Disclaimer: Only the schools that have agreed to be identified are listed on this page in compliance with school board policies.
GAC-PAQ Project: Participation of Spanish Educational Centers
IES Santiago Rusiñol
Image source: Wikipedia
Location: Aranjuez, Community of Madrid
IES Santiago Rusiñol is a public secondary school, and it has demonstrated a strong commitment to the GAC-PAQ project, diligently implementing the 9-day accelerometer protocol with its students. The Physical Education department, in collaboration with families, played a pivotal role in ensuring high-quality data collection. Their involvement significantly contributes to the robust validation of the GAC-PAQ instrument within the Spanish context.
Salesianos Loyola
Location: Aranjuez, Community of Madrid
Salesianos Loyola is a private school that actively engaged in the GAC-PAQ project and successfully completed the demanding 9-day accelerometer protocol. The collaborative efforts of the coordinator of primary education and the participating families were instrumental in the smooth execution of data collection. This center’s dedication is vital for enhancing the global applicability and accuracy of the GAC-PAQ tool.
IES Beatriz de Suabia
Location: Seville, Andalusia
IES Beatriz de Suabia is a public secondary school and has shown exemplary dedication to the GAC-PAQ project, ensuring that its students thoroughly complete the 9-day accelerometer protocol. The active involvement of both the Physical Education department and the families was fundamental to the success of the data collection. Their contribution is essential for strengthening the international validation of the GAC-PAQ instrument.
IES Politécnico
Image source: Center website
Location: Seville, Andalusia
IES Politécnico is a public secondary school that actively participated in the GAC-PAQ project, meticulously adhering to the 9-day accelerometer protocol. The strong support from the Physical Education department and the families facilitated the comprehensive collection of objective physical activity data. This center’s engagement is invaluable for the cross-cultural validation and refinement of the GAC-PAQ tool.
IES Vicente Aleixandre
Image source: Center website
Location: Seville, Andalusia
IES Vicente Aleixandre is a public secondary school, and it demonstrated a significant commitment to the GAC-PAQ project, successfully implementing the 9-day accelerometer protocol. The collaborative spirit between the Physical Education department and the families was key to achieving high participation rates and data quality. Their efforts are crucial for the global validation and future utility of the GAC-PAQ instrument.
CEIP La Algodonera
Location: Las Cabezas de San Juan, Seville, Andalusia
CEIP La Algodonera is a public primary school that made a substantial contribution to the GAC-PAQ project by diligently carrying out the 9-day accelerometer protocol. The enthusiastic involvement of the Physical Education department, the school staff and the families ensured the successful collection of vital physical activity data. This center’s participation is fundamental for the comprehensive validation of the GAC-PAQ instrument across diverse educational settings.
Colegio San José
Location: Villafranca de los Barros, Badajoz, Extremadura
Description: Colegio San José is a private school that actively supported the GAC-PAQ project and effectively managed the 9-day accelerometer protocol with its students. The close cooperation between the Physical Education department, the responsible teachers, and the families was instrumental in the successful completion of the data collection phase. Their valuable input significantly aids in the global validation and cultural adaptation of the GAC-PAQ tool.
IES Maestro Juan Calero
Location: Monesterio, Badajoz, Extremadura
IES Maestro Juan Calero is a public school located in Monesterio that demonstrated commitment to the GAC-PAQ project by smoothly coordinating the 9-day accelerometer monitoring protocol with its student body. The strong alignment between the school’s Physical Education department, the teaching staff, and the local families proved essential for completing the fieldwork efficiently. This significant contribution from the Extremadura region provides vital data that advances both the global validation and the cultural adaptation of the GAC-PAQ instrument.
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