Basic motor skills are the basis for the formation and execution of movements that will be utilized throughout an individual’s lifetime, thus promoting their involvement and continued participation in physical activity. (1) Background: This study aimed to assess the impact of a physical education program, based on a model of structured and unstructured physical activity, on the motor development of kindergarten students at a private school for girls in Con Con, Chile. (2) Methods: Thirty-four female students were divided into two groups, one participated in structured physical activity and the other in unstructured physical activity, and both groups then underwent a 12-week intervention. The Test of Gross Motor Development-2 (TGMD-2) was utilized to evaluate motor behaviors, and the data were analyzed using descriptive statistics and relative frequencies. The Wilcoxon test was used to compare differences at the beginning and end of the intervention, while the Whitney–Mann U test was used to determine differences between groups. (3) Results: Statistically significant differences were observed in the overall group when comparing the start and end of the intervention for total motor development (p = 0.001), locomotion skills (p = 0.018), and object control (p = 0.001). However, no significant differences were found between the two types of intervention activities. (4) Conclusions: This study suggests that both structured and unstructured physical activity interventions enhance overall motor development, particularly in the dimensions of locomotion and object control. The results indicate that unstructured physical activity interventions may lead to better outcomes in motor development tests compared to structured interventions.

Basic motor skills are recognized as fundamental movements that allow children to interact with their environment and are identified as the basic structure on which more complex movements are built. Objective: to identify the level of motor development of children from 3 to 10 years of age according to sex and age group. Methodology. We studied a sample with a total of 328 participants (girls = 170; boys = 158) at preschool (n = 154) and school levels (n = 174). The ages of the students ranged from 3 to 10 years, with a mean of 5.94 years (±2.53). TGMD2 was applied to identify motor development. Results: boys and girls present low levels of physical activity, with most of them in the very poor, poor, and low-average categories (n = 182, 55.5%). Levels of motor development in locomotion, manipulation, and general development by age show significant differences (p = 0.000). However, levels of development by sex are not significant in manipulation, locomotion, and gross motor skills tests, respectively (p = 0.150, p = 0.208, and p = 0.210), and in relation to chronological age and motor development age show significant differences (p = 0.000).

All the variables that arise in family dynamics can have significant effects on the lives of children concerning their nutritional status and motor development. The objective of this study was to relate the PAL of parents to the level of motor development and the BMI of their children. A total of 198 subjects participated, with the age of the students ranging between 8 and 10 years. To measure the BMI, the norms for the nutritional evaluation of children and teenagers from 5 to 19 years were used; to identify the motor behaviors, the TGMD-2 Test was used; and to identify the level of physical activity of parents, the International Physical Activity Questionnaire (IPAQ) was used. For the analysis, the independent samples t-test and the non-parametric Mann–Whitney U test (Wilcoxon) were used, and for the correlational analysis, Spearman’s rho test was applied. This study found no significant correlation between the activity level of parents and nutritional status variables (p = 0.162), or between the PAL variables of parents and the motor development of their children (p = 0.738). A parent’s level of physical activity does not have a direct relationship with the nutritional status or the motor development of their children.

En nuestra sociedad existe una constante preocupación por la calidad de la educación y sus procesos, en donde se evidencia como un factor preponderante el desempeño de los profesores. Es a partir de esto que se formuló el siguiente objetivo general: Establecer las competencias específicas que debe poseer el Profesor de Educación Física para desempeñarse en las instituciones escolares, a partir de las consideraciones del medio educativo. Se diseñó una investigación descriptiva bajo un paradigma mixto, en donde se utilizó el modelo de levantamiento de competencias Desarrollo de Curriculum (DACUM), entrevistando a 39 directores y docentes de instituciones escolares y universitarias, para posteriormente jerarquizar estas competencias, aplicando un cuestionario a 801 directores, docentes y estudiantes de ambas instituciones. Las competencias específicas que se levantaron fueron 7 en el área del saber, 5 en el área del hacer y 5 en el área del ser. La competencia que presento una mayor jerarquización fue en el área del ser “Actúa con liderazgo pedagógico motivando a sus estudiantes a participar en el desarrollo de actividades dentro de su comunidad educativa”. En relación a los promedios de jerarquización de las áreas, la mayor jerarquización la obtuvieron las competencias del área del hacer con un promedio de 3.66, luego ser con 3.64 y saber con 3.53. En relación a los actores: los directivos, docentes y estudiantes de las Instituciones Superiores entregaron una jerarquización mayor a las competencias levantadas en comparación a los directivos, docentes y estudiantes de las Instituciones Escolares. In our society there is a constant concern for the quality of education and its processes, where teachers’ performance stands out as a preponderant factor. Based on it, the following general objective was formulated: To establish the specific competences that Physical Education Teachers must have to perform in school institutions, taking into account the specific educational setting. A descriptive research was designed under a mixed paradigm, where the curriculum development model (DACUM) was used to interview 39 directors and teachers of schools and higher education institutions, to later hierarchize these competences by applying a questionnaire to 801 directors, teachers, and students from both types of institutions. The specific competences raised were seven in the area of knowledge, five in the area of doing, and five in the area of being. The competence that presented a greater hierarchy was in the area of being: "Acts with pedagogical leadership motivating its students to participate in the development of activities within their educational community". In relation to the averages of hierarchy of the areas, the highest ranking was obtained by the competences of the area of doing with an average of 3.66, followed by being with 3.64, and knowing with 3.53. Regarding the actors: directors, teachers, and students from Higher Institutions attributed higher rankings to the competences raised in comparison to directors, teachers, and students from School centres.

Modified invasion games promote the development of real and perceived motor competence. Children with higher motor competence are more likely to participate in physical activity practice and to remain in it, both in adolescence and adulthood. (1) Background: The purpose of this study is to determine the effect of modified invasion games on the real motor competence and self-assessment of the physical condition fifth-grade students from a private school in Viña del Mar, Chile. (2) Methods: 40 girls and boys with an average age of 11.47 years (SD = 0.554) participated in this study during a 12-week intervention. The MOBAK 5-6 battery was used to assess actual motor competence, the SEMOK questionnaire was used to determine perceived motor competence, the International Fitness Scale (IFIS) self-assessment questionnaire was used to assess perceived physical fitness, and the weight/size ratio was used to determine BMI. A Friedman’s nonparametric ANOVA analysis was applied to determine the effect of the intervention, in addition to an analysis of covariance (ANCOVA) to identify the influence of the covariates on motor competence. (3) Results: No statistically significant differences were established between weight, BMI, and waist circumference. There was a statistically significant difference after the intervention in the actual motor competence of object control (p = 0.005) and perceived motor competence of object control (p ≤ 0.001) (4) Conclusions: An intervention based on modified invasion games is effective for the improvement of actual and perceived motor competence of object control. It was not possible to identify a positive effect on the self-assessment of muscle strength after the intervention.

Aim: To quantify the prevalence of microvascular complications of children and adolescents with type 1 and type 2 diabetes by performing a meta‐analysis of observational studies. Methods: A systematic search in PubMed, EMBASE, and Web of Science was performed from 2000 to August 2025. Studies that reported the prevalence of microvascular complications in children and adolescents with diabetes were included. Study characteristics and prevalence estimates were extracted from each study. Pooled prevalence rates for microvascular complications were calculated using a random‐effects model with Freeman‐Tukey double arcsine transformation to stabilize variance. Results: A total of 57 studies were included, comprising 51,819 children and adolescents diagnosed with diabetes (type 1: n = 44,150 and type 2: n = 7,669), with a mean age of 14.5 and 15.2 years old, respectively. Pooled prevalence of complications in youth with type 1 vs. type 2 diabetes was 22.07% (95% CI: 16.86–27.75) vs. 11.04% (95% CI: 2.73–23.45) for peripheral neuropathy, 31.98% (95% CI: 11.13–57.44) vs. 15.37% (95% CI: 3.09–34.29) for autonomic neuropathy, 13.76% (95% CI: 6.43–23.24) vs. 2.97% (95% CI: 0.00–10.33) for retinopathy, and 13.70% (95% CI: 10.25–17.54) vs. 12.63% (95% CI: 7.99–18.07) for nephropathy, with high heterogeneity across studies and no significant differences between diabetes types. Meta‐regression analyses showed no significant associations between complication prevalence and HbA1c, diabetes duration, lipid levels, cohort year, or age. Conclusions/Interpretation: Microvascular complications affect at least one in 10 youths with diabetes before age 20, with similar prevalence in type 1 and type 2 diabetes. Given the high rates and early onset, routine screening and early intervention are essential for all young people with diabetes to prevent or limit progression of vascular damage, regardless of diabetes type, glycemic stability, or disease duration.