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Background: The aim of this study was to examine associations of total volume and bouts of sedentary time (ST) and moderate to vigorous physical activity (MVPA) with physical fitness (PF) in youth. Methods: This was a 2-year follow-up study with 1418 children and adolescents (51.7% boys). Accelerometers were used to assess ST and MVPA. Cardiorespiratory and muscular fitness values were objectively measured and combined in a global PF variable. Weight status was objectively obtained. Linear regression analyses were used to examine the cross-sectional (using scores at baseline) and longitudinal associations (using the change in the variables) of total volume and bouts of ST and MVPA with PF. Results: Total ST was negatively associated with global PF (β = −0.488, P <.001 in cross-sectional analysis; β = −0.234, P =.003 in longitudinal analysis). However, this association was not independent of MVPA. Total volume of MVPA showed a positive association with global PF independently of ST and weight status (β = 0.285, P <.001 in cross-sectional analysis; β = 0.119, P =.001 in longitudinal analysis). Longitudinal associations found between ST and MVPA accumulated in bouts of various lengths and global PF became nonsignificant when their respective total volumes are included in the model. Conclusions: These results underline the need to accumulate minutes of MVPA, regardless of the bout duration, to increase PF levels in youth. [ABSTRACT FROM AUTHOR]

Background: The aims were to: (1) examine the levels of physical activity (PA) during different time periods (ie, daily PA, school hour PA, recess PA, physical education classes [PEC] PA) in children and adolescents; and (2) identify the rate of compliance with the specific PA recommendations for these time periods. Methods: The participants were 1925 (940 girls) children and adolescents from 40 Spanish schools. Hip-worn accelerometers were used to assess PA during different time periods. Results: Boys and children were more physically active and had a greater percentage meeting the daily PA recommendation and the school-based PA recommendation than girls and adolescents, respectively. Compliance with daily PA recommendation was markedly higher than that with the school-based PA recommendation, regardless of sex and age groups (ie, 80.4% vs 24.1% for daily and school-based PA recommendations, respectively, in child boys). A very low percentage (ie, 9.7% and 1.2% of child boys with almost 50% of moderate-to-vigorous PA during recess and PEC, respectively) of students reached the recommended PA levels for recess and PEC. Conclusions: Physical activity levels during school hours, recess, and PEC in children and adolescents are very low. Promoting PA in school settings is essential, especially in girls and adolescents.

The purpose of this study was to conduct a review of research on the Teaching Personal and Social Responsibility model-based programme within physical education. Papers selected for analysis were found through searches of Web of Science, SportDiscus (EBSCO), SCOPUS, and ERIC (ProQuest) databases. The keywords "responsibility model" and "physical education" were used in different combinations. The relevant articles were checked for the following criteria: (a) the study has been published in a peer-reviewed international journal; (b) it included Teaching Personal and Social Responsibility model-based programme implementation; (c) programmes were implemented within physical education classes; and (d) the full text was available in English or Spanish. The quality of the selected studies was scored using a quality assessment list. Twenty-two papers that satisfied the selection criteria were identified. A practical analysis of these papers to present the results placed them into three categories: (a) impact of the Teaching Personal and Social Responsibility model-based programme on teachers; (b) programme implementation features; and (c) outcomes of the Teaching Personal and Social Responsibility-based programme on student participants. Longer studies with follow-up data, quantitative methodological designs, and larger samples would be particularly important for future investigations.

Purpose: The aim of this study was to investigate the association between Spanish physical education teachers' perceived self-efficacy toward including overweight and obese students and their attitudes toward overweight and obese students. Method: Four hundred and seventy-one physical education teachers filled out questionnaires to assess their self-efficacy expectations to meet overweight and obese students' educational needs, and to identify physical education teachers' beliefs and attitudes toward these students. Results: The physical education teachers with a higher perceived self-efficacy in fostering participation and in assessing and promoting overweight and obese students' learning were more sensitive toward these students' fitness and healthcare and showed less pejorative attitudes toward overweight and obesity. Conclusions: These results highlight the need for teaching education programs capable of increasing the physical education teachers' perceived self-efficacy in this area. The results also show that there is a need for training for teachers and students in strategies aimed at reducing the cases of victimization of overweight and obese students.

Background: According to the current physical activity (PA) recommendations, children should accumulate 60 minutes of moderate to vigorous PA (MVPA) throughout the day, 30 minutes of MVPA during the school hours, and 50% of the recess time in MVPA. Our aim was to examine the temporal trends of accelerometer-based PA during the previously mentioned day segments and the proportion of children who met the PA recommendations. Methods: This was a cross-sectional study with 2 independent samples: 499 fourth graders (49.2% females) in 2011–2012 and 364 fourth graders (46.9% females) in 2017–2018. Hip-worn accelerometers were used to assess PA. Results: A decline in light PA, moderate PA, vigorous PA, MVPA, and total PA during whole day, and in the rate of compliance with daily MVPA recommendations in males (P <.01) was observed from 2011–2012 to 2017–2018. Females decreased their daily light PA and moderate PA (P <.05). A decline in all PA variables during school hours in both sexes (P <.05) and in the rate of compliance with the 30 minutes of MVPA recommended during school hours in males (P <.001) were observed. There were no differences in PA during recesses. Conclusions: Interventions are needed to attenuate the temporal decrease in PA levels in children. [ABSTRACT FROM AUTHOR]

The current study evaluated longitudinal associations between profile transitions of context-specific sedentary behaviour (SB) and changes in academic performance (AP) among school-aged youth. Participants were 466 children and 717 adolescents (50.8% males) aged 8–18 years (children = 7.92 ± 0.41 years; adolescents = 11.85 ± 1.53 years). Non-school SBs and AP were evaluated at baseline and two years later. General linear mixed models were implemented, controlling for age, region, parental education, body mass index, and cardiorespiratory fitness. Cross-sectionally, participants with an Educative-profile (i.e., highest scores in doing homework with/without computer and reading for fun) had higher AP when compared to other profiles. Longitudinally, males who changed from a Screen- to an Educative-profile had higher AP than males who changed from an Educative- to a Social- or Screen-SB profile (p < 0.01). No significant differences were found in females. These findings show the importance of analysing SB patterns from a qualitative perspective (i.e., context-specific for boosting school children AP) and highlighting time spent in educative as the most positive for AP, as well the need to implement interventions to reduce time on screen and social behaviours, especially targeting males. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose: The aim of this study was to investigate the association between Spanish physical education teacher's perceived self-efficacy toward including overweight and obese students and their attitudes toward overweight and obese students. Method: Four hundred and seventy-one physical education teachers filled out questionnaires to assess their self-efficacy expectations to meet overweight and obese student's educational needs, and to identify physical education teacher's beliefs and attitudes toward these students. Results: The physical education teachers with a higher perceived self-efficacy in fostering participation and in assessing and promoting overweight and obese student's learning were more sensitive toward these student's fitness and healthcare and showed less pejorative attitudes toward overweight and obesity. Conclusions: These results highlight the need for teaching education programs capable of increasing the physical education teacher's perceived self-efficacy in this area. The results also show that there is a need for training for teachers and students in strategies aimed at reducing the cases of victimization of overweight and obese students. [ABSTRACT FROM AUTHOR]

Purpose: To examine the temporal trends of accelerometer-based total daily sedentary time (ST) and self-reported domain-specific sedentary behavior (SB) on weekdays and weekends in Spanish children. Method: A total of 560 (50.53% girls) children (4th graders) in 2011/12 from 23 Spanish schools and 462 (48.70% girls) children (4th graders) in 2017/18 from 19 schools across Cadiz participated. Hip-worn accelerometers and questionnaires were used to assess total daily ST and self-reported time in SB modalities, respectively. Results: The objectively measured total daily ST tended to increase in boys on weekdays and weekends. Time spent watching television (TV) decreased during the week and weekend days, while time surfing on the internet increased on weekdays and weekends. Playing video-games increased in boys during the weekends. The trend to increase the time spent on educational activities with a computer during the weekdays and weekends was accompanied by a reduction of the same activities without using a computer. There was a trend to increase reading for fun, talking on the phone and total time in other SB, on weekdays and weekends in boys and girls. Conclusion(s): Spanish boys tended to increase objectively measured total daily ST. Moreover, SB modalities have changed in recent years in children, replacing TV viewing by computer use for both educational and non-educational purposes, as well as by the use of smartphones or other sedentary activities that does not imply the presence of a screen. These findings highlight the need to promote interventions to decrease total daily ST and reduce SB activities. [ABSTRACT FROM AUTHOR]

Introduction: In recent years, many studies have focused on developing and implementing intervention programmes to improve ethical behaviours and values through physical activity and sports. Teaching Personal and Social Responsibility model is clearly one of the most well-developed models for promoting personal and social competencies in physical education. It is necessary also to study the influence of the type of context in improving the aggressiveness and social responsibility of the students. The study's aim was twofold: (a) to investigate the effects of a Teaching Personal and Social Responsibility programme within physical education on aggression and social responsibility; and (b) to compare these effects between lower-middle and upper-middle socioeconomic context schools. Material and Methods: Participants were 210 students (ages 10-12)from four primary schools in southern Spain. Two measures were used: (a) Physical and verbal aggression scale; and (b) Social responsibility behaviours' record. A quasi-experimental design with three analysis of covariance (ANCOVA) tests were completed to analyse the results, and to study differences by socioeconomic context and gender. Results: Significant decreases in physical and verbal aggression total score (p = .028) and in verbal aggression (p = .003) were found in the lower-middle socioeconomic context experimental group. Verbal aggression was significantly reduced in girls (p = .022) from the experimental group. Regarding the social responsibility, improvements were shown in the intervention group. Conclusion: In conclusion, it has been reported that the applied programme is a useful tool to improve aggressive and prosocial behaviours in primary school students from 'low-performing' schools. Its implementation allows a systematic progression of the different responsibility levels, and leads to spaces for self-reflection in group. [ABSTRACT FROM AUTHOR]

The aims of this study were to identify profiles of sedentary behaviour (SB) patterns, based on leisure-time self-reported SB modalities (screen, educative, social, and relaxing) and to evaluate changes in these profiles over 2 years among Spanish youth aged 8–18 years. Latent profile analysis (LPA), a data-driven analytic approach, was used to identify groups of boys and girls (n = 1553; 48% girls; mean±SD age: 12.56 ± 2.49 y) with distinct SB profiles using the SB modalities (time/d) as input variables. Latent transition analysis, an extension of LPA that uses longitudinal data, was used to analyse 2-year changes in these profiles. At baseline, four and three SB profiles were found among boys (labelled: screen, educative, social, and relaxing) and girls (labelled: screen/social, educative, and relaxing), respectively. Overall, more girls (range: 48%-67%) had the same profile over time, than boys (40%-52%). Participants with a screen or relaxing SB profile at baseline were more likely to have an educative profile after 2 years. Youth with a social and an educative SB profile at baseline were more likely to transition to profiles characterized by higher screen and social SB, respectively. Using a novel and person-centered approach, this study identified gender-specific SB profiles that were moderately stable over time. [ABSTRACT FROM AUTHOR]

The aims of this study were (i) to examine the sedentary time (ST) during different time periods [i.e., weekend, out-of-school weekdays hours, school hours, recess, physical education classes (PEC)] in children and adolescents; (ii) to identify 2-year longitudinal changes in the ST for these periods; and (iii) to examine if ST at baseline is associated with ST 2 years later. This was a 2-year follow-up study with 826 (51.9% boys) children and 678 (50.7% boys) adolescents. Accelerometers were used to assess ST. Students spent more than 60% of their weekend, out-of-school hours and school hours in ST. During these periods, girls and adolescents were more sedentary than boys and children, respectively (p < 0.05). Over 2-year follow-up, ST increased during the weekend, out-of-school hours, school hours and recess in all subgroups studied (p < 0.001). ST during PEC declined 2% per year in children (p < 0.001) but it increased in adolescents (p < 0.05). ST during the periods analysed at baseline was lowly associated with ST during these periods 2 years later (intraclass correlations from <0.001 to 0.364). Interventions in these settings may be adequate if the intention is to avoid ST increase in students. [ABSTRACT FROM AUTHOR]

This study aims to examine the associations of parental rules with sedentary behavior (SB) in youth. Leisure-time SB was assessed by accelerometry and questionnaire. In boys, parental rules regarding TV were negatively associated with objectively-measured leisure-time SB and time spent in all screen behaviors, but positively associated with educational SB. Among girls, the total number of parental rules was negatively associated with the time spent surfing the Internet, but positively related with educational SB, on weekends. The imposition of rules by parents may be a simple and effective strategy to improve sedentary patterns in youth, especially among boys. [ABSTRACT FROM AUTHOR]

The purpose of the study is to assess the effectiveness of a school-based programme to improve knowledge, attitudes and beliefs about doping. 540 adolescents (aged 12-13 years old, 50% boys) took part, from eight Spanish schools. Three hundred and thirteen of these were in the experimental group and the rest formed a control group. Six sessions were held, based on international recommendations, during the Physical Education classes, and were assessed with the Questionnaire on the Anti-doping Intervention programme. The principal results showed that the knowledge, attitudes and beliefs about doping improved in the experimental group compared to the control group, for the whole of the questionnaire (p<.001, Eta2=.03) and specifically for the factors Concept (p<.001, Eta2=.004), Utility (p<.01, Eta2=.02) and Sport and doping (p<.01, Eta2=.01). But there were no benefits observed in the factors Methods and Origin of the behaviour. In conclusion, school-based programmes may be useful for improving knowledge, attitudes and beliefs about doping among adolescents. [ABSTRACT FROM AUTHOR]

BACKGROUND The aims were to: (1) examine the levels of physical activity (PA) during different time periods (ie, daily PA, school hour PA, recess PA, physical education classes [PEC] PA) in children and adolescents; and (2) identify the rate of compliance with the specific PA recommendations for these time periods. METHODS: The participants were 1925 (940 girls) children and adolescents from 40 Spanish schools. Hip‐worn accelerometers were used to assess PA during different time periods. RESULTS: Boys and children were more physically active and had a greater percentage meeting the daily PA recommendation and the school‐based PA recommendation than girls and adolescents, respectively. Compliance with daily PA recommendation was markedly higher than that with the school‐based PA recommendation, regardless of sex and age groups (ie, 80.4% vs 24.1% for daily and school‐based PA recommendations, respectively, in child boys). A very low percentage (ie, 9.7% and 1.2% of child boys with almost 50% of moderate‐to‐vigorous PA during recess and PEC, respectively) of students reached the recommended PA levels for recess and PEC. CONCLUSIONS: Physical activity levels during school hours, recess, and PEC in children and adolescents are very low. Promoting PA in school settings is essential, especially in girls and adolescents. [ABSTRACT FROM AUTHOR]

The study aimed (a) to examine changes in physical activity (PA) during the whole day, school hours, recess, and physical education classes (PEC) during a 2‐year period in primary and secondary students; (b) to identify changes in the proportion of compliance with specific PA recommendations for these periods; and (c) to examine whether PA levels at baseline are associated with PA levels 2 years later. Eight hundred and fourteen (51.8% boys) children and 658 (50.1% boys) adolescents from 41 Spanish schools participated in the study. Hip‐worn accelerometers were used to assess PA during different time periods. Light PA (LPA) declined during the whole day, school hours, recess (all P < 0.001, except child girls for recess), and PEC (all, P < 0.05) in children and adolescents. Moderate‐to‐vigorous PA (MVPA) during the whole day and recess declined in child boys (P < 0.01 and P < 0.001, respectively) and adolescent boys (P < 0.001 and P < 0.05, respectively). MVPA during PEC declined in adolescent boys (P < 0.001) and adolescent girls (all P < 0.05). The proportion of compliance with the specific PA recommendations for these periods declined (P < 0.05), except for PEC in adolescent girls. PA during the whole day at baseline was moderately associated with PA during the whole day years later (ICCs = 0.210‐0.544, with one exception), but this association was lower for the school‐based PA. In conclusion, time spent in MVPA and LPA during the whole day and recess declined over time in child and adolescent boys and during PEC in adolescents. These findings highlight the need to promote PA interventions in these settings. [ABSTRACT FROM AUTHOR]

PURPOSE: This study was designed to: (a) investigate the effects of a teaching programme within physical education on personal and social responsibility and on positive youth development values; and (b) compare the results between schools in different socioeconomic contexts (lower-middle/ upper-middle). METHOD: Participants were 210 students (ages 10-12). An 8-month intervention was carried out with a quasi-experimental design, using questionnaires and checklists. Two analysis of covariance (ANCOVA) tests were completed to analyse the programme's effect and to study the differences by socioeconomic context. RESULTS: The intervention had a positive effect on values (p = .023). Likewise, significant improvements in personal and social responsibility (p = .004) and positive youth development values (p < .001) were detected in the lower-middle context group. CONCLUSION: The applied programme is a useful tool for the responsibility and values education in children from lower-middle socioeconomic status. [ABSTRACT FROM AUTHOR]

The aim was to examine the associations between physical fitness and academic performance (AP) in Spanish teenagers and to identify the cut-off point in cardiorespiratory fitness (CRF), speed-agility (S/A), and muscular strength (MS) as predictors of AP. The sample consisted of 2272 teenagers aged 12-17 years. ALPHAfitness tests were used. AP was measured with the grades for physical education (PE), and Mathematics and Language (M&L). Binary logistic regression was applied after controlling for age, socio-economic status and Body Mass Index (BMI). Females and males above 3.60 and 6.75 stages in the CRF test showed a higher probability of high average of M&L (OR=2.441 and 1.715, respectively, p<0.009). Only the females with S/A below 12.67 seconds had 1.45 times higher probability to achieve a high performance in M&L (OR=0.682, p=0.034). Finally, only the females with MS above 123cm had a higher probability to achieve a high performance in M&L (OR=2.129, p<0.001). Females with high CRF, S/A and MS, and males with high CRF showed better AP regardless of confounders. It is suggested to encourage young students towards a greater participation effort during fitness programmes, and to inform parents and students about the relationship with AP. [ABSTRACT FROM AUTHOR]

The aim of this study was to investigate through a systematic review the possible influence of excess weight on physical fitness test results carried out by adolescents in physical education classes, taking into account potential confounders. Fourteen studies were identified in four databases (PubMed, SportDiscus, Web of Science, and SCOPUS) from January 2000 through to April 2018. Titles and abstracts were reviewed to determine whether the studies met the inclusion criteria. The quality of the reporting of the measures was assessed using a tailored list. Four studies were longitudinal and nine used a cross-sectional design. Overweight and obese youth were associated with lower cardiorespiratory fitness and motor fitness than their normal weight peers in 10 and 7 studies, respectively. Likewise, overweight and obesity impair performance in muscular fitness tests where body weight acted as ballast (i.e. standing long jump or abdominal tests), while the relationship with regard to other muscular fitness tests (i.e. handgrip) and flexibility (sit and reach) has been less studied and the results show no association. Conclusively, in adolescents, excess weight negatively influences cardiorespiratory fitness, motor fitness, and muscular tests that involve mobilizing body weight. [ABSTRACT FROM AUTHOR]

The purpose of this study was to conduct a review of research on the Teaching Personal and Social Responsibility model-based programme within physical education. Papers selected for analysis were found through searches of Web of Science, SportDiscus (EBSCO), SCOPUS, and ERIC (ProQuest) databases. The keywords ‘responsibility model’ and ‘physical education’ were used in different combinations. The relevant articles were checked for the following criteria: (a) the study has been published in a peer-reviewed international journal; (b) it included Teaching Personal and Social Responsibility model-based programme implementation; (c) programmes were implemented within physical education classes; and (d) the full text was available in English or Spanish. The quality of the selected studies was scored using a quality assessment list. Twenty-two papers that satisfied the selection criteria were identified. A practical analysis of these papers to present the results placed them into three categories: (a) impact of the Teaching Personal and Social Responsibility model-based programme on teachers; (b) programme implementation features; and (c) outcomes of the Teaching Personal and Social Responsibility-based programme on student participants. Longer studies with follow-up data, quantitative methodological designs, and larger samples would be particularly important for future investigations. [ABSTRACT FROM AUTHOR]

The aim was to examine the degree of satisfaction with Physical Education (PE) of Spanish teenagers and to determine whether there are differences according to gender, age, physical activity or body type. A total of 2293, 12-16 year-old adolescents participated in this cross-sectional study. The data collection instruments were the School Questionnaire and the Adolescent Physical Activity Measure (MVPA). Participants were categorised as normal-weight or overweight (including obese). Results showed that 62% of participants reported a high level of liking for PE and 69.2% showed high enjoyment levels. Girls and younger students showed higher satisfaction with PE. Being overweight had a more negative impact on PE satisfaction than physical inactivity itself. Normal-weight teenagers were more widely accepted than their overweight classmates in PE lessons. Physically inactive normal-weight boys and girls were more likely to perceive that teachers had a favourable opinion of them than their physically active overweight classmates. [ABSTRACT FROM AUTHOR]

Background: The aim of this systematic review was to investigate the association of different components of physical fitness on cognitive performance (CP) and academic performance (AP) in adolescents, taking into account potential confounders.Method: Studies were identified in four databases (Pubmed, SportDiscus, Web of Science, and ProQuest) from January 2005 through to January 2015. A total of 21 articles met the inclusion criteria.Results: 8 studies showed association between physical fitness and CP, and 11 studies with AP. Cardiorespiratory fitness, speed-agility, motor coordination, and perceptual-motor skill are the highest measures associated with CP and AP. However, the findings on strength and flexibility are unclear. Finally, 62% of the 21 studies used confounders. The most controlled confounder were socioeconomic status, fatness, pubertal status, sex, and age.Conclusion: Fitness is associated with higher CP and AP. More research is needed in order to understand the causes of the differential effect of physical fitness components on CP and AP. [ABSTRACT FROM PUBLISHER]

The aim of the study was to assess the effects that a steps/day programme may have on body mass index (BMI) among primary education students (11.37±0.48 years). A six-week controlled trial with a follow-up was completed with an experimental group (N=66, pedometer + steps/day programme + reinforcement programme in their physical education (PE) marks + weekly follow-up in PE), and a control group (N=76). Omron HJ-152-E2 pedometers were used. Normoweight students complied with programme requirements to a greater extent than their overweight counterparts (72.7 vs 59.1%). The programmed minimum number of 12,000 steps/day for boys and 10,000 for girls was exceeded by 83% of boys and 60% of girls. The differences in the number of steps/day between boys (14,274) and girls (10,626) were significant across all the measured periods (p<.05). The results show that the teenagers who complied with the programme requirements reduced their BMI significantly after the intervention (p<.001) and this reduction persisted for six weeks after the programme (p<.001). In conclusion, the six-week programme of 12,000 steps/day for boys and 10,000 for girls, jointly with a reinforcement programme in their PE marks and weekly follow-up by their PE teacher, reduces BMI significantly in 11-12-year-old schoolchildren. Monitored steps/day programmes in the PE curriculum increase out-of-school physical activity and reduce BMI in 11-12-year-old schoolchildren. [ABSTRACT FROM AUTHOR]

Copyright of Collegium Antropologicum is the property of Croatian Anthropological Society and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article discusses research investigating the association between aerobic, musculoskeletal, and motor capacity, as well as life satisfaction, risk behavior, and adherence to the Mediterranean diet, in Spanish adolescents ages 12-16 years. Topics include the link between physical activity and adherence to a Mediterranean diet and life satisfaction, the link between risk behaviors, such as alcohol and tobacco use, and morbidity and mortality, and physical fitness (PF) as a health marker.

The aim of this study was to examine the association between physical self-concept and physical activity, the intention to be physically active, life satisfaction, and adherence to the Mediterranean diet in adolescents. A total of 1,808 Spanish adolescents (12-16 years of age) participated in this cross-sectional study. Physical Self Questionnaire, Moderate-to-Vigorous Physical Activity Screening Measure, Intention to be Physically Active Scale, Satisfaction with Life Scale, and Mediterranean Diet Quality Index were administered. The boys with a lower physical self-concept showed higher odd ratios of being inactive, having low intentions of being physically active, poor life satisfaction and low adherence to the Mediterranean diet. Similarly, most of the associations were also statistically significant in girls as well. In conclusion, the study reveals that having a low level of physical self-concept increases the risk of being inactive and of having a low level of intention to be physically active, life satisfaction and adherence to the Mediterranean diet in adolescents. [ABSTRACT FROM AUTHOR]

Motor fitness and flexibility have been linked to several health issues. We aimed to investigate the predictive validity of motor fitness and flexibility tests in relation to health outcomes in adults and older adults. Web of Science and PubMed databases were screened for studies published from inception to November 2020. Two authors systematically searched, evaluated, and extracted data from identified original studies and systematic reviews/meta-analysis. Three levels of evidence were constructed: strong, moderate, and limited/inconclusive evidence. In total, 1182 studies were identified, and 70 studies and 6 systematic reviews/meta-analysis were summarized. Strong evidence indicated that (i) slower gait speed predicts falls and institutionalization/hospitalization in adults over 60 years old, cognitive decline/impairment over 55 years old, mobility disability over 50 years old, disability in instrumental activities of daily living (IADL) over 54 years old, cardiovascular disease risk over 45 years old, and all-cause mortality over 35 years old; (ii) impaired balance predicts falls and disability in IADL/mobility disability in adults over 40 years old and all-cause mortality over 53 years old; (iii) worse timed up&go test (TUG) predicts falls and fear of falling over 40 years old. Evidence supports that slower gait speed, impaired balance, and worse TUG performance are significantly associated with an increased risk of adverse health outcomes in adults. [ABSTRACT FROM AUTHOR]

Physical education is a favourable educational framework for the development of programmes aimed at increasing physical activity in children and thus reducing sedentarism. The progressive increase of overweight students demands global control and follow-up measurement of these behaviours in both in and out of school. The pedometer can be a useful tool in this field. It is easy to use and allow Physical Education (PE) departments to quantify their students' number of steps/day. The aim of this study was to determine the effect of a pedometer intervention on body fat and BMI levels in overweight teenagers. Besides, the effects of the programme are analysed according to two other variables: pedometer ownership and gender, distinguishing between out-of-school and school hours, weekdays and weekends. The sample comprises 112 overweight students (49 boys and 63 girls) from 5 secondary schools. Participants were asked to follow a physical activity programme consisting on a minimum of 12000 and 10000 steps/day for boys and girls, respectively. It also allowed them to get up to 2 extra points in their PE marks. Results were measured after 6 weeks of programme application as well as after 6 weeks of retention. Results revealed significantly reduced BMI in the teenagers with their own pedometer (p < 0.05). The difference observed in the number of steps/day between boys (12050) and girls (9566) was significant in all measured time periods (p < 0.05). Besides, both overweight boys and girls were observed to take 1000 steps/day less at weekends than in weekdays. Therefore, it is concluded that the proposal of 12000 and 10000 steps for overweight boys and girls, respectively, accompanied by a reinforcement programme in their final PE marks, seems sufficient to obtain significant BMI reductions. Besides, PE is shown a favourable framework for the proposal of pedometer-impelled weight loss programmes in overweight youth. [ABSTRACT FROM AUTHOR]

The objective of this study was to evaluate the perceived quality, satisfaction and the perceived value among customers of public and private professional sports services in Spain, and to establish prediction models for satisfaction and perceived value. The sample was comprised of 2,027 users of Spanish sports services, of whom 66.1% were men and 33.9% were women. All users completed a self-administered questionnaire. The psychometric properties of the questionnaire ensured a valid measurement of perceived quality, satisfaction and value. The results obtained revealed that the quality of the sports service received was good, and that the technical factors and service staff received the highest evaluations, however, information provided to users was the weakest point. Customer satisfaction and perceived value were also assessed positively. Significant differences were found in these three constructs depending on the activity group that the users were in. Combat activities scored highest for quality, and lowest for satisfaction, whereas customers of individual land-based sports were the most satisfied and perceived the most value, unlike racquet sports, which obtained the lowest scores in the three constructs. Both satisfaction with the service and the perceived value of the service depended chiefly on an intangible factor such as activities. [ABSTRACT FROM AUTHOR]

The aim of this study was to describe the goals, activities, and methods of EUMOVE project in developing a set of resources targeting both primary and secondary schools that allow the entire educational community to promote healthy lifestyles (HL). The EUMOVE project is an Erasmus+ program based in the Creating Active Schools (CAS) framework. The project lasted 3 years and was developed by 14 academic and non-governmental institutions from Spain, Portugal, France, Italy, and the UK. EUMOVE was divided into three phases. In the first phase, several work packages were carried out aimed to ensure the coordination/management of the project activities. In the second phase, seven educational resources strengthened by rigorous scientific research were developed to promote HL from schools. During the last phase, all the resources were disseminated through scientific seminars, workshops with families and teachers, and the online promotion by the non-governmental institutions of each country. The EUMOVE project developed and promoted a smartphone APP, video/activity repository of physically active lessons, active break virtual platform, learning units, and parent/teachers/school-leaders' guidelines to promote physical activity, active commuting, active school playgrounds, healthy diet, and sleep habits. To our knowledge, EUMOVE is the first European project to provide a set of practical tools based on scientific evidence to help schools or future school-wide interventions implement a paradigm shift based on the CAS framework for the promotion of HL. Future research will need to investigate the implementation, effectiveness, and scalability of this proposal., (© The Author(s) 2024. Published by Oxford University Press on behalf of the European Public Health Association.)

Background: This systematic review determines the levels of physical activity (PA) during school hours in children and adolescents., Methods: Studies carried out from January 1987 to December 2019 were retrieved from four databases (Web of Science, Pubmed, Scopus and SportDiscus). The 29 selected studies were cross-sectional, long-term and case studies., Results: Most of them used accelerometers and showed that male and female children accumulated a mean of between 14 and 68 min of moderate-to-vigorous PA (MVPA) during school hours (3%-22% of this daily segment), and male and female adolescents accumulated a mean of between 13 and 28 min of MVPA during this daily segment (3%-8% of the school hours). Less than a quarter of children and adolescents reached the recommended 30 min of MVPA during school hours, with notable differences between sexes., Conclusions: These results suggest that the levels of PA during school hours are not enough, and consequently, schools should develop strategies for helping children and adolescents reach the school PA recommendation., Competing Interests: The authors declare no conflict of interest.

Background and Objectives: This study examined the association of physical activity and sedentarism with tobacco and alcohol consumption, and adherence to the Mediterranean diet in teenagers of both genders., Methods: A total number of 1897 Spanish teenagers (12-16 year-olds) took part in the present cross-sectional study. The variables were measured by means of questionnaires previously validated for these ages., Results: Physical activity was positively associated to the degree of adherence to the Mediterranean diet for both genders (ß = .144, P < .001 for boys and ß = .066, P< .05 for girls), and inversely associated to smoking for boys (ß = -.135, P = <.001). Sedentary behaviors for leisure purposes (TV and PC) were negatively associated to adherence to the Mediterranean diet for both boys (ß =-.100 and ß = -.104, both P < .05, respectively) and girls (ß= -.148 and ß = -.141, both P <.001), and positively associated to alcohol consumption for girls (ß = .114, P < .01 and ß = .199, P < .001, respectively)., Conclusion: results suggest that physical activity and sedentary behaviors have an important relationship with the adherence to the Mediterranean diet in teenagers. Also, higher levels of physical activity in boys can lead to reduced tobacco use, while watching TV and PC leisure can lead to increased alcohol consumption in girls., (Copyright AULA MEDICA EDICIONES 2014. Published by AULA MEDICA. All rights reserved.)