The purpose of the study was to find out whether a short 6-week intervention on motor competence can reduce the Relative Age Effect (RAE) of preschool children born in the first quarter, compared to those born in the fourth quarter of the same year. Seventy-six preschool children (5.20 ± 0.54 years) from Lugo (Spain) participated. A quasi-experimental pre-post-test design was used with an intervention group (n = 32) and a control group (n = 44). The Movement Assessment Battery for Children-2 (MABC-2) was used to collect data before and after the intervention. The data show that, before the intervention, there are significant differences between the control and the intervention group in favor of the former (born in the first quarter of the year) in manual dexterity (p = 0.011), balance (p = 0.002), total test score (p = 0.008), and total percentile score (p = 0.010). After the application of the specific intervention, statistically significant differences were found in aiming and catching (p < 0.001), balance (p = 0.022), total test score (p = 0.001), and total percentile score (p < 0.001) in favor of the intervention group (born in the last quarter of the year). The results obtained suggest that the application of a specific intervention on MC could positively influence the improvement of MC in preschool children (boys and girls) and reduce the differences produced by the RAE.

Background and Objectives: International institutions together with the World Health Organisation recommend the teaching of BLS in schools. Therefore, the objective of this research was to study the feasibility of teaching CPR and AED through the flipped classroom, exploring the medium- and long-term retention of knowledge and practical skills among high school students. Materials and Methods: The sample consisted of 260 secondary schoolchildren (137 in the experimental group (EG) and 123 in the control group (CG)) between 12 and 14 years old (M = 12.75 ± 1.02). Results: The data revealed that the EG obtained better post-course results in the correct position of the hands (p = 0.011), the depth of external cardiac compression (p > 0.001), and the mean time to apply an effective shock with the AED (p = 0.013). The CG obtained better results in compressions with complete chest re-expansion (p = 0.025). These differences disappeared at 6 months (p > 0.05) and 12 months (p > 0.05). Conclusions: A training program based on the flipped classroom is as effective and viable as traditional training, although more efficient since it is applied in less time, in the sequence of action in BLS, CPR skills, and the application of an effective shock with an AED.

En este estudio se muestra el desarrollo de un programa de estimulación de la inteligencia emocional y de la autoestima en varios grupos de infantes de 4 y 5 años. Se confeccionó un programa de intervención emocional mediante el uso de metodologías cualitativas y cuantitativas. Se aplicaron los test de dibujo de la figura humana de Koppitz (1987), el test de Inteligencia Emocional de Martineaud y Engelhart (1998), el test de la casa de Buck, Fernández y Pereña (2008) y el de la familia de Corman (1971). Desarrollando la acción en diferentes momentos, se pudo comprobar una evolución positiva en cuanto a las habilidades sociales, inteligencia emocional y autoestima de los estudiantes que siguieron esta metodología en este programa de intervención.

Most out-of-hospital cardiac arrests are attended first by bystanders who are usually friends and/or relatives of the victim. Therefore, the objective of this research was to analyse the impact of a training process based on the flipped classroom on basic life support skills in primary education students. The sample consisted of 308 children (148 experimental group (EG) and 160 control group (CG)) between 10 and 13 years old (M = 10.68 ± 0.64) from 2 schools in Galicia, Spain. The data reveal that the quality parameters are obtained in the number of total compressions in 2 min (CG = 213 and EG = 217; p = 0.024) and in the percentage of correct compressions (CG = 87.23% and EG = 91.6%; p = 0.013) except for the mean depth and the percentage of correct compressions, which were not reached in any case. Regarding the application of an effective discharge with the Automated external defibrillator (AED), there were no significant differences in the time used by schoolchildren between both methods (p = 0.795), but 97.5% (n = 156) of the CG and 100% (n = 148) of the EG are able to do it in just over 1 min. Based on the results obtained, we can conclude that a training program based on the flipped classroom is as effective and viable as traditional training in psychomotricity on CPR techniques and the application of an effective discharge using an AED.

El propósito de este trabajo fue analizar los efectos de una unidad didáctica de juegos competitivos basados en el atletismo sobre la motivación autodeterminada, las necesidades psicológicas básicas y el disfrute en escolares de 5º y 6º de Educación Primaria dentro de las clases de educación física. Se empleó un diseño cuasi-experimental pre-post test con un grupo de control. Los participantes fueron 98 escolares (10.40 ± .50 años) de Lugo (España). El grupo control y el experimental estuvieron constituidos por 46 y 52 alumnos respectivamente. Para medir motivación, necesidades psicológicas básicas y disfrute se utilizó un cuestionario ad hoc utilizado en otras investigaciones. Los resultados muestran diferencias significativas en el post-test si se compara de manera global el grupo control y el experimental en la variable motivación intrínseca (p = .032), competencia percibida (p = .001) y relación con los demás (p = .011). Por todo ello, podemos concluir que la unidad didáctica basada en los juegos competitivos en las clases de Educación Física provocó mejoras significativas en las diferentes dimensiones, respecto a los que no participaron, obteniéndose unas puntuaciones superiores en los niños sobre las niñas.