Psychomotor skills are, among others, an aspect particularly valuable for structuring the teaching–learning process of infant schoolchildren. For this reason, a study was carried out with the aim of describing and comparing the socio-demographic, psychomotor, and learning levels of schoolchildren in the second stage of infant education. Ninety-five pupils from the second cycle of infant education in the capital of Granada took part in this study. A sociodemographic questionnaire, the movement assessment battery for children-2 (MABC-2), and the preschool learning behaviour scale (PLBS) were used to collect data. The main results show that manual dexterity appears as the main motor factor and similar figures in the three dimensions of learning behaviours. On the other hand, balance and learning behaviours were higher in 6-year-old schoolchildren. In terms of gender, girls obtained higher values for the level of the learning behaviour variables. A positive correlation was found between the dimensions of learning and motor activity.

Physical activity integration in elementary education seeks to promote academic performance and the physical, emotional and social health of students. This study aims to examine the effect of active methodologies involving physical activity in primary school students through a detailed review of the scientific literature. A systematic review was conducted regarding PRISMA guidelines. Searches were performed in Web of Science, Scopus and SPORTDiscus. Studies published between 2018 and April 2024 were selected. The studies focused on the application of active methodologies in primary school populations. The quality of the studies was assessed using the Standard Quality Assessment Criteria for Evaluating Primary Research Articles from Various Fields. After screening and review, 22 articles were included. Most of the studies had longitudinal quasi-experimental or repeated measures designs with a randomized cluster-controlled pilot trial. Cross-sectional studies with descriptive data and mixed methods were also included. Cooperative learning and active breaks were found to improve engagement, classroom behavior, and academic outcomes. In addition, gamification and challenge-based learning also showed positive effects on motivation and engagement, although these were more context-dependent. Shorter or small-scale interventions produced promising but less robust results. Active methodologies improve primary education outcomes, but inconsistent designs limit generalization.

In the adolescent population there is great concern about low levels of physical activity and low levels of family awareness of the benefits of physical exercise on physical and mental health. This study aims to determine the influence of physical activity levels, family functioning and self-concept in primary and secondary school students, as well as to develop a structural equation model as a function of weekly physical activity time. A descriptive, cross-sectional, comparative study was conducted on whether students engage in more than three hours of physical activity per week. To collect the data, instruments validated by the scientific community were used, such as the Adaptability, Partnership, Growth, Affection, and Resolve family questionnaire (APGAR) and the self-concept questionnaire form 5. The results show that those students who engage in more than 3 h of physical activity per week have higher levels of family functioning than those who do not meet this sport criterion. In addition, physically active students show higher scores on all dimensions of self-concept than those who practice less than 3 h of physical activity per week. Finally, as a conclusion, it can be affirmed that the amount of physical activity practice brings benefits to student’s mental health.

Currently, there is a global concern with regard to the lifestyles of young people. This study aims to study the association between Mediterranean diet adherence, emotional intelligence and physical activity practice in teenagers in the last cycle of elementary education. In turn, this objective is divided into (a) developing an explanatory model of the practice of physical activity, Mediterranean diet adherence and emotional intelligence; and (b) developing a multi-group model according to the gender of the participants. A descriptive, cross-sectional, comparative study was conducted in a sample of 293 elementary school students (M = 11.45; S.D = 0.31). The instruments used were an ad hoc socio-demographic questionnaire, the Trait Meta Mood Scale-24, the KIDMED questionnaire and the Physical Activity Questionnaire for Older Children. The results show that males show a positive relationship between adherence to the Mediterranean diet and emotional intelligence and between emotional intelligence and physical activity. In contrast, in the case of females, a negative relationship was observed between emotional intelligence and physical activity. In conclusion, it can be seen that gender plays a fundamental role in adolescence, being a key factor influencing an active and healthy lifestyle.

Es fundamental conocer los niveles de actividad física de cada grupo poblacional, así como los factores que los condicionan. De esta forma, se pueden identificar grupos donde priorizar las actuaciones de promoción de la actividad física y conseguir que estas sean más eficaces. El estudio tuvo como objetivos: 1) Describir los niveles de práctica de actividad física moderada-vigorosa y de apoyo social de los adolescentes de zonas rurales en función de la ubicación del municipio; 2) Analizar las relaciones entre la práctica de actividad física moderada-vigorosa y el apoyo social percibido; 3) Identificar las variables de apoyo social predictoras de los niveles de actividad física moderada-vigorosa de los jóvenes de zonas rurales. Participaron estudiantes de municipios rurales de Soria (edad media 14,13±1,29 años). Se administraron Four by one-day Physical Activity Questionnaire, Parent Support Scale y Peer Support Scale. Los jóvenes de zonas rurales próximas realizan 62,80±43,27 minutos/día de actividad física moderada-vigorosa y los de zonas remotas 63,86±45,43 minutos/día. Además, la mayoría de las relaciones entre la actividad física y el apoyo social son significativas, independientemente del tipo de municipio rural. Se concluye afirmando que el apoyo de familiares y amigos influye sustancialmente en los niveles de actividad física moderada-vigorosa de los jóvenes. Igualmente, la realización de actividad física junto a amigos predice el 12,7% de la actividad física de los adolescentes de zonas próximas y el 29,7% de los de zonas remotas. Palabras clave: apoyo social; municipio rural; actividad física moderada-vigorosa; factores; salud. It is important to know the level of physical activity of each population group and the factors that determine it. In this way, it is possible to identify groups in which physical activity interventions should be prioritised and made them more effective. The aims of the study were: 1) describe the levels of moderate-vigorous physical activity and social support of rural adolescents according to the location of the municipality; 2) analyse the relationships between moderate-vigorous physical activity and perceived social support; 3) identify the social support variables that predict moderate-vigorous physical activity levels of rural adolescents. Students from rural communities in Soria (mean age 14.13±1.29 years) participated. Four one-day physical activity questionnaires, parent support scale and peer support scale were administered. Young people from nearby rural areas performed 62.80±43.27 minutes/day of moderate-vigorous physical activity and those from remote areas 63.86±45.43 minutes/day. Furthermore, most of the relationships between physical activity and social support are significant, regardless of the type of rural community. It can be concluded that the support of family and friends has a significant impact on young people's levels of moderate-to-vigorous physical activity. Similarly, being physically active with friends predicts 12.7% of the physical activity of adolescents in nearby areas and 29.7% of those in remote areas. Keywords: Social support; Rural regions; Moderate to vigorous physical activity; Factors; Health.

The process of becoming a public teacher in Spain requires a long period of preparation. This long period of preparation has an impact on the psychosocial environment of the candidates. Differences have been observed in the psychosocial area according to gender in pre-service teachers. This research aims to study the relationship between the study hours per day, stress, burnout syndrome and resilience according to gender and to study the differences in the effects according to gender using multigroup equation modeling. A multigroup structural equation analysis has been proposed according to the gender of the participants. Parametric tests were used for the descriptive analysis of the results. The sample consists of 4117 participants, 1363 males and 2754 females. The instruments used to collect the data were a self-made questionnaire, Perceived Stress Questionnaire, Connor-Davidson Resilience Scale and Maslach Burnout Inventory. All the instruments have been validated and adapted to the sample. The data reveal that there are variations in the effects of the variables according to the gender of the participants. In conclusion, it is affirmed that gender is a very important factor in coping with the competitive examination process for state-public-teaching institutions, as well as in avoiding the appearance of disruptive states generated by this preparation process.