The "STAR WARS: The First Jedi" Program-Effects of Gamification on Psychological Well-Being of College Students.

Background: College students are particularly susceptible to developing mental health problems. Gamification can be a powerful teaching strategy to favor motivation and behavioral changes for the improvement of psychological well-being. Purpose: To analyze the effect of a 14-week gamification-based physical education teaching program on psychological well-being of college students. Materials and Methods: A total of 112 college students (21.22 ± 2.55 years) were recruited and assigned to a gamification-based group or a control group. The intervention group participated in a gamification-based program under the framework of "STAR WARS" science fiction sage. Participants from this group used a mobile app with a countdown timer and the way for them to gain lifetime was by doing physical activity (PA) and formative challenges. The control group did not experience the gamification approach itself as their classes were based on traditional methodology. They were asked to maintain their usual lifestyle and were not required to do PA. Emotional intelligence, personal initiative, entrepreneurial attitude, resilience, and self-efficacy were self-reported. Results: The gamification-based group showed a significantly higher improvement of emotional intelligence (P ≤ 0.006), personal initiative (P ≤ 0.033), entrepreneurial attitude (P < 0.001), resilience (P = 0.002), and self-efficacy (P < 0.001), compared with the control group. Overall effect sizes were of medium magnitude for emotional intelligence and personal initiative, large magnitude for entrepreneurial attitude, and small magnitude for resilience and self-efficacy. Conclusion: Gamification and the use of mobile apps may become powerful teaching strategies to motivate college students toward healthier lifestyle behaviors that have psychological well-being benefits.

Testing the Mystic School Mobile Application to Promote Active Commuting to School in Spanish Adolescents: The PACO Study.

Active commuting to and/or from school (ACS) is an opportunity to increase daily physical activity (PA) levels in young people. Mobile-device interventions focused on promoting the practice of health-related PA can be more cost-effective than traditional interventions in this population. OBJECTIVE: To analyze the adolescents' opinion of the mobile application (app) Mystic School, which was designed to promote ACS in Spanish adolescents. METHODS: A total of 44 students (14-15 years old) from Granada and Jaén participated in the test of the Mystic School app during two phases: phase 1 (n = 10) for 2 weeks and phase 2 (n = 34) for 1 month. Each phase included an app presentation, a follow-up, and focus group sessions. The qualitative analysis was carried out through NVivo software. RESULTS: In phase 1, adolescents reported improvements in the design and functioning, such as the avatar movement, virtual steps utilities, and multiplayer function. These suggestions were included in phase 2. After phase 2, adolescents reported that it is important to add the possibility of playing without an Internet connection to the game, to include more competitive options, prizes, and to increase the difficulty of the levels. In both phases, problems with the step number counting remained. CONCLUSION: The Mystic School app can be a useful tool for the physical education teacher to integrate the content from this curriculum related to the promotion of PA, such as ACS.

"STAR WARS: The first Jedi" Gamification Program: Use of a Mobile App to Improve Body Composition in College Students.

Background: There is a need to promote initiatives toward reaching more active and healthier lifestyles. Gamification has emerged among teachers as a powerful teaching strategy that favors students' motivation and behavioral change by applying game elements in nongame contexts. Purpose: To examine the effects of a 14-week gamification-based teaching program, including the use of a game-based mobile app on body composition in college students. Materials and Methods: One hundred twelve college students (21.22 ± 2.55 years) were assigned to a gamification-based group or a control group. College students from the intervention group participated in a gamification program under the narrative of "STAR WARS" and had a mobile app with a countdown timer. They had to meet physical activity recommendations to gain lifetime (i.e., sum time to the countdown). A portable eight-polar bioelectrical impedance analysis was used to obtain body composition outcomes; height (cm) was measured with a stadiometer; and waist circumference (cm) was measured using a metric tape. Body mass index (BMI), muscle mass index, fat mass index, and body fat percentage were computed. Results: Participants from the gamification program reported a significantly lower BMI, waist circumference, fat mass index and body fat percentage after the intervention, in comparison with the control group, indicated by an effect size ranging from -0.23 to -0.11 (all P ≤ 0.043). Conclusion: Gamification and the use of interactive mobile app are powerful teaching strategies in higher education to motivate students toward healthier lifestyles that lead to body composition benefits.

School-Based Interventions for Promoting Physical Activity Using Games and Gamification: A Systematic Review Protocol.

Games and/or gamification seem to be a promising area for educational and health research. These strategies are being increasingly used for improving health indicators, even in educational settings; however, there is little information about these terms within the school to promote physical activity (PA). OBJECTIVE: the aim of this study is to describe a systematic review protocol of school-based interventions for promoting PA in pre-schoolers, children, and adolescent students using games and gamification. METHODS: This review protocol is registered in International prospective register of systematic reviews (PROSPERO) (CRD42019123521). Scientific databases include PubMed, Web of Science, SportDiscus, Cochrane Library, ERIC, and PsycINFO. A standardized procedure will be executed following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses protocol (PRISMA-P) checklist for conducting systematic review protocols and the PICOS (Population, Interventions, Comparators, Outcomes, and Study design) tool to address an appropriate search strategy. Detailed information will be extracted, including a quantitative assessment using effect sizes to compare the interventions and a qualitative assessment using the Evaluation of Public Health Practice Projects (EPHPP) tool. CONCLUSION: This systematic review protocol contributes to establishing future systematic reviews using games and gamification strategies in school settings in order to examine their effect on PA outcomes among youth. Additionally, an update and clarification on the different terms in the school context have been included.

A Gamification-Based Intervention Program that Encourages Physical Activity Improves Cardiorespiratory Fitness of College Students: 'The Matrix rEFvolution Program'.

The aim of the present study was to examine the effects of a gamification-based program on cardiorespiratory fitness (CRF) levels of college students. We divided 112 college students into an intervention group (IG) and a control group (CG). IG college students followed a 15-week gamification-based program, whereas CG followed traditional lectures. CRF was assessed using the 20-meter shuttle-run test. CRF significantly improved after the program in the IG compared to CG (d ≤ 0.94, p < 0.001). Only participants of IG had significant CRF improvements (d ≤ 0.87, p < 0.001) between pre- and post-assessments. In the IG, from the students who attended 100% of lectures, 87.8% met physical activity recommendations for 100% of weeks, whereas from those who attended <100%, only 26.7% met them them for 100% of weeks (p < 0.001). Participants who met recommendations 100% of weeks had a significant CRF improvement (p < 0.001). Motivating college students throughout innovative teaching methods (e.g., gamification) can lead to health improvements.

The "$in TIME" Gamification Project: Using a Mobile App to Improve Cardiorespiratory Fitness Levels of College Students.

Objective: To examine the effects of a gamification teaching program, including the use of a game-based mobile app on the cardiorespiratory fitness (CRF) levels of college students. Materials and Methods: This study included a total of 117 college students (20.1 ± 2.9 years). They belonged to two different class groups, one formed the intervention group (IG, n = 58) and another one the control group (CG, n = 59). IG college students followed a 16-week gamification teaching program focused on encouraging physical activity (PA) through a game-based mobile app. The program was named "$in TIME" and set in the "In Time" science fiction movie. Each student belonging to the IG had a countdown on their mobile app so they had to perform learning and PA challenges to gain time. Thus, they had to run or cycle 3 to 5 days per week to gain time of life. The CG followed a traditional teaching methodology instead. CRF was assessed preintervention and postintervention using the 20-meter shuttle run test (20mSRT). Results: The stages completed in 20mSRT and the estimated maximal oxygen consumption at postintervention were significantly different between groups (P < 0.001, d ≤ 0.7), with a mean difference of 1.2 stages and 3.69 mL/(kg·min), respectively. Analysis within group showed a significant pre-post improvement only in the IG of 1.4 stages (P < 0.001). Conclusion: A gamification program, including the use of a game-based mobile app in a university setting, had a significant effect on the CRF in college students, in comparison with a CG that follows a traditional teaching methodology.

12 +1. Sentimientos del alumnado universitario de educación física frente a una propuesta de gamificación: " game of thrones: la ira de los dragones" / 12 +1. Feelings of physical education college students towards a gamification proposal: "game of thrones: the anger of the dragons" / 12 +1. Sentimentos do acadêmico de educação física frente a uma proposta de gamificação: " game of thrones: a ira dos dragões"

La propuesta de gamificación realizada tiene por objetivo evaluar la evolución de los sentimientos del alumnado a lo largo del proceso de aprendizaje; realizada en el contexto del aula universitaria de futuros docentes de Educación Física, han participado 50 estudiantes. Basada en la serie Juego de Tronos, metodológicamente se apoya en un análisis interpretativo de los diarios y reflexiones finales del alumnado. Los principales resultados los podemos centrar en: diferencia de sentimientos en función del sexo, que a lo largo del proceso se mantienen estables, dominando la idea de un aprendizaje desde el disfrute. En la focalización de los sentimientos, el docente mantiene una línea estable de transmisión de confianza, mientras que, frente a los compañeros de equipo y amigos, estos se muestran tanto en positivo como en negativo. Como conclusión, podemos decir que la gamificación como estrategia metodológica mejora la motivación del alumnado, logrando una mayor implicación en el aprendizaje

A proposta de gamificação apresentada objetiva avaliar a evolução dos sentimentos de discentes no decorrer do processo de aprendizagem. O estudo foi realizado com 50 estudantes de Educação Física, tendo como contexto a aula universitária. Baseado na série Game of Thrones, o alicerce metodológico apoiou-se em análise interpretativa dos diários e reflexões finais dos atores investigados. Os principais resultados refletem diferenças de sentimentos em relação ao sexo, os quais permanecem inalterados ao longo do processo de aprendizagem, suscitando uma ideia de estudo como prazer. Os achados explicitam ainda que, concernente aos sentimentos, o docente mantém uma linha estável de transmissão de confiança, enquanto que em relação aos companheiros de equipe e amigos, demonstram sentimentos tanto positivos quanto negativos. Como conclusão, pode-se inferir que a gamificação, como estratégia metodológica, favorece a motivação do discente, revertendo-se em melhoria do processo de aprendizagem

The gamification proposal is aimed at evaluating the changes in students' feelings throughout the learning process. The proposal was carried out in the context of the university class of future Physical Education teachers, and it included 50 students. The proposal was based on the series Game of Thrones and relies methodologically on the interpretative analysis of the journals and on students' final reflections. The main results include: the difference of feelings according to sex, which remained stable during the process as the idea of learning from enjoyment prevailed. Regarding the focus of the feelings, the teacher maintains a stable line that conveys confidence, while feelings are both positive and negative regarding teammates and friends. In conclusion, that gamification as a methodological strategy improves student's motivation, which leads to greater involvement in learning

[Improvement of healthy lifestyle habits in university students through a gamification approach]. / Mejora de hábitos de vida saludables en alumnos universitarios mediante una propuesta de gamificación.

INTRODUCTION: Health education is one of the primary tools for health promotion, especially for those that will be responsible for educating on healthy habits in the future. OBJECTIVE: To improve healthy lifestyle habits in university students through an educational intervention based on gamification. METHOD: A cuasiexperimental design of two groups (i.e., experimental groups and control group) with pretest and postest measurements was carried out. A 4-month intervention was implemented in 148 students from the Physical Activity and Sport Sciences university degree. Habits related to diet and physical activity were evaluated using a questionnaire (scaled from -40 a +50) and the teaching-learning process through a qualitative analysis. RESULTS: At the end of the intervention, a very significant improvement was found in the global value of the healthy lifestyle habits of the experimental group (+13,5), highlighting the improvement obtained in its higher level of compliance in the breakfast (53,4%), in the number of diary meals (31,5%), in the reduction of the consumption of soft-drinks (19,2%) and in the increase of physical activity level, with an improvement of 12,3% of participants with respect to the baseline levels. On the other hand, no significant improvements were found in the control group. CONCLUSIONS: An educational intervention based on gamification improves healthy lifestyle habits of the students.

INTRODUCCIÓN: la educación para la salud es una de las herramientas fundamentales para la promoción de salud, especialmente para aquellos que en el futuro serán responsables de formar en hábitos saludables. OBJETIVO: mejorar los hábitos de vida saludables en estudiantes universitarios a través de una intervención educativa de gamificación. MÉTODO: se empleó un diseño cuasiexperimental de dos grupos (grupo experimental y grupo control) con medidas pretest y postest. La intervención duró cuatro meses, con 148 alumnos del Grado en Ciencias de la Actividad Física y el Deporte. Se evaluaron fundamentalmente los hábitos relacionados con la alimentación y la práctica de actividad física a través de un cuestionario (escala de -40 a +50) y el proceso de enseñanza-aprendizaje mediante análisis cualitativo. RESULTADOS: al término de la intervención se produjo una mejora muy significativa del valor global de los hábitos de vida saludables en el grupo experimental (+13,5), destacando la mejora obtenida en su mayor nivel de cumplimiento en el desayuno (53,4%), número de comidas diarias (31,5%), reducción del consumo de refrescos (19,2%) y aumento del nivel de actividad física, donde el 12,3% mejoró sus niveles iniciales. En el grupo control no se produjo mejora significativa. CONCLUSIONES: una intervención educativa de gamificación mejora los hábitos de vida saludables del alumnado universitario.

A school-based physical activity promotion intervention in children: rationale and study protocol for the PREVIENE Project.

BACKGROUND: The lack of physical activity and increasing time spent in sedentary behaviours during childhood place importance on developing low cost, easy-toimplement school-based interventions to increase physical activity among children. The PREVIENE Project will evaluate the effectiveness of five innovative, simple, and feasible interventions (active commuting to/from school, active Physical Education lessons, active school recess, sleep health promotion, and an integrated program incorporating all 4 interventions) to improve physical activity, fitness, anthropometry, sleep health, academic achievement, and health-related quality of life in primary school children. METHODS: A total of 300 children (grade 3; 8-9 years of age) from six schools in Granada (Spain) will be enrolled in one of the 8-week interventions (one intervention per school; 50 children per school) or a control group (no intervention school; 50 children). Outcomes will include physical activity (measured by accelerometry), physical fitness (assessed using the ALPHA fitness battery), and anthropometry (height, weight and waist circumference). Furthermore, they will include sleep health (measured by accelerometers, a sleep diary, and sleep health questionnaires), academic achievement (grades from the official school's records), and health-related quality of life (child and parental questionnaires). To assess the effectiveness of the different interventions on objectively measured PA and the other outcomes, the generalized linear model will be used. DISCUSSION: The PREVIENE Project will provide the information about the effectiveness and implementation of different school-based interventions for physical activity promotion in primary school children.

Mejora de hábitos de vida saludables en alumnos universitarios mediante una propuesta de gamificación / No disponible

Introducción: la educación para la salud es una de las herramientas fundamentales para la promoción de salud, especialmente para aquellos que en el futuro serán responsables de formar en hábitos saludables. Objetivo: mejorar los hábitos de vida saludables en estudiantes universitarios a través de una intervención educativa de gamificación. Método: se empleó un diseño cuasiexperimental de dos grupos (grupo experimental y grupo control) con medidas pretest y postest. La intervención duró cuatro meses, con 148 alumnos del Grado en Ciencias de la Actividad Física y el Deporte. Se evaluaron fundamentalmente los hábitos relacionados con la alimentación y la práctica de actividad física a través de un cuestionario (escala de -40 a +50) y el proceso de enseñanza-aprendizaje mediante análisis cualitativo. Resultados: al término de la intervención se produjo una mejora muy significativa del valor global de los hábitos de vida saludables en el grupo experimental (+13,5), destacando la mejora obtenida en su mayor nivel de cumplimiento en el desayuno (53,4%), número de comidas diarias (31,5%), reducción del consumo de refrescos (19,2%) y aumento del nivel de actividad física, donde el 12,3% mejoró sus niveles iniciales. En el grupo control no se produjo mejora significativa. Conclusiones: una intervención educativa de gamificación mejora los hábitos de vida saludables del alumnado universitario (AU)

Introduction: Health education is one of the primary tools for health promotion, especially for those that will be responsible for educating on healthy habits in the future. Objective: To improve healthy lifestyle habits in university students through an educational intervention based on gamification. Method: A cuasiexperimental design of two groups (i.e., experimental groups and control group) with pretest and postest measurements was carried out. A 4-month intervention was implemented in 148 students from the Physical Activity and Sport Sciences university degree. Habits related to diet and physical activity were evaluated using a questionnaire (scaled from -40 a +50) and the teaching-learning process through a qualitative analysis. Results: At the end of the intervention, a very significant improvement was found in the global value of the healthy lifestyle habits of the experimental group (+13,5), highlighting the improvement obtained in its higher level of compliance in the breakfast (53,4%), in the number of diary meals (31,5%), in the reduction of the consumption of soft-drinks (19,2%) and in the increase of physical activity level, with an improvement of 12,3% of participants with respect to the baseline levels. On the other hand, no significant improvements were found in the control group. Conclusions: An educational intervention based on gamification improves healthy lifestyle habits of the students (AU)

[EFFECTS OF SCHOOL-BASED PHYSICAL ACTIVITY AND NUTRITION PROGRAMS IN SPANISH ADOLESCENTS: SYSTEMATIC REVIEW]. / EFECTOS DE LOS PROGRAMAS ESCOLARES DE PROMOCIÓN DE ACTIVIDAD FÍSICA Y ALIMENTACIÓN EN ADOLESCENTES ESPAÑOLES: REVISIÓN SISTEMÁTICA.

BACKGROUND: physical inactivity and unhealthy nutrition behaviours in early ages are two of the biggest problems related with public health in developed countries. AIMS: to carry out a systematic review of school-based programs related with physical activity promotion and/or nutrition in adolescents implemented in Spain and published in the principal national and international data bases in the last 15 years. METHOD: the literature was searched in spanish and english data bases Web of Science, ERIC, PsycINFO, Dialnet and ISOC, following PRISMA declaration principles for systematic reviews. RESULTS AND DISCUSSION: from a total of 522 references, were retained 13 studies due to inclusion criteria. The most prevalent programs included families participation in the intervention. At the same time, the Physical Education teachers and the health personnel were the principal actor in programs development. Both of them were the principal protagonist in interventions. All the programs were able to improve at least one of the variables. CONCLUSION: were identified only 13 school-based intervention programs related with physical activity and/or nutrition in adolescents in the last 15 years in Spain. All the programs reached improvements, so school shows a relevant role in acquisition or improvement of this health behavior.

Introducción: la inactividad física y las conductas de alimentación poco saludable desde edades tempranas son dos de los grandes problemas de salud pública en los países desarrollados. Objetivo: realizar una revisión sistemática de los programas de promoción de actividad física y/o de alimentación desarrollados en España con adolescentes, desde el ámbito educativo y publicados en las principales bases de datos nacionales e internacionales en los últimos quince años. Método: se han revisado los artículos originales en inglés y español publicados en las bases de datos electrónicas: Web of Science, Scopus, ERIC, PsycINFO, Dialnet e ISOC, teniendo en cuenta los principios establecidos por la declaración PRISMA para revisiones sistemáticas. Resultados y discusión: de los 522 artículos identificados, 13 cumplían los criterios de inclusión establecidos. El aspecto de mayor coincidencia en los trabajos analizados es el de involucrar a las familias en la intervención. Al mismo tiempo, destaca el protagonismo del profesorado de Educación Física en la implementación de los programas, junto a la figura de los sanitarios, que también adquieren un elevado protagonismo. En todos ellos se logró incidir positivamente, como mínimo, en una de las variables objeto de estudio. Conclusión: en los últimos 15 años solamente se han identificado 13 programas con adolescentes de promoción de actividad física y/o de alimentación en España. Pero en todos ellos se obtuvieron mejoras, lo que confirma el relevante papel de la institución educativa sobre la adquisición y/o mejora de dichos hábitos desde una perspectiva saludable.

Efectos de los programas escolares de promoción de actividad física y alimentación en adolescentes españoles: revisión sistemática / Effects of school-based physical activity and nutrition programs in spanish adolescents: systematic review

Introducción: la inactividad física y las conductas de alimentación poco saludable desde edades tempranas son dos de los grandes problemas de salud pública en los países desarrollados. Objetivo: realizar una revisión sistemática de los programas de promoción de actividad física y/o de alimentación desarrollados en España con adolescentes, desde el ámbito educativo y publicados en las principales bases de datos nacionales e internacionales en los últimos quince años. Método: se han revisado los artículos originales en inglés y español publicados en las bases de datos electrónicas: Web of Science, Scopus, ERIC, PsycINFO, Dialnet e ISOC, teniendo en cuenta los principios establecidos por la declaración PRISMA para revisiones sistemáticas. Resultados y discusión: de los 522 artículos identificados, 13 cumplían los criterios de inclusión establecidos. El aspecto de mayor coincidencia en los trabajos analizados es el de involucrar a las familias en la intervención. Al mismo tiempo, destaca el protagonismo del profesorado de Educación Física en la implementación de los programas, junto a la figura de los sanitarios, que también adquieren un elevado protagonismo. En todos ellos se logró incidir positivamente, como mínimo, en una de las variables objeto de estudio. Conclusión: en los últimos 15 años solamente se han identificado 13 programas con adolescentes de promoción de actividad física y/o de alimentación en España. Pero en todos ellos se obtuvieron mejoras, lo que confirma el relevante papel de la institución educativa sobre la adquisición y/o mejora de dichos hábitos desde una perspectiva saludable (AU)

Background: physical inactivity and unhealthy nutrition behaviours in early ages are two of the biggest problems related with public health in developed countries. Aims: to carry out a systematic review of school-based programs related with physical activity promotion and/or nutrition in adolescents implemented in Spain and published in the principal national and international data bases in the last 15 years. Method: the literature was searched in spanish and english data bases Web of Science, ERIC, PsycINFO, Dialnet and ISOC, following PRISMA declaration principles for systematic reviews. Results and discussion: from a total of 522 references, were retained 13 studies due to inclusion criteria. The most prevalent programs included families participation in the intervention. At the same time, the Physical Education teachers and the health personnel were the principal actor in programs development. Both of them were the principal protagonist in interventions. All the programs were able to improve at least one of the variables. Conclusion: were identified only 13 school-based intervention programs related with physical activity and/or nutrition in adolescents in the last 15 years in Spain. All the programs reached improvements, so school shows a relevant role in acquisition or improvement of this health behavior (AU)

Imaginario social de la Educación Física construido desde las "teen series" de televisión españolas / PE's social imaginary built from "teen series" on Spanish TV / Imaginário social Educação Física construído a partir da "teen série" da televisão espanhola

Esta investigación indaga sobre el imaginario construido en torno a la Educación Física desde las "teen series" españolas y que toman como referente la vida de un centro educativo. Como estudio fenomenológico, utiliza una metodología cualitativa para analizar la información producida a partir del visionado de las series objeto del estudio (Compañeros; Física o Química y El Internado); la categorización de videos ha sido apoyada por el software NVivo10. Los resultados más relevantes nos muestran una asignatura infravalorada socialmente, anclada en un enfoque mecanicista, con un docente práctico, acrítico y desvalorizado intelectualmente

Esta pesquisa investiga o imaginário construído em torno da Educação Física de séries teen da televisão espanhola que tomam como referência a vida de uma escola. Como um estudo fenomenológico, utiliza uma metodologia qualitativa para analisar as informações produzidas a partir da visualização das séries em estudo (Compañeros, Física o Química e El Internado). A categorização de vídeos foi apoiada pelo software NVivo10. Os principais resultados mostram uma disciplina socialmente desvalorizada, enraizada em uma abordagem mecanicista, com um professor prático, anticrítico e intelectualmente desvalorizado

This research investigates the imaginary about Physical Education built in Spanish TV "teen series", based on life at an educational center. As a phenomenological study, it uses a qualitative methodology to analyze the information produced by viewing the series that were the focus of the study (Compañeros; Física o Química; and El Internado). Videos were classified with NVivo10 software. The main results show a socially undervalued subject, based on a mechanistic approach, with a practical, uncritical and intellectually devalued teacher

[Family factors influence active commuting to school in Spanish children]. / Los factores familiares influyen en el desplazamiento activo al colegio de los niños españoles.

BACKGROUND: Active commuting to school is associated to higher levels of physical activity among children. Family factors may influence on this behaviour. OBJECTIVE: The objective was to analyze the association between parents' occupational activity and parents' mode of commuting to work with the mode of commuting of their children. METHODS: A total of 721 families from 4 primary schools in the province of Granada participated in this study. Families reported a questionnaire about mode of commuting of their children, parents' occupational activity and mode of commuting to work, distance and travel time to school. Associations between family's occupational activity and mode of commuting to work with mode of commuting to school of their children were examined using binary logistic regression analysis adjusting for age and children's distance to school. RESULTS: Children whose parents did not work used to engage in higher levels of active commuting to school than those whose parents worked (p = 0,023; OR: 2,67; 95% CI: 1,14-6,23). Children whose parents used to commute actively to work used to engage in higher levels of active commuting to school than those whose parents both used passive modes of commuting to work (p = 0,014; OR: 6,30; 95% CI: 1,45-27,26). CONCLUSION: Family factors are related to mode of commuting to school in children: Unemployed families and employed families where parent are active commuters to work are more used to have children that commuted to school using active modes.

Introducción: El desplazamiento activo al colegio contribuye a aumentar los niveles de actividad física en niños. Los factores familiares pueden determinar dicho comportamiento. Objetivo: El objetivo fue analizar la asociación de la actividad laboral y el desplazamiento al trabajo de los padres con el modo de desplazamiento de sus hijos. Método: Participaron 721 familias de 4 colegios de la provincia de Granada. Las familias completaron un cuestionario sobre el modo de desplazamiento de sus hijos, la actividad laboral y el modo de desplazamiento de los padres, y la distancia y tiempo del trayecto al colegio de sus hijos. Las asociaciones entre la actividad laboral de las familias y modo de desplazamiento al trabajo con el desplazamiento activo al colegio de sus hijos se estudiaron con regresión logística binaria ajustando por distancia al colegio y edad de los hijos. Resultados: Los niños cuyos padres y madres no trabajaban eran más propensos a ir de forma activa al colegio que aquellos donde ambos trabajaban (p = 0,023; OR: 2,67; 95% IC: 1,14-6,23). Los niños cuyos padres y madres se desplazaban de forma activa al trabajo eran más propensos a ir de forma activa al colegio que aquellos donde ambos padres se desplazaban de forma pasiva al trabajo (p = 0,014; OR: 6,30; 95% IC: 1,45-27,26). Conclusión: Los factores familiares estaban relacionados con el modo de desplazamiento de los niños al colegio: en familias con desempleo y en familias con empleo donde los padres se desplazan al trabajo de forma activa, los hijos parecen ser más activos.

Los factores familiares influyen en el desplazamiento activo al colegio de los niños españoles / Family factors influence active commuting to school in spanish children

Objetivo: Identificar la prevalencia de insatisfacción corporal y factores asociados entre estudiantes de Salvador en Brasil. Métodos: Estudio transversal realizado en una muestra aleatoria de 1494 adolescentes (852 niñas y 642 niños) de entre 11 y 17 años de edad estudiantes de escuelas públicas en Salvador (Brasil). Los participantes completaron los cuestionarios: Cuestionario de La Figura Corporal y el Inventario de Actitudes Alimentarias. La imagen corporal pudo ser considerada satisfactoria o insatisfactoria. Se obtuvieron datos demográficos, antropométricos y económicos e información sobre la etapa de maduración sexual, la auto-percepción del peso corporal y el consumo de bebidas azucaradas y gaseosas. Para identificar los factores asociados se utilizó el análisis de regresión de Poisson. Resultados: La insatisfacción corporal estuvo presente en el 19,5% de los/as adolescentes, con una prevalencia del 26,6% entre las chicas y el 10% entre los chicos. Independientemente del sexo, la prevalencia de la insatisfacción corporal fue superior entre los/as adolescentes con sobrepeso u obesos (en las niñas, PR: 1,38, IC: 1,09-1,73 y en los niños, PR: 2,26, IC: 1,08-4,75), mayor entre los/as que percibían a sí mismos como “gordos” (en las niñas, PR: 2,85, IC: 2,07-3,93 y en los niños, PR: 3,17, IC: 1,39- 7,23), y entre los/as que tenían actitudes alimentarias negativas (en las niñas, PR: 2,42, IC: 1,91-3,08 y en los niños, PR: 4,67, IC: 2,85-7,63). Una reducción en la insatisfacción corporal se identificó sólo entre las niñas con bajo peso (RP: 0,12, IC: 0,03-0.49).Conclusiones: Se observó una alta ocurrencia de la insatisfacción corporal entre los adolescentes, y que factores biológicos y del comportamiento se asocian con dicha insatisfacción (AU)

OBJECTIVE: To identify the prevalence of body image dissatisfaction and associated factors among students in Salvador, Brazil. METHODS: A cross-sectional study involving a random sample of 1,494 (852 girls and 642 boys) adolescents between 11 and 17 years of age who were students in the public schools in Salvador, Brazil. Participants completed the Body Shape Questionnaire and the Eating Attitudes Test-26. Body image was characterized as satisfactory or unsatisfactory. We obtained demographic, anthropometric and economic information and information regarding the stage of maturation, self-perception of body weight, and consumption of sweetened beverages and diet soft drinks. To identify associated factors we used Poisson regression analysis. RESULTS: Body image dissatisfaction was present in 19.5% of the adolescents, with a prevalence of 26.6% among the girls and 10% among the boys. Independent of sex, the prevalence of body image dissatisfaction was higher among adolescents who were overweight or obese (girls, PR: 1.38, CI: 1.09-1.73 and boys, PR: 2.26, CI: 1.08-4.75), higher among those who perceived themselves as fat (girls, PR: 2.85, CI: 2.07-3.93 and boys, PR: 3.17, CI: 1.39-7.23), and higher among those who had negative attitudes toward eating (girls, PR: 2.42, CI: 1.91-3.08 and boys, PR: 4.67, CI: 2.85-7.63).. A reduction in body image dissatisfaction was only identified among underweight girls (PR: 0.12, CI: 0.03-0.49).CONCLUSIONS:A high occurrence of body image dissatisfaction was observed among the adolescents, and biological and behavioral factors were associated with this dissatisfaction (AU)

Six-year trend in active commuting to school in Spanish adolescents. The AVENA and AFINOS Studies.

BACKGROUND: Promoting daily routine activities, such as active commuting to school, may have important health implications for young people. PURPOSE: The aim of the study was to examine the secular trend of active commuting to school in Spanish adolescents over a 6-year period (2001-2002 to 2006-2007). We also examined several factors that might explain this trend. METHODS: Data comes from two separate cross-sectional studies, both representatives from the city of Madrid (Spain): AVENA and AFINOS studies. These took place in 2001-2002 and 2006-2007 and included 415 (198 girls) and 891 (448 girls) adolescents aged 13-17, respectively. Commuting to school was assessed using a standardized question about their habitual mode of transportation to school: walking, cycling, bus/subway, car, or motorcycle. Chi-square and binary logistic regression were used. RESULTS: Percentage of active commuting girls decreased significantly from 61 % to 48 % (p = 0.002) from 2001-2002 to 2006-2007. Walking declined from 61 % to 46 % and the use of bus/subway increased from 25 % to 37 % in girls. Girls belonging to average/small families had lower odds of being active commuters than girls of large families (OR, 95 % CI: 0.69, 0.48 to 0.98). There were no significant differences in mode of commuting to school for boys (p = 0.269). CONCLUSION: Spanish adolescent girls in 2007-2008 had lower levels of active commuting to school, mainly walking, than their counterparts 6 years before. Belonging to a large family was related with higher active commuting in girls.

Motivos de abandono y no práctica de actividad físicodeportiva en adolescentes españoles: estudio Avena / Motives of Doprout and Non Practice Physical Activity and Sport in Spanish Adolescents: The Avena Study

A pesar de los reconocidos beneficios físicos, psíquicos y sociales que la práctica de actividad físico-deportiva produce en la salud de los jóvenes,la prevalencia de abandono y falta de este tipo de actividades está mostrando un importante aumento a nivel mundial, particularmente en los países desarrollados. Se precisan actuaciones educativas inmediatas para frenar esta situación. El objetivo del estudio es analizar la expresión de interés hacia la actividad físico-deportiva atendiendo al nivel de participación de ésta, y conocerlos motivos de abandono y no práctica en una muestra representativa de adolescentes españoles. Se efectuó un estudio descriptivo de corte transversal y se empleó la encuesta sobre comportamientos, actitudes y valores sobreactividad físico-deportiva del estudio AVENA (Alimentación y Valoración del Estado Nutricional en Adolescentes). La muestra fue de 2.859 adolescentes españoles (1.357 hombres, 1.502 mujeres; rango de edad: 13-18,5 años)y elegida de entre los escolares de Enseñanza Secundaria, procedentes tanto de centros públicos como privados de cinco ciudades españolas: Granada, Madrid, Murcia, Santander y Zaragoza. Los principales resultados verifican una elevada expresión de interés hacia la práctica físico-deportiva aunque casi la mitad de los adolescentes indican un nivel de participación insuficiente respecto a lo que realmente querrían practicar. La exigencia del estudio y la pereza y desgana suponen los principales motivos de abandono de la misma. Respecto a los motivos de no práctica, la falta de tiempo, seguido muy de lejo (..) (AU)

Despite the recognized physical, psychological and social benefits of physical and sport practice in the health of young people, prevalence of doprout and lack of such activities is increasing in developed countries. Interventions of different society institutions are required, being particularly relevant educational institutions. The aim of the study is to analyze the interest physical activity and sport regarding the level of participation in this practice and to know the reasons for abandoning and non practicing in a representative sample of Spanish adolescents. A descriptive cross-sectional study was implemented and the survey about behaviours, attitudes and values related to physical activity and sport practice, which was developed in the AVENA (Feeding and assessment of nutritional status of spanish adolescents) study. The sample size was 2859Spanish adolescents (1.357 men, 1.502 women; age range: 13-18.5 years) and (..) (AU)

Apesar dos reconhecidos benefícios físicos, psíquicos e sociais que produz a pratica de atividade fisico-esportivo em jovens, a prevalência de abandono e a falta dessa atividade esta crescendo a nível mundial especialmente em países desenvolvidos. Necessitam atuações educativas imediatas para desaceleraressa situação. O objetivo desse estudo é (..)(AU)

Land- and water-based exercise intervention in women with fibromyalgia: the al-Andalus physical activity randomised controlled trial.

BACKGROUND: The al-Andalus physical activity intervention study is a randomised control trial to investigate the effectiveness of a land- and water-based exercise intervention for reducing the overall impact of fibromyalgia (primary outcome), and for improving tenderness and pain-related measures, body composition, functional capacity, physical activity and sedentary behaviour, fatigue, sleep quality, health-related quality of life, and cognitive function (secondary outcomes) in women with fibromyalgia. METHODS/DESIGN: One hundred eighty women with fibromyalgia (age range: 35-65 years) will be recruited from local associations of fibromyalgia patients in Andalucía (Southern Spain). Patients will be randomly assigned to a usual care (control) group (n = 60), a water-based exercise intervention group (n = 60) or a land-based exercise intervention group (n = 60). Participants in the usual care group will receive general physical activity guidelines and participants allocated in the intervention groups will attend three non-consecutive training sessions (60 min each) per week during 24 weeks. Both exercise interventions will consist of aerobic, muscular strength and flexibility exercises. We will also study the effect of a detraining period (i.e., 12 weeks with no exercise intervention) on the studied variables. DISCUSSION: Our study attempts to reduce the impact of fibromyalgia and improve patients' health status by implementing two types of exercise interventions. Results from this study will help to assess the efficacy of exercise interventions for the treatment of fibromyalgia. If the interventions would be effective, this study will provide low-cost and feasible alternatives for health professionals in the management of fibromyalgia. Results from the al-Andalus physical activity intervention will help to better understand the potential of regular physical activity for improving the well-being of women with fibromyalgia. TRIAL REGISTRATION: ClinicalTrials.gov ID: NCT01490281.