J. Fernández-Río

发表

Weight changes during the COVID-19 home confinement. Effects on psychosocial variables.

J. Fernández-Río, J. Cecchini, A. Méndez-Giménez, 2020, Obesity research & clinical practice.

Effects of Slackline Training on Postural Control, Jump Performance, and Myoelectrical Activity in Female Basketball Players

Luis Santos, Javier Fernández-Río, J. Fernández-Río, 2016, Journal of strength and conditioning research.

The effects of supervised Slack line Training on postural balance in judoists

Luis Santos, Javier Fernández-Río, J. Fernández-Río, 2014 .

Hybridizing pedagogical models: A systematic review

J. Fernández-Río, S. González-Víllora, C. Evangelio, 2018, European Physical Education Review.

Are Physical Education Lessons Suitable for Sport Talent Identification? A Systematic Review of the Literature

J. Fernández-Río, S. González-Víllora, J. C. Pastor-Vicedo, 2020, International journal of environmental research and public health.

Efects of two instructional approaches, Sport Education and Direct Instruction, on secondary education students’ psychological response

J. Fernández-Río, A. Méndez-Giménez, D. M. Alonso, 2017 .

What do we know about pedagogical models in physical education so far? An umbrella review

J. Fernández-Río, D. Iglesias, 2022, Physical Education and Sport Pedagogy.

Advocating for Service-Learning as a pedagogical model in Physical Education: towards an activist and transformative approach

J. Fernández-Río, Ó. Chiva-Bartoll, 2021, Physical Education and Sport Pedagogy.

Physical activity levels, game performance and friendship goals using two different pedagogical models: Sport Education and Direct Instruction

J. Fernández-Río, S. González-Víllora, N. Arias-Palencia, 2019, Physical Education and Sport Pedagogy.

Models-based Practice Reloaded: Connecting Cooperative Learning and Adventure Education

J. Fernández-Río, 2015 .

Facebook and sport education: mirroring the model at home to promote parental involvement

J. Fernández-Río, Javier Bernabe-Martín, 2019 .

Using the TGFU tactical hierarchy to enhance student understanding of game play. Expanding the Target Games category

J. Fernández-Río, A. Méndez-Giménez, A. Casey, 2012 .

Design and validation of a questionnaire to assess cooperative learning in educational contexts.

J. Fernández-Río, J. Cecchini, A. Méndez-Giménez, 2017 .

A Cluster Analysis on Students’ Perceived Motivational Climate. Implications on Psycho-Social Variables

J. Fernández-Río, A. Méndez-Giménez, J. A. Cecchini Estrada, 2014, The Spanish Journal of Psychology.

Anger intensity in boxing and kickboxing practitioners: differences based on discipline and competitive level.

J. Fernández-Río, José Ignacio Menéndez Santurio, 2015 .

Cooperative learning interventions and associated outcomes in future teachers: A systematic review

J. Fernández-Río, D. Iglesias, Sergio Rivera-Pérez, 2022, Revista de Psicodidáctica (English ed.).

The role of management administration to implement key competences in schools: a case study

J. Fernández-Río, Ángel Pérez-Pueyo, D. H. Alcalá, 2017 .

Hybridising Sport Education and Teaching for Personal and Social Responsibility to include students with disabilities

J. Fernández-Río, José Ignacio Díaz Menéndez, 2017 .

Gamification and physical education. Viability and preliminary views from students and teachers

J. Fernández-Río, T. González, Esteban de las Heras, 2020 .

Long-Term Effects of the Pedagogical Approach on the Perceptions of Physical Education by Students and Teachers

J. Fernández-Río, Ángel Pérez-Pueyo, D. Hortigüela, 2016 .

Teacher and Student’s Perspectives on Their Experiences Within Hybrid Sport Education-Cooperative Learning Pedagogical Model Units in Elementary Physical Education

J. Fernández-Río, F. Claver, S. Harvey, 2022, Journal of Teaching in Physical Education.

Sportspersonship Under Review: An Examination of Fair Play Attitudes Through the Contextualized Sport Alphabetization Model in Primary Physical Education

J. Fernández-Río, S. González-Víllora, M. J. Sierra-Díaz, 2022, Journal of Teaching in Physical Education.

Linking Cooperative Learning and Emotional Intelligence in Physical Education: Transition across School Stages

J. Fernández-Río, J. González-Bernal, Benito León-del-Barco, 2020, International journal of environmental research and public health.

Effects of Vibration Training on Force Production in Female Basketball Players

J. Fernández-Río, O. Suman, B. Fernández-García, 2010, Journal of strength and conditioning research.

Self-made material in physical education: Teacher perceptions of the use of an emerging pedagogical model before and during the COVID-19 pandemic

J. Fernández-Río, J. Cecchini, A. Méndez-Giménez, 2022, European Physical Education Review.

High versus low-structured cooperative learning. Effects on prospective teachers’ regulation dominance, motivation, content knowledge and responsibility

J. Fernández-Río, J. Cecchini, A. Méndez-Giménez, 2020, European Journal of Teacher Education.

How class cohesion and teachers’ relatedness supportive/thwarting style relate to students’ relatedness, motivation, and positive and negative outcomes in physical education

J. Fernández-Río, F. M. Leo, J. Pulido, 2023, Psychology of Sport and Exercise.

Perfeccionismo, afectividad y satisfacción con la vida en educación física Perfectionism, affectivity and life satisfaction in physical education

J. Fernández-Río, A. Méndez-Giménez, J. Cecchini-Estrada, 2015 .

Effects of progressive resistance exercise in akinetic-rigid Parkinson's disease patients: a randomized controlled trial.

A. Lucia, M. Fernández-Del-Olmo, J. Fernández-Río, 2017, European journal of physical and rehabilitation medicine.

High- versus low-structured cooperative learning in secondary physical education: Impact on prosocial behaviours at different ages

J. Fernández-Río, E. Escolano-Pérez, Luis García-González, 2022, European Physical Education Review.

Physical activity, resilience, emotions, moods, and weight control, during the COVID-19 global crisis

J. Fernández-Río, S. Zach, A. Zeev, 2021, Israel Journal of Health Policy Research.

COVID-19, Psychological Well-being and Physical Activity Levels in Older Adults During the Nationwide Lockdown in Spain

J. Fernández-Río, J. Cecchini, A. Méndez-Giménez, 2020, The American Journal of Geriatric Psychiatry.

Implementing Cooperative Learning: A Proposal

J. Fernández-Río, 2016 .

Feasibility and students' preliminary views on parkour in a group of primary school children

J. Fernández-Río, C. Suárez, 2016 .

Student-teacher-content-context: Indissoluble Ingredients in the Teaching-learning Process

J. Fernández-Río, 2016 .

Resilience and physical activity in people under home isolation due to COVID-19: A preliminary evaluation

J. Fernández-Río, J. Cecchini, A. Méndez-Giménez, 2020, Mental Health and Physical Activity.

Three-dimensional assessment of the judo throwing techniques frequently used in competition

Luis Santos, Javier Fernández-Río, Mike Callan, 2014 .

Another Step in Models-based Practice: Hybridizing Cooperative Learning and Teaching for Personal and Social Responsibility

J. Fernández-Río, 2014 .

Parents’ response to a Facebook group in secondary education. Preliminary data

J. Fernández-Río, Javier Bernabe-Martín, 2020 .

Motivation, basic psychological needs and intention to be physically active after a gamified intervention programme

J. Fernández-Río, G. Flores-Aguilar, Marc Zumajo-Flores, 2021, European Physical Education Review.

Impact of a sustained Cooperative Learning intervention on student motivation

J. Fernández-Río, Luis Santos, N. Sanz, 2017 .

Effects of an 8-Week Cooperative Learning Intervention on Physical Education Students’ Task and Self-Approach Goals, and Emotional Intelligence

J. Fernández-Río, Damián Iglesias Gallego, Sergio Rivera-Pérez, 2020, International journal of environmental research and public health.

Teachers' attitude and perception towards cooperative learning implementation: Influence of continuing training

J. Fernández-Río, A. Méndez-Giménez, D. M. Alonso, 2016 .

Cooperative Learning and the Affective Domain

J. Fernández-Río, A. Casey, 2019, Journal of Physical Education, Recreation & Dance.

2×2 Dominant achievement goal profiles in high-level swimmers

J. Fernández-Río, A. Méndez-Giménez, B. Fernández-García, 2014, European journal of sport science.

COVID-19 and home confinement: data on physical activity

J. Fernández-Río, A. Méndez-Giménez, A. Carriedo, 2021 .

Effects of whole-body vibration exercise on bone mineral content and density in thermally injured children.

C. Andersen, D. Herndon, J. Fernández-Río, 2016, Burns : journal of the International Society for Burn Injuries.

El «Cuaderno de Bitácora» de Educación Física. Elemento central dentro de una propuesta de metaevaluación (The Logbook of Physical Education. Key element inside a meta-assessment proposal)

Luís Santos Rodríguez, Javier Fernández-Río, J. Fernández-Río, 2015 .

Mental well-being profiles and physical activity in times of social isolation by the COVID-19: a latent class analysis

J. Fernández-Río, J. Cecchini, A. Méndez-Giménez, 2021, International Journal of Sport and Exercise Psychology.

Postural control and physiological responses to a simulated match in U-20 judo competitors

E. Franchini, J. Fernández-Río, W. Amonette, 2020, Sports biomechanics.

Retesting The Validity Of A Specific Field Test For Judo Training

J. Fernández-Río, V. González, M. Iscar, 2011, Journal of human kinetics.

Effects of Slackline Training on Acceleration, Agility, Jump Performance and Postural Control in Youth Soccer Players

J. Fernández-Río, Luis Santos, B. Fernández-García, 2019, Journal of human kinetics.

Bullying, basic psychological needs, responsibility and life satisfaction: connections and profiles in adolescents

J. Fernández-Río, S. González-Víllora, José Ignacio Menéndez Santurio, 2020 .

Papel importante del alumnado, necesidades psicológicas básicas,regulaciones motivacionales y autoconcepto físico en educación física

J. Fernández-Río, A. Méndez-Giménez, J. A. C. Estrada, 2013 .

Adolescents’ competence metaperceptions and self-perceptions, motivation, intention to be physically active and physical activity

J. Fernández-Río, J. Cecchini, A. Méndez-Giménez, 2018 .

Physical activity, approach-avoidance temperament and depressive symptoms

J. Fernández-Río, J. Cecchini, A. Méndez-Giménez, 2019, Kinesiology.

3x2 Classroom Goal Structures, Motivational Regulations, Self-Concept, and Affectivity in Secondary School

J. Fernández-Río, A. Méndez-Giménez, David Méndez-Alonso, 2017, The Spanish Journal of Psychology.

Effect of 3 x 2 achievement goals and classroom goal structures on self-determined motivation : a multilevel analysis in secondary education

J. Fernández-Río, J. Cecchini, A. Méndez-Giménez, 2017 .

Perceived Classroom Responsibility Climate Questionnaire: A new scale.

J. Fernández-Río, J. Cecchini, A. Valero-Valenzuela, 2019, Psicothema.

VALLERAND ́S MODEL IN ASTURIAN ADOLESCENTS: IMPLEMENTATION AND DEVELOPMENT EL MODELO DE VALLERAND EN ADOLESCENTES ASTURIANOS: IMPLEMENTACIÓN Y EXTENSIÓN

J. Fernández-Río, 2016 .

Epstein's TARGET Framework and Motivational Climate in Sport: Effects of a Field-Based, Long-Term Intervention Program

J. Fernández-Río, J. Cecchini, A. Méndez-Giménez, 2014 .

Assessment of adolescent self-constructed material use in physical education.

A. Méndez-Giménez, J. Fernández-Río, David Méndez-Alonso, 2015 .

Achievement goals, social goals, and motivational regulations in physical education settings.

J. Fernández-Río, A. Méndez-Giménez, J. A. Cecchini Estrada, 2011, Psicothema.

Facilitating the whole teaching-learning process in physical education throught the use of cues

J. Fernández-Río, A. Méndez-Giménez, 2013 .

Effects of the methodological approach teaching soccer on the class climate. Perceptions of students and teachers.

J. Fernández-Río, D. H. Alcalá, Á. P. Pueyo, 2016 .

TEORÍA CONSTRUCCIONISTA DEL APRENDIZAJE EN FORMACIÓN DEL PROFESORADO. PERSPECTIVAS DE ALUMNADO Y PROFESORADO DESDE LA INVESTIGACIÓN CUANTITATIVA Y CUALITATIVA The Constructionist Theory of Learning in Teacher Education. Perspectives from students and teachers through quantitative and qualitative res

J. Fernández-Río, António, Antonio Calderón Luquín, 2014 .

Innovación en educación física: el kickboxing como contenido educativo Innovation in Physical Education: Kickboxing as Educational Content

Javier Fernández-Río, José Ignac, Io Menéndez, 2014 .

El Aprendizaje Cooperativo: Modelo Pedagógico para Educación Física Cooperative learning: Pedagogical Model for Physical Education

J. Fernández-Río, A. Méndez-Giménez, 2015 .

Analysis and modification of traditional games and sports towards their correct use in educational contexts.

J. Fernández-Río, A. Méndez-Giménez, 2015 .

Teachers and students' perceptions of a hybrid sport education and teaching for personal and social responsibility learning unit.

J. Fernández-Río, Jose Ignacio Menendez-Santurio, 2017 .

Validación de la versión en español del Cuestionario de Metas de Amistad en Educación Física* Validation of the Spanish Version of the Friendship Goals Questionnaire in Physical Education

J. Fernández-Río, A. Méndez-Giménez, 2014 .

Assessment of the LOMCE state curricula on Primary Education Physical Education.

J. Fernández-Río, D. M. Alonso, J. A. P. Saborit, 2015 .

Effects of a Theatrical Improvisation programme on students’ motor creativity

J. Fernández-Río, E. Mendez Martínez, 2020 .

A New Individual and Specific Test to Determine the Aerobic-Anaerobic Transition Zone (Santos Test) in Competitive Judokas

J. Fernández-Río, V. González, M. Iscar, 2010, Journal of strength and conditioning research.

Perceptions of Top-Level Judo Coaches on Training and Performance

J. Fernández-Río, Luis Santos, Mike Callan, 2015 .

Effects of supervised slackline training on postural instability, freezing of gait, and falls efficacy in people with Parkinson’s disease

J. Fernández-Río, O. Suman, K. Winge, 2017, Disability and rehabilitation.

Physiological response of high-level female judokas measured through laboratory and field tests. Retesting the validity of the Santos test.

J. Fernández-Río, V. González, M. Iscar, 2012, The Journal of sports medicine and physical fitness.

Estudio longitudinal de un kickboxer de élite durante su preparación para los campeonatos de Europa (Longitudinal study of an elite kickboxer during his preparation for the European Championship)

J. Fernández-Río, José Ignacio Menéndez Santurio, 2018, Retos.

Connections between bullying victimization and satisfaction/frustration of adolescents' basic psychological needs

J. Fernández-Río, S. González-Víllora, José Ignacio Menéndez Santurio, 2020 .

Connections among physical activity, motivation, and depressive symptoms in adolescent girls

J. Fernández-Río, J. Cecchini, A. Méndez-Giménez, 2020 .

Moderate-to-Vigorous Physical Activity in Physical Education: A Review of Reviews

J. Fernández-Río, D. Iglesias, P. Rodríguez-González, 2022, Journal of Teaching in Physical Education.

Are women equally represented in high-quality physical education research? Evidence from 2000 to 2020

J. Fernández-Río, D. Iglesias, 2022, Sport, Education and Society.

Achievement Goals and Social Goals' Influence on Physical Education Students' Fair Play La influencia de las metas de logro y las metas sociales sobre el fair play de estudiantes de Educación Física de Secundaria

J. Fernández-Río, J. Cecchini, A. Méndez-Giménez, 2011 .

Achievement Goals and Social Goals' Influence on Physical Education Students' Fair Play

J. Fernández-Río, J. Cecchini, A. Méndez-Giménez, 2012 .

Implantación de las competencias: percepciones de directivos y docentes de educación física / Implementation of Key Competences: Perceptions of Headmasters and Physical Education Teachers

J. Fernández-Río, Ángel Pérez-Pueyo, D. Hortigüela, 2017 .

Assessment of dispositional and contextual variables in educational settings: IEPA and AYES scales.

J. Fernández-Río, A. Méndez-Giménez, J. A. Cecchini Estrada, 2014, Psicothema.

Talent detection and development in soccer: a review.

J. Fernández-Río, A. Méndez-Giménez, J. Fernández-Rio, 2014 .

Impact of a Sustained TPSR Program on Students’ Responsibility, Motivation, Sportsmanship, and Intention To Be Physically Active

J. Fernández-Río, N. B. Pedreño, A. Valero-Valenzuela, 2020 .

Accelerometry-Measured Physical Activity in Amateur Footballers. Is It Enough to Obtain Health Benefits?

J. Fernández-Río, S. González-Víllora, A. Valero-Valenzuela, 2020, Sustainability.

A self‐determination approach to the understanding of the impact of physical activity on depressive symptoms

J. Fernández-Río, J. Cecchini, A. Méndez-Giménez, 2017, Stress and health : journal of the International Society for the Investigation of Stress.

Student-designed games in secondary education. Effects and perspectives from students and teachers

J. Fernández-Río, Pablo Morales-Sallés, 2020 .

Cooperative Learning and Students’ Motivation, Social Interactions and Attitudes: Perspectives from Two Different Educational Stages

Javier Fernández-Río, J. Fernández-Río, Ángel Pérez-Pueyo, 2019 .

Effects of Epstein's TARGET on adolescents' intentions to be physically active and leisure-time physical activity.

J. Fernández-Río, J. Cecchini, A. Méndez-Giménez, 2014, Health education research.

Sport Education, Cooperative Learning and Health-Based Physical Education: Another Step in Pedagogical Models’ Hybridization

J. Fernández-Río, S. González-Víllora, C. Evangelio, 2021, Journal of Physical Education, Recreation & Dance.

Effectiveness of interventions using apps to improve physical activity, sedentary behavior and diet: An umbrella review.

J. Fernández-Río, Zan Gao, D. Iglesias, 2022, Complementary therapies in clinical practice.

Validation of the Cooperative Learning Scale and Cooperation Global Factor Using Bifactor Structural Equation Modelling

Javier Fernández-Río, José A. Cecchini, Kevin Morgan, 2021, Psicología Educativa.

Redefining Students' Success (Learning-oriented, Self-referenced) in Today's Physical Education

J. Fernández-Río, 2017 .

Cyberbullying in elementary and middle school students: A systematic review

Javier Fernández-Río, Carlos Evangelio, Pablo Rodríguez-González, 2022, Comput. Educ..

A longitudinal study on depressive symptoms and physical activity during the Spanish lockdown

J. Fernández-Río, J. Cecchini, A. Méndez-Giménez, 2020, International journal of clinical and health psychology : IJCHP.

The role of physical education on sport talent detection: a proposal.

J. Fernández-Río, A. Méndez-Giménez, 2012 .

The effect of a self-constructed material on children’s physical activity during recess

J. Fernández-Río, J. Cecchini, A. Méndez-Giménez, 2017, Revista de saude publica.

Creación de vídeos educativos en la formación docente: un estudio de caso

J. Fernández-Río, 2018 .

Effects of three instructional approaches in adolescents' physical self-concept

J. Fernández-Río, A. Méndez-Giménez, David Méndez-Alonso, 2013 .

Perceived Classroom Responsibility Climate Questionnaire

J. Fernández-Río, J. Cecchini, A. Valero-Valenzuela, 2021, PsycTESTS Dataset.

Cooperative Learning, Emotions, and Academic Performance in Physical Education: A Serial Multiple Mediation Model

J. Fernández-Río, D. Iglesias, Sergio Rivera-Pérez, 2023, Psicología Educativa.

Uncovering the Nexus Between Cooperative Learning Contexts and Achievement Goals in Physical Education

J. Fernández-Río, Sergio Rivera-Pérez, Damián Iglesias Gallego, 2021, Perceptual and motor skills.

Sport education as a cooperative learning endeavour

J. Fernández-Río, A. Casey, 2020 .

Highly-structured cooperative learning versus individual learning in times of COVID-19 distance learning

J. Fernández-Río, J. Cecchini, A. Méndez-Giménez, 2021, European Journal of Teacher Education.

Comments from the JOPERD Editorial Board

L. Lieberman, B. Cardinal, J. Fernández-Río, 2017 .

Multi-System Influences on Physical Education Preservice Teachers’ Teaching Practice in Pandemic Times

C. Farias, J. Fernández-Río, Cristiana Bessa, 2023, Quest.

Physical Activity and Prevention of Depressive Symptoms in the Spanish Population during Confinement due to COVID-19.

J. Fernández-Río, J. Cecchini, A. Méndez-Giménez, 2021, Psicothema.

Mermaids, dogs and chameleons: theatrical improvisation in adolescents with Asperger's Syndrome

J. Fernández-Río, E. Méndez-Martínez, 2019, International Journal of Inclusive Education.

Network analysis of physical activity and depressive and affective symptoms during COVID-19 home confinement

J. Fernández-Río, J. Cecchini, A. Méndez-Giménez, 2023, Cambridge Prisms: Global Mental Health.

Assessing class cohesion in primary and secondary education: Development and preliminary validation of the class cohesion questionnaire (CCQ)

J. Fernández-Río, F. M. Leo, J. Pulido, 2022, Social Psychology of Education.

Pedagogical models: Can they make a difference to girls’ in-class physical activity?

J. Fernández-Río, M. Oliveros, 2022, Health Education Journal.

Self-Regulation, Cooperative Learning, and Academic Self-Efficacy: Interactions to Prevent School Failure

J. Fernández-Río, J. Cecchini, A. Méndez-Giménez, 2017, Front. Psychol..

Can Amateur Football Help Players Meet the Requirements for a Healthy Lifestyle? A Case Study

Javier Fernández-Río, Alejandro Antón-Candanedo, Jorge García-del Bosque, 2016 .

Retesting The Validity Of A Specific Field Test For Judo Training

J. Fernández-Río, V. González, M. Iscar, 2011, Journal of human kinetics.

The Game-Centred Approach to Sport Literacy

J. Fernández-Río, S. González-Víllora, M. J. Sierra-Díaz, 2020 .