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CIENCIAS

DE LA EDUCACIÓN

educación - pedagogía -

didáctica - etc.

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Parkour para la inclusión y la equidad

Autor

Tarín, S., Martínez, M., & Marín-Suelves, D.

2024

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La educación física en la escuela: recursos, experiencias y prácticas innovadoras en educación infantil y primaria

Tipo de publicación

Capítulo de libro

Idioma

Español

Palabras clave

Resumen

URL

Aprendizaje cooperativo con "Parkour strength"

Autor

Cardona Pericas, r.

2023

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Tándem: Didáctica de la educación física

Tipo de publicación

Artículo de revista

Idioma

Español

Palabras clave

Resumen

Se presenta la unidad Parkour strength, en la que se ha integrado el modelo pedagógico aprendizaje cooperativo junto con dos disciplinas urbanas: parkour y calistenia. Se ha pretendido formar al alumnado para que sepa practicar este tipo de disciplinas urbanas en cualquier sitio y sin necesidad de utilizar material específico o requerimiento económico. Se busca conseguir un aprendizaje cooperativo dentro de un clima de colaboración e interdependencia positiva.

URL

Assassin's creed as immersive and interactive architectural history

Autor

Champion, E.

2023

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Assassin's Creed in the Classroom: History's Playground or a Stab in the Dark?

Tipo de publicación

Capítulo de libro

Idioma

Inglés

Palabras clave

Ancient Greece; Assassin's Creed II; Assassin's Creed Origins; Assassin's Creed: Unity; Autodesk; Conceptual fidelity; Egyptian Oracle; Epic Games; Escape room; Experiential realism; Fortnite; Game mode, 3D visualization; Heinrich; Jesse Schell; Johan Huizenga; Machinima; Magic circle; Microsoft; Notre-Dame de Paris; NPC; Parkour; Roblox; Rome; Scholarly games; Social AI; Vitruvius; Wölfflin

Resumen

Can we use commercial video games such as the Assassin's Creed series to add rich immersiveness and meaningful interactivity to architectural history? In this chapter, I argue for a resounding yes: student-led decision-making, a cultural sense of place through smarter NPCs, and heightened embodiment can be developed with both current and potential future versions of these games, especially with Origins, Odyssey, Valhalla, and upcoming versions. If we can increase immersiveness and interaction for architectural history education, we will go some way toward bridging the gap between text-based criticism and the experience of architecture as a three-dimensional artifact and four-dimensional environment. We still have issues of authenticity, violence, and meaningful learning to tackle, but I suggest some potentially fruitful solutions. These include using the game to match architectural details and styles by finding architectural cues or matching materials to styles, locations, building type, era, or craft professions to construct or deconstruct past buildings authentically; guessing cultures, social roles, or architectural personalities via cultural and social clues; and leveraging the Assassin's Creed series use of parkour to explore and understand the building as a spatial and constructional reverse escape room. If the Discovery Tour and the map-based photo-sharing feature could be extended, student-led historicallybased quests could add to the game's non-violent potential as an educational resource.

URL

El recurso Episteme Parkour para docentes de Educación Física

Autor

Miranda-Ullán, R.

2023

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Actas del III Congreso estatal sobre Educación Física en la naturaleza 2023

Tipo de publicación

Publicación en congreso

Idioma

Español

Palabras clave

Parkour, arte del desplazamiento, contenido innovador, repositorio, bibliometría.

Resumen

El surgimiento y desarrollo del parkour, en Francia, puede situarse en los años 80 y 90 (Ferrero, 2015), no siendo hasta la siguiente década cuando se expande a nivel mundial, llegando también a España alrededor del año 2000 (Um Parkour, 2012). Aunque esta disciplina cuente con menos de 25 años desde su expansión, ya ha causado interés en la comunidad científica, acumulando más de 400 investigaciones en diferentes ámbitos del conocimiento. De todos ellos, 67 son relacionadas con las ciencias de la educación. Este interés investigador en el ámbito educativo discurre en paralelo al aumento de docentes que integran el parkour en su programación. Ambas realidades pueden encontrar justificación en que el alumnado de la educación física actual demanda el aprendizaje de nuevos contenidos que se ajusten a sus intereses (Baena-Extremera, 2011; Suárez & Fernández-Río, 2012). La implementación del parkour en el aula de Educación Física es un ejemplo de la innovación de contenido que el docente puede hacer en aras de incrementar la motivación del alumnado (Yugueros & Jiménez, 2018). Por otro lado, las leyes educativas siempre han demandado la necesidad de trabajar contenidos de educación física en entornos naturales y, desde la LOMLOE, también ha quedado explicitada en su currículo la práctica de actividades físico-deportivas en entornos urbanos, haciendo mención directa al parkour (Real Decreto 217/2022). A pesar de todo ello, existen una serie de problemáticas a la hora de implementar este contenido, siendo la más significativa el desconocimiento de la actividad por parte de los docentes, no solo relativo a factores técnicos y gestuales sino al propio origen, esencia y sentido de la práctica. Es por ello que, esta infografía tiene como objetivo presentar Episteme Parkour (...).

URL

Generalization and maintenance of skill trials from physical education to recess in elementary school

Autor

Cheng, S., et al.

2023

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Physical Education and Sport Pedagogy

Tipo de publicación

Artículo de revista

Idioma

Inglés

Palabras clave

Applied behavior analysis; comprehensive school physical activity program (CSPAP); elementary school children; skill performance; systematic observation

Resumen

Background: Being skillful is a prerequisite for lifelong participation in physical activity (WHO 2022). Hence, investigating the quality of children’s skill performance is important. If physical education wants to contribute to the development of a physically active lifestyle, demonstrating whether children apply skills learned in physical education in a less structured setting such as recess is worthwhile. Purpose: This study systematically replicated and extended previous work connecting the content of physical education (i.e. parkour) with voluntary organized physical activity during recess. It was investigated whether children would maintain participation in parkour recess after the parkour sport education season in physical education ended. The research questions in this study were: (1) How did children’s voluntary participation in parkour recess differ between the generalization and maintenance phase?; and (2) How did children’s performance of skill trials in parkour recess differ between generalization and maintenance phase in comparison to physical education? Sex effects were investigated in both research questions. Methods: Participants in this study were seven physical education teachers (2 females and 5 males) and 147 grade 2 children (55 girls and 92 boys, mean age: 8 years). Seven classes from different schools in Flanders (Belgium) received a 10-lesson sport education parkour season in physical education. During the generalization phase, parkour was taught in physical education and five voluntary 20-min parkour recess sessions were organized during lunch recess. During the maintenance phase, teachers taught other content during physical education instead of parkour and another five parkour recess sessions were organized during lunch recess. All physical education lessons and parkour recess sessions were videorecorded. Children’s voluntary participation in each parkour recess session was recorded and their correct skill trials in physical education and parkour recess were collected using systematic observation. Findings: Children’s voluntary participation in parkour recess significantly declined from generalization (77%) to maintenance phase (52%), p <.001. In parkour recess, children performed significantly more total skill trials (58 vs. 51, p =.013), skill trials per minute (4.20 vs. 3.49, p [removed]

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Generalization and Maintenance of Participation in Parkour in Elementary Schools

Autor

Cheng, S. et al

2022

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SHAPE America 2022 New Orleans

Tipo de publicación

Publicación en congreso

Idioma

Inglés

Palabras clave

Resumen

URL

Generalization of Participation in Parkour From Physical Education to Recess: Analysis of Skill Trials

Autor

Cheng, S. et al

2022

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AIESEP World Congress 2022

Tipo de publicación

Publicación en congreso

Idioma

Inglés

Palabras clave

Resumen

URL

Prácticas emergentes en actividad física y deporte

Autor

Cardona, L. M. et al.

2021

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Información tecnológica

Tipo de publicación

Artículo de revista

Idioma

Español

Palabras clave

prácticas emergentes; actividad física; deporte; educación superior; currículo

Resumen

El objetivo de este estudio fue determinar las prácticas emergentes en actividad física y deporte que evolucionan en Medellín (Colombia) y su relación con el currículum de un programa profesional académico en deporte. El enfoque metodológico fue mixto, en la fase cuantitativa se aplicó un cuestionario a 428 sujetos y en la fase cualitativa una entrevista semiestructurada a un grupo focal de personas vinculadas con actividad física y deporte. Las prácticas emergentes con mayor evolución en el contexto local son en su orden: entrenamiento funcional, deportes adaptados, CrossFit, Ultimate y ciclo montañismo. Por su parte el grupo focal considera que las cinco prácticas emergentes con mayor evolución son: skateboarding, street workout, parkour, entrenamiento funcional y CrossFit. Con base en los resultados, se propone un plan de actualización del currículo, pertinente con las actividades prácticas emergentes, que sin pretender ser excluyente, ni totalitario, incluya espacios formativos alternativos en la actividad física y el deporte.

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Flipped Learning to improve students' motivation in Physical Education

Autor

Botella A.G. et al

2021

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Acta Gymnica

Tipo de publicación

Artículo de revista

Idioma

Inglés

Palabras clave

Flipped classroom | Methodology | Parkour | Edpuzzle | ICTs

Resumen

Active methodologies have emerged in which they focus their importance of the teaching-learning process in students and not only on the result. In this way, research has been conducted using the active methodology Flipped Learning (FL) in all areas of Primary, Secondary and Higher Education. Objective: The current study aims to analyze the effect on student motivation after an intervention with the FL teaching technique, using a Parkour Didactic Unit in primary school students. Methods: One hundred students of 6th grade of Primary (11-12 years old) participated in this study, of which, 45 were girls and 55 were boys. It was randomly decided that 6ºB and 6ºD would follow the teaching styles that were already used in the center regularly (TRAD group) and otherwise, the 6ºA and 6ºC groups used FL teaching technique by watching videos created by the principal investigator for the present investigation (FLIP group). The Motivation Questionnaire in Physical Education in primary education and personal interview were applied before and after intervention. Results: The results showed an increase of intrinsic motivation (p < .001), identified motivation (p < .001) and introjected motivation (p < .001) in FLIP group. Moreover, external motivation, as well as the amotivation of the students, has decreased after the intervention. Regarding the TRAD group, a significant decrease in intrinsic motivation and identified motivation was observed. According to qualitative results, the most remarkable thing is that students consider FL as more fun, efficient, accepted and motivating. Conclusions: Intrinsic motivation increased significantly and amotivation values decrease in FL group. FL approach allows using more time in Physical Education classes and, consequently, it is perceived as more fun for the students.

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Parkour, propuesta alternativa para promover la participación y permanencia en el programa de deporte escolar del Gimnasio Campestre los Alpes a través de una prueba piloto.

Autor

Fonseca, A. S. & Palacios, W.D.

2021

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Univerdidad Pedagógica Nacional

Tipo de publicación

Trabajo fin de grado/máster o similar

Idioma

Español

Palabras clave

Resumen

Proyecto de investigación con escolares de grados sexto y séptimo del Gimnasio Campestre los Alpes mediante una prueba piloto con el deporte Parkour, con el fin de identificar el potencial para motivar la participación y permanencia en el programa de deporte escolar de esta institución.

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Using Parkour to Step Up Your Elementary School Curriculum

Autor

Vanluyten, K. et al.

2023

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Journal of Physical Education, Recreation and Dance

Tipo de publicación

Artículo de revista

Idioma

Inglés

Palabras clave

Resumen

The goal of parkour is to cross various obstacles in an efficient and creative way by jumping, swinging, climbing, and running. Parkour aligns with the SHAPE America national standards for K-12 physical education and has demonstrated its potential to highly engage both boys and girls in moderate-to-vigorous physical activity (MVPA). In this article, we present a knowledge packet for teaching parkour to elementary children. First, we discuss the knowledge packet by unpacking the content development together with common errors and suggestions on how to correct these. Next, we propose appropriate equipment that can be used during physical education lessons. After which we introduce organizational and pedagogical principles that strengthen the parkour unit, such as focused station work, modifying content and equipment and offering children high practice opportunities and the role of teacher’s content knowledge. We end the paper by providing examples for assessing children in a formative and summative way.

URL

Participation and physical activity in organized recess tied to physical education in elementary schools: An interventional study

Autor

Vanluyten, K. et al.

2023

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Preventive Medicine Reports

Tipo de publicación

Artículo de revista

Idioma

Inglés

Palabras clave

Child health; Health prevention; Obesity; Physical health; School intervention.

Resumen

Maintaining physical activity habits is important for long-term health benefits. Many children do not achieve the World Health Organization (WHO) benchmark of 60 min Moderate-to-Vigorous Physical Activity (MVPA) daily. Comprehensive school physical activity programs (CSPAP) target all opportunities at school for children to be physically active. The purpose of this intervention study was to investigate boys' and girls' voluntary participation and MVPA in physical activity recess sessions during and after these were connected with the content of physical education. 147 (55 girls, 92 boys; mean age = 8 years) second grade children from seven different schools received a 10-lesson parkour unit in physical education and were concurrently offered five parkour recess sessions. After the parkour unit in physical education (i.e., maintenance) another five parkour sessions in which children could voluntarily participate were organized. Systematic observation tools were used to assess children's MVPA. Overall participation in parkour recess was 64% for both boys and girls. Participation decreased from intervention to maintenance phase for both boys (75% vs 54%; p < .001) and girls (80% vs 49%; p < .001). MVPA was higher for boys compared to girls in parkour recess (64% vs 58%; p = .002) and traditional recess (49% vs 39%; p = .006), but not in physical education (40% vs 37%). One aspect of physical activity promotion is to connect recess activities with the content taught in physical education, which could contribute up to 20% of the daily recommended MVPA. Positive effects maintained when the connection between physical education and recess stopped.

URL

Possibilidades e desafios no ensino das práticas corporais de aventura nas aulas de Educação Física escolar

Autor

Leder D., & Correa S.

2023

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Motrivivência

Tipo de publicación

Artículo de revista

Idioma

Portugués

Palabras clave

Educação ambiental, Educação física, Práticas corporais de aventura

Resumen

Trata-se de uma pesquisa qualitativa com o objetivo de compreender os limites, possibilidades e contribuições das Práticas Corporais de Aventura nas aulas de Educação Física em uma turma de 5º ano do Ensino Fundamental de uma escola da Rede Municipal de Ensino de Curitiba. Os participantes da pesquisa foram 30 alunos, entre 9 e 10 anos, de uma turma de 5º ano do Ensino Fundamental. Foram organizadas aulas na disciplina de Educação Física, visando vivência das modalidades de orientação, slackline, arvorismo, parkour e skate. A coleta de dados foi feita a partir de questionário semiaberto, relatórios de campo e relato escrito dos estudantes. Os dados foram analisados e interpretados a partir da identificação de categorias de análise. Os resultados da pesquisa revelam que as Práticas Corporais de Aventura podem contribuir com ações ambientais, modificando a relação ser humano e natureza, de modo crítico, democrático, emancipatório e transformador.

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Participation and physical activity in organized recess tied to physical education in elementary schools: An interventional study

Autor

Vanluyten, K. et al.

2023

  |

Preventive medicine reports

Tipo de publicación

Artículo de revista

Idioma

Inglés

Palabras clave

Child health; Health prevention; Obesity; Physical health; School intervention

Resumen

Maintaining physical activity habits is important for long-term health benefits. Many children do not achieve the World Health Organization (WHO) benchmark of 60 min Moderate-to-Vigorous Physical Activity (MVPA) daily. Comprehensive school physical activity programs (CSPAP) target all opportunities at school for children to be physically active. The purpose of this intervention study was to investigate boys' and girls' voluntary participation and MVPA in physical activity recess sessions during and after these were connected with the content of physical education. 147 (55 girls, 92 boys; mean age = 8 years) second grade children from seven different schools received a 10-lesson parkour unit in physical education and were concurrently offered five parkour recess sessions. After the parkour unit in physical education (i.e., maintenance) another five parkour sessions in which children could voluntarily participate were organized. Systematic observation tools were used to assess children's MVPA. Overall participation in parkour recess was 64% for both boys and girls. Participation decreased from intervention to maintenance phase for both boys (75% vs 54%; p < .001) and girls (80% vs 49%; p < .001). MVPA was higher for boys compared to girls in parkour recess (64% vs 58%; p = .002) and traditional recess (49% vs 39%; p = .006), but not in physical education (40% vs 37%). One aspect of physical activity promotion is to connect recess activities with the content taught in physical education, which could contribute up to 20% of the daily recommended MVPA. Positive effects maintained when the connection between physical education and recess stopped.

URL

"Parkour" en la escuela: cómo educar en altruismo mediante el movimiento

Autor

Torronteras González, J.

2023

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Tándem: Didáctica de la educación física

Tipo de publicación

Artículo de revista

Idioma

Español

Palabras clave

Resumen

Este artículo pretende servir como una guía empírica para que profesores, educadores y pedagogos conozcan de primera mano la potencialidad del parkour de cara a trabajar valores altruistas. Las conclusiones a las que arribamos han sido extraídas tras más de diez años de trabajo directo con jóvenes, adolescentes y adultos por toda España, una labor a la que la Asociación Nacional Difusión Activa Pro Parkour sigue dedicándose en ciudades como Madrid, Sevilla, Barcelona y Málaga, entre otras.

URL

“Pop-Up Systems”—Innovative Sport and Exercise-Oriented Offerings for Promoting Physical Activity in All-Day Schools

Autor

Ferrari, I. et al.

2022

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Sustainability

Tipo de publicación

Artículo de revista

Idioma

Inglés

Palabras clave

all-day schools; extended education; physical activity (PA) and exercise opportunities; pop-up facilities

Resumen

first_pagesettings
Open AccessArticle
“Pop-Up Systems”—Innovative Sport and Exercise-Oriented Offerings for Promoting Physical Activity in All-Day Schools
by Ilaria Ferrari 1,*ORCID,Patricia Schuler 1,Kathrin Bretz 1ORCID,Jessica Bär 2,Marianne Rast 2 andLukas Niederberger 2
1
Research Group Exercise and Sport, Zurich University of Teacher Education, 8090 Zurich, Switzerland
2
Sports Office City of Zurich, Competence Center Physical Education, 8050 Zurich, Switzerland
*
Author to whom correspondence should be addressed.
Academic Editors: Francis Ries, Richard Bailey and Claude Scheuer
Sustainability 2022, 14(5), 3090; https://doi.org/10.3390/su14053090
Received: 16 February 2022 / Revised: 1 March 2022 / Accepted: 4 March 2022 / Published: 7 March 2022
(This article belongs to the Special Issue Active School Concept)
Download PDF Browse Figures Citation Export
Abstract
In all-day schools and schools with extended education, children have the opportunity to spend the whole day at school. Full-day attendance at school requires a reorientation of extended time. Therefore, it is important to consider how children spend their time between lessons and identify conducive opportunities. As part of the project “Sport in the School Environment”, multiple mobile pop-up facilities were installed at several all-day schools in Zurich, Switzerland, for a period of 3–6 weeks. These facilities included “Parkour”, “Pumptrack”, “Skatepark”, and “Streetsoccer”. The aim was to find out whether these installations offer an opportunity for physical activity (PA). At the same time, social aspects of the students using these facilities as part of their all-day school attendance were observed. The following questions were investigated: How, by whom, and in which contexts are the installations used? The use of the facilities was evaluated content-analytically and descriptively. It was shown that the facilities are used intensively and in very different ways. The main focus of the pop-up facilities is on the use of the facilities and the creation of opportunities for children and young people to exercise and meet up with each other.

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Application of parkour in physical education: agility learning and improvement

Autor

Fernández Juan, D. et al.

2022

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Journal of Physical Education and Sport

Tipo de publicación

Artículo de revista

Idioma

Inglés

Palabras clave

Secondary school, obesity, gender, traceur, innovation.

Resumen

With the passage of time, the rate of students who are overweight and obese has increased, in order to reduce it
and increase physical condition, parkour-based content was chosen to produce novelty in classroom. However, it
was not known if this type of intervention would improve to a greater extent than methods that were normally
used in the subject. Therefore, the purpose of the present study was to investigate the improvement provided by a
Didactic Unit based on parkour in student agility compared to a Didactic Unit for team sports, as well as
investigating how this improvement depended on gender. So as to clarify this uncertainty, 146 students
participated in the study, 67 in team sport group (CON) and 77 in parkour group (EXP). A pre and post
intervention agility test was used to evaluate the change provided by the Didactic Units. Results showed a
greater significant improvement in the EXP group (p = 0.002) compared to the CON group, suggesting that an
intervention through parkour achieves greater agility improvements. In the same line, when the sample was
segmented by sex, a greater change was observed in the male EXP group (p = 0.007) compared with CON
group, however, no differences were found when comparing female groups (p = 0.099). Therefore, it seems that
parkour is a valid method to increase the agility of students in Physical Education in secondary education,
getting better improvements than team sports in male gender, although it does not seem to be more favorable
than team sports in female gender

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Exploring Coach Perceptions of Parkour-Style Training for Athlete Learning and Development in Team Sports

Autor

Strafford, B. W. et al.

2021

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Journal of Motor Learning & Development

Tipo de publicación

Artículo de revista

Idioma

Inglés

Palabras clave

Resumen

Contemporary learning and development models have identified parkour-style training as a vehicle for athlete enrichment. However, perceptions of team-sport coaches and their receptiveness to such models of athlete enrichment have not been investigated and remain unclear. To explore how parkour-style training could be integrated into athlete development programs in team sports, we interviewed sport practitioners to explore their preexisting knowledge of parkour and their perceptions on its potential applications. Experienced talent development (n = 10) and strength and conditioning coaches (n = 10) were interviewed using an open-ended, semistructured approach with a two-stage thematic analysis being conducted to identify themes. Three dimensions were identified: coaches’ general perceptions of parkour, potential applications of parkour, and feasibility of integrating parkour into athlete development programs. Participant perceptions revealed that: (a) parkour activities were viewed as supplementary activities to enrich sport-specific training routines, including use of obstacle courses and/or tag elements; (b) parkour-style obstacle environments needed to be scalable to allow individual athletes and coaches to manipulate object orientation and tasks using soft play and traditional gym equipment; and (c) the implementation of continued professional development opportunities, athlete-centered approaches to learning designs in sport, and coach–parent forums were recommended to support the integration of parkour-style training.

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Most People Hate Physical Education and Most Drop Out of Physical Activity: In Search of Credible Curriculum Alternatives

Autor

Griggs, G. & Fleet, M.

2021

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Educ. Sci

Tipo de publicación

Artículo de revista

Idioma

Inglés

Palabras clave

physical education; alternative sports; curriculum; ultimate frisbee; parkour

Resumen

High quality Physical Education should instigate and support all learners to develop into a lifelong participant in a way which upkeeps their own health, fitness, and well-being. There are, however, an ever-increasing number of children who drop out of participating in physical activities at the earliest opportunity, leading to an increase in sedentary lifestyles and a rise in childhood obesity. It is evidence such as this which indicates Physical Education, specifically in England, is not currently appropriate for all and requires change. To attempt to make the subject a more positive experience for all and to inspire lifelong involvement, varying the curriculum and including alternative activities for pupils might tap into useful wider cultures. This paper discusses the emergence of alternative sports, the challenges and synergies of implementation, and focuses on what could work and why.

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Parkour vs Artistic Gymnastics among Pre-Adolescents: A Multidimensional Study on the Psychological Adjustment in the Sport Activities

Autor

Rabaglietti, E. et al

2021

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Advances in Physical Education

Tipo de publicación

Artículo de revista

Idioma

Inglés

Palabras clave

Parkour, Artistic Gymnastics, Psychological and Psychosocial Adjustment, Pre-Adolescence

Resumen

The aim of this cross-sectional study was to investigate psychological differences between Parkour at non-competitive level and Artistic Gymnastics at competitive level in the pre-adolescent stage. Specifically, psychological aspects strictly related to sporting activities, such as motivation, anxiety and self-confidence, life satisfaction, and well-being were analyzed. 86 pre-adolescents participated in the study (Parkour Group—PG, n = 43; Artistic Gymnastic Group—AG, n = 43) aged between 9 and 14 years (mean age 11.5 ± 1.6 years, 62% of female), who completed a self-report questionnaire consisting of following measures: Sport Motivation Scale (SMS-28), Competitive State Anxiety Inventory 2 (CSAI-2), Multidimensional Students’ Life Satisfaction Scale (MSLSS), and Psychological Well-Being Scales (PWB). Results showed that pre-adolescents in the AG have higher values in intrinsic motivation for execution than their peers in the PG. This latter also have lower levels of cognitive and somatic anxiety and greater self-confidence than the AG group. In addition, the friend’s dimension concerning life satisfaction has a higher score in the PG than in the AG. Finally, no differences were found regarding well-being between the two pre-adolescent groups.

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