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Copyright of International Journal of Medicine & Science of Physical Activity & Sport / Revista Internacional de Medicina y Ciencias de la Actividad Física y del Deporte is the property of Revista Internacional de Medicina y Ciencias de la Actividad Fisica y del Deporte and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Interest in analyzing physically active behaviors during school recesses has grown in recent years as the school environment has consolidated (recess, physical education classes, lunch-time, before and after school) as a crucial space to bring these levels towards those recommended through intervention programs and improvements in the school environment. Unfortunately, in most of these studies, children do not achieve the 60 min a day of moderate to vigorous physical activity (MVPA) recommended by the World Health Organization. The aim of this systematic review is to analyze the cross-sectional, longitudinal, and intervention studies objectively measured with accelerometers that have emerged in recent years to determine the amount of MVPA of children at recess. This systematic review followed the PRISMA guidelines. The extraction process for the studies included in this systematic review yielded a total of 43 articles. The studies were classified according to the methodological nature of the research: cross-sectional ( n = 34), longitudinal ( n = 3) and quasi-experimental ( n = 6). The results of the studies confirm that during the recess period younger children are physically more active than older ones and that in general, boys are more physically active than girls. In addition, the data show that the school contributes to more than 40% of the total MVPA. The intervention programs led to an increase in MVPA of up to 5%. Providing schools with equipment and facilities shows that intervention programs are beneficial for raising children's levels of physical activity.

Previous research highlighted the effectiveness of cooperative learning in the four learning domains: physical, cognitive, social and affective. However, recent reviews have called for more empirical research on social and emotional learning based on contemporary theories, frameworks and assessment tools. Little is known about the links between cooperative learning and two strong contemporary frameworks: the achievement goal theory and the four-branch model of emotional intelligence. The goal of this study was to assess the connections between cooperative learning, task and self-approach goals, and emotional intelligence in physical education classes. Forty primary education students (21 girls, 19 boys), 10-12 years ( M age = 10.87; SD = 0.85), enrolled in two different classes in only one school, participated. None of them had experienced cooperative learning as a pedagogical model before. The study followed a one group, pre-test-post-test, pre-experimental design. Both classes experienced the same cooperative learning intervention programme conducted in physical education, which included two consecutive learning units for a total of 16 sessions (2 per week/50 min each). The same physical education teacher, an expert in cooperative learning, conducted all sessions. Results showed that the cooperative learning framework helped increase students' self-approach goals and their emotional control and regulation, and empathy. In conclusion, the present study reinforced the use of cooperative learning in physical education, because it can guide students to more adaptive motivational patterns and to develop their emotional intelligence. Furthermore, it contributes to the students' social and emotional learning building quality relationships, learning to manage stressors, and evolve individually and in groups., Competing Interests: The authors declare no conflict of interest.

This study aims to analyze the psychophysiological stress response of a helicopter crew using portable biosensors, and to analyze the psychophysiological stress response differences of experienced and non-experienced crew members. We analyzed 27 participants (33.89 ± 5.93 years) divided into two different flight maneuvers: a crane rescue maneuver: 15 participants (three control and 12 military) and a low-altitude maneuver: 12 participants (five control and seven military). Anxiety, rating of perceived exertion, subjective perception of stress, heart rate, blood oxygen saturation, skin temperature, blood lactate, cortical arousal, autonomic modulation, leg and hand strength, leg flexibility, spirometry, urine, and short-term memory were analyzed before and after both helicopter flight maneuvers. The maneuvers produced a significant increase in stress and effort perception, state of anxiety, and sympathetic modulation, as well as a significant decrease in heart rate, blood oxygen saturation, leg and inspiratory muscle strength, and urine proteins. The use of biosensors showed how a crane rescue and low-altitude helicopter maneuvers produced an anticipatory anxiety response, showing an increased sympathetic autonomic modulation prior to the maneuvers, which was maintained during the maneuvers in both experienced and non-experienced participants. The crane rescue maneuver produced a higher maximal heart rate and decreased pulmonary capacity and strength than the low-altitude maneuver. The psychophysiological stress response was higher in the experienced than in non-experienced participants, but both presented an anticipatory stress response before the maneuver.

The present research had two complementary aims: (a) to examine the associations between cooperative learning (CL) and emotional intelligence (EI) in physical education (PE) and (b) to explore and compare the use of CL in PE in primary education (PED), secondary education (SED) and baccalaureate (BA). A total of 1332 students (682 males, 650 females) took part in the study. All participants were aged between 10 and 20 years old (M = 13.09; SD = 2.47) and belonged to 13 different schools in Southwest Spain. They completed the cooperative learning questionnaire (CLQ), referring to the PE classes, in addition to the emotional intelligence questionnaire in physical education (EIQPE). Positive and significant associations were found between CL and EI in all school stages. In addition, moderately strong associations were uncovered between CL and the different dimensions of EI: emotional recognition, emotional control and regulation and emotional empathy. Participants belonging to classrooms with larger cooperation indices presented higher levels of EI. Results also highlighted a greater use of CL in PE classes during the PED stage in comparison to the SED and BA stages. These outcomes are discussed in light of the existing literature and methodological implications are derived for teaching PE. The use of CL in PE is recommended because of its positive contribution to the affective domain through IE. This will be especially important during the SED and BA stages, where lower rates of CL were observed.

In childhood, the perception of body image is in the construction phase and emerges linked to the aesthetic ideals of society, which is well differentiated according to gender. In this way, according to people's interpretations of the environment and how to manage it emotionally, greater or lesser body satisfaction may be generated, which could have irreversible consequences for children. Therefore, our interest lies in how body image satisfaction and gender can act as modulating variables of emotional intelligence in childhood, analyzing differences in the intrapersonal, interpersonal, stress management, adaptability, and mood dimensions of emotional intelligence, according to the degree of body image satisfaction and the child's gender. A total of 944 Primary Education students selected by multistage cluster sampling, 548 boys and 396 girls aged between 9 and 12 years from different schools in Extremadura (Spain), participated in the research. The study design was descriptive, and questionnaires to measure emotional intelligence, self-perception, and body image satisfaction were used. An analysis of descriptive statistics, a Chi-square test to measure the variance/invariance of the participants' distribution according to their satisfaction with body image and gender, and a MANOVA to determine the possible effects of satisfaction with body image as well as of gender on emotional intelligence were conducted. Regardless of gender, children who were satisfied with their body image showed higher interpersonal intelligence, greater adaptability, and better mood. With respect to gender, girls showed higher stress management than boys. Throughout Compulsory Education, it is necessary to promote campaigns imparted by specialists to prevent body image dissatisfaction, so that the benefits can reach the entire educational community (students, teachers, and parents). In this work, several possibilities are described to meet the demands of contemporary society.

Parenting styles have been used to explain the effects of family socialization on children's learning skills. In this research, we have considered build an instrument for evaluating academic goals in the primary school stage, that allows us determine the relationships between the different types of goals and the different ways of establishing and policing the rules that the participants perceive from their parents. Those participating in this research were 550 pupils from of primary education. The Questionnaire on Academic Goals (QAG) has highly acceptable psychometric characteriztics. The analysis has shown the existence of four solid, well-defined factors. The relationships between the different types of goals and the different ways of establishing and policing the rules are verified. The pupils classified in the groups concerning the goals of social evaluation and reward were characterized by a more indulgent parenting style, determined by an absence of rules and limits for their children's behavior. On the other hand, those pupils classified in the groups concerning the goals of learning and achievement were characterized by parents with an inductive style, determined by the use of reasoning and explanations towards their children in so far as the consequences of breaking the rules.

Background: This study has analyzed the impact of applying a decision training program, in which video-feedback and questioning were used, on the development of decision-making, skill execution and procedural knowledge in basketball players., Methods: Participants were eleven male players aged between 12 and 13 years old ( M age  = 12.75, SD age  = .65), who were assigned to an experimental or control group within a pre-test/intervention test/retention test quasi-experimental design. The decision training program was applied over 11 weeks. Throughout this intervention, players had to analyze the causes and reasons for the decision made, using video feedback and questioning to this end. Decision-making and skill execution variables were analyzed using the French & Thomas (1987) observation instrument, while a validated questionnaire was used to assess procedural knowledge in basketball., Results: The results reported that sport expertise improved in players from the experimental group, who had significantly higher intervention test scores for successful decisions and skill executions when compared to players in the control group. In the intra-group analysis, the experimental group significantly improved in the intervention test compared to the pre-test, in terms of some of the variables of decision-making, skill execution and procedural knowledge., Discussion: These results reinforce the idea of including cognitive tools in training, such as video-feedback and questioning, to improve sport expertise in players' formative stages, and presumably to improve their performance whilst maintaining decision training throughout time., Competing Interests: The authors declare there are no competing interests.

Framed within Self-Determination Theory, the objective of this study was to analyze the relationship between satisfaction and frustration of basic psychological needs, levels of motivation, physical activity, and satisfaction with life., Methods: A total of 487 students participated, comprising males ( n = 262) and females ( n = 225), aged between 14 and 16 years ( M = 15.02; SD = 0.87), from different secondary schools., Results: A regression analysis was carried out (structural equation modeling) that revealed the existence of two theoretical lines, one positive and the other negative, where the satisfaction of basic psychological needs was positively related to autonomous motivation and physical activity, which predicted satisfaction with life. On the other hand, the frustration of basic psychological needs was positively related to controlled motivation, whereas controlled motivation (introjected regulation and extrinsic regulation) was inversely associated with physical activity and satisfaction with life., Conclusion: The results show the importance of motivational processes in physical activity, and the effects of physical activity on satisfaction with life in adolescents who spend more time engaged in physical activity.

Minors' mental health is a subject of high global concern. Understanding the factors that influence their mental health is essential to improving the health of future generations. In this study, an analysis of the Strengths and Difficulties Questionnaire's usefulness is carried out, as a validated tool, recognized in Spain and internationally, for the measurement of minors' mental health. In turn, the influence of the variables of gender, age, and physical health, along with the occupational social class of parents on Spanish minors' mental health, has been analyzed. Spanish minors with good physical health and of parents with middle and higher education, as well as in an occupational social class, are less likely to suffer mental health problems. On the other hand, it seems that internalizing symptoms are more likely in girls, and externalizing symptoms are more likely in boys. However, when a global measure of mental health is made without specific subscales, the effects of gender and age diverge greatly, according to the studies. Although there are examples of current research using the same measurement tool, there is still a need for many more international studies that are coordinated using the same methodology. This study identifies the factors which the international and Spanish scientific literature has revealed as being determinants in minors' mental health. Finally, it is essential that the influence of these factors be assessed in the areas of primary care and mental health to facilitate better detection, intervention, or prevention of mental health problems in today's children, as well as the children of future generations.

The cooperative methodology provides an opportunity for university students to develop interpersonal, social, and teamwork competences which can be decisive in their professional and social success. The research described here examines the influence of cooperative learning on the social skills necessary for teamwork. Furthermore, it analyses whether the continued use of this type of learning, the type of group, the basic social skills for teamwork, or the academic level of the students, influence their efficacy. To do so, we have designed a research project of a quasi-experimental kind with a pre-test, a post-test, and a control group, in which 346 university undergraduate students studying degrees in Infant and Primary Education completed self-report surveys about behavior patterns in social skills concerning self-assertion and the reception and imparting of information in teamwork situations. The results show that cooperative learning in university classrooms is effective as a method for developing the social skills necessary for teamwork, as well as the relevance of the control over the number of students in a group, the basic social skills, or the academic level of the students, as relevant factors related with efficacy; where continuity over time in the use of the cooperative methodology is what marks the greatest differences in the development of the social skills necessary for teamwork. It is important to stress that when students are asked to work autonomously in teams, with the aim of favoring the development of social skills, they should be given adequate structures that can guarantee the minimum conditions of participation, so as to allow a proper development of the said social skills.

The analysis of the mental health in children under 14 years has become a research topic of global interest where the family can be a key factor for protection or risk against mental health problems. With this work, we intend to determine, employing binary logistic regression analysis, whether parental acceptance-rejection perceived by boys and girls can predict their mental health. Seven hundred sixty-two students participated, the average age was 12.23 years; 53.8% (n = 410) girls and 46.2% (n = 352) boys. We have used the Strengths and Difficulties Questionnaire (SDQ), self-reported version and the Affection Scale children version (EA-H) for parental acceptance-rejection to assess mental health. The odds ratio (OR) of the logistic models reports that there is a greater probability of having mental health problems in boys and girls when they perceive that they are highly criticized and rejected by their parents. With our work, we highlight the importance of the environment and family affection on mental health. The perception of the children about the rejection, aversion, and criticism of their parents constitutes a risk factor in the manifestation of mental health problems.

Cooperative learning are being used increasingly in the university classroom, in order to promote teamwork among students, improve performance and develop interpersonal competences. Responsibility and cooperation are two fundamental pillars of cooperative learning. Team members' responsibility is a necessary condition for the team's success in the assigned tasks. Students must be aware that they depend on each other and should make their maximum effort. On the other hand, in efficient groups, the members cooperate and pool their efforts to achieve the proposed goals. In this research, we propose to create a Questionnaire of Group Responsibility and Cooperation in Learning Teams (CRCG) . Participants in this work were 375 students from the Faculty of Teacher Training of the University of Extremadura (Spain). The CRCG has very acceptable psychometric characteristics, good internal consistency, and temporal reliability. Moreover, structural equation analysis allowed us to verify that the latent variables in the two factors found are well defined and, therefore, their assessment is adequate. Besides, we found high significant correlations between the Learning Team Potency Questionnaire (CPEA) and the total score and the factors of the CRCG. This tool will evaluate cooperative skills and offer faculty information in order to prepare students for teamwork and conflict resolution.

Cooperative, collaborative learning and other forms of group learning methods are increasingly used in classrooms. Knowing students' attitudes toward teamwork has great value since they influence the students' learning results as well as their social development. So it is necessary to have robust instruments to provide a better understanding of these attitudes and preferences concerning teamwork. Such instruments also help to identify the factors that promote positive or negative attitudes within the context of group activities. Using a sample of 750 first and second year university students studying a degree in Kindergarten, Primary and Social Education, an instrument measuring attitudes toward team learning has been developed. Two distinct factors were obtained through various factorial analyses and structural equations: Academic attitudes and Social and emotional attitudes . Our study reveals that the instrument is both valid and reliable. Its application is both simple and fast and it has important implications for planning teaching and learning activities that contribute to an improvement in attitudes as well as the practice of teaching in the context of learning through teamwork.

The purpose of this study was to explore the differences in satisfaction with body image depending on whether the subject practices organized sport or not, as well as the gender of the children. In addition, the study aims to examine the role of body image and the practice of organized sport on the process of building the academic, social, emotional, family and physical dimensions of self-concept in childhood. To do so, a sample of 944 pupils was used. These children were attending primary school in different centers of the Autonomous Community of Extremadura (Spain) and were between 9 and 12 years of age. The main results of the study show that three out of every four children participating in this study were not satisfied with their figure and one out of every five was very dissatisfied. The satisfaction or dissatisfaction with the figure was similar in boys and girls, although it could be appreciated that the ideal body image is partly conditioned by gender stereotypes. The children most satisfied with their body image had a greater academic and physical self-concept. The children that practiced organized sports had a greater physical and emotional self-concept. The children most dissatisfied with their body image and practiced organized sports had a lower family self-concept. All these findings are discussed with reference to previous research literature.