Olympic shooting is a sport with high demands of accuracy. Minimal visual errors could be related to performance losses. However, not all visual skills have been studied in depth in this sport. The main objectives of this study were to compare differences in shooters’ visual skills by level and to analyze the competition effect on them. Sixty‐six participants were distributed in three groups (non‐athletes, elite and non‐elite). Eleven visual variables were tested in four skills groups (visual acuity, heterophoria, accommodation functions and other visual skills). The data were collected through a pre‐ and post‐competition simulation test. The results of the study showed differences between groups by shooting sport level. In general, shooters had higher visual acuity values than non‐athletes p < .001 with large size effects (d between 1.01 and 2.35), and elite shooters presented higher values of accommodation than non‐elite shooters p < .05 with large size effects (d between 0.88 and 0.97). Furthermore, different visual skills were modified after competition depending on the shooting level. Specifically, visual accommodation skills were only improved in elite shooters. Finally, our study suggests that elite shooters employ different visual strategies or skills to non‐elite shooters and that shooting activity is closely related to some specific visual skills. This aspect should be considered by coaches in the design of optimal visual trainings and improve the shooters’ performance.Highlights Shooters showed better acuity skills than non‐athletes. Shooting activity seems to improve visual acuity skills, binocular visual time and eye–hand coordination in non‐elite shooters, and accommodation and eye–hand coordination in elite shooters immediately after the competition simulation. Elite shooters employ different visual strategies or skills to non‐elite shooters. Non‐dominant eye occlusion may benefit binocular vision recovery by inhibiting aiming action and the use of accommodative flexibility could be related to the QE during the shot.

The purpose of this work is to evaluate the effects of confinement due to COVID-19 isolation on visual function, considering insufficient convergence as one of the possible effects of living the whole day in a reduced space. We pass a Convergence Insufficiency Symptom Survey (CISS) among 235 people to detect their habits before and after 25 confinement days. The data collection protocol consisted on a Google forms questionnaire included two parts: the first with current data (isolation period) and a second with pre-isolation period data. Differences between the pre-isolation and isolation period were calculated using the related paired T-tests. When statistically significant differences were found, the effect size was estimated using the Cohen’s d index (d). The reduction in physical activity levels during confinement were related to the increase in total number of minutes of screen consumption from 433.49 min to 623.97 min per day (d = 0.67; 44.01%). The CISS scores were increased by more than 43% during confinement. The increase in convergence insufficiency was 100% after the studied isolation period of 25 days. The 92.19% increase in television use during 25 days of confinement is not responsible for the increase in convergence insufficiency. However, due to the increase in the use of PCs in this period, there is a notable increase in convergence insufficiency. Therefore, we can conclude that not all increases in tasks with electronic devices are responsible for the increase in convergence insufficiency.

The purpose of this research is to investigate the opinions of future teachers on their experience using Socrative exit tickets in the university classroom. For this purpose, the Socrative program was implemented as a learning tool within the education programs of two large universities in Spain, and a questionnaire was created by adapting instruments from previous research. The results show that the use of exit tickets improves the participants’ reported attention and perceived abilities to reflect on, synthesize and analyze the course content. In addition, the use of Socrative facilitates instructors in identifying the degree of understanding or difficulties of students.

Background/Objectives: The prevalence of myopia is increasing globally, including in Spain. The early detection of ocular biometric parameters associated with myopia development is crucial for implementing control strategies. This study aims to describe the normative biometric values in a Spanish school-aged population and compare them with previously established reference data. Methods: A cross-sectional, observational, and analytical study was conducted on 558 students aged 6 to 12 years from the Educare Valdefuentes School in Madrid. Ocular biometric parameters, including axial length (AL), corneal curvature (CR), anterior chamber depth (ACD), crystalline lens thickness (LT), corneal thickness (CCT), and posterior vitreous depth (PVD), were measured using IOLMaster 700. The axial length/corneal radius (AL/CR) ratio was calculated. Percentile growth curves were generated, and the results were statistically analyzed using IBM SPSS 29. Results: AL significantly increased with age (p < 0.001), and boys had longer AL than girls. The AL/CR ratio showed a moderate correlation with myopia risk (ρ = 0.647, p < 0.001). Compared to previous European studies, no significant differences were found, except for minor variations in AL and CR. Conclusions: These percentile-based biometric values provide a useful reference for monitoring ocular growth and assessing myopia risk in Spanish children. The AL/CR ratio remains a strong predictor of myopia development, supporting its role in early detection strategies.

Blended learning is receiving more and more attention due to social changes, technological advances, and the increasing internationality of studies, and research needs to be carried out to explore the possibilities this instruction modality offers to university students. This project aimed to test the feasibility and success of a blended course on research and EFL skills and to determine whether there is an internationally shared criterion when assessing students’ scientific work. To do so, a short module on research skills was designed and implemented with 30 students from the BSc in Optics and Optometry from the Complutense University of Madrid, whose final project, the production of a scientific poster, was assessed by three instructors from different universities. The results show that the content and modality of the teaching were successful in the increase in students’ research and language skills. The assessment of the posters showed heterogeneous evaluations regarding the quality of their visual features and their contents. Therefore, more research is needed on international perspectives about the presentation of results in the academic and scientific genre to pursue the creation and dissemination of homogeneous criteria, and therefore improve students’ performance with an international value.