Inteligencia emocional y resiliencia en universitarios: Influencia de la cultura, del género y del deporte competitivo / Inteligência emocional e resiliência em universitários: Influência da cultura, gênero e de desporto competitivo / Emotional intelligence and resilience in university students: Influence of culture, gender, and competitive sport

La Inteligencia Emocional (IE) permite identificar y manejar las propias emociones y reconocer las de los demás impactando en la satisfacción vital y bienestar psicológico; a su vez, la resiliencia permite superar adversidades, siendo procesos importantes en el ámbito universitario. Los objetivos de esta investigación consistieron en describir la IE en sus factores atención, claridad, reparación emocional, y resiliencia en estudiantes universitarios y compararlas en función del país (México y España), género y práctica deportiva con fines competitivos. Participaron 423 estudiantes universitarios (M = 22.83; DT = 4.71; 49% mexicanos, 51% españoles; 66.5% mujeres, 32.3% hombres, 1.2% no binarios; 17.5% practican deporte con fines competitivos). A través de un diseño descriptivo, comparativo transversal no probabilístico y transcultural, se completaron los cuestionarios de Escala Rasgo de Metaconocimiento Emocional (TMMS-24) y Escala de Resiliencia Connor-Davidson (CD-RISC). Los hallazgos principales de la prueba t-Student fueron diferencias significativas en: 1) reparación emocional, donde los universitarios de México presentan medias mayores (t = 2.23); 2) atención emocional, reparación emocional y resiliencia en función del género (t = 2.57, -3.46, -4.42); y 3) reparación emocional y resiliencia en función de la práctica de deporte con fines competitivos (t = -2.08, -3.36). El MANOVA reveló significancia en el cruce por país y deporte (F = 3.22). Estos resultados sugieren que la IE y la resiliencia en universitarios, se ven influidas por el país, el género y la práctica de deporte con fines competitivos, aportando evidencia para futuras líneas de investigación transcultural de la IE en el deporte.(AU)

Emotional Intelligence (EI) allows to identify and manage own emotions and recognize them in others impacting on life satisfaction and psychological well-being; on the other hand, resilience allows overcoming adversities, being importantprocesses in the university environment. Therefore, the aims of this research were to describe EI in its emotional attention, clarity and repair factors, and resilience in university students and to compare them depending on the country (Mexico and Spain), gender, and sports practice for competitive purposes. A total of 423 university students participated (M = 22,83; SD = 4,71; 49% Mexican, 51% Spanish; 66.5% women, 32.3% men, 1.2% non-binary; 17.5% practice sports for competitive purposes). Through a descriptive, comparative cross-sectional non-probabilistic, and cross-cultural design, it was completed the Emotional Meta-knowledge Trait Scale (TMMS-24) and Connor-Davidson Resilience Scale (CD-RISC) questionnaires. The main findings of the t-Student test were significant differences in 1) emotional repair where university students in Mexico present higher means (t = 2.23); 2) emotional attention, emotional repair, and resilience based on gender (t = 2.57, -3.46, -4.42); and 3) emotional repair and resilience depending on the practice of sport for competitive purposes (t = -2.08, -3.36). The MANOVA revealed significance in the crossover by country and sport (F = 3.22). These results suggest that EI and resilience in university students are influenced by the country, gender, and the practice of sports for competitive purposes, providing evidence for future lines of cross-cultural research on EI in sports. (AU)

A Inteligência Emocional (IE) permite identificar e gerir as próprias emoções e reconhecê-las nos outros impactando na satisfação com a vida e no bem-estar psicológico. Por outro lado, a resiliência permite a superação das adversidades, sendo processos importantes no ambiente universitário. Portanto, os objetivos deste estudo consistiram em descrever a IE nos seus factores atenção, clareza e reparação emocional, e resiliência nos estudantes universitários e compará-los de acordo com o país (México e Espanha), géneroe prática desportiva competitiva. Um total de 423 estudantes universitários (M = 22,83; DT = 4,71; 49% mexicanos, 51% espanhóis; 66,5% femininos, 32,3% masculinos, 1,2% não binários; 17,5% praticantes de desporto para fins competitivos) participaram nesteestudo. Por meio de um delineamento descritivo, comparativo, transversal, não probabilístico e transcultural, foram preenchidos os questionários Escala de Traços de Metaconhecimento Emocional (TMMS-24) e Escala de Resiliência de Connor-Davidson (CD-RISC).Os principais resultados a partir do teste t de Student foram os seguintes: diferenças significativas nareparação emocional com estudantes universitários mexicanos com meios mais elevados (t = 2.23);atenção emocional, reparação emocional e resiliênciaem função do sexo (t = 2.57, -3.46, -4.42); e reparação emocional e resiliência em função da prática desportiva de competição (t = 2.08, -3.36). A MANOVA revelou diferenças significativas no cruzamento por país e por desporto (F = 3,22). Estes resultados sugerem que a IE e a resiliência em estudantes universitários são influenciadas pelo país, gênero e prática desportiva para fins competitivos, fornecendo evidências para futuras linhas de investigação transcultural sobre IE no desporto. (AU)

Brain endurance training improves shot speed and accuracy in grassroots padel players.

OBJECTIVES: Evidence that mental fatigue impairs sport performance has created a demand for countermeasures. We examined the effects of brain endurance training, a form of fatigue-inoculation, on shot performance in grassroots padel players. DESIGN: A pre-, mid- and post-test design, with participants randomized to brain endurance training (n = 30) or control (n = 31) groups. METHODS: During testing, participants completed a Padel Stroke Performance Test, before and after a demanding 30-min cognitive task (Stroop). Training comprised 3 sessions/week for 6 weeks. In each training session, participants completed 10-min warm-up, 15-min technical drills, 15-min tactical drills, and 20-min simulated games. These physical activities were intermixed with short 4-min periods of Stroop (brain endurance training group) or rest (control group) totaling 20-min. Performance was measured by shot speed and accuracy of padel strokes. Mental fatigue indices were measured before and after the Stroop task using a visual analog scale rating, a psychomotor vigilance task, and a go/no-go task. RESULTS: During testing, the 30-min Stroop task elicited a state of mental fatigue, confirmed by higher subjective ratings, slower responses during the psychomotor vigilance task, and slower saccade latencies during the go/no go task. Compared to pre-testing, in mid- and post-testing, the brain endurance training group hit progressively faster and more accurate padel shots after the Stroop task compared to controls. CONCLUSIONS: Brain endurance training enhanced skill-based psychomotor performance when fatigued compared to standard padel training. Brain endurance training is a countermeasure that promotes mental fatigue durability.

Intervention Programme Based on Self-Determination Theory to Promote Extracurricular Physical Activity through Physical Education in Primary School: A Study Protocol.

Low levels of physical activity (PA) are a concern among students, producing negative physical, health and mental consequences. This study aims to present a protocol intervention in physical education (PE) based on self-determination theory (SDT) to enhance students' motivation towards performing PA and increasing their PA levels in their leisure time. This protocol is a convenience study with two allocation arms (intervention group versus control group). SDT-based motivational strategies will be carried out and co-created with PE teachers to increase motivation and out-of-school PA levels. Data collection will be conducted three times: before the intervention, after the intervention (four months after baseline) and at the end of the intervention (retention measurement, seven months after baseline). The measures will assess perceived teacher support for PA, motivation towards PA, intention to be physically active, PA levels, engagement in PE and academic performance. Overall, this intervention programme is expected to increase students' autonomous motivation for PA and their PA levels in their free time. This intervention might encourage teachers to establish strategies and resources to increase their students' adaptive outcomes.

A Multiday Professional Padel Tournament Impairs Sleep, Mental Toughness, and Reaction Time: A World Padel Tour Field Study.

This study aimed to assess, for the first time, how self-reported sleep, mental toughness, and reaction time are impacted by a professional padel tournament. In addition, we evaluated whether sex, age, and/or ranking play a role in this possible effect of a tournament on these variables. Twenty-three professional players (15 men, Mage = 24 ± 6 years; eight women, Mage = 21 ± 5 years) were evaluated on two occasions: (a) baseline, in a noncompetitive week and (b) postmeasure, the morning after an individual was eliminated from the tournament. The Pittsburgh Sleep Quality Index, the Mental Toughness Questionnaire, and the psychomotor vigilance task were used to evaluate the dependent variables. Wilcoxon tests or paired samples t tests were employed to assess the effect of participating in the tournament. To test correlations between variables, Pearson correlation coefficients (quantitative variables) or chi-square distributions (qualitative variables) were employed. Results showed that self-reported sleep (p < .01), mental toughness (p = .01), and reaction time (p = .04) were significantly impaired by the tournament. Exploring moderating variables, results showed that mental toughness did not correlate with sleep impairments (p > .05). In contrast, a nearly significant correlation between sleep impairments and higher reaction times was found (p = .066). No significant effects of age, sex, and ranking were observed. In conclusion, participating in a padel competition impairs the self-reported sleep, mental toughness, and reaction time of professional padel players. A trend toward a significant correlation between the competition-related impairment in sleep and reaction time was observed, whereas age, ranking, and sex were not found to be moderators of any of these impairments.

Influence of Scoring Systems on Mental Fatigue, Physical Demands, and Tactical Behavior during Soccer Large-Sided Games.

Constraints are common in soccer training to develop physical, technical-tactical, and mental training concurrently. This study examined how different scoring systems influence physical, tactical, and mental demands during large-sided games in soccer. Eighteen youth-elite male (17.39 ± 1.04 y) soccer players completed three 8 vs. 8 large-sided games where the different score systems were i) official score system (OSS; i.e., 1 goal = 1 goal), ii) double the value of the goal-4 min (DVx4; i.e., 1 goal = 1 goal from 0.00 to 7.59 min, and 1 goal = 2 goals from 8.00 to 12.00 min), and iii) double the value of the goal-8 min (DVx8; i.e., 1 goal = 1 goal from 0.00 to 3.59 min, and 1 goal = 2 goals from 4.00 to 12.00 min). Physical demands and tactical behaviors were recorded during tasks using a global positioning system and video camera. Mental fatigue was recorded pre- and post-task using a visual analogue scale. Also, the ratio of perceived exertion and mental load were recorded after tasks were finished. Results reported the highest values of mental and physical demands in DVx4. Mental fatigue increased during all three large-sided games, although this increase was significantly higher in DVx4 compared with OSS (p = 0.006) and DVx8 (p = 0.027). Tactical behavior showed a trend towards more direct play during DVx4, which was less observed during DVx8, and not at all during OSS. In conclusion, changing the scoring system affects physical, tactical, and mental demands.

Effect of a Four-Week Soccer Training Program Using Stressful Constraints on Team Resilience and Precompetitive Anxiety.

The present study examined the effects of stressful constraints during soccer trainings on psychological skill development and internal load when compared with control (nonstressful) trainings. A total of 51 elite male youth soccer players (27 in the experimental group, M = 16.54 years; 24 in the control group, M = 15.44 years) participated in the study. In a 12-week longitudinal survey, team resilience, using the Spanish version of the Characteristics of Resilience in Sports Teams Inventory, and anxiety, using the Sport Anxiety Scale, were measured at baseline (after 4 weeks of regular trainings), postprotocol (after 4 weeks of control or experimental trainings), and follow-up (after 4 weeks of regular trainings). Results show that, when compared with the control group, a program with stressful constraints helped young soccer players to develop better psychological skills: specifically, increased ability to cope with impairments in resilience (both resilience characteristics and team vulnerability under pressure; p < 0.001). Increases in anxiety (p = 0.06) and decreases in preoccupation (p < 0.001) and lack of concentration (p < 0.001) were also observed. The adaptation of human behavior to specific trainings may explain these results. In conclusion, the regular exposure of young soccer players to stressful situations during trainings shows benefits for their psychological skill development in soccer. Then, benefits on internal load were also observed.

Apoyo/control docente a las relaciones sociales, cohesión de clase y consecuencias positivas y negativas en educación física / Apoio/controle docente nas relações sociais, coesão de classe e consequências positivas e negativas na educação física / Teacher support/control of social relationships, class cohesion, and positive/negative consequences in physical education

El objetivo del estudio fue examinar la relación entre el apoyo/control docente a las relaciones sociales de los estudiantes y la implicación y las conductas disruptivas, y examinar el efecto mediador de la cohesión de clase. Participaron 718 estudiantes de Educación Física entre los 15 y 18 años (M = 15.65; DT = .70). Los resultados del estudio correlacional mostraron que el apoyo docente hacia las relaciones sociales se relacionó positivamente con la implicación y negativamente con las conductas disruptivas. En cambio, el control a las relaciones sociales se relacionó negativamente con la implicación y positivamente con las conductas disruptivas. Finalmente, los resultados mostraron que la cohesión de la clase medió entre el apoyo a las relaciones sociales y la implicación. En conclusión, el apoyo a las relaciones sociales y la cohesión de clase pueden producir un impacto significativo en la implicación y comportamientos disruptivos. (AU)

O objetivo do estudo foi examinar a relação entre o apoio/controle do professor nas relações sociais dos alunos e o envolvimento intraclasse e comportamentos disruptivos, além de examinar o efeito mediador da coesão de classe. Participaram 718 alunos de Educação Física entre 15 e 18 anos (M = 15.65; SD = .70). Os resultados do estudo correlacional mostraram que o apoio do professor às relações sociais foi positivamente relacionado ao envolvimento e negativamente relacionado aos comportamentos disruptivos. Em contraste, o controle das relações sociais foi negativamente relacionado ao envolvimento e positivamente relacionado aos comportamentos disruptivos. Por fim, os resultados mostraram que a coesão de classe mediava o apoio às relações sociais e o envolvimento. Em conclusão, o apoio às relações sociais e à coesão de classe pode ter um impacto significativo no envolvimento e nos comportamentos disruptivos. (AU)

The aim of the study was to examine the relationship between teacher support/control of students' social relations and class engagement and disruptive behaviors, as well as to examine the mediating effect of class cohesion. 718 Physical Education students between 15 and 18 years participated (M = 15.65; SD = .70) in this study. The results of the correlational study showed that teacher support for relatedness was positively related to engagement and negatively related to disruptive behaviors. In contrast, relatedness control was negatively related to engagement and positively related to disruptive behaviors. Finally, the results showed that class cohesion mediated relatedness support and engagement. In conclusion, relatedness support and class cohesion can significantly impact engagement and disruptive behaviors. (AU)

¿Influye el liderazgo del entrenador sobre la resiliencia de equipo? Efecto mediador de los conflictos intragrupo y la cohesión grupal / Does coach leadership influence team resilience? Mediating effect of intra-group conflict and group cohesion

Resumen Introducción/objetivo: El presente estudio tiene como objetivo examinar la rela ción entre el liderazgo transformacional del entrenador y las características de resiliencia y la vulnerabilidad bajo presión, así como analizar si los factores del conflicto intragrupo (social y tarea) y de la cohesión grupal (social y tarea), pudieran mediar la relación entre dichas variables. Método: A través de un diseño longitudinal, se incluyó a un total de 301 depor tistas inscritos en los JUDEX, pertenecientes a 34 equipos de fútbol y voleibol, con edades comprendidas entre 13 y 18 años (M = 15.72; DT = 1.33). Resultados: Los resultados mostraron una relación positiva entre el liderazgo transformacional del entrenador y las características de resiliencia, y una asociación negativa respecto a la vulnerabilidad bajo presión. Además, el conflicto intragrupo (social y tarea) actuó como mediador entre la relación del liderazgo trans formacional del entrenador y la resiliencia de equipo. En cuanto al papel mediador de la cohe sión grupal, solo la cohesión tarea actuó como mediadora entre el liderazgo transformacional del entrenador y la resiliencia de equipo. Conclusiones: La presente investigación muestra la importancia del liderazgo del entrenador para mejorar la resiliencia del equipo en categorías de formación, y la influencia positiva que tiene la reducción de los conflictos intragrupo y el aumento de la cohesión tarea durante la temporada.

Abstract Introduction/objective: The present study aimed to examine the relationship be tween transformational coach leadership with the characteristics of resilience and vulnerability under pressure, as well as to analyze whether the factors of intra-group conflict (social and task) and group cohesion (social and task) could mediate the relationship between these variables. Method: Through a longitudinal design, a total of 301 athletes enrolled in the JUDEX, belong ing to 34 soccer and volleyball teams, and aged between 13 and 18 years (M = 15.72; SD = 1.33). Results: The results showed a positive relationship between transformational leadership of the coach and resilience characteristics, and a negative association with respect to vulnerability under pressure. In addition, intra-group conflict (social and task) acted as mediators between the relationship between transformational coach leadership and team resilience. Regarding the mediating role of group cohesion, only task cohesion acted as a mediator between trans formational coach leadership and team resilience. Conclusions: This research draws as main conclusion the importance of the coach's leadership to improve team resilience in youth cate gories, and the positive influence of the reduction of intragroup conflicts and the increase of task cohesion during the season.

The Predictive Role of Perceived Autonomy Support in Elementary School Children Physical Activity.

The present article aimed to test a predictive model based on children's perception of autonomy support exercised by their physical education teachers in establishing a state of high motivational quality, which in turn leads to greater intention and physical activity. Participants were 502 elementary school students aged 9 to 11 years (52.59% males (9.47 ± 0.53 years old) and 47.41% females (9.54 ± 0.53 years old)), who completed a self-reported questionnaire of perceived autonomy support from physical education teachers, self-determination, intention to be physically active, and physical activity. Results showed that perceived autonomy support was positively related to autonomous motivation, which in turn was associated with intention and physical activity. In addition, the model did not present variations with respect to gender and confirmed the indirect effects of autonomous motivation on intention and practice of physical activity. Finally, we conclude on the importance of an adequate perception of autonomy support in students by their teachers for the establishment of an appropriate motivational state that could promote greater intention and physical activity. Thus, the motivational state acquired in physical education classes can be translated into intention and practice of physical activity in different contexts of students' daily lives.

Do Cognitive, Physical, and Combined Tasks Induce Similar Levels of Mental Fatigue? Testing the Effects of Different Moderating Variables.

Experts have highlighted the importance of coaches knowing the level of mental fatigue (MF) induced by different tasks. This study aimed to compare the mentally fatiguing nature of cognitive, physical, and combined tasks and, additionally, assess the effect of different moderating variables on MF. Twenty-three physically active (16 males: Mage = 24 years; seven females: Mage = 22.57 years) participants performed three experimental sessions: (a) physically fatiguing: 30 min of cycloergometer work (at 65%-75% of maximum heart rate), (b) mentally fatiguing: 30 min of an incongruent Stroop task, and (c) mixed fatiguing: 30 min of combining the physically and mentally fatiguing protocols. Subjective MF (visual analog scale), reaction time (psychomotor vigilance task), and cognitive performance (Stroop) were measured throughout the different protocols. Results showed significant increments in subjective MF after all tasks, with the mental and mixed protocols showing significantly higher increases. Only the mentally fatiguing protocol caused significant impairments in reaction time. No significant effects of sex, years of experience, or degree of mental toughness were observed. These results suggest that the use of all these tasks, and especially the mentally fatiguing exercises, should be avoided immediately prior to competitions due to the negative consequences of MF on performance. Moreover, this effect seems to be independent of the sex, years of experience, or mental toughness of athletes.

How Mentally Fatiguing Are Consecutive World Padel Tour Matches?

It is currently unknown whether mental fatigue occurs throughout a WPT competition and whether consecutive matches affect how mentally fatiguing a match is perceived to be. The objective was to quantify the effects of successive professional matches on mental fatigue. A total of 14 professional players (9 males, Mage = 25, 5 females, Mage = 21) participated during qualified rounds of a WPT with three eliminatory matches: Match 1 (morning) and 2 (afternoon) on day 1 (n = 14), Match 3 (morning) on day 2 (n = 6). Mental fatigue and motivation, with scales, and reaction time, with a 3-min Psychomotor Vigilance Test, were measured at two time intervals (pre and post matches (<30 min)). To analyze the evolution of these variables, a two-way repeated measures MANOVA was performed. An increase in mental fatigue from pre- to post-matches was observed (p < 0.01), with an accumulation of mental fatigue between matches played on day 1 (p < 0.01), maximizing the mental fatigue perceived during Match 2. Padel matches impair motivation and reaction time (p = 0.04), without effects between successive matches, which reinforced the idea that mental fatigue may impair padel performance (i.e., reaction time). Coaches should use training interventions and recovery strategies to counteract/avoid the accumulation of mental fatigue during professional tournaments.

Adaptación y validación de la escala de liderazgo MLQ-5X al contexto educativo español / Adaptation and validation of the MLQ-5X leadership scale to the Spanish educational context

Desde la teoría del liderazgo transformacional, este estudio tenía como objetivo analizar las propiedades psicométricas de una versión adaptada al ámbito educativo del Multifactor Leadership Questionnaire (MLQ-5X). Un total de 1551 estudiantes españoles (M = 15,47 años ± 0,72; 679 chicos y 872 chicas) de 31 centros de enseñanza secundaria participaron en el estudio. El análisis factorial confirmatorio de la estructura inicial de nueve factores de la escala determinó la necesidad de eliminar dos ítems del factor dirección por excepción pasiva, agrupando en un solo factor el liderazgo pasivo. En un segundo modelo de ocho factores, se hallaron altas correlaciones entre los factores del liderazgo transformacional, señalando la necesidad de establecer un factor de primer orden. Finalmente, se testó un tercer modelo que obtuvo valores adecuados de validez y fiabilidad, que estaba compuesto por 34 ítems distribuidos en 4 factores principales (liderazgo transformacional, recompensa contingente, dirección por excepción activa y liderazgo pasivo) y 5 factores secundarios para el liderazgo transformacional (influencia idealizada conducta, influencia idealizada atribuida, motivación inspiracional, estimulación intelectual y consideración individualizada. Por tanto, la versión española del MLQ-5X en el ámbito educativo puede ser utilizada para evaluar el liderazgo transformacional de los docentes desde la percepción del alumnado

Drawing on the transformational leadership theory, this study aimed to analyze the psychometric properties of a version adapted to the educational environment of the Multifactor Leadership Questionnaire (MLQ-5X). A total of 1551 Spanish students (M = 15.47 years ± 0.72; 679 boys and 872 girls) from 31 secondary schools participated in the study. The confirmatory factor analysis of the initial nine-factor structure of the scale determined the need to eliminate two items of the passive exception management factor, grouping passive leadership into a single factor. A second eight-factor model found high correlations between the factors of transformational leadership, revealing the need to establish a first-order factor. Finally, a third model, which obtained adequate values of validity and reliability, was composed of 34 items distributed in 4 main factors (transformational leadership, contingent reward, leadership by active exception, and passive leadership) and 5 secondary factors for transformational leadership (idealized influence behavior, attributed idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration). The Spanish version of the MLQ-5X in the educational field can be used to assess the students' perception of teacher leadership

Coach Encouragement During Soccer Practices Can Influence Players' Mental and Physical Loads.

This study analyzed the influence of the coaches' encouragement on the mental and physical load in soccer practices. The participants were 36 semiprofessional Spanish soccer players (Mage = 22.40; SD = 2.25) belonging to two male teams and one female team. Following the same practices' design and order, two training sessions of each team were completed. In one session, coaches maintained a passive verbal attitude, whereas in the other session, coaches intervened with an active attitude through continuous general encouragement. The mental load and fatigue were measured using self-reported questionnaires (Likert scales), and internal and external physical loads were quantified using the rating of perceived exertion and the Global Position System. A t-test for related samples and magnitude based on an inference spreadsheet was performed. The results demonstrated that mental and internal physical loads increased when coaches participated with active verbal encouragement. Especially, increases in performance satisfaction, mental effort, and RPE values, and decreases in unsafety values were detected due to encouragement interventions. Nevertheless, the external physical load did not show a clear trend. Based on these findings, coaches can use this information to manipulate their verbal encouragement during practices according to their physical and mental objectives with specific soccer strategies.

Can Rules in Technical-Tactical Decisions Influence on Physical and Mental Load during Soccer Training? A Pilot Study.

This study aimed to analyze the effects of rules limitations in pass decisions during soccer tasks on physical and mental load reported by players. Participants were 40 semiprofessional Spanish soccer players (Mage = 22.40, SD = 2.25) from two male teams. Two training sessions with four tasks (same tasks with different score system: two maintaining ball possession games with goalkeepers, and two maintaining ball possession games) in counterbalanced order between teams were completed. To achieve a goal during limitation tasks, a minimum number of players had to participate in the passes before the goal. Internal (perceived effort and heart rate) and external physical load (distances), mental load (validated adaptation of the NASA-TXL) and fatigue (VASfatigue) were quantified. Paired t-test and magnitude-based inference were conducted. The results showed significantly higher mean speeds (p < 0.01), effort perception (p < 0.001), and mental fatigue (very likely positive) during possession games with restrictions. Additionally, performance satisfaction obtained significantly higher values with goalkeepers and pass restrictions (very likely positive). External physical load showed no significant differences between situations. The influence of mental fatigue on internal load and the complexity of the tasks could explain these results. Coaches can use this information to manipulate the training load in ecological conditions.

Diseño y validación del Cuestionario para valorar la Carga Mental en los Deportes de Equipo (CCMDE) / Desenho e validaçao de um Questionário para quantificar a Carga Mental em Equipes Esportivas (QCMEE) / Design and validation of a Questionnaire to quantify the Mental Load in Team Sports (QMLST)

El objetivo del presente estudio fue diseñar y validar un cuestionario para valorar la carga mental en los deportes de equipo. Este cuestionario está formado por cuatro ítems en formato Likert (0-10): exigencia física, cognitiva, emocional y afectiva, y fue diseñado mediante acuerdo entre expertos (n = 10). Un total de 218 jugadores semiprofesionales de fútbol (M= 22.40; DT= 2.25) completaron el cuestionario tras finalizar un entrenamiento. Se analizó la fiabilidad mediante Alfa de Cronbach y coeficiente de Omega. Además, para la validez concurrente se realizó un análisis de correlaciones bivariadas, utilizando la Escala Visual Analógica y laEscala de Percepción del Esfuerzo. Los resultados muestran que este cuestionario presenta una adecuada consistencia interna (α= .73; ω = .75) y validez concurrente (p< .05). Por tanto, es una herramienta válida y fiable que permitirá a los entrenadores y preparadores físicos valorar la carga mental específica en los deportes de equipo. (AU)

The aim of the present study was to design and validate a questionnaire to quantify the mental load in team sports. Four items with Likert scale format (1-10) composed the instrument: physical, cognitive, emotional and affective exigence. A group of expert judges (n = 10) participated in the design. Later, a total of 218 semi-professionals soccer players (M= 22.40; SD= 2.25) answered the questionnaire after a training session. The internal consistency was evaluated with Cronbach ́s α(.73) and ω(.75). The concurrent validity was evaluated with Visual Analogue Scale ́s and Ratio Perceived Exertion ́s bivariate correlations (p< .05). Thus, the present questionnaire is a reliability and adequate instrument for asses the specific mental load in team sports. (AU)

O objetivo do presente estudo foi elaborar e validar um questionário para quantificar a carga mental em esportes coletivos. Quatro itens com formato de escala Likert (1-10) compuseram o instrumento: exigência física, cognitiva, emocional e afetiva. Um grupo de juízes especialistas (n = 10) participou do projeto. Um total de 218 jogadores semiprofissionais de futebol (M = 22,40; DP = 2,25) responderam ao questionário após um treino. A consistência interna foi avaliada com α de Cronbach (0,73) e ω (0,75). A validade concorrente foi avaliada com as correlações bivariadas da Escala Visual Analógica e Razão Percebida do Esforço (p <0,05). Assim, o presente questionário é um instrumento confiável e adequado para avaliar a carga mental específica em esportes coletivos. (AU)

Adherencia a la dieta mediterránea e importancia de la actividad física y el tiempo de pantalla en los adolescentes extremeños de enseñanza secundaria / Adherence to the Mediterranean diet, and importance in the physical activity and screen time in High School adolescents from Extremadura (Spain)

INTRODUCCIÓN: en España, un tercio de los jóvenes de 7 a 14 años de edad tienen sobrepeso y obesidad. Los comportamientos relacionados con la salud, como un alto nivel de actividad física, un tiempo de pantalla bajo y una buena alimentación, pueden prevenir el sobrepeso y la obesidad en los jóvenes. OBJETIVOS: conocer la adherencia a la dieta mediterránea y la calidad del patrón alimentario de los adolescentes extremeños. MÉTODO: la presente investigación es un estudio descriptivo transversal en el que participaron 1566 adolescentes de 12 a 14 años: 857 chicos (13,12 ± 0,89) y 709 chicas (13,05 ± 0,82). La actividad física se registró a través del cuestionario de actividad física para adolescentes. El tiempo de pantalla se analizó mediante el cuestionario de comportamiento sedentario en el tiempo libre para jóvenes. La adherencia a la dieta mediterránea se calculó mediante el cuestionario KIDMED. RESULTADOS: el 24,5 % de los adolescentes reportaron tener una buena adherencia a la dieta mediterránea. Los escolares con menor edad (p < 0,001) presentaron un patrón de alimentación mejor, sin diferir entre géneros ni índices de masa corporal. Los estudiantes que cumplían las recomendaciones de actividad física y tiempo de pantalla presentaron una adherencia a la dieta mediterránea mayor (p < 0,01). CONCLUSIONES: los resultados mostraron que la mayoría de los adolescentes necesitaban mejorar su patrón alimentario. Los participantes que cumplían las recomendaciones de actividad física y tiempo de pantalla presentaron una mayor adherencia a la dieta mediterránea

INTRODUCTION: in Spain, one third of the young people from 7 to 14 years of age are overweight or obese. Health-related behaviors such as a high level of physical activity, low screen time, and good eating habits can prevent overweight and obesity in young people. OBJECTIVES: to assess adherence to the Mediterranean diet and quality of food pattern in an adolescent sample from Extremadura (Spain). METHOD: the present research is a cross-sectional, descriptive study in 1566 adolescents aged 12-14 years, 857 boys (13.12 ± 0.89) and 709 girls (13.05 ± 0.82). Physical activity was measured through the physical activity questionnaire for adolescents (PAQ-A). Screen time was analyzed through the youth leisure-time sedentary behaviour questionnaire (YLSBQ). Adherence to the Mediterranean diet was calculated using the KIDMED questionnaire. RESULTS: 24.5 % of adolescents reported having good adherence to the Mediterranean diet. The youngest schoolchildren (p < 0.001) had a better eating pattern, with no difference between genders or body mass indices. Students who met recommendations for physical activity and screen time had greater adherence to the Mediterranean diet (p < 0.01). CONCLUSIONS: results showed that most children and adolescents needed to improve their eating pattern. Participants who met the recommendations for physical activity and screen time showed greater adherence to the Mediterranean diet

[Adherence to the Mediterranean diet, and importance in the physical activity and screen time in High School adolescents from Extremadura (Spain)]. / Adherencia a la dieta mediterránea e importancia de la actividad física y el tiempo de pantalla en los adolescentes extremeños de enseñanza secundaria.

INTRODUCTION: Introduction: in Spain, one third of young people from 7 to 14 years of age are overweight or obese. Health-related behaviors such as a high level of physical activity, low screen time, and good eating habits can prevent overweight and obesity in young people. Objectives: to assess adherence to the Mediterranean diet and quality of food pattern in an adolescent sample from Extremadura (Spain). Method: the present research is a cross-sectional, descriptive study in 1566 adolescents aged 12-14 years, 857 boys (13.12 ± 0.89) and 709 girls (13.05 ± 0.82). Physical activity was measured through the physical activity questionnaire for adolescents (PAQ-A). Screen time was analyzed through the youth leisure-time sedentary behaviour questionnaire (YLSBQ). Adherence to the Mediterranean diet was calculated using the KIDMED questionnaire. Results: 24.5 % of adolescents reported having good adherence to the Mediterranean diet. The youngest schoolchildren (p < 0.001) had a better eating pattern, with no difference between genders or body mass indices. Students who met recommendations for physical activity and screen time had greater adherence to the Mediterranean diet (p < 0.01). Conclusions: results showed that most children and adolescents needed to improve their eating pattern. Participants who met the recommendations for physical activity and screen time showed greater adherence to the Mediterranean diet.

INTRODUCCIÓN: Introducción: en España, un tercio de los jóvenes de 7 a 14 años de edad tienen sobrepeso y obesidad. Los comportamientos relacionados con la salud, como un alto nivel de actividad física, un tiempo de pantalla bajo y una buena alimentación, pueden prevenir el sobrepeso y la obesidad en los jóvenes. Objetivos: conocer la adherencia a la dieta mediterránea y la calidad del patrón alimentario de los adolescentes extremeños. Método: la presente investigación es un estudio descriptivo transversal en el que participaron 1566 adolescentes de 12 a 14 años: 857 chicos (13,12 ± 0,89) y 709 chicas (13,05 ± 0,82). La actividad física se registró a través del cuestionario de actividad física para adolescentes. El tiempo de pantalla se analizó mediante el cuestionario de comportamiento sedentario en el tiempo libre para jóvenes. La adherencia a la dieta mediterránea se calculó mediante el cuestionario KIDMED. Resultados: el 24,5 % de los adolescentes reportaron tener una buena adherencia a la dieta mediterránea. Los escolares con menor edad (p < 0,001) presentaron un patrón de alimentación mejor, sin diferir entre géneros ni índices de masa corporal. Los estudiantes que cumplían las recomendaciones de actividad física y tiempo de pantalla presentaron una adherencia a la dieta mediterránea mayor (p < 0,01). Conclusiones: los resultados mostraron que la mayoría de los adolescentes necesitaban mejorar su patrón alimentario. Los participantes que cumplían las recomendaciones de actividad física y tiempo de pantalla presentaron una mayor adherencia a la dieta mediterránea.

Mental Load and Fatigue Assessment Instruments: A Systematic Review.

Mental load and fatigue are important causes of performance decreases and accidents in different activities. However, a robust systematic review, detailing the instruments used to quantify them, is currently lacking. The purpose of this study was to summarize and classify by derivations the validated instruments used to quantify mental load and fatigue. The most representative electronic databases in the scope of this review, PubMed, WOS, Scopus, SPORTDiscus, and PsycINFO (until September 2020) were searched for studies that included instruments to analyze mental load and fatigue. The quality of the selected studies was scored using a quality assessment checklist. A total of 40 papers were included. Most of the papers used subjective scales (75%) to quantify mental load and fatigue, with a small presence of behavioral (n = 5) and objective techniques (n = 5). Less is known about the analysis of mental load and fatigue using a combination of derivations. Despite the high cost and complexity of objective techniques, research that applies these measures is important for further analysis of brain processes in mental load and fatigue. The design of a battery of tests that include the three types of derivations also seems necessary.