 11 women from a disadvantaged population participated in this programme, which encompassed 117 sessions.

Barriers to Physical Activity in Disadvantaged Population: A Qualitative Comparison between Roma and Non-Roma Women.

: Despite the well-known health benefits of physical activity (PA), disadvantaged populations usually have lower PA levels than the rest of the population. Some intra- and interpersonal factors such as different types of barriers to PA may influence PA levels, particularly among disadvantaged adult women. The first aim of this qualitative study was to identify the barriers to PA perceived by disadvantaged adult women.

Which School Community Agents Influence Adolescents' Motivational Outcomes and Physical Activity? Are More Autonomy-Supportive Relationships Necessarily Better?

The first aim of this work was to examine the independent influence of students' perceived autonomy support for leisure-time physical activity (LTPA), from different school community agents, on motivational outcomes in a LTPA context and objective PA levels. Using both a variable- and person-centered approach, the second aim was to examine how different combinations of autonomy-support were associated with students' motivational outcomes in a LTPA context and PA levels. A sample of 178 secondary students ( = 13.

Development of the 'Sigue la Huella' physical activity intervention for adolescents in Huesca, Spain.

Engaging in physical activity (PA) on a regular and adequate basis generates considerable benefits for health. In developed countries, the time spent doing PA is decreasing, whilst sedentary time (ST) is increasing. A multicomponent school-based intervention programme, called 'Sigue la Huella' (Follow the Footprint), was developed to reduce sedentary lifestyles and increase PA levels.

Motivational Outcomes and Predictors of Moderate-to-Vigorous Physical Activity and Sedentary Time for Adolescents in the Sigue La Huella Intervention.

Purpose: The purpose of this study was to investigate the effects of the multicomponent Sigue la Huella intervention on selected motivational outcomes and whether any of these outcomes, in addition to relevant socio-demographic, biological, and behavioral factors, served as predictors of moderate-to-vigorous physical activity and sedentary time among participants through the intervention.

Method: This quasi-experimental, cohort study took place in four secondary schools in Huesca (Spain) during three academic years (students aged 12-15 years). Two schools were assigned to the experimental condition (n = 368) and two schools to the control condition (n = 314).

Effects of the 3-year Sigue la Huella intervention on sedentary time in secondary school students.

Background: To examine the effects of the Sigue la Huella (Follow the Footstep) intervention on adolescents' daily sedentary time (ST).

Methods: This quasi-experimental, cohort study took place in four secondary schools in Huesca (Spain) during the 2009-2010, 2010-2011 and 2011-2012 academic years (students aged 12-15 years). Two schools were assigned to the experimental condition (n = 368) and two schools to the control condition (n = 314).

Data for action: the use of formative research to design a school-based intervention programme to increase physical activity in adolescents.

Formative research is a critical step for the development of interventions aimed at changing behaviours, as is the case of physical activity. This process permits obtaining detailed information about the programme application context. 'Follow the Footstep' is a quasi-experimental and longitudinal study in secondary schools, the aim of which is to increase levels of physical activity among adolescents.

Empowering adolescents to be physically active: three-year results of the Sigue la Huella intervention.

Objective: To examine the effects of a school-based intervention called Sigue la Huella (Follow the Footstep) on adolescents' daily moderate-to-vigorous physical activity (MVPA).

Method: This quasi-experimental, cohort study took place in four secondary schools in Huesca (Spain) during the 2009-2010, 2010-2011, and 2011-2012 academic years (students aged 12-15 years). Two schools were assigned to the experimental condition (n=368) and two schools to the control condition (n=314).

Promising school-based strategies and intervention guidelines to increase physical activity of adolescents.

This narrative review describes the available scientific evidence regarding promising school-based strategies to increase physical activity of adolescents. We conducted a literature search for studies published up to 2011, regarding adolescent physical activity intervention studies that resulted in increased physical activity (regardless of measurement) and reviewed 52 intervention articles and 21 review articles. We identified several promising strategies and grouped into five broad intervention guidelines.