Reliability, Knowledge Translation, and Implementability of the Spanish Version of the Hammersmith Infant Neurological Examination.

Purpose. This study aimed to: (a) translate and cross-culturally adapt the Hammersmith Infant Neurological Examination (HINE) into Spanish; (b) evaluate its intra- and inter-examiner reliability; (c) support a knowledge translation and tool implementation program in early intervention; and (d) evaluate its reliability and implementation for professionals one year after receiving training. Materials and methods. The translation followed the World Health Organization's recommendations. Reliability was assessed in 25 infants aged between 3 and 15 months with identifiable risks of cerebral palsy (CP). The implementation was also evaluated by analyzing the reliability of professionals without previous experience of the tool by using a pre-survey and a follow-up survey one year after training. The survey covered aspects related to the use of early detection tools of CP and the use of HINE, including attitudes, opinions, and perceptions. Results. An excellent intra- and inter-examiner agreement was obtained for the total score of the HINE intra-class correlation coefficient (ICC = 0.98 in both indices). One year after training, the professionals also showed excellent reliability values (ICC = 0.99), as well as an increase in sensitization and skills in evidence-based practices for the early detection of "high risk" of CP. Conclusions. The Spanish version of HINE is a reliable measure for the neurological evaluation of "high risk" of CP and can be administered after standardized training and without costs to acquire the evaluation. This allows its accessible and widespread implementation in the clinical context.

Aging: working memory capacity and spatial strategies in a virtual orientation task.

Brain networks involved in working and spatial memory are closely intertwined, outlining a potential relation between these processes, which are also affected in non-pathological aging. Working memory is a pre-requisite for other complex cognitive processes. The main aim of this study is to explore how working memory capacity (WMC) can influence the asymmetrical decline in spatial orientation strategies in an older segment of population compared to young participants. Forty-eight older adults and twelve young students took part in the study. Working memory and spatial memory were assessed using the Change Localization Task and The Boxes Room Task, respectively. In The Boxes Room Task, two different configurations assessed the use of egocentric and allocentric reference frames. Results showed that older adults with better WMC outperformed those with lower WMC in several tasks. Independently of WMC capacity, older participants performed better in the allocentric condition of The Boxes Room. In addition, young participants outscored low WMC older participants, but did not differ from high WMC older adults. Overly, these findings support the important relationship between working memory capacity and spatial orientations abilities. Thus, basic cognitive mechanisms engaged in information processing could inform about other brain processes more complex in nature, like spatial orientation skills.

Influencia del docente de Educación Física sobre la confianza, diversión, la motivación y la intención de ser físicamente activo en la adolescencia / Influence of Physical Education teacher on confidence, fun, motivation and intention to be physically active in adolescence / Influência do professor de Educação Física na confiança, diversão, motivação e intenção de ser fisicamente ativo na adolescencia

Según el informe de la OMS del 2018, más del 80% de los adolescentes no practican suficiente actividad física. Las clases de Educación Física deberían de ayudar a solventar este problema. Para ello, en este estudio, se pretende analizar la influencia del docente sobre la confianza, diversión, la motivación y la intención de ser físicamente activo en la adolescencia. En el presente estudio participaron 604 estudiantes entre los 13 y 19 años. Se realizaron análisis estadísticos descriptivos, un análisis de fiabilidad y un modelo de ecuaciones estructurales que explica las relaciones causales entre las variables. Los resultados muestran como el apoyo autonomía predice positivamente la confianza (ß = .56, p<.001), la diversión (ß = .29, p<.001) y la motivación (ß = .10, p<.05); mientras que el control psicológico predice negativamente la confianza (ß = -.17, p<.01), la diversión (ß = -.12, p<.001) y la motivación (ß = -.24, p<.001). La confianza predice positivamente la motivación (ß = .37, p<.01), de la misma manera, la diversión predice la motivación (ß = .74, p<.001), por último, la motivación predice de forma positiva la intención de ser físicamente activo (ß = .62, p<.001). En definitiva, el estudio muestra la influencia y la importancia del profesor de EF y de los procesos motivacionales y emocionales presentes en los adolescentes durante las clases de EF sobre la adopción de unos hábitos de vida activos

According to the WHO report of 2018, more than 80% of adolescents do not practice enough physical activity. Physical education classes should help solve this problem. For this, in this study, we intend to analyze the influence of the teacher on confidence, enjoyment, motivation and the intention of being physically active in adolescence. In the present study, 604 students between the ages of 13 and 19 participated. Descriptive statistical analyzes, a reliability analysis and a structural equation model that explains the causal relationships between the variables were performed. The results show how autonomy support positively predicts confidence (ß = .56, p <.001), enjoyment (ß = .29, p <.001) and motivation (ß = .10, p <.05) ; whereas psychological control predicts negatively confidence (ß = -.17, p <.01), enjoyment (ß = -.12, p <.001) and motivation (ß = -.24, p <.001 ). Confidence positively predicts motivation (ß = .37, p <.01), in the same way, enjoyment predicts motivation (ß = .74, p <.001), finally the motivation positively predicts the intention to be physically active (ß = .62, p <.001). In short, the study shows the influence and importance of the PE teacher and the motivational and emotional processes present in adolescents during PE classes on the adoption of active life habits

Segundo o relatório da OMS de 2018, mais de 80% dos adolescentes não praticam atividade física suficiente. Aulas de educação física devem ajudar a resolver este problema. Para isso, neste estudo, pretendemos analisar a influência do professor sobre a confiança, a diversão, a motivação e a intenção de ser fisicamente ativo na adolescência. No presente estudo, participaram 602 estudantes com idades entre 13 e 19 anos. Análises estatísticas descritivas, uma análise de confiabilidade e um modelo de equações estruturais que explica as relações causais entre as variáveis foram realizadas. Os resultados mostram como o apoio à autonomia prediz positivamente confiança (ß = .56, p <.001), diversão (ß = .29, p <.001) e motivação (ß = .10, p <.05) ; enquanto o controle psicológico prediz confiança negativa (ß = -.17, p <.01), diversão (ß = -.12, p <.001) e motivação (ß = -.24, p <.001 ). A confiança prediz positivamente a motivação (ß = 0,37, p <0,01), da mesma forma, a diversão prediz a motivação (ß = 0,74, p <0,001), enfim, a motivação prediz positivamente a intenção de ser fisicamente ativo (ß = 0,62, p <0,001). Em suma, o estudo mostra a influência e importância do professor de EF e dos processos motivacionais e emocionais presentes nos adolescentes durante as aulas de EF sobre a adoção de hábitos de vida ativos

Escala de reserva cognitiva: ajuste del modelo teórico y baremación / Cognitive Reserve Scale: testing the theoretical model and norms

Introducción. La teoría de la reserva cognitiva contribuiría a explicar las diferencias en el rendimiento intelectual en sujetos con deterioro cognitivo similar y en sujetos sanos. Sin embargo, son necesarios más datos psicométricos que garanticen el uso de los instrumentos de medición de reserva cognitiva. Objetivo. Aportar evidencias de validez respecto a la estructura interna de la escala de reserva cognitiva (ERC) y establecer un baremo de referencia para la interpretación de sus puntuaciones. Sujetos y métodos. Un total de 172 sujetos completaron la ERC y fueron distribuidos en dos grupos en función de la edad: 36-64 años (n = 110) y 65-88 años (n = 62). Resultados. El análisis factorial mediante modelos de ecuaciones estructurales exploratorios indicó un moderado ajuste de los datos al modelo propuesto. En general, los índices de discriminación fueron correctos (entre 0,21 y 0,50), y se registró congruencia entre los ítems a lo largo de los períodos de juventud, adultez y madurez para ambos grupos de edad. Se observaron valores adecuados del índice de fiabilidad (alfa de Cronbach: 0,80) y de los errores típicos de medida (media: 51,40 ± 11,11). Conclusiones. La ERC se enmarcaría dentro del modelo teórico hipotetizado y las puntuaciones podrían interpretarse mediante el baremo ofrecido, lo que avalaría su empleo en la investigación en este campo (AU)

Introduction. The cognitive reserve theory may contribute to explain cognitive performance differences among individuals with similar cognitive decline and among healthy ones. However, more psychometric analysis are needed to guarantee the usage of tests for assessing cognitive reserve. Aims. To study validity evidences in relation to the structure of the Cognitive Reserve Scale (CRS) and to create reference norms to interpret the scores. Subjects and methods. A total of 172 participants completed the scale and they were classified into two age groups: aged 36-64 years (n = 110) and 65-88 years (n = 62). Results. The exploratory factor analysis using ESEM revealed that the data fitted the proposed model. Overall, the discriminative indices were acceptable (between 0.21 and 0.50) and congruence was observed in the periods of young adulthood, adulthood and late adulthood, in both age group. Besides, the index of reliability (Cronbach’s alpha: 0.80) and the typical mean error test (mean: 51.40 ± 11.11) showed adequate values for this type of instrument. Conclusion. The CRS seemed to be set under the hypothetical theoretical model, and the scores might be interpreted by the norms showed. This study provided guarantees for the usage of the CRS in research (AU)