High School Physical Education Teachers' Perceptions of Blended Learning One Year after the Onset of the COVID-19 Pandemic.

The COVID-19 pandemic has altered the educational landscape worldwide. One year after the disease outbreak, blended learning, which combines distance and face-to-face learning, became an alternative to fully online learning to address the demands of ensuring students' health and education. Physical education teachers faced an additional challenge, given the experiential nature of their subject, but research on teachers' perspectives is scarce. This study aims to explore high school physical education teachers' perceptions of the potential, advantages, and disadvantages of the blended learning model of instruction. An online survey was used to register the views of 174 Spanish high school physical education teachers (120 men and 54 women). The main findings revealed that physical education teachers considered that blended learning, compared with full face-to-face learning, implied a work overload, worsened social relationships, and did not help to increase students' motivation. Likewise, most teachers considered the physical activity performed by students during the blended learning period as being lower than usual. Furthermore, teachers reported that the students from lower-income families were the ones that experienced a lack of technological means the most. These results may guide both present and future policies and procedures for blended physical education. More research is needed to analyze the usefulness of blended learning in high school physical education.

A comparison of the utility of different step-indices to translate the physical activity recommendation in adolescents.

Previous studies translating the daily moderate-to-vigorous physical activity (MVPA) recommendation of total steps/day among adolescents are inconsistent, and those with cadence-based steps are scarce. The main purpose was to compare the accuracy of different daily steps index-based cut-points related to the daily 60 minutes of MVPA recommendation measured by a waist-worn accelerometer for adolescents. Following a cross-sectional design, 428 Spanish adolescents (final sample 351, 50.4% males), aged 13-16 years old, wore an ActiGraph GT3X/+ accelerometer (reference standard = MVPA; index tests = total steps/day, average steps/min and peak 1-min cadence) on the right hip for eight consecutive days. 32.5% of the adolescents met the daily MVPA recommendation. The multiple ROC curve comparisons showed that the accuracy of the daily total step-based recommendation (AUC = 0.97) was statistically higher than for those with the steps/min (AUC = 0.90) and peak 1-min cadence (AUC = 0.58) (p < 0.001). The 10,000-step-per-day cut-point (k= 0.59-0.83) showed highest accuracy values than the 12,000 steps/day (k= 0.20-0.32). Daily total step-based recommendations are more accurate than those with steps/min and peak 1-min cadence for classifying adolescents as being physically active or inactive. A 10,000-step-per-day target is simple and accurate for both male and female adolescents.

Implementation of physical education policies in elementary and middle schools in Mexico.

School-based physical education (PE) is part of a whole-of-school approach to promote physical activity and its benefits for health. However, there are important gaps between the design and implementation of PE policies. This study aimed to describe the implementation fidelity and feasibility of school-based PE policies in Mexico. Data on implementation fidelity and feasibility was collected using semi-structured interviews (n = 17) and focus groups (n = 11) with high- (n = 7) and local-level (n = 122) stakeholders. We conducted a qualitative and triangulation content analysis. Feedback sessions were carried out with some participants. Barriers for implementation fidelity and feasibility of PE policies included inconsistencies in the time allocated to PE across schools and regions in the country; inconsistencies between teachers' planning of PE classes and the actual class; a wide diversity of professional profiles among PE teachers; a limited number of PE professors, materials and facilities. To address these situations, some PE teachers were able to modify lesson plans and to design PE materials made from recycled materials. In conclusion, the current way in which school-based PE policies are being implemented in Mexico hinder PE from playing a major role in promoting physical activity among children and adolescents.

Expressive movement and creative dance practice in the times of quarantine: the #vidlop movement / Prática de expressão corporal em tempos de quarentena: o movimento #vidlop / Práctica de expresión corporal en tiempos de cuarentena: el movimiento #vidlop

The situation created by the novel coronavirus disease has affected education worldwide, resulting in the urgent need for programs that promote physical activity at home and responsible use of internet-connected devices. This work provides a didactic proposal to perform Expressive Movement & Creative Dance (EMCD) at home adaptable to distinct educational levels and useful as a valuable online or face-to-face education experience even when the coronavirus crisis ends. The proposal is based on the Laban Movement Analysis, the Theatre of the Oppressed, and Lipdub. It seeks to develop students' own artistic body language, emotional intelligence, healthy physical activity and social awareness. Furthermore, it intends to promote the creation of a new social movement (#VIDLOP) using art and popular media as empowering and democratic channels for building a better world. In conclusion, this may be a promising proposal to develop the EMCD and human awareness in challenging scenarios and distinct educational settings.

A situação causada pela nova doença do coronavírus afetou a educação em todo o mundo, sendo urgente a aplicação de programas que promovam a atividade física em casa e o uso responsável de dispositivos conectados à internet. O presente trabalho apresenta uma proposta didática de Expressão Corporal (EC) para a sua prática desde casa, adaptável a diferentes níveis educacionais, e útil também como uma valiosa experiência educacional on-line ou presencial mesmo quando a crise do coronavírus acabe. Esta proposta baseia-se na Análise Laban de Movimento, no Teatro do Oprimido e no Lipdub. Procura desenvolver a linguagem corporal artística própria, a inteligência emocional, comportamentos saudáveis de atividade física e a consciência social dos alunos; e promover a criação de um novo movimento social (#VIDLOP), usando a arte e a mídia popular como canais democráticos e de poder para construir um mundo melhor. Em conclusão, esta pode ser uma proposta promissora para o desenvolvimento da EC e da consciência humana em cenários desafiadores e em diferentes ambientes educacionais.

La situación provocada por la nueva enfermedad del coronavirus ha afectado a la educación en todo el mundo, por lo que es urgente la aplicación de programas que promuevan la actividad física en el hogar y el uso responsable de dispositivos conectados a internet. El presente trabajo presenta una propuesta didáctica de Expresión Corporal (EC) para practicar desde casa, adaptable a diferentes niveles educativos, y útil también como una valiosa experiencia educativa online o presencial, incluso cuando la crisis del coronavirus acabe. Esta propuesta se basa en el Análisis del Movimiento de Laban, en el Teatro del Oprimido y en el Lipdub. Busca desarrollar el lenguaje corporal artístico propio, la inteligencia emocional, comportamientos saludables de actividad física y la conciencia social de los alumnos, además de promover la creación de un nuevo movimiento social (#VIDLOP), utilizando arte y medios de comunicación populares como canales democráticos y de poder para construir un mundo mejor. En conclusión, esta puede ser una propuesta prometedora para el desarrollo de la EC y la conciencia humana en escenarios desafiantes y en diferentes entornos educativos.

Sedentariness and Physical Activity during School Recess Are Associated with VO2Peak.

Recess time (RT) is a main component of school-based activities, and could contribute up to 40% of the physical activity (PA) recommended in the health guidelines. The main goal was to analyze the association between accelerometer-measured PA and sedentary time during RT with cardiorespiratory fitness (CRF). A total of 146 children and adolescents, aged 8-19 years, were recruited from six schools. PA levels were measured with GT3X accelerometers over 7 days. CRF was measured using a portable breath-by-breath gas analyzer. A general linear model (GML) was conducted to analyze the association between PA intensities and CRF during RT. Additionally, a logistic binary regression was used to evaluate the risk of unhealthy CRF among different categories of PA and sedentary time. Participants classified as healthy showed higher PA levels during RT than those classed as unhealthy. GML analysis showed that sedentary time during RT was significantly associated with VO2Peak. Finally, individuals who were sedentary for more than 15 min during RT presented 97.7% lower odds of having unhealthy CRF (adjusted Odds Ratio = 0.023, 95% CI -0.002 to 0.263). Our data suggest an association between recess sedentary time and unhealthy CRF. Thus, school-aged children and adolescents must be empowered to perform PA during RT to prevent the deleterious effects of sedentary time on CRF.

Daily Step-Based Recommendations Related to Moderate-to-Vigorous Physical Activity and Sedentary Behavior in Adolescents.

Among adolescents empirical studies examining the total daily steps translation of the moderate-to-vigorous physical activity recommendation are scarce and inconsistent, and there are no previous studies with cadence-based steps and related to sedentary behavior. The main objective of the present study was to establish and compare the accuracy of daily step-based recommendations related to the moderate-to-vigorous physical activity and sedentary behavior thresholds in adolescents. The present study followed a cross-sectional design. A total of 126 adolescents (56 girls) aged 12-15 years old were assessed by ActiGraph GT3X accelerometers for eight consecutive days (moderate-to-vigorous physical activity, sedentary behavior, and steps) and the multistage 20-meter shuttle run test (cardiorespiratory fitness). ROC curve analyses showed that total daily steps (AUC = 0.94, 0.89-0.99; Threshold ≥ 11,111 steps/ day; P = 0.93; k = 0.67; p < 0.001) was a more appropriate indicator than cadence-based daily steps for distinguishing between physically active and inactive adolescents. Daily step-based thresholds represent a promising way to translate a total daily sedentary behavior threshold (e.g., total daily steps, AUC = 0.87, 0.81-0.93; Sensitivity = 0.87; Specificity = 0.70). Adolescents who met a favorable combination of step-based recommendations related to both physical activity and sedentary behavior thresholds had a higher probability of having a healthy cardiorespiratory fitness profile than those who did not meet either of them (e.g., risk ratio = 5.05, 1.69-15.08) or only the one related to physical activity (e.g., risk ratio = 4.09, 1.36-12.29). These findings may help policy-makers to provide accurate daily step-based recommendations that would simplify the physical activity and sedentary behavior thresholds for adolescents.

Análisis bibliométrico de términos en inglés sobre expresión corporal: resultados en web of science™ desde 1900 hasta 2018 / Bibliometric analysis of english terms about expressive movement and creative dance: web of science™ results from 1900 to 2018 / Análise bibliométrica de termos em inglês sobre expressão corporal: resultados em web of science™ desde 1900 até 2018

La confusión terminológica que rodea a la Expresión Corporal, no estando claro qué palabras en inglés le corresponden, limita la difusión y avance científico de la disciplina. Este artículo pretende analizar los términos más utilizados en inglés para referirse a ella. Para determinarlos, se realizó una revisión bibliográfica en cinco bases de datos, seguida de una búsqueda en la base de datos Web of ScienceTM desde 1900 hasta 2018 con los diez términos seleccionados. Los resultados mostraron un crecimiento exponencial en la mayoría de términos. Predomina el inglés como idioma y el área de "Psicología". Aunque no parece existir consenso en la denominación en inglés de esta disciplina, el término más utilizado en español, portugués y francés, Corporal Expression, no se corresponde con el significado en inglés. Los términos más relacionados y recomendados a utilizar en traducciones y búsquedas son Creative Movement, Creative Dance, Expressive Movement y Physical Theatre

A confusão terminológica em torno da Expressão Corporal, não deixando claro quais palavras em inglês correspondem a ela, limita a difusão e o avanço científico da disciplina. Este artigo tem como objetivo analisar os termos mais utilizados em inglês para se referir a ela. Para determiná-los, foi realizada uma revisão da literatura em cinco bases de dados, seguida de uma pesquisa no banco de dados Web of ScienceTM desde 1900 até 2018 com os dez termos selecionados. Os resultados mostraram um crescimento exponencial na maioria dos termos. O inglês predomina como língua e, como área, a Psicologia. Embora não pareça haver um consenso na denominação inglesa dessa disciplina, o termo mais utilizado em espanhol, português e francês, Corporal Expression, não se encaixa com o significado em inglês. Os termos mais relacionados e recomendados para usar em traduções e pesquisas são Creative Movement, Creative Dance, Expressive Movement e Physical Theatre

The terminological confusion surrounding the Expressive Movement and Creative Dance, with no English words clearly corresponding to it, restricts the dissemination and scientific progress of the discipline. This article examines the English terms most frequently used for it. To determine them, a literature review was conducted on five databases, followed by a search on Web of ScienceTM­ a database covering from 1900 to 2018, using the ten selected terms. Results showed exponential growth in most terms. English prevails as the main language and 'Psychology' as the main the area. Although there seems to be no consensus about the English term for the discipline, the most frequently choices in Spanish, Portuguese and French ­ literally, Corporal Expression ­ does not correspond to the English meaning. The most related and recommended terms to be used in translations and searches are Creative Movement, Creative Dance, Expressive Movement and Physical Theatre

Longitudinal validity of abdominal adiposity assessment by regional bioelectrical impedance.

The main goal of this study was to analyze the longitudinal agreement between changes in trunk and abdominal adiposity variables assessed by DXA and portable bioimpedance device (ViScan). A total of 44 women, enrolled in a 4-month exercise intervention, were included in this analysis. Trunk/abdominal compartments were assessed by ViScan and DXA. Adjusted correlations for age and FM at first assessment (pre) were utilized to perform concurrent validation among methods and completed with an agreement analysis. We observed significant differences between the changes detected by DXA and ViScan for %TFM (difference = -1.41%; p < 0.05), and proportional bias (Kendall's Tau = 0.53; p < 0.0001). Changes in abdominal adiposity were similar (difference = -0.1037 z-score units, p = 0.53), although there was proportional bias (Kendall's Tau = -0.24, p < 0.022). ViScan has a limited capability to evaluated changes in trunk and abdominal adiposity, at least for clinical purposes in adult women.

Cut-off values for classifying active children and adolescentes using the Physical Activity Questionnaire: PAQ-C and PAQ-ACut-off values for classifying active children and adolescents using the Physical Activity Questionnaire: PAQ-C and PAQ-A.

INTRODUCTION: The Physical Activity Questionnaire for children and adolescents (PAQ-C & PAQ-A) has been widely used in research and field settings. However, there is a lack of information about its final score meaning. OBJECTIVE: To determine PAQ-C and PAQ-A score cut-off values using physical activity (PA) thresholds objectively measured as reference criteria. METHODS: 146 children (n = 83 boys, n = 63 girls) and 234 adolescents (n = 115 boys, n = 119 girls) participated in this study. Accelerometers (Actigraph GT3X) were used to assess objectively PA during one-week, afterwards PAQ was filled by the participants. As participants met or not the international PA recommendations for total, moderate-vigorous (MVPA) or light PA, three categorical variables of two levels were created. ROC curves procedure were carried out to obtain score cut-off points for identifying the positive category recommendation. RESULTS: ROC curves analysis estimated 2.75 and 2.73 score cut-off points to discriminate > 60 minutes of MVPA for PAQ-A and PAQ-C respectively (PAQ-A AUC = 0.68, p < 0.001 and PAQ-C; AUC = 0.55, p > 0.05). Also 60 minutes of MVPA was achieved with a total volume of 10,664 steps/day in children and 9,701 steps/day in adolescents. CONCLUSIONS: Our results suggest that PAQ-A can be a useful tool to classify adolescents as active or inactive following international recommendations as criteria. However, we could not find a significant cut-off for PAQ-C score.

Cut-off values for classifying active children and adolescentes using the Physical Activity Questionnaire: PAQ-C and PAQ-A / Valores de corte para clasificar niños y adolescentes activos utilizando el Cuestionario de Actividad Física: PAQ-C y PAQ-A

Introduction: The Physical Activity Questionnaire for children and adolescents (PAQ-C & PAQ-A) has been widely used in research and fi eld settings. However, there is a lack of information about its fi nal score meaning. Objective: To determine PAQ-C and PAQ-A score cut-off values using physical activity (PA) thresholds objectively measured as reference criteria. Methods: 146 children (n = 83 boys, n = 63 girls) and 234 adolescents (n = 115 boys, n = 119 girls) participated in this study. Accelerometers (Actigraph GT3X) were used to assess objectively PA during one-week, afterwards PAQ was fi lled by the participants. As participants met or not the international PA recommendations for total, moderate-vigorous (MVPA) or light PA, three categorical variables of two levels were created. ROC curves procedure were carried out to obtain score cut-off points for identifying the positive category recommendation. Results: ROC curves analysis estimated 2.75 and 2.73 score cut-off points to discriminate > 60 minutes of MVPA for PAQ-A and PAQ-C respectively (PAQ-A AUC = 0.68, p < 0.001 and PAQ-C; AUC = 0.55, p > 0.05). Also 60 minutes of MVPA was achieved with a total volume of 10,664 steps/day in children and 9,701 steps/day in adolescents. Conclusions: Our results suggest that PAQ-A can be a useful tool to classify adolescents as active or inactive following international recommendations as criteria. However, we could not fi nd a signifi cant cut-off for PAQ-C score (AU)

Introducción: el Cuestionario de Actividad Física para Niños y Adolescentes (PAQ-C y PAQ-A) ha sido ampliamente utilizado en entornos de investigación y en el trabajo de campo. Sin embargo, existe una falta de información sobre el significado de su puntuación final. Objetivo: determinar los valores de corte del PAQ-C y el PAQ-A y el número de pasos diarios asociados utilizando una medida objetiva de actividad física como criterio de referencia. Metodología: 146 niños (n = 83 niños, n = 63 niñas) y 234 adolescentes (n = 115 niños, n = 119 niñas) participaron en el estudio. Se utilizó acelerometría triaxial (Actigraph GT3X) durante 7 días y los participantes completaron el PAQ-C y/o PAQ-A al entregar el acelerómetro. En base a las recomendaciones internacionales de AF se crearon tres criterios relativos a si los participantes cumplían o no con las mismas (AFMV > 60 min/día, AF vigorosa > 30 min/día, y AF total > 116 min/día; respectivamente). El análisis de las curvas ROC fue utilizado para identificar los valores de corte. Resultados: el análisis de las curvas ROC estimó un valor de 2,75 y 2,73 para discriminar > 60 minutos de actividad física moderada-vigorosa para el PAQ-A y el PAQ-C, respectivamente (PAQ-A AUC = 0,68, p < 0,001 y PAQ-C; AUC = 0,55, p > 0,05). Dicha intensidad se logró con un volumen total de 10.664 pasos/día en niños y 9.701 pasos/día en adolescentes. Conclusiones: nuestros resultados sugieren que el PAQ-A puede ser una herramienta útil para clasificar a los adolescentes activos siguiendo las recomendaciones internacionales de actividad física como criterio. Sin embargo, no pudimos encontrar un punto de corte significativo para el PAQ-C (AU)

Reliability and Validity of the PAQ-C Questionnaire to Assess Physical Activity in Children.

BACKGROUND: Physical activity (PA) assessment by questionnaire is a cornerstone in the field of sport epidemiology studies. The Physical Activity Questionnaire for Children (PAQ-C) has been used widely to assess PA in healthy school populations. The aim of this study was to evaluate the reliability and validity of the PAQ-C questionnaire in Spanish children using triaxial accelerometry as criterion. METHODS: Eighty-three (N = 46 boys, N = 37 girls) healthy children (age 10.98 ± 1.17 years, body mass index 19.48 ± 3.51 kg/m(2) ) were volunteers and completed the PAQ-C twice and wore an accelerometer for 8 consecutive days. Reliability was analyzed by the intraclass correlation coefficient (ICC) and the internal consistency by the Cronbach's α coefficient. The PAQ-C was compared against total PA and moderate to vigorous PA (MVPA) obtained by accelerometry. RESULTS: Test-retest reliability showed an ICC = 0.96 for the final score of PAQ-C. Small differences between first and second questionnaire administration were detected. Few and low correlations (rho = 0.228-0.278, all ps < .05) were observed between PAQ-C and accelerometry. The highest correlation was observed for item 9 (rho = 0.311, p < .01). CONCLUSIONS: PAQ-C had a high reliability but a questionable validity for assessing total PA and MVPA in Spanish children. Therefore, PA measurement in children should not be limited only to self-report measurements.

Actividad física y acelerometría; orientaciones metodológicas, recomendaciones y patrones / Physical activity and accelerometer; methodological trainin, recommendations and movemet paterns in school

Introducción: En los últimos años, ha cobrado especial importancia el empleo de acelerómetros para valorar la actividad física de niños y jóvenes. La metodología utilizada en el uso de la acelerometría determina los resultados obtenidos y condiciona la posibilidad de comparar diferentes estudios. Objetivo: El objetivo de esta revisión, se centra en aspectos metodológicos relacionados con la evaluación de la actividad física en escolares utilizando la acelerometría. Metodología: Se realizó una revisión de la literatura de los artículos incluidos en las bases de datos Medline/ Pubmed y Scielo que utilizaran acelerómetros con participantes en edad escolar entre Enero de 2002 y Agosto de 2013, seleccionándose 133 artículos científicos. Resultados: Parece existir un cierto consenso respecto a la elección del lugar de colocación, el tiempo de registro y el empleo de epochs cada vez más reducidos; sin embargo, se encuentra una gran variabilidad respecto al modelo de acelerómetro empleado y los puntos de corte seleccionados. Discusión y Conclusiones: Los diferentes criterios empleados, dificultan la comparación en la metodología empleada entre estudios a pesar de que existan ciertos puntos en común entre ellos (AU)

Introduction: Over the last years, the use of accelerometers has become relevant to quantify physical activity among youth. Methods used with accelerometers might modify the results and the possibility to compare different papers. These devices have been proved to be effective and valid quantifying long periods of physical activity compared to other methods. Objective: To show methodological criteria regarding physical activity assessed by accelerometry with schoolars. Methodology: It was conducted a review of the literature related to accelerometers and scholar-aged subjects at PubMed from January 2002 to August 2013, selecting 133 papers. Results: As far as it is shown, it appears to be some tendencies related to the choice of attachment of the device, wearing time and a shorter epoch-length; however, it has been found a wide variability regarding the model of accelerometer and cutoff points used. Discussion and Conclusions: The different criterion used makes it difficult to compare methodological aspects among studies in spite of some papers carried out similar methods (AU)

Análisis fraccionado de la actividad física desarrollada en escolares / Fractional analysisi of physical activity in school children / Análise fraccionada da educação física realizada por estudantes

Se ha destacado la importancia de la actividad física (AF) con escolares. Los estudios indican que hay que realizar al menos 60 minutos de actividad física a intensidad desde moderada a vigorosa (AFMV) para garantizar la salud. El presente estudio transversal pretende, por un lado, conocer los niveles generales de AF de la población escolar y el grado de cumplimiento de las recomendaciones de salud; y, por otro lado, estudiar de manera fraccionada la AF en diferentes actividades durante la semana, para determinar su contribución a la AFMV a nivel diario (min/día), como el por hora (min/hora). Se seleccionaron 136 escolares españoles entre 8 y 19 años, empleándose acelerómetros GT3X para evaluar su nivel de actividad física durante una semana. En general, se observó un nivel bajo de AFMV (51,7 min/día) y cumplimiento de las recomendaciones (34,6%). A pesar de ello, aparecieron actividades escolares de corta duración, que proporcionaron una contribución elevada de AFMV/hora, fundamentalmente en Primaria respecto a Secundaria (9.66 vs. 5.75 min AFMV /hora; p < .001 para la educación física y 10.75 vs. 4.65 min AFMV/hora; p < .001 durante el Recreo). Estos resultados podrían ser relevantes para futuros estudios de intervención, así como para el establecimiento de estrategias y políticas de promoción de la AF en la población escolar

Several papers have focused on the importance of physical activity (PA) with school-aged subjects. These papers underline the importance of accruing 60-minutes of moderate to vigorous intensity physical activity (MVPA) to ensure a proper health status. The objectives of this paper are two: to describe general patterns of PA levels among school-aged subjects and the prevalence of meeting PA guidelines; and, secondly, to fractionally analyze the contribution of different activities performed during the week to daily MVPA (min/day), such as the MVPA per hour (min/hour). A hundred and thirty-six Spanish students aged 8 to 19 years were selected; they wore a GT3X accelerometer in order to measure their weekly PA. Most children displayed a low level of PA (51.7 min/day), and low compliance with PA health guidelines (34.6%). Despite these low levels, short duration schoolbased activities were found to provide a great amount of MVPA per hour, especially among Primary school subjects compared to Secondary (9.66 vs. 5.75 min MVPA /hour; p < .001 for physical education classes and 10.75 vs. 4.65 min MVPA /hour; p < .001 during recess). This fact could be essential for future intervention studies, and to establish strategies and PA promotion policies for school-aged subjects

em sido destacada a importância da actividade física em crianças. Os estudos indicam que se devem realizar pelo menos 60 minutos de ac-tividade física de intensidade modera da ou vigorosa (AFMV) para se obterem benefícios para a saúde. O presente estudo transversal pretende, por umlado, conhecer os níveis gerais de AF da população escolar e o grau de cumprimento das recomendações de saúde; e, por outro lado, estudar de maneirafraccionada a AF em diferentes actividades durante a semana, para determinar a sua contribuição para a AFMV a nível diário (min/dia), como por hora(min/hora). Foram selecionados 136 estudantes espanhóis com idades compreendidas entre os 8 e os 19 anos, utilizando-se acelerómetros GT3X paraavaliar o seu nível de actividade física durante uma semana. Em geral, verificou-se um nível baixo de AFMV (51.7 min/dia) e de cumprimento das re-comendações (34.6%). Apesar destes resultados, verificaram-se actividades escolares de curta duração, que proporcionaram uma contribuição elevadade AFMV/hora, fundamentalmente no Ensino Primário comparativamente com o Secundário (9.66 vs. 5.75 min AFMV /hora; p< .001 para a educaçãofísica e 10.75 vs. 4.65 min AFMV/hora; p< .001 durante o Intervalo). Estes resultados podem ser relevantes para futuros estudos de intervenção, assimcomo para o delineamento de estratégias e políticas de promoção de AF na população escolar

Niveles de actividad física y acelerometría: Recomendaciones y patrones de movimiento en escolares / Physical Activity Levels and accelerometry: Recommendations and patterns in school-aged subjects / Níveis de actividade física e acelerometria: recomendações e padrões de movimento em estudantes

El objetivo de esta revisión es identificar los niveles de actividad física por medio de acelerómetro en alumnos de edad escolar y analizar el cumplimiento de las recomendaciones de actividad física. Se realizó una revisión de la literatura de los artículos incluidos en las bases de datos Medline/Pubmed y Scielo que utilizaran acelerómetros con participantes en edad escolar, entre enero de 2004 y mayo de 2013, seleccionándose 98 artículos científicos. Se muestran valores de referencia en diferentes etapas educativas, posibilidades de actividad física que ofrece el contexto escolar, así como programas de intervención, donde en términos generales se observa un bajo nivel de actividad física. A su vez, se observa un escaso cumplimiento del mínimo nivel de actividad física recomendada como saludable. En conclusión, esta revisión contribuye a orientar las futuras investigaciones en este campo, fundamentalmente destinadas a llevar a cabo programas de intervención (AU)

During school and high school stages, are proposed as beneficial aspects the ones related to the settlement and promotion of sports-habits and an increase of health and fitness through physical activity. In order to quantify that physical activity, the use of accelerometers has become important, due to several advantages related to other methods. By this manner, the purpose of this review has been focused on identify physical activity levels among scholars and analyze physical activity guidelines proposed. It was conducted a review of the literature related to accelerometers and scholar-aged subjects at PubMed from January 2004 to May 2013, selecting 98 papers, from those 19 show percentage of physical activity levels. In the assessment of physical activity with scholars, (across different school stages, school environment possibilities and intervention protocols), a low-level of physical activity has been highlighted, with poor level of subjects meeting recommendations proposed (AU)

O objectivo desta revisão é identificar os níveis de actividade fí-sica através da acelerometria em alunos em idade escolar e analisar o cumprimento das recomendações de actividade física. Foi realizada uma revisão de literatura dos artigos incluídos nas bases de dados Medline/Pubmed e Scielo que utilizaram acelerómetros com participantes em idade escolar, entre Janeiro e Maio de 2013, seleccionando-se 98 artigos científicos. Apresentam-sevalores de referência em diferentes etapas educativas, possibilidades de actividade física que oferece o contexto escolar, assim como programas de intervenção, onde em termos gerais se observa um baixo nível de actividade física. De igual modo, observa-se um escasso cumprimento do nível mínimo de actividade física recomendada como saudável. Em suma, esta revisão contribui para a orientação de futuras investigações neste âmbito, fundamentalmente destinadas à implementação de programas de intervenção (AU)

Examining the relationship between sex and motivation in triathletes.

The present paper assesses the relationship between sex and motivation in triathletes utilising a multidimensional measurement of motivation in sports. Data were collected from 138 triathlon participants (age range 17-72 years): 95 men (M = 36.7 yr., SD = 10.7) and 43 women (M = 34.6 yr., SD = 9.9). Measures included the Sport Motivation Scale, a multi-dimensional measure to assess different types of athletes' motivations for practising their sport. Results showed a significant sex difference in amotivation, with women displaying lower scores; but amotivation scores were very low. The results were not dependent on competition level or age. Men and women competing at the international level in triathlon have similar motivational profiles.

[Physical activity and accelerometer; methodological training, recommendations and movement patterns in school]. / Actividad física y acelerometría; orientaciones metodológicas, recomendaciones y patrones.

INTRODUCTION: Over the last years, the use of accelerometers has become relevant to quantify physical activity among youth. Methods used with accelerometers might modify the results and the possibility to compare different papers. These devices have been proved to be effective and valid quantifying long periods of physical activity compared to other methods. OBJECTIVE: To show methodological criteria regarding physical activity assessed by accelerometry with schoolars. METHODOLOGY: It was conducted a review of the literature related to accelerometers and scholar-aged subjects at PubMed from January 2002 to August 2013, selecting 133 papers. RESULTS: As far as it is shown, it appears to be some tendencies related to the choice of attachment of the device, wearing time and a shorter epoch-length; however, it has been found a wide variability regarding the model of accelerometer and cutoff points used. DISCUSSION AND CONCLUSIONS: The different criterion used makes it difficult to compare methodological aspects among studies in spite of some papers carried out similar methods.

Introducción: En los últimos años, ha cobrado especial importancia el empleo de acelerómetros para valorar la actividad física de niños y jóvenes. La metodología utilizada en el uso de la acelerometría determina los resultados obtenidos y condiciona la posibilidad de comparar diferentes estudios. Objetivo: El objetivo de esta revisión, se centra en aspectos metodológicos relacionados con la evaluación de la actividad física en escolares utilizando la acelerometría. Metodología: Se realizó una revisión de la literatura de los artículos incluidos en las bases de datos Medline/ Pubmed y Scielo que utilizaran acelerómetros con participantes en edad escolar entre Enero de 2002 y Agosto de 2013, seleccionándose 133 artículos científicos. Resultados: Parece existir un cierto consenso respecto a la elección del lugar de colocación, el tiempo de registro y el empleo de epochs cada vez más reducidos; sin embargo, se encuentra una gran variabilidad respecto al modelo de acelerómetro empleado y los puntos de corte seleccionados. Discusión y Conclusiones: Los diferentes criterios empleados, dificultan la comparación en la metodología empleada entre estudios a pesar de que existan ciertos puntos en común entre ellos.