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Background: Latino men who have sex with men (LMSM) experience HIV and behavioral health disparities. Yet, evidence-based interventions, such as pre-exposure prophylaxis (PrEP) and behavioral health treatments, have not been equitably scaled up to meet LMSM needs. To address quality of life and the public health importance of HIV prevention, implementation strategies to equitably scale-up these interventions to LMSM need to be developed. This study identifies themes for developing culturally grounded implementation strategies to increase the uptake of evidence-based HIV-prevention and behavioral health treatments among LMSM. Methods: Participants included 13 LMSM and 12 stakeholders in Miami, an HIV epicenter. Feedback regarding the content, design, and format of an implementation strategy to scale-up HIV-prevention and behavioral health services to LMSM were collected via focus groups ( N = 3) and individual interviews ( N = 3). Themes were inductively identified across the Health Equity Implementation Framework (HEIF) domains. Results: Analyses revealed five higher order themes regarding the design, content, and format of the implementation strategy: cultural context, relationships and networks, navigation of health information and systems, resources and models of service delivery, and motivation to engage. Themes were applicable across HEIF domains, meaning that the same theme could have implications for both the development and implementation of the implementation strategy. Conclusions: Findings highlight the importance of addressing culturally specific factors, leveraging relational networks, facilitating navigation of health systems, tailoring to available resources, and building consumer and implementer motivation in order to refine an implementation strategy for reducing mental health burden and achieving HIV health equity among LMSM. Plain Language Summary Latino men who have sex with men (LMSM) are diagnosed with HIV and experience mental health and substance use problems more than their non-Latino/non-MSM peers. This means there is a disparity: one group is burdened by a disease more than another group. There are interventions, like pre-exposure prophylaxis and mental health/substance use treatment that can address this disparity. But, LMSM do not have enough access to these. This means there is a healthcare disparity: one group does not have as much access to healthcare as another group. The purpose of this study was to create a program to help LMSM get these services and consider how to implement it. LMSM and potential implementers talked about factors to consider in developing this program and implementation. They said the program and implementation need to (1) consider the cultural context in which LMSM are embedded, (2) leverage LMSM and implementers’ networks, (3) increase LMSM and implementers’ ability to navigate complex health systems, (4) be tailored to the resources available to consumers and implementers, and (5) build consumer and implementer motivation. These factors are important to address when developing and implementing programs to help LMSM get HIV-prevention and behavioral health treatments.

El objetivo del presente estudio fue construir y validar una prueba escrita de elección múltiple ad hoc para evaluar el conocimiento teórico-práctico de los estudiantes de Educación Secundaria Obligatoria y Bachillerato sobre Expresión Corporal (CONECA). Un total de 54 estudiantes (30 mujeres) de primer curso de Bachillerato (edad media = 16.57 ± 0.96 años) participaron en la prueba piloto del estudio. Y 177 estudiantes (104 mujeres) de cuarto curso de Educación Secundaria Obligatoria y de primer curso de Bachillerato (edad media = 15.62 ± 0.62 años) participaron en la prueba definitiva. Tanto la prueba piloto como la prueba definitiva fueron administradas en las aulas habituales del alumnado, en silencio y garantizando el anonimato de sus respuestas. Las fases de validación de la prueba fueron: (1) construcción y definición de la estructura y finalidad de la prueba; (2) validación de contenido por expertos; (3) pilotaje; (4) depuración y aplicación del instrumento definitivo; y (5) evaluación de la validez discriminante. La prueba final consistió en cinco preguntas objetivas de elección múltiple con una dificultad global moderada (media = 3.06 ± 1.15 puntos sobre 5). Todos los índices cuantitativos (excepto el criterio de presentar preguntas difíciles -solo fáciles y moderadas-) fueron adecuados en dificultad, discriminación y cumplieron con los criterios cualitativos establecidos por los expertos. Además, la prueba mostró una adecuada validez discriminante. Los resultados demuestran que es un instrumento de medida válido para evaluar el conocimiento teórico-práctico de los estudiantes de Educación Secundaria Obligatoria y Bachillerato sobre Expresión Corporal. El presente estudio representa una contribución valiosa para la literatura científica y con importantes repercusiones prácticas para la asignatura de Educación Física. Palabras clave: Educación Física, escolares, danza, evaluación, prueba escrita objetiva de elección múltiple. Abstract. The purpose of the present study was to develop and validate an ad hoc multiple-choice written test to assess the theoretical-practical knowledge of high school students about Expressive Movement & Creative Dance (CONECA). A total of 54 students (30 females) from the first grade of Baccalaureate (Mage = 16.57 ± 0.96 years) participated in the pilot test of the study. Then, 177 students (104 females) from the fourth grade of Compulsory Secondary Education and from the first grade of Baccalaureate (Mage = 15.62 ± 0.62 years) participated in the final test of the study. Both the pilot test and the final test were administered in the students' usual classrooms, in silence, and ensuring the anonymity of their answers. The phases of test validation were: (1) construction and definition of the structure and purpose of the test; (2) content validation by experts; (3) piloting; (4) refinement and application of the final instrument; and (5) assessment of discriminant validity. The final test consisted of five objective multiple-choice questions with moderate global difficulty (average = 3.06 ± 1.15 points out of 5). All quantitative indices (except the criterion of presenting difficult questions -only easy and moderate-) were adequate in terms of difficulty, discrimination, and met the qualitative criteria established by the experts. Furthermore, the test showed adequate discriminant validity. The results show that it is a valid measuring instrument for assessing the theoretical-practical knowledge of high school students about Expressive Movement & Creative Dance. The present study represents a valuable contribution to scientific literature and has important practical implications for Physical Education. Keywords: Physical Education, schoolchildren, dance, evaluation, objective written test of multiple-choice.

Expressive Movement and Creative Dance is a discipline teaching in school Physical Education around the world that might benefit physical, psychological, social, and cognitive health. Nonetheless, the studies on the methodology to be followed are scarce. Thus, the purpose of this research was to compare high school students’ objective physical activity (ActiGraph GT3X+ accelerometer), perceived exertion (OMNI-walk/run Scale of Perceived Exertion), and flow state (Flow State Scale) between a creative and a reproductive dance session. Following a cluster-randomised crossover design, a total of 328 high school students (mean age = 14.0 ± 1.0; females, n = 172) participated in the study. Results showed that students experienced higher perceived exertion and were significantly more physically active during the creative session than during the reproductive one. For both sessions, flow state was equally high. Hence, although both dance sessions promoted flow state, the creative session best promoted high school students' physical activity engagement. Keywords: schoolchildren; corporal expression; expressive movement; dance; choreography; program.

The benefits of regular PA practice have been clearly proved by research in previous literature (World Health Organization, 2020). Unfortunately, most children and adolescents do not accomplish the recommendations (60 minutes daily of moderate-to-vigorous PA) (Guthold et al., 2020). According to this situation, promoting adequate levels of PA in schoolchildren is a priority public health challenge. Consequently, this study aimed to analyse the effect of an intermittent teaching unit based on activity wristbands and behaviour modification strategies on habitual PA and SB levels in high school students in the Physical Education (PE) context. Following a cluster-randomized controlled trial, 176 participants (45.5% females) aged between 11-17 years old were divided into a control group (CG, n = 76) and an experimental group (EG, n = 100). The EG performed an intermittent teaching unit (Viciana & Mayorga-Vega, 2016) during eight weeks (with two PE sessions a week). Using scientific evidence regarding the use of behaviour modification techniques towards more active behaviour (Casado-Robles et al., 2022), PA wristbands, educational counselling, progressive objectives toward 10000 steps/day, and alerts and messages to encourage active behaviour were applied during the last 15 minutes of the 16 PE sessions. Objective measurements of PA and SB were registered by GT3X+ accelerometers during eight days with a one-second epochs before and after the intervention. Results of the Multilevel Lineal Model did not show statistically significant differences in PA variables (i.e., light PA, moderate-to-vigorous PA, steps per day) or SB between participants in the CG and the EG (p > 0.05). In previous research, the results of comparable interventions have been similar. For instance, Corepal et al. (2019) did not find any positive results in their 22-week intervention using the Fitbit Zip monitor in adolescents. Evans et al. (2017) with an intervention of six weeks, Kerner et al. (2019) with a five-week intervention program, and Remmert et al. (2019) with a 12-week program did not find any positive results either. Although it has been shown that wearing a PA wristband is considered a highly recommended tool to increase motivation towards PA practice in schoolchildren (Casado-Robles et al., 2022), as they have a great affinity to new technologies, it seems that similar to previous cases, short programs have not had positive results in changing active behaviour in PE setting.

The World Health Organization (2020) recommends that schoolchildren achieve at least 60 minutes of daily moderate-to-vigorous physical activity (PA). Unfortunately, only 19% of this population meets this recommendation (Guthold et al., 2020). Physical Education (PE) is an ideal setting to encourage students to practice regular PA (Association for PE, 2020). However, studentsʼ adherence to PA practice is mediated by psychological determinants like motivation (Rhodes et al., 2017) and intention to practice PA (Hagger & Chatzisarantis, 2016). Several strategies like the use of activity wristbands, education counselling (Casado-Robles et al., 2022) or gamification (Arufe-Giráldez et al., 2022) have been shown to be effective for promoting schoolchildrenʼs PA. Consequently, the purpose of this study was to analyse the effect of a gamified intermittent teaching unit based on the use of activity wristbands and behaviour modification strategies on primary school studentsʼ motivation towards PE, their intention to be physically active and their perceived PA. A sample of 182 primary school students (39% females; Mage = 10.1 ± 0.9 years old) was cluster-randomly assigned to the control group (CG, n = 80) and gamified group (GG, n = 102). The GG students performed a gamified intermittent teaching unit (Viciana & Mayorga-Vega, 2016) based on the use of activity wristbands, educational counselling and goal-setting strategies three times per week during five weeks. Specifically, the first 15 minutes of each lesson were used. The narrative of the intervention was a travel performed by its main character, “Andaluzo”, through the provinces of the Andalucia region. Before and after the intervention, students filled out the Spanish versions of the Motivation in PE (Miguel Leo et al., 2016), intention to be physically active (Arias-Estero et al., 2013), and Pictorial Childrenʼs PA (Morera-Castro et al., 2018) questionnaires. The Mann-Whitney U test showed statistically significant differences in identified regulation, autonomous motivation towards PE, and PA performed during school recess (p < 0.05). No statistically significant differences were found for the rest of the variables (p > 0.05). Results of this study suggest that a gamified intermittent teaching unit based on the use of activity wristbands and behaviour modification strategies seems to be effective for improving schoolchildrenʼs autonomous motivation towards PE, as well as PA performed during recess. Nevertheless, future research is needed to incorporate other social agents, such as parents or tutors, to try to obtain improvements in weekly PA, as well as in the different periods of it.

A pesar de la evidencia sobre los beneficios para la salud de la práctica de actividad física en la infancia, muchos escolares siguen sin cumplir las recomendaciones establecidas por la Organización Mundial de la Salud. Esta realidad enfatiza la necesidad de evaluar los programas de intervención y buscar estrategias más eficaces. Sin embargo, la participación de los destinatarios en la evaluación y mejora del diseño de los programas de intervención es poco frecuente. Siguiendo una metodología cualitativa, en el presente estudio se entrevistaron a 30 escolares de Educación Primaria de Granada (España) para conocer la percepción sobre su experiencia en un programa innovador de fomento de la actividad física en el que se combinaron unidades didácticas intermitentes en Educación Física, pulseras de actividad física y estrategias de modificación de conducta. Tras un proceso de codificación, las respuestas se agruparon en tres categorías principales: (1) características de los cambios percibidos por los participantes, (2) elementos del programa que los participantes consideraban que habían influido en dichos cambios y (3) propuestas de mejora del programa. Entre las orientaciones que pueden ser útiles para el diseño de programas de fomento de la práctica de actividad física en la edad escolar en el futuro destacan el otorgar protagonismo a la actividad física de carácter recreativo y en grupo, individualizar las intervenciones para atender a la diversidad, tener en cuenta la interdependencia de la actividad física de los escolares con su entorno familiar e involucrar a los escolares a través de metodologías participativas como el aprendizaje entre iguales. Palabras clave: niños, salud, colegio, Educación Primaria, Educación Física, pulseras de fitness, gamificación. Abstract. Despite the evidence on the health benefits of practicing physical activity in childhood, many schoolchildren still do not comply with the recommendations established by the World Health Organization. This reality emphasizes the need to evaluate intervention programs and search for more effective strategies. However, the participation of the beneficiaries in the evaluation and improvement of the design of intervention programs is rare. Following a qualitative methodology, in the present study 30 primary school students from Granada (Spain) were interviewed to know their perception of their experience in an innovative program to promote physical activity in which intermittent teaching units in Physical Education, activity monitors and behavior modification strategies were combined. After a coding process, the responses were grouped into three main categories: (1) characteristics of the changes perceived by the participants, (2) elements of the program that the participants considered had influenced these changes, and (3) proposals for program improvement. Among the guidelines that may be useful for the design of programs to promote the practice of physical activity at school age in the future are giving prominence to recreational and group physical activity, individualizing interventions to address diversity, consider the interdependence of schoolchildren's physical activity with their family environment and involve schoolchildren through participatory methodologies such as peer learning. Keywords: children, health, school, Primary Education, Physical Education, fitness tracker, gamification.

El objetivo del presente estudio fue construir y validar una prueba escrita de elección múltiple ad hoc para evaluar el conocimiento de los escolares sobre el entorno próximo al centro educativo para el acondicionamiento físico (CENAFI). Un total de 189 estudiantes (95 mujeres) de primer a cuarto curso de Educación Secundaria Obligatoria (edad media = 13.57 ± 1.3 años) participaron en el estudio. Las fases de la validación de la prueba fueron: (1) Construcción y definición de la estructura y finalidad de la prueba; (2) validación de contenido por expertos; (3) pilotaje; (4) depuración y aplicación del instrumento definitivo; (5) evaluación de la fiabilidad test-retest; y (6) evaluación de la validez discriminante. La prueba final consistió en 30 preguntas objetivas de elección múltiple con una dificultad global moderada (media = 11.60 puntos sobre 30). Todos los índices cuantitativos fueron adecuados en dificultad, discriminación y cumplieron con los criterios cualitativos establecidos por los expertos. La fiabilidad test-retest de la prueba fue adecuada (CCI = .65) y los estudiantes que vivenciaron el programa de intervención obtuvieron una puntuación mayor que los del grupo control, mostrando, por tanto, una validez discriminante igualmente adecuada. Los resultados demuestran que es un instrumento de medida válido y fiable para obtener información sobre el conocimiento de los escolares del entorno próximo para el acondicionamiento físico. El presente estudio representa una contribución valiosa para la literatura científica y con importantes repercusiones prácticas para la asignatura de Educación Física. Palabras clave: Capacidades físicas básicas, Educación Física, Educación Secundaria Obligatoria, adolescentes, evaluación. Abstract. The purpose of the present study was to build and develop and ad hoc multiple-choice written test to assess the schoolchildren’s knowledge of the environment around the educational center for physical conditioning (CENAFI). A total of 189 students (95 females) from first to fourth grades of Compulsory Secondary Education (Mage = 13.57 ± 1.3 years) participated in the study. The phases of the test validation were: (1) Construction and definition of the structure and purpose of the test; (2) content validation by experts; (3) piloting; (4) depuration and application of the definitive instrument; (5) test-retest reliability assessment; and (6) discriminant validity assessment. The final test consisted of 30 objective multiple-choice questions with moderate global difficulty (average = 11.60 points out of 30). All quantitative indices were adequate in difficulty, discrimination, and met the qualitative criteria established by the experts. The test-retest reliability of the test was adequate (ICC = .65) and the students who experienced the intervention program obtained a higher score than those of the control group, thus showing equally adequate discriminant validity. The results show that it is a valid and reliable measuring instrument in order to obtain information on schoolchildren’s knowledge of their immediate environment for physical conditioning. The present study represents a valuable contribution to scientific literature and has important practical repercussions for the Physical Education subject. Keywords: Basic physical capacities, Physical Education, Compulsory Secondary Education, adolescents, evaluation.

ObjectiveThe main objective of the present study was to examine the effects of an intermittent teaching unit based on the use of activity wristbands and behavior modification strategies on high school studentsʼ perceptions of autonomy support, satisfaction of basic psychological needs, motivation toward Physical Education and physical activity, intention to be physically active, and habitual physical activity levels.Materials and methodsAn initial sample of 353 high school students (final sample = 175; 45.7% females; mean age = 13.3 ± 1.2 years) from two public high schools were cluster-randomly assigned into the intermittent (IG, n = 100) and control (CG, n = 75) groups. The IG performed an intermittent teaching unit twice a week for eight weeks. Specifically, the last 15 min of each lesson were used. As the main strategy to promote the practice of regular physical activity, students wore an activity wristband the whole day during the intervention period. Additionally, other behavior modification strategies were also applied (e.g., educational counseling, physical activity goals or reminders). Regarding the CG, during the intervention period (i.e,, the eight weeks that took place the intermittent teaching unit) they also performed two Physical Education sessions, but without using activity wristbands or other behavior modification strategies. Before and after the intervention, as well as at the end of the follow-up period (six weeks), students’ physical activity practice mediators and physical activity levels were measured by validated questionnaires.ResultsThe Multilevel Linear Model results showed that the IG students statistically significantly improved cognitive and procedural autonomy support from pre- to post-intervention (p

IntroductionThe use of activity wristbands to monitor and promote schoolchildren's physical activity (PA) is increasingly widespread. However, their validity has not been sufficiently studied, especially among primary schoolchildren. Consequently, the main purpose was to examine the validity of the daily steps and moderate-to-vigorous PA (MVPA) scores estimated by the activity wristbands Fitbit Ace 2, Garmin Vivofit Jr 2, and the Xiaomi Mi Band 5 in primary schoolchildren under free-living conditions.Materials and methodsAn initial sample of 67 schoolchildren (final sample = 62; 50% females), aged 9–12 years old (mean = 10.4 ± 1.0 years), participated in the present study. Each participant wore three activity wristbands (Fitbit Ace 2, Garmin Vivofit Jr 2, and Xiaomi Mi Band 5) on his/her non-dominant wrist and a research-grade accelerometer (ActiGraph wGT3X-BT) on his/her hip as the reference standard (number of steps and time in MVPA) during the waking time of one day.ResultsResults showed that the validity of the daily step scores estimated by the Garmin Vivofit Jr 2 and Xiaomi Mi Band 5 were good and acceptable (e.g., MAPE = 9.6/11.3%, and lower 95% IC of ICC = 0.87/0.73), respectively, as well as correctly classified schoolchildren as meeting or not meeting the daily 10,000/12,000-step-based recommendations, obtaining excellent/good and good/acceptable results (e.g., Garmin Vivofit Jr 2, k = 0.75/0.62; Xiaomi Mi Band 5, k = 0.73/0.53), respectively. However, the Fitbit Ace 2 did not show an acceptable validity (e.g., daily steps: MAPE = 21.1%, and lower 95% IC of ICC = 0.00; step-based recommendations: k = 0.48/0.36). None of the three activity wristbands showed an adequate validity for estimating daily MVPA (e.g., MAPE = 36.6–90.3%, and lower 95% IC of ICC = 0.00–0.41) and the validity for the MVPA-based recommendation tended to be considerably lower (e.g., k = −0.03–0.54).ConclusionsThe activity wristband Garmin Vivofit Jr 2 obtained the best validity for monitoring primary schoolchildren's daily steps, offering a feasible alternative to the research-grade accelerometers. Furthermore, this activity wristband could be used during PA promotion programs to provide accurate feedback to primary schoolchildren to ensure their accomplishment with the PA recommendations.

In this paper, a microwave monolithic integrated circuit (MMIC) high-power amplifier (HPA) for Ku-band active radar applications based on gallium nitride on silicon (GaN-on-Si) is presented. The design is based on a three-stage architecture and was implemented using the D01GH technology provided by OMMIC foundry. Details on the architecture definition and design process to maximize delivered power are provided along with stability and thermal analyses. To optimize the amplifier performance, an asymmetry was included at the output combiner. Experimental results show that the HPA achieves a 39.5 dBm pulsed-mode output power, a peak linear gain of 23 dB, a drain efficiency of 27%, and good input/output matching in the 16–19 GHz frequency range. The chip area is 5 × 3.5 mm2 and for the measurements was mounted on a custom-made module. These results demonstrate that GaN-on-Si-based Solid-State Power Amplifiers (SSPAs) can be used for the implementation of Ku-band active radars.

Background: The emergence of the coronavirus disease 2019 (COVID-19) pandemic has resulted in communication being heightened as one of the critical aspects in the implementation of interventions. Delays in the relaying of vital information by policymakers have the potential to be detrimental, especially for the hearing impaired. Objectives: This study aims to conduct a scoping review on the application of artificial intelligence (AI) for real-time speech-to-text to sign language translation and consequently propose an AI-based real-time translation solution for South African languages from speech-to-text to sign language. Methods: Electronic bibliographic databases including ScienceDirect, PubMed, Scopus, MEDLINE and ProQuest were searched to identify peer-reviewed publications published in English between 2019 and 2021 that provided evidence on AI-based real-time speech-to-text to sign language translation as a solution for the hearing impaired. This review was done as a precursor to the proposed real-time South African translator. Results: The review revealed a dearth of evidence on the adoption and/or maximisation of AI and machine learning (ML) as possible solutions for the hearing impaired. There is a clear lag in clinical utilisation and investigation of these technological advances, particularly in the African continent. Conclusion: Assistive technology that caters specifically for the South African community is essential to ensuring a two-way communication between individuals who can hear clearly and individuals with hearing impairments, thus the proposed solution presented in this article.

The aim of the present study was to compare the acute effect of a static- vs dynamic-based stretching warm-up on standing long jump (SLJ) performance in primary schoolchildren. The sample was composed of 76 schoolchildren, 43 girls and 33 boys, aged 9–10 years old from three fourth-grade classes of Primary Education. The three groups were cluster-randomly assigned to the control (CG), static (SG) or dynamic (DG) groups. All the schoolchildren performed a standardized warm-up consisting of mobility exercises (five minutes), jogging (five minutes) and the SLJ test. Afterwards the CG schoolchildren received jump theory (eight minutes), the SG performed static stretching (eight minutes) and the DG performed dynamic-bounces stretching (eight minutes). Afterwards, all of them performed the SLJ test again. The results of the one-way ANOVA (F2,73 = 34.184; p < 0.001; η2 p = 0.484), followed by the pairwise comparisons with the Bonferroni adjustment, showed that the DG students (M∆ = 11.07, SE = 1.42) made a significant statistical improvement in their SJL levels compared with the CG (M∆ = -3.00, SE = 1.89; p < 0.001, d = 1.51) and SG students (M∆ = -1.85, SE = 0.67; p 0.05, d = 0.12). The dynamic-bouncing stretch as a final part of a warm-up improves explosive strength performance in primary schoolchildren, and seems to be a good option before carrying out explosive strength activities of the lower body

This article describes a novel power system architecture and operational concept which is founded on the idea of organising sets of distributed generators, loads, storages and multimodal interfaces at distribution level in supervised and controlled grid subsections called smart power cells, which are controllable entities intended to enforce the stability of the transmission network and participate in its operation. Further, the article addresses a control scheme which can be implemented within a smart power cell to control its active and reactive power exchange with the transmission network following set points provided by a superimposed control system, and thus participate in the operation of the transmission grid (e.g. participation in congestion management, system optimisation, balancing of generation and load). The dynamic behaviour of a future power system under consideration of the proposed system architecture including several smart power cells controlled with the developed control scheme is demonstrated through time‐domain simulation using a combined transmission–distribution power system model.

El objetivo principal del estudio fue comprobar el efecto de una unidad didáctica del Modelo de Educación Deportiva en Educación Física sobre la deportividad y los niveles de actividad física habitual en estudiantes de Educación Secundaria. Un total de 114 estudiantes (62 varones y 52 mujeres) de cuatro clases (dos de segundo y dos de cuarto) de Educación Secundaria Obligatoria se asignaron aleatoriamente por clases al grupo Tradicional (metodología basada en la instrucción directa) o al grupo Educación Deportiva (Modelo de Educación Deportiva). Ambos grupos participaron en 12 sesiones de Educación Física (2 sesiones por semana). Los resultados del Modelo Lineal Multinivel mostraron que el programa de Educación Deportiva mejoró la participación de la deportividad de los estudiantes. Sin embargo, no hubo diferencias significativas en el resto de las dimensiones de deportividad ni sobre los niveles de actividad física habitual de los escolares. En conclusión, el Modelo de Educación Deportiva mejora la voluntad de participación de los estudiantes en competiciones deportivas, pero no mejora el resto de dimensiones de la deportividad ni los niveles de práctica de actividad física.

This paper presents a novel and compact vector modulator (VM) architecture implemented in 130 nm SiGe BiCMOS technology. The design is suitable for use in receive phased arrays for the gateways of major low Earth orbit (LEO) constellations that operate in the 17.8 to 20.2 GHz frequency range. The proposed architecture uses four variable gain amplifiers (VGA) that are active at any given time and are switched to generate the four quadrants. Compared to conventional architectures, this structure is more compact and produces double the output amplitude. The design offers 6-bit phase control for 360°, and the total root mean square (RMS) phase and gain errors are 2.36° and 1.46 dB, respectively. The design occupies an area of 1309.4 μm × 1783.8 μm (including pads).

Abstract Aims of this study were to identify student clusters in physical appearance, sport competence, global physical self-concept and self-esteem, and to examine whether different physical self-concept groups differ in their moderate-to-vigorous physical activity (MVPA) and sedentary behaviour. Participants of the study were 211 boys and 183 girls aged 13-16 years. MVPA and sedentary behaviour were monitored by GT3X accelerometers during seven days. Participants’ physical self-concept was measured by the short Physical Self-Description Questionnaire. Latent profile analyses revealed a four-cluster solution: 1) “low sport competence, moderate global physical self-concept and self-esteem, and high physical appearance”; 2) “high sport competence, moderate global physical self-concept and self-esteem, and low physical appearance”; 3) “moderate sport competence, global physical self-concept, self-esteem, and physical appearance”, and 4) “moderate sport competence and global physical self-concept, high self-esteem, and low physical appearance”. Multivariate analysis of variance showed differences in MVPA between boys’ in clusters 2 and 3 (p < .05). Students’ MVPA levels differ by physical self-concept profiles. Resumen Los objetivos del estudio fueron identificar grupos de estudiantes en apariencia física, competencia deportiva, autoconcepto físico global y autoestima, y examinar si los diferentes grupos de autoconcepto físico difieren en su actividad física moderada-vigorosa (AFMV) y comportamiento sedentario. Los participantes del estudio fueron 211 varones y 183 mujeres de 13-16 años. La AFMV y el comportamiento sedentario fueron monitorizados por acelerómetros GT3X durante siete días. El autoconcepto físico de los estudiantes fue medido por la versión corta del Physical Self-Description Questionnaire. Los análisis de perfil latente revelaron una solución de cuatro grupos: 1) “baja competencia deportiva, moderado autoconcepto físico global y autoestima, y alta apariencia física”; 2) alta competencia deportiva, moderado autoconcepto físico global y autoestima, y baja apariencia física”; 3) “moderada competencia deportiva, autoconcepto físico global, autoestima, y apariencia física”; y 4) “moderada competencia deportiva y autoconcepto físico global, alta autoestima, y baja apariencia física”. Los análisis multivariados de la varianza mostraron diferencias en la AFMV entre los grupos de chicos 2 y 3 (p < ,05). Los niveles de AFMV de los estudiantes difieren según los perfiles de autoconcepto físico.

In this paper, a wide-band distributed model that can approximate the behaviour of square and octagonal inductors, both with and without tapering, is presented. This paper also presents a novel way of accurately modelling the lateral coupling in the substrate. The presented model can be applied to any foundry process, and its validity has been demonstrated using a novel technology, the D01GH GaN process developed by OMMIC, which has a high resistivity substrate. To do so, seventeen inductors have been designed and manufactured. The proposed model has been verified against EM simulations and measurements of the designed inductors. Comparisons show that the model can correctly estimate the behaviour of the inductor, improving the results of the EM simulations for most cases. The root mean square (RMS) error calculated across the samples when estimating the inductance is 0.0565. The RMS error for the quality factor results (2.2727) is also adequate, although there is more deviation when comparing the results with the measurements.

Abstract. The purpose of the present study was to examine the effect of a Physical Education (PE)-based Sport Education (SE) program on personal and interpersonal variables, social environment, and the predisposition of acquiring positive habits and autonomy in high school students in order to assess the contribution of this model to the students’ citizenship education. A sample of 123 adolescents, 60 boys and 63 girls, participated in the present study. Students were divided into one control (CG) and one experimental (EG) group. EG performed 12 PE-lessons of SE intervention based on volleyball small-sided games and educational competitions. CG followed a traditional treatment of sport in PE, mixing tasks with small-sided games and direct instruction methodologies. Results showed that EG participants had a statistically significant increase in the scores of the following dimensions: personal (the self-determined motivation toward PE, satisfaction/enjoyment toward sport, and the physical self-concept); interpersonal (relatedness with others, cooperative learning, and important role within a work-group); social (PE classroom climate, and sportspersonship); and autonomy and acquisition of habits (autonomy support, and the intention to be physically active) compared with the CG (p < .001). A SE intervention in PE will allow teachers to improve students’ citizenship competences. • Resumen. El objetivo del estudio fue examinar el efecto de un programa de Educación Deportiva (ED) en Educación Física (EF) sobre variables personales e interpersonales, ambiente social, y la predisposición de adquirir hábitos positivos y autonomía en estudiantes de enseñanza secundaria para evaluar la contribución de este modelo a la educación para la ciudadanía de los alumnos. 123 adolescentes, 60 niños y 63 niñas, participaron en el presente estudio. Los estudiantes fueron divididos en un grupo control (GC) y un grupo experimental (GE). El GE realizó 12 sesiones de EF de ED basada en juegos y competiciones de situaciones reducidas de juego de voleibol. El GC siguió un tratamiento tradicional del deporte en EF, combinando tareas con situaciones reducidas de juego y metodologías de instrucción directa. Los resultados mostraron que los participantes del GE tuvieron un aumento estadísticamente significativo en las puntuaciones de las siguientes dimensiones: personal (motivación autodeterminada hacia la EF, satisfacción/disfrute hacia el deporte y autoconcepto físico); interpersonal (relación con los demás, aprendizaje cooperativo, y papel importante dentro del grupo); social (clima de aula en EF y deportividad); y autonomía y adquisición de hábitos (apoyo a la autonomía e intención de ser físicamente activo) en comparación con el GC (p < .001). Una intervención de ED en EF permitirá que los profesores mejoren las competencias de ciudadanía de los alumnos.

El objetivo del presente estudio fue comparar el efecto de una unidad didáctica intermitente de acondicionamiento físico en Educación Física sobre los niveles de actividad física y capacidad cardiorrespiratoria entre estudiantes con un perfil saludable/no saludable de capacidad cardiorrespiratoria. Ochenta estudiantes de 2º-3º curso de Educación Secundaria fueron asignados aleatoriamente al grupo control y grupo experimental. El grupo experimental, dividido en perfiles saludable/no saludable, realizó una unidad didáctica intermitente de acondicionamiento físico para mejorar la capacidad cardiorrespiratoria. El grupo control trabajó un contenido diferente durante el mismo tiempo y con la misma frecuencia, pero sin hacer hincapié en la mejora de la capacidad cardiorrespiratoria. Antes y después de la intervención, la capacidad cardiorrespiratoria se evaluó objetivamente mediante el test de ida y vuelta de 20 metros. Los niveles de actividad física fueron medidos objetivamente a través de un pulsómetro durante las clases de Educación Física. Ambos perfiles tuvieron mayores niveles de actividad física durante las clases de Educación Física que el grupo control (p < .001). Sin embargo, solo los estudiantes con un perfil no saludable mejoraron significativamente sus niveles de capacidad cardiorrespiratoria tras la unidad didáctica (p < .01). Aunque una unidad didáctica intermitente de acondicionamiento físico parece tener un efecto similar en los niveles de actividad física de todos los perfiles de capacidad cardiorrespiratoria de los estudiantes, solo mejora la capacidad cardiorrespiratoria de los estudiantes con un perfil no saludable. Abstract. The purpose of the present study was to compare the effect of a Physical Education-based physical fitness intermittent teaching unit on physical activity levels and cardiorespiratory fitness among students with healthy/unhealthy cardiorespiratory fitness profile. Eighty students from 2º-3º grades of Secondary Education were randomly assigned to the control group and experimental group. The experimental group, divided into healthy/unhealthy profiles, performed a physical fitness intermittent teaching unit to improve the cardiorespiratory fitness. The control group worked a different content during the same time and with the same frequency, but without emphasizing cardiorespiratory fitness improvement. Before and after the teaching unit, students’ cardiorespiratory fitness was objectively measured by the 20-meter shuttle run test. Participants’ physical activity levels were measured objectively using a heart rate monitor during Physical Education lessons. Students from both profiles had higher physical activity levels during Physical Education lessons than the control group (p < .001). However, only students with an unhealthy cardiorespiratory fitness profile statistically improved their cardiorespiratory fitness levels after the teaching unit (p < .01). Although an intermittent physical fitness teaching unit seems to have similar effect on physical activity levels of students from all cardiorespiratory fitness profiles, it only improves the cardiorespiratory fitness of those with an unhealthy one.

El objetivo del estudio fue examinar la influencia del nivel basal de motivación autodeterminada hacia la Educación Física sobre la eficacia de un programa de intervención para la mejora de la resistencia cardiorrespiratoria en estudiantes de Educación Secundaria. Noventa y siete estudiantes de Educación Secundaria Obligatoria fueron asignados aleatoriamente (por clases) al grupo experimental y control. Durante las clases de Educación Física, los estudiantes del grupo experimental realizaron un programa de acondicionamiento físico. Antes y después del programa de intervención, la resistencia cardiorrespiratoria de los estudiantes se midió mediante el test Course Navette. Los estudiantes del grupo experimental con un nivel basal moderado-alto de motivación autodeterminada hacia la Educación Física incrementaron estadísticamente su resistencia cardiorrespiratoria con respecto a los del grupo control (p < 0,001). No se encontraron diferencias entre los estudiantes del grupo experimental con baja motivación y los del grupo control (p > 0,05). Un programa de acondicionamiento físico durante las clases de Educación Física solo parece incrementar la resistencia cardiorrespiratoria de estudiantes con un nivel basal moderado-alto de motivación autodeterminada hacia la Educación Física. Abstract. The purpose of the present study was to examine the influence of baseline self-determined motivation toward Physical Education on the effectiveness of an intervention program for improving cardiorespiratory endurance in high-school students. Ninety seven high-school students were randomly assigned (by classes) to the experimental and control groups. During Physical Education classes, the experimental group students performed a physical fitness program. Before and after the intervention program, students’ cardiorespiratory fitness was measured using the Course Navette test. The experimental group students with a moderate-high baseline of self-determined motivation toward Physical Education statistically improved their cardiorespiratory endurance compared with the control group students (p < .001). However, no statistically significant differences between the experimental group students with low motivation toward Physical Education and control group students were found (p > .05). A physical fitness program during Physical Education classes only seems to improve cardiorespiratory endurance in students with moderate-high baseline of self-determined motivation toward Physical Education.

El objetivo del presente estudio fue examinar los niveles objetivos de actividad física durante las clases de Educación Física en adolescentes chilenos, identificando posibles diferencias según el género. En el presente estudio participaron 156 estudiantes de enseñanza básica de Chile (69 niñas y 87 varones, edad media = 13.5 ± .7 años). Se eliminaron 34 participantes por no cumplir los criterios mínimos de registro, seleccionando finalmente a 122 adolescentes. Se evaluaron los niveles objetivos de actividad física de una clase de Educación Física mediante el acelerómetro GT3X. Los resultados mostraron que ningún participante alcanzó las recomendaciones de tiempo de práctica de actividad física moderada-vigorosa del 50% durante las clases de Educación Física. La mayoría de los estudiantes (50.7% de chicos y 72.5% de chicas) acumularon menos del 10% del tiempo de clase de Educación Física en actividad física moderada-vigorosa. Los chicos presentaron mayores valores de actividad física moderada-vigorosa que las mujeres (p < .05), pero no se encontraron diferencias en el tiempo sedentario ni en la actividad física ligera (p > .05). Los adolescentes chilenos no cumplen las recomendaciones de actividad física moderada-vigorosa en clases de Educación Física. Se discuten diferentes estrategias de incremento del tiempo empleado en dicha actividad física moderada-vigorosa como medidas a considerar. Abstract. The aim of the present study was to examine objective levels of physical activity during Physical Education (PE) classes in Chilean adolescents, identifying possible differences according to gender. A sample composed of 156 Chilean adolescents (69 female and 87 male, average age = 13.5 ± .7 years) participated in this study. A total of 34 adolescents did not meet the inclusion criteria and were excluded, with 122 participants finally considered for the data analyses. Objective levels of physical activity were assessed by means of GT3X accelerometers during a PE lesson. The results showed that none of the participants reached the recommended 50% of total PE time at moderate-to-vigorous physical activity level. Most of the students (50.7% males and 72.5% females) accumulated less than 10% of the PE time at moderate-to-vigorous physical activity level. Boys showed higher values of moderate-to-vigorous physical activity than girls (p < .05); however, there were no gender differences in sedentary behavior or light physical activity time (p > .05). Chilean adolescents do not meet the moderate-to-vigorous physical activity recommendations during PE lessons. Different strategies are discussed in order to increase the time spent at moderate-to-vigorous physical activity in PE.

El objetivo de esta investigación consistió comparar los perfiles de motivación hacia las clases de educación física de niños y niñas mexicanos y españoles. La muestra total fue de 606 sujetos; 306 españoles (139 mujeres y 167 hombres) y 300 mexicanos (166 mujeres y 134 hombres), con una edad media de 10.70 años (DE= 0.71). El abordaje adoptado en la investigación se enmarcó dentro de un enfoque cuantitativo con un diseño descriptivo tipo encuesta. En los resultados del análisis multivariante de la varianza, seguido por los análisis de varianza univariados se encontró que, los preadolescente españoles en relación a los preadolescentes mexicanos mostraron mayores niveles de motivación en las clases de educación física, así como en su regulación integrada e identificada, además presentaron menores niveles de desmotivación; mientras que, en los preadolescentes mexicanos se encontraron mayores niveles de regulación introyectada y regulación externa así como mayores niveles de desmotivación en relación con los adolescentes españoles. Futuras investigaciones deberían replicar estos hallazgos en muestras más amplias. The aim of this study was to compare the motivation profiles for physical education classes of Mexican and Spanish children. The total sample was 606 subjects; 306 Spaniards (139 girls and 167 boys) and 300 Mexicans (166 girls and 134 boys), with an average age of 10.70 years (SD = 0.71). The approach adopted in the research was framed within a quantitative approach with a descriptive design as a type as a survey. In the results of the multivariate analysis of variance, followed by the univariate analysis of variance, it was found that Spanish preadolescents in relation to Mexican preadolescents showed higher levels of motivation in physical education classes, as well as in their integrated and identified regulation, also presented lower levels of demotivation; whereas, in Mexican preteens, higher levels of introjected regulation and external regulation were found, as well as higher levels of demotivation in relation to Spanish adolescents. Future research should replicate these findings in larger samples.

This paper presents a procedure to analyse the effects of radiation in an IEEE 802.15.4 RF receiver for wireless sensor networks (WSNs). Specifically, single-event transients (SETs) represent one of the greatest threats to the adequate performance of electronic communication devices in high-radiation environments. The proposed procedure consists in injecting current pulses in sensitive nodes of the receiver and analysing how they propagate through the different circuits that form the receiver. In order to perform this analysis, a Complementary Metal Oxide Semiconductor (CMOS) low-IF receiver has been designed using a 0.18 μm technology from the foundry UMC. In order to analyse the effect of single-event transients in this receiver, it has been studied how current pulses generated in the low-noise amplifier propagate down the receiver chain. The effect of the different circuits that form the receiver on this kind of pulse has been studied prior to the analysis of the complete receiver. First, the effect of SETs in low-noise amplifiers was analysed. Then, the propagation of pulses through mixers was studied. The effect of filters in the analysed current pulses has also been studied. Regarding the analysis of the designed RF receiver, an amplitude and phase shift was observed under the presence of SETs.

El objetivo principal del presente estudio fue examinar el efecto de un programa de entrenamiento mental breve sobre el estado afectivo, las actitudes hacia la alimentación y los niveles de actividad física en adolescentes diagnosticadas con Trastorno Alimentario No Especificado que practicaban una rutina exigente de actividad física. Una muestra de ocho mujeres adolescentes chilenas de 15-17 años de edad realizó un programa de entrenamiento mental breve durante ocho semanas una sesión por semana: 1) Conocimiento y establecimiento de objetivos; 2) Focalización y toma de conciencia mental y corporal; 3) Autocontrol psicobiológico; 4) Reposicionamiento del locus de control; 5) Autogestión y control de los pensamientos; 6-7) Re-focalización y reencuadre motivacional, y 8) Generalización y enfoque responsable de la voluntad. El Inventario de Depresión de Beck, el Cuestionario de Actitudes ante la Alimentación EAT–26 y una entrevista breve sobre los niveles de práctica y motivos de actividad física, se aplicaron antes y después del programa. Los resultados reflejan una influencia favorable del programa en la mejora del estado afectivo, de las actitudes hacia la alimentación y hacia la actividad física en las adolescentes intervenidas. Un programa de entrenamiento mental breve sería recomendable como complemento terapéutico en adolescentes con tales características.

Los objetivos del estudio fueron analizar la planificación del profesorado en formación inicial sobre condición física-salud, identificando errores y proponiendo recomendaciones para su mejora, así como crear un índice que indicara la calidad-efectividad al planificar la condición física-salud según los estándares nacionales en secundaria. La muestra se formó por 180 profesores (136 hombres y 34 mujeres) en formación inicial con edades entre 19 y 38 años (media 20.66 ± 2.94 años). Se crearon 31 categorías de análisis para categorizar diferentes parámetros de la planificación de la condición física-salud, y se crearon nuevas categorías a partir de aquellas. Los resultados indicaron que los profesores en formación inicial otorgan más importancia a la condición física-salud que a los demás contenidos, pero su planificación es deficiente (sesiones insuficientes y falta de refuerzos intermitentes) y, por tanto, inefectiva. Es necesario concienciar al profesorado de educación física en formación en una correcta planificación de la condición física-salud, implementándola y evaluándola en el practicum de la formación inicial.

The main purpose of the present study was to compare the accuracy of total daily steps thresholds associated to the recommended 60 min per day moderate-to-vigorous physical activity in adolescents. A total of 156 adolescents, 87 males and 69 females, participated in the present study. Objectively-measured moderate-to-vigorous physical activity and steps were assessed by GT3X accelerometers for eight consecutive days. The accuracy of the following total daily steps thresholds was calculated (males/females): 9,930, 11,714, 12,000, 11,000/10,500, 14,000/11,500, 13,000/12,000, 8,500/7,500, 11,500/9,000, 10,500/9,500, 12,118, 12,118/12,605, and 10,000. The results of accuracy both uncensored and censored total daily steps cut-off points ranged from low to high. For the uncensored total daily steps, the cut-off 11,000 for males and 10,500 for females showed the best results: Sensitivity = .85; Specificity = .94; Youden’s index = .78; Proportion of agreement = .93, and Kappa coefficient = .67, p < .001. For the censored total daily steps, the 10,000 cut-off score showed the best results: Sensitivity = .77; Specificity = .95; Youden’s index = .72; Proportion of agreement = .93, and Kappa coefficient = .65, p < .001. Among adolescents for accelerometry-measured total daily steps the 11,000 for males and 10,500 for females cut-off points should be used. For population guidelines regarding health-enhancing steps in adolescents, the cut-off point of 10,000 daily steps seems to be the most appropriate. Resumen. El propósito principal del presente estudio fue comparar la precisión de los umbrales de pasos diarios totales asociados a la recomendación de 60 minutos por día de actividad física moderada-vigorosa en adolescentes. Un total de 156 adolescentes, 87 varones y 69 mujeres, participaron en el presente estudio. La actividad física moderada-vigorosa y pasos se evaluaron objetivamente con acelerómetros GT3X durante ocho días consecutivos. Se calculó la precisión de los siguientes umbrales de pasos diarios totales (varones/mujeres): 9.930, 11.714, 12.000, 11.000/10.500, 14.000/11.500, 13.000/12.000, 8.500/7.500, 11.500/9.000, 10.500/9.500, 12.118, 12.118/12.605 y 10.000. Los resultados de precisión para los puntos de corte de los pasos diarios ajustados y no ajustados variaron de bajo a alto. Para los pasos diarios no ajustados, los puntos de corte 11.000 para los varones y 10.500 para las mujeres mostraron los mejores resultados: Sensibilidad= 0,85; Especificidad= 0,94; Índice de Youden= 0,78; Proporción de acuerdo= 0,93, y coeficiente de Kappa= 0,67, p < 0,001. Para los pasos diarios ajustados, el puntaje de corte de 10.000 mostró los mejores resultados: Sensibilidad= 0,77; Especificidad= 0,95; Índice de Youden= 0,72; Proporción de acuerdo= 0,93, y coeficiente de Kappa= 0,65, p < 0,001. Entre los adolescentes para los pasos diarios totales medidos con acelerometría se deberían utilizar los puntos de corte 11.000 para los varones y 10.500 para las mujeres. Para las recomendaciones a nivel poblacional sobre los pasos relacionados con la salud en los adolescentes, el punto de corte de 10.000 pasos diarios parece ser el más apropiado.

The high complexity of planning Physical Education is due to the great quantity of factors that influence its process. Consequently, many doubts appear in the decision-making process of any formational stage of Physical Education teachers. There is a lack of theoretical-practical tools that help teachers to be their own constructors of their curriculum by helping them to design their own proposals, instead of using proposals made by others. The main purpose of this study was to provide Physical Education teachers a theoretical and practical framework, which will guide them in the decisional making process during planning, in order to include in their teaching all the influential factors that need to be taken into account. The three-axes model of planning is discussed as a guide for planning Physical Education, helping teachers through practical recommendations and proposing strategies in each axis in order to prepare an effective Physical Education planning. Resumen. La alta complejidad de la planificación de la Educación Física radica en la gran cantidad de factores que influyen en su proceso. Debido a ello, aparecen numerosas dudas en el proceso de toma de decisiones y en cualquier etapa de formación del docente de Educación Física. En determinados aspectos de la enseñanza como la planificación, existe una falta de herramientas teórico-prácticas que ayuden a los profesores a ser constructores de sus propios currículos, que les ayuden a diseñar sus propias propuestas curriculares y evitar así el uso descontextualizado de propuestas hechas por terceros. El principal propósito de este artículo es proporcionar a los profesores de Educación Física un marco teórico y práctico sobre el que basar y guiar sus decisiones de planificación cuando estén preparando sus currículos específicos, incluyendo así todos los factores influyentes que necesitan tener en cuenta en su enseñanza de la Educación Física. El modelo de tres ejes de la planificación es discutido como una guía para planificar la Educación Física, una ayuda de profesores a través de recomendaciones prácticas, y además propone estrategias en cada eje del modelo para preparar un plan efectivo de Educación Física.

El objetivo del presente estudio fue comparar la motivación autodeterminada hacia el ejercicio físico, autoconcepto físico, barreras hacia la actividad física e intención de ser físicamente activo entre adolescentes con y sin sobrepeso/obesidad. Una muestra de 333 escolares, de 13 a 16 años, participaron en esta investigación. Para la medición de las distintas variables se utilizaron instrumentos validados: Índice de masa corporal, Behavioral Regulation in Exercise Questionnaire, Physical Self Description Questionnaire, Autoinforme de Barreras para la Práctica de Ejercicio Físico e Intention to Be Physically Active Questionnaire. Los resultados mostraron diferencias estadísticamente significativas de acuerdo al índice de masa corporal (sobrepeso/obesidad) en todas las variables analizadas tanto en chicos como en chicas (p < 0,05), excepto en la intención de ser físicamente activo. La comprensión de los factores predictores o determinantes de la actividad física analizados, resulta relevante por ser estos potencialmente modificables. Por tanto, adaptar programas de intervención orientados a promocionar actividad física a las evidencias encontradas ayudaría a aumentar los índices de participación activa en escolares, especialmente en aquellos con sobrepeso u obesidad. Abstract: The aim of the present study was to compare self-determined motivation towards exercise, physical self-concept, barriers towards physical activity, and intention to be physically active among adolescents with and without overweight/obesity. A sample of 333 schoolchildren aged 13 to 16 years old participated in this research study. Validated instruments were used for the measurement of the variables included in the study: Body Mass Index, Behavioral Regulation in Exercise Questionnaire, Physical Self Description Questionnaire, Self-report of Barriers towards the Practice of Exercise, and Intention to Be Physically Active Questionnaire. The results showed statistically significant differences by body mass index (overweight/obesity) in all analyzed variables in both boys and girls (p < 0.05), except for the intention to be physically active. Understanding the analyzed predictive factors or determinants of physical activity is essential because they are potentially modifiable. Therefore, using the evidences found in our study to adapt physical activity promotion intervention programs would help increasing the rates of active participation in schoolchildren, especially those who are overweight or obese.

El objetivo principal del presente estudio fue examinar los niveles de extensibilidad isquiosural de los estudiantes durante un curso académico. Una muestra de 128 estudiantes de 1º de bachillerato de un centro de educación secundaria se evaluó mediante la prueba de classic sit-and-reach al comienzo, mediados y final del curso académico. Los resultados mostraron que el nivel de extensibilidad de isquiosural de los estudiantes disminuyó estadísticamente significativamente desde el comienzo (22,1 ± 8,5 cm) a mediados (19,9 ± 8,6 cm, d = -0,26) y final del año académico (18,6 ± 9,3 cm; d = -0,41) (p < 0,001), y desde mediados al final (d = -0.16) (p < 0,001). Los resultados de la prueba de McNemar indicaron que hubo una disminución estadísticamente significativa en la proporción de estudiantes con un nivel de extensibilidad isquiosural normal desde el comienzo al final del curso académico (p < 0,05). En conclusión, los estudiantes de educación secundaria perdieron niveles de extensibilidad isquiosural durante un curso académico. Como resultado de esta disminución, el número de estudiantes con acortamiento de los músculos isquiosurales aumentó un 10,9%. Los profesores de educación física deberían implementar programas de estiramiento para prevenir el acortamiento de extensibilidad isquiosural de los estudiantes.

The purpose of this study was to compare the effects of a physical education-based stretching programperformed during warm-up and cool-down periods on hamstring extensibility in schoolchildren aged 9-10 years. A sample of 73 schoolchildren, 36 boys and 37 girls, aged 9-10 years old from three classeswere clustered randomly assigned to a no-training group (n = 24), warm-up group (n = 25), or cool-down group (n = 24). During physical education classes, the students of the warm-up and cool-downgroups performed a four-minute stretching program twice a week for ten weeks during the warm-up andthe cool-down periods, respectively. Hamstring extensibility was estimated by the classic sit-and-reachtest at the beginning and at the end of the stretching intervention program. The results of the ANOVAshowed that both the warm-up and cool-down students had statistically significant higher values on thehamstring extensibility than the no-training students (p < 0.05). The warm-up and cool-down groupsdid not show statistically significant differences. Nevertheless, the cool-down students obtained aslightly higher magnitude effect when compared with the warm-up group (g = 0.67 and g = 0.56,respectively). In addition to the slight higher improvement during the cool-down, due to the negativeeffect of static stretching on performance as previously found in the literature, it seems that physicaleducation teachers should improve students ́ flexibility during the cool-down period of the sessions.

The purpose of this study was to compare the effects of a physical education-based stretching program performed during warm-up and cool-down periods on hamstring extensibility in schoolchildren aged 9-10 years. A sample of 73 schoolchildren, 36 boys and 37 girls, aged 9-10 years old from three classes were clustered randomly assigned to a no-training group (n = 24), warm-up group (n = 25), or cooldown group (n = 24). During physical education classes, the students of the warm-up and cool-down groups performed a four-minute stretching program twice a week for ten weeks during the warm-up and the cool-down periods, respectively. Hamstring extensibility was estimated by the classic sit-and-reach test at the beginning and at the end of the stretching intervention program. The results of the ANOVA showed that both the warm-up and cool-down students had statistically significant higher values on the hamstring extensibility than the no-training students (p < 0.05). The warm-up and cool-down groups did not show statistically significant differences. Nevertheless, the cool-down students obtained a slightly higher magnitude effect when compared with the warm-up group (g = 0.67 and g = 0.56, respectively). In addition to the slight higher improvement during the cool-down, due to the negative effect of static stretching on performance as previously found in the literature, it seems that physical education teachers should improve students´ flexibility during the cool-down period of the sessions.

La condición física es considerada un importante marcador relacionado con la salud en la infancia. Entre sus diferentes componentes, la resistencia cardiorrespiratoria ha sido la que constituye el principal exponente de salud. Sin embargo, su relación con otros componentes de la condición física aún no ha sido ampliamente estudiada entre los niños. El objetivo del presente estudio fue analizar la relación de presentar una alta (o baja) capacidad cardiorrespiratoria y el nivel de condición física relacionada con la salud en niños de 10-12 años. Una muestra de 72 escolares (niños, n = 37; niñas, n = 35) voluntarios de 10-12 años de edad participaron en el presente estudio. Los estudiantes fueron evaluados mediante la batería ALPHA basada en la evidencia durante dos clases de Educación Física. En la primera sesión se realizaron las medidas de composición corporal (peso, talla y pliegues cutáneos) y en la segunda las pruebas de dinamometría manual, salto de longitud y Course Navette. Los niños que presentaban una alta condición física cardiovascular (> percentil 50 en las marcas del test Course Navette) mostraron menores valores de IMC, pliegues cutáneos, porcentaje de grasa corporal, así como mayores valores de salto de longitud, Course Navette y consumo máximo de oxígeno estimado que los del grupo de baja condición física cardiovascular (< percentil 50 en las marcas del test Course Navette). Las pruebas incluidas en la batería de tests ALPHA basada en la evidencia parecen presentar una clara relación con la salud cardiovascular de los niños de 10-12 años.

En ocasiones, el profesorado tiene problemas para la implantación de las Reformas educativas al aula, normalmente por la interpretación de los cambios propuestos por la Administración en el área curricular correspondiente. Por ello, el objetivo fue analizar comparativamente, siguiendo a Viciana, Salinas y Cocca (2007), el contenido de los Reales Decretos de Enseñanzas Mínimas entre la Ley de Ordenación General del Sistema Educativo y la nueva Ley Orgánica de Educación en la etapa de Primaria, con el fin de esclarecer los cambios propuestos y ser aplicados al aula por el profesorado más fácilmente. Se utilizó el análisis de contenido de los textos como metodología de estudio, reduciendo los datos a categorías temáticas de manera inductiva y realizando un conteo de frecuencias de aparición de dichas categorías en ambos textos. Se indujeron cinco dimensiones con 42 categorías detallando el cambio en cada una de ellas. Los resultados mostraron que hay notables var iaciones en el contenido de dichos Reales Decretos, reflejando el cambio de los intereses sociales de una Ley a otra. Igualmente dedujimos hacia dónde deben encaminar su docencia los profesores de EF según la importancia otorgada en cada documento legislat ivo a las categorías definidas, haciéndoles reflexionar críticamente sobre estos cambios.

Este trabajo tiene por objeto analizar las diversas posturas jurídicas existentes acerca del nacimiento del derecho administrativo, integrando críticas a cada una de ellas y planteando una postura respecto de sus fundaciones en el derecho público romano. Por medio del estudio de los componentes de esta disciplina jurídica, se busca proponer una tesis centrada en las normas que regulan la administración pública en Roma, cuya influencia en los sistemas de derecho administrativo contemporáneo es usualmente ignorada en los puntos de partida y desarrollo de este derecho.

The ocean’s biological carbon pump plays a central role in regulating atmospheric CO2 levels. In particular, the depth at which sinking organic carbon is broken down and respired in the mesopelagic zone is critical, with deeper remineralisation resulting in greater carbon storage. Until recently, however, a balanced budget of the supply and consumption of organic carbon in the mesopelagic had not been constructed in any region of the ocean, and the processes controlling organic carbon turnover are still poorly understood. Large-scale data syntheses suggest that a wide range of factors can influence remineralisation depth including upper-ocean ecological interactions, and interior dissolved oxygen concentration and temperature. However these analyses do not provide a mechanistic understanding of remineralisation, which increases the challenge of appropriately modelling the mesopelagic carbon dynamics. In light of this, the UK Natural Environment Research Council has funded a programme with this mechanistic understanding as its aim, drawing targeted fieldwork right through to implementation of a new parameterisation for mesopelagic remineralisation within an IPCC class global biogeochemical model. The Controls over Ocean Mesopelagic Interior Carbon Storage (COMICS) programme will deliver new insights into the processes of carbon cycling in the mesopelagic zone and how these influence ocean carbon storage. Here we outline the programme’s rationale, its goals, planned fieldwork and modelling activities, with the aim of stimulating international collaboration.

El objetivo de esta investigación consistió en determinar las diferencias y similitudes entre universitarios mexicanos que practican un deporte de manera regular con los que no lo hacen, en cuanto a la percepción sobre su imagen corporal actual, ideal, social e inconformidad corporal. La muestra total fue de 661 hombres estudiantes universitarios de 18-33 años de edad; 372 de ellos practican algún deporte y participan regularmente en torneos o competencias deportivas. El abordaje adoptado en la investigación se enmarcó dentro de un enfoque cuantitativo con un diseño transversal de recogida de datos. Todos los participantes contestaron la Escala Informatizada para la Estimación del Contorno de la Figura (EIECF) adaptada e informatizada por Gastélum y Blanco (2006). Los resultados del análisis multivariante de la varianza, seguido por los análisis de varianza univariados, muestran que los universitarios que no participan de manera regular algún deporte son quienes eligen modelos más gruesos para su figura actual, ideal y social, además de mostrar mayor inconformidad corporal. Futuras investigaciones deberían replicar estos hallazgos en muestras más amplias. Abstract. The aim of this study was to determine differences and similarities in present, ideal, and social body image perception, as well as in body size dissatisfaction, between Mexican university students who practice a sport on a regular basis and those who do not practice any sport. A total sample of 661 male university students aged 18-33 years old participated in this study; 372 of them practiced a sport and participated regularly in sport competitions. A quantitative research approach with a transversal data collection design was used. All participants completed the Contour Drawing Rating Scale adapted and computerized by Gastélum and Blanco (2006). Results of the one-way multivariate analysis of variance, followed by the one-way univariate analyses of variance, showed that university students who do not regularly participate in sports display thicker models for their present, ideal and social figure. In addition, they demonstrate higher body size dissatisfaction. Further research should focus on confirming these outcomes with larger samples.

En el presente estudio fueron analizadas tres crónicas de periódicos nacionales, uno generalista y dos deportivos, de la final de Copa del Rey de fútbol de 2014, para comprobar si influían en la percepción de justicia de los lectores y si consecuentemente originaban una predisposición determinada a participar en actos de protesta. Participaron 462 estudiantes universitarios. Los resultados mostraron que las diferentes crónicas deportivas causaron diferencias en la percepción de justicia dependiendo del aficionado y de la crónica leída. Sin embargo, no se encontró una clara influencia sobre la predisposición a actos de protesta. Esto debe hacernos recapacitar sobre el impacto de la prensa sobre los lectores aficionados deportivos y tomar conciencia de la responsabilidad de todos los sectores en los comportamientos antisociales generados por el fútbol en nuestro país.

Energy conversion and distribution of heat and electricity is characterized by long planning horizons, investment periods and depreciation times, and it is thus difficult to plan and tell the technology that optimally fits for decades. Uncertainties include future energy prices, applicable subsidies, regulation, and even the evolution of market designs. To achieve higher adaptability to arbitrary transition paths, a technical concept based on integrated energy systems is envisioned and described. The problem of intermediate steps of evolution is tackled by introducing a novel paradigm in urban infrastructure design. It builds on standardization, modularization and economies of scale for underlying conversion units. Building on conceptual arguments for such a platform, it is then argued how actors like (among others) municipalities and district heating system operators can use this as a practical starting point for a manageable and smooth transition towards more environmental friendly supply technologies, and to commit to their own pace of transition (bearable investment/risk). Merits are not only supported by technical arguments but also by strategical and societal prospects like technology neutrality and availability of real options.

El objetivo del presente estudio fue analizar si las instrucciones (aproximación positiva o negativa a la educación) estaban determinadas por las características del entrenador de fútbol base (formación académica, titulación federativa, modelo de enseñanza-entrenamiento, estilo de liderazgo y estilo de dirección del equipo) en edades escolares. Se analizaron a 10 entrenadores andaluces en un partido de competición cada uno. A cada uno de los entrenadores se le grabó durante un partido de competición regional, que hace un total de 10 partidos y 932 minutos analizados. Los jóvenes futbolistas a quienes iban dirigidas dichas instrucciones tenían unas edades comprendidas entre los 15 y 18 años, y participaron un total de 125. Se usó el análisis de contenido como instrumento, categorizando dichas instrucciones y contrastando la frecuencia de instrucciones de carácter negativo o positivo hacia la educación con las características formativas de los entrenadores. Los resultados mostraron que sí existe influencia de dichas características sobre el tipo de instrucciones, siendo además acumulativas en su efecto. La formación del entrenador, el modelo de enseñanza táctico y el liderazgo democrático-permisivo, así como dirigir al grupo con autoridad son esenciales para educar a los jóvenes futbolistas en estas etapas de formación. Abstract. The aim of this study was to analyse if youth sport coaches’ instructions were influenced by their characteristics (i.e. general education, coaching certificación, model of teaching, leadership style, and team instruction style) when delivered to school-aged youth. We analysed one match of each of 10 Andalusian coaches. One soccer game was recorded for each coach in a regional competition, which was a total of 10 soccer games and 932 minutes analysed. The young soccer players were aged between 15 and 18 years. A content analysis was used for collecting data, through a thematic coding system to categorize the instructions during the matches. We compared the frequencies of negative and positive approaches to education of the coaches with their aforementioned characteristics. The results showed that there is an influence of these characteristics on the type of instructions, and that there is a cumulative effect. Coaching education, the tactical teaching model, a democratic-permissive leadership style, and leading the group with authority, are essential in educating youth soccer players duringthe school years.

OBJECTIVES:The main purpose of the present meta-analysis was to examine the criterion-related validity of the distance- and time-based walk/run tests for estimating cardiorespiratory fitness among apparently healthy children and adults. MATERIALS AND METHODS:Relevant studies were searched from seven electronic bibliographic databases up to August 2015 and through other sources. The Hunter-Schmidt's psychometric meta-analysis approach was conducted to estimate the population criterion-related validity of the following walk/run tests: 5,000 m, 3 miles, 2 miles, 3,000 m, 1.5 miles, 1 mile, 1,000 m, ½ mile, 600 m, 600 yd, ¼ mile, 15 min, 12 min, 9 min, and 6 min. RESULTS:From the 123 included studies, a total of 200 correlation values were analyzed. The overall results showed that the criterion-related validity of the walk/run tests for estimating maximum oxygen uptake ranged from low to moderate (rp = 0.42-0.79), with the 1.5 mile (rp = 0.79, 0.73-0.85) and 12 min walk/run tests (rp = 0.78, 0.72-0.83) having the higher criterion-related validity for distance- and time-based field tests, respectively. The present meta-analysis also showed that sex, age and maximum oxygen uptake level do not seem to affect the criterion-related validity of the walk/run tests. CONCLUSIONS:When the evaluation of an individual's maximum oxygen uptake attained during a laboratory test is not feasible, the 1.5 mile and 12 min walk/run tests represent useful alternatives for estimating cardiorespiratory fitness. As in the assessment with any physical fitness field test, evaluators must be aware that the performance score of the walk/run field tests is simply an estimation and not a direct measure of cardiorespiratory fitness.

Objectives. This study aims to analyse physical activity (PA) levels of high school and university students; to estimate their perception of built environment with regard to physical PA; and to assess the relation between PA and built environment. Methods. A sociological cross-sectional study with non-experimental design was applied. The International Physical Activity Questionnaire and the Built Environment Characteristics Questionnaire were filled in by a sample of 1.862 students from high schools and the university in Granada, Spain. Results. High school students were significantly more active than university students, the latter reaching insufficient levels of PA. Nevertheless, they consider Granada as a good context for carrying out outdoor exercise. No relations were found between PA levels and built environment. Conclusion. The discrepant outcomes for PA levels and perceived built environment suggest the need of interventions focused on making youth aware of the possibilities that an environment provides to them for exercising. Consequently, environment could have an impact on their health at the same time as youth learn to respect it.

The purpose of this study was to examine the influence of sex on the acute effect of static-passive one-session stretching on V sit-and-reach scores in university students. A sample of 76 college students aged 19-30 years were divided into a women group (n = 36) and men group (n = 40). During one session the students performed stretching exercises for the major body muscles using the static-passive technique. Hamstring and lower back muscles extensibility was estimated by the V-sit-and-reach test at the beginning and at the end of the stretching session. The results of the two-way ANOVA with the Bonferroni adjustment showed that females and males did not show a different response to the one-session stretching intervention (p > 0.05). However, both the women and men increased statistically their scores after performing the stretching session (p < 0.001). In conclusion, no differences have been found in the trainability of flexibility by sex. However, there are differences of flexibility by the sex of students, being the females, who obtained the highest marks in the V-sit-and-reach. All this knowledge could help coaches to design more effectives stretching programs.

Basados en el campo de energía del cuerpo, los inventores de Power Balance® han creado un holograma que teóricamente funciona a través de frecuencias que se encuentran en nuestro ambiente natural. Sus creadores aseguran que las personas podrían experimentar una mejora del equilibrio, fuerza, flexibilidad, resistencia, concentración, coordinación y tiempo de recuperación, entre otros. El propósito de la presente investigación será evaluar el efecto del holograma Power Balance® sobre el equilibrio, la flexibilidad, la fuerza y la velocidad-coordinación en estudiantes universitarios. Una muestra de 105 jóvenes voluntarios estudiantes universitarios de educación física (edad 20,91±3,36 años; masa 69,69±11,35 kg; talla 171,70±8,07 cm) fue utilizada. Un diseño experimental mixto con grupo control y a doble ciego fue usado para evaluar los posibles efectos del holograma Power Balance® sobre el equilibrio dinámico, la flexibilidad, la fuerza-resistencia abdominal y la velocidad-coordinación medidos con el Test de Equilibrio Dinámico, Sit and Reach, Abdominales en 30 s y Carrera de ida y vuelta 10 x 5 m, respectivamente. Una t de Student para muestras independientes y dependientes fue usada para evaluar los posibles efectos entre-grupo e intra-grupo, respectivamente. El holograma Power Balance® no produce efectos significativos sobre el equilibrio, la flexibilidad, la fuerza y la velocidad-coordinación en estudiantes universitarios. Palabra clave: Power Balance, Equilibrio Dinámico, Flexibilidad, Fuerza Resistencia, Velocidad-coordinación, Jóvenes. Abstract: Based on the body’s energy field, the inventors of Power Balance® have created a hologram that theoretically runs through frequencies that are in our natural environment. Its creators say that people may experience improve balance, strength, flexibility, endurance, concentration, coordination and recovery time, among others. The purpose of this research is to evaluate the effect of Power Balance® hologram on balance, flexibility, strength and speed-coordination in university students. A sample of 105 young volunteers’ physical education students (age 20.91 ± 3.36 years, mass 69.69 ± 11.35 kg, height 171.70 ± 8.07 cm) was used. A between-group experimental design with double-blind control group was used to evaluate the possible effects of the Power Balance ® on the dynamic balance, flexibility, abdominal strength, endurance and speed-coordination measured with the Dynamic Balance Test, Sit and Reach, Sit-ups in 30 seconds and Race 10 x 5 m, respectively. A t of Student for independent and dependent samples was used to assess the potential effects between-group and intra-group, respectively. Power Balance®’s hologram produces no significant effects on the balance, flexibility, strength and speed-coordination among university students. Key words: Power Balance, Dynamic Balance, Flexibility, Endurance Strength, Speed-coordination, Young.

Introducción: el aumento de la motivación hacia la Educación Física podría resultar un elemento esencial para propiciar un incremento en la condición física saludable de los escolares. La ausencia de estudios en población española hace necesario el desarrollo de esta línea de investigación. Objetivos: el objetivo del presente estudio fue examinar la asociación entre la motivación hacia la Educación Física y los niveles de condición física saludable en adolescentes de Educación Secundaria Obligatoria. Métodos: un total de 294 escolares (167 varones y 127 mujeres), de 13 a 16 años de edad cumplimentaron la versión española de la Escala de Locus Percibido de Causalidad en Educación Física y realizaron las pruebas de condición física saludable de la Batería ALPHA-Fitness de Alta Prioridad. Resultados: los resultados del estudio mostraron una asociación positiva entre tener una alta motivación hacia la Educación Física y presentar una mayor capacidad cardiorrespiratoria, tanto en niños como en niñas (p < 0,05). En cambio, no se encontró una asociación entre la motivación hacia la Educación Física y el sobrepeso o fuerza muscular. Conclusiones: existe una asociación positiva entre la motivación hacia la Educación Física y la capacidad cardiorrespiratoria. Por tanto, con el objetivo de que los alumnos presenten una capacidad cardiorrespiratoria saludable, los profesores de Educación Física deberían promover la motivación hacia la Educación Física.