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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.)

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.)

Introduction: Physical activity is a great remedy to prevent diseases, as well as to keep us healthy and improve our physical, mental, and social health. One of the many benefits of physical exercise is emotional regulation, which allows us to provide an adequate response to everyday situations in addition to controlling our own emotions. High-level athletes face multifactorial stressors that can affect their quality of life. Materials and Methods: We explored the relationship between quality of life and emotional regulation using questionnaires that measure self-reported quality of life and how they cope with stressful situations in 54 mountain athletes with a mean age of 21.88 (SD = 7.88). We also investigated gender differences and demographic location in this population, as they are subjected to very high moments of stress in competition, with the risk that this modality entails. Results: Rural areas have better physical and psychological health, with higher scores on quality of life and adaptation dimensions. Women have a worse quality of life, specifically in psychological health, with worse coping mechanisms. Conclusions: It is important to design strategies that improve these mechanisms, specifically in urban areas and the female sex, to improve their emotional regulation and quality of life. [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.)

Inclusive education for disabled people is becoming increasingly important globally. Improving the factors that support the inclusion of people with disabilities in education is one of the main objectives. In addition to teachers, another major factor is how the attitudes of students without disabilities affect those with disabilities, which should be considered in maintaining an inclusive classroom climate. The aim of the study was to analyse the attitudes of non-disabled students towards the inclusion disabled students in Physical Education (PE) and to investigate differences according to gender and school location. A total of 805 girls and boys participating in PE in public secondary schools (12–18 years old) in Extremadura were analysed through the AISDPE (Attitudes towards the Inclusion of Students with Disabilities in PE) questionnaire. The results show students without disabilities have positive attitudes towards the inclusion of students with disabilities. The majority were female. No significant differences were found regarding the location of the school. There are positive attitudes towards the inclusion of students with disabilities in the PE classroom, but these could be improved, especially in aspects more related to cognitive factors. For this, it is necessary for teachers to provide their students with the necessary tools and knowledge to better understand the possibilities and difficulties presented to students with disabilities, thus promoting a more inclusive classroom. [ABSTRACT FROM AUTHOR]