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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.