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Currently teachers have sought a way to motivate students towards the practice of Physical Education. For this purpose, innovative tools such as gamification are used. However, few studies show how gamification in Physical Education can affect behavioral regulations and Basic Psychological Needs. Therefore, this research tried to observe how the gamification affects motivation in students of Secondary Education in Physical Education. To carry out this research, 186 students from first to third year of Secondary Education participated in the study. These students were divided into experimental group (n = 89) and control group (n = 98), respecting the predefined classes at the beginning of the course. Participants had to complete two pre and post-intervention questionnaires in order to observe the changes. The results showed an increase in the variables autonomy, competence, relatedness and intrinsic motivation, as well as a decrease in amotivation for the gamified group. By observing the results according to sex, both showed the changes described above. Similarly, when academic year results were observed the same changes were found, as well as identified regulation changes in the third year. However, some of these changes were also shown in the control group. In conclusion, it seems that a gamified proposal achieves motivational improvements regardless of sex, but gamification results may change depending on academic year.

With the passage of time, the rate of students who are overweight and obese has increased, in order to reduce it and increase physical condition, parkour-based content was chosen to produce novelty in classroom. However, it was not known if this type of intervention would improve to a greater extent than methods that were normally used in the subject. Therefore, the purpose of the present study was to investigate the improvement provided by a Didactic Unit based on parkour in student agility compared to a Didactic Unit for team sports, as well as investigating how this improvement depended on gender. So as to clarify this uncertainty, 146 students participated in the study, 67 in team sport group (CON) and 77 in parkour group (EXP). A pre and post intervention agility test was used to evaluate the change provided by the Didactic Units. Results showed a greater significant improvement in the EXP group (p = 0.002) compared to the CON group, suggesting that an intervention through parkour achieves greater agility improvements. In the same line, when the sample was segmented by sex, a greater change was observed in the male EXP group (p = 0.007) compared with CON group, however, no differences were found when comparing female groups (p = 0.099). Therefore, it seems that parkour is a valid method to increase the agility of students in Physical Education in secondary education, getting better improvements than team sports in male gender, although it does not seem to be more favorable than team sports in female gender.

Contexto: Se ha observado que el ROM, la fuerza y la velocidad de servicio están relacionados con el riesgo de lesión del hombro. Objetivo: Probar la conexión entre la fatiga y los cambios en el ROM y fuerza glenohumeral y en la velocidad de saque. Diseño del Estudio: Estudio experimental. Método: Diecisiete tenistas de élite masculinos fueron instruidos para realizar un mismo calentamiento, con el objetivo de medir ROM y fuerza de rotación interna y externa del hombro para ambos brazos, y velocidad de servicio. Después los tenistas realizaron un partido simulado, para después volver a ser medidos. Resultados: Todas las variables no mostraron cambios significativos comparando la situación con y sin fatiga. Conclusión: Los datos muestran cambios no significativos de ROM y fuerza en la rotación del hombro, así como en la velocidad de servicio, con un procedimiento de fatiga de una hora y diecisiete minutos. Así que, jugando poco más de una hora no entraña riesgo de lesión de hombro para los tenistas por fatiga. Background: It has been observed ROM, strength and service speed are related to shoulder risk of injury. Purpose: The objective of the study is to prove the connection between fatigue and changes in glenohumeral ROM, strength and speed service. Study Design: Experimental study. Method: Seventeen male elite tennis players were instructed to do the same warm up, with the objective to measure internal and external shoulder ROM and strength, for both arms, and service speed. Later they played a simulated match, then same variables were measured again. Results: All variables measured showed no significant changes comparing situation with and without fatigue. Conclusion: These data show no significant changes of rotation ROM, strength and service speed, with fatigue procedure of one hour and seventeen minutes. So, playing a little more than one hour does not entail an injury risk for tennis player shoulder thanks to fatigue.

CON EL FIN DE OBSERVAR LOS EFECTOS QUE PRODUCE EL ENTRENAMIENTO DE FUERZA EN SECO EN LA NATACIÓN, SE REALIZA UNA REVISIÓN SISTEMÁTICA DE ARTÍCULOS, PARA COMPRENDER LAS ÚLTIMAS INNOVACIONES EXPUESTAS EN LA LITERATURA. TRAS ANALIZAR UNA GRAN CANTIDAD DE ARTÍCULOS, SE OBTIENE QUE EN LA GRAN MAYORÍA DE ELLOS, EL ENTRENAMIENTO DE FUERZA EN SECO MEJORA LOS NIVELES DE FUERZA Y POTENCIA, QUE PROVOCAN UNA MEJORA EN EL RENDIMIENTO DE LOS NADADORES.