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Objective: to examine if those adolescents who dislike physical education classes get better results on academic and cognitive performance than their peers. Methods: participants included 4 226 adolescents from the AVENA, AFINOS and UP&DOWN studies. Physical education enjoyment was assessed with a 7-point Likert scale. Cognitive performance in the AVENA study was assessed using the Spanish version of the SRA Test of Educational Ability. Academic performance in the AFINOS and UP&DOWN studies was assessed through Mathematics and Language grades and the average of both subjects. Results: in the AVENA study we found differences in verbal ability among girls who dislike physical education and their peers (P = 0.033). In the AFINOS study, boys who dislike physical education had higher scores in Language than their peers (P = 0.024). In the UP&DOWN study girls who disliked physical education had higher scores in Language and in the average of Language and Mathematics than their peers (P < 0.001). Conclusion: in the AVENA and AFINOS studies adolescents who disliked physical education had similar results in cognitive and academic performance than their peers, but in the UP&DOWN study girls who disliked physical education showed higher results in academic performance than their peers, Objetivo: conocer si a aquellos adolescentes que no les gusta la educación física obtienen mejores resultados en rendimiento académico y cognitivo que sus compañeros. Métodos: los participantes incluyen 4.226 adolescentes de los estudios AVENA, AFINOS y UP&DOWN. El gusto por la educación física se valoró con una escala Likert de 7 puntos. El rendimiento cognitivo se valoró en el estudio AVENA usando la versión española del SRA Test of Educational Ability. El rendimiento académico se valoró en los estudios AFINOS y UP&DOWN con las notas de Matemáticas, Lengua y la media de Lengua y Matemáticas. Resultados: en el estudio AVENA encontramos diferencias en la habilidad verbal entre las chicas a las que no les gustaba la educación física y sus compañeros (P = 0,033). En el estudio AFINOS los chicos a los que no les gustaba la educación física tenían mejores notas en Lengua que sus compañeros (P = 0,024). En el estudio UP&DOWN las chicas a las que no les gustaba la educación física obtuvieron mejores resultados en Lengua y en la media de Lengua y Matemáticas (P < 0,001). Conclusion: en los estudios AVENA y AFINOS los adolescentes a los que no les gusta la educación física obtuvieron resultados similares a los que sus compañeros, mientras que en el estudio UP&DOWN las chicas a las que no les gustaba la educación física obtuvieron mejores resultados en rendimiento académico que sus compañeros

Introduction: correlates of physical activity (PA) have not been explored in adolescents with Down syndrome (DS). Understanding correlates of PA could provide information to develop strategies to increase levels of PA in this target population. Objective: the aim of this study was to identify potential correlates of PA in adolescents with DS. Method: information about levels of PA and their potential correlates was collected in 98 adolescents with DS (63 males, aged 11-20 years) using accelerometers and proxy-reported questionnaires. Analysis of covariance and multiple linear regression analyses were conducted to examine correlates of PA. Result: our findings showed that participant's age and socioeconomic status were associated with levels of PA as non-modifiable correlates. Also, parental support, father PA, television-viewing time with siblings and with friends were associated with levels of PA as modifiable correlates. Discussion and conclusion: both modifiable and non-modifiable factors are associated with levels of PA in adolescents with DS. Therefore, a better understanding of correlates of PA could contribute to develop strategies on PA promotion in adolescents with DS.

Introduction: Previous studies suggest that the physical environment is associated with youth physical activity levels. Objective: The present study aimed at assessing the reliability and validity of an adapted version of the ALPHA environmental questionnaire (short version) to adults for application with Spanish youth. Methods: The reliability was evaluated in a sample (n = 190, 80 girls, 14.08 ± 1.38 years) using the Intraclass Correlation Coefficient (ICC) and Weighted kappa. In other sample (n = 140, 61 girls, 13.03 ± 1.40 years) the validity was assessed using the Spearman correlation (rho) for its association with self-reported and objective (accelerometers) physical activity (PA). Results: The test-retest reliability showed ICC = 0.69 for the total questionnaire score, ranging from κ = 0.42 to 0.77 for individual items. The total score showed significant correlations with PA reported by PACE questionnaire (rho = 0.18, p = 0.040), the Finnish Physical Activity Index (rho = 0.26, p = 0.002) and active commuting for girls (rho = 0.34, p = 0.010), as well as vigorous PA measured by accelerometry (rho = 0.18, p = 0.038). Discussion: The adapted version of the ALPHA environmental questionnaire has moderate to good reliability and acceptable validity to assess environmental factors that may influence PA in youth.