Physical Activity (PA) could contribute to decreasing psychological distress and improving Self-Perceived Health (SPH) in adults with Asthma. The main objective of this study was to analyse the associations between the Physical Activity Level (PAL) Perceived Social Support (PSS) and Mental Health, using the Goldberg General Health Questionnaire (GHQ-12), and SPH in the adult population with Asthma. This descriptive cross-sectional study is based on data from the 2017 Spanish National Health Survey, including 1040 participants with Asthma in the study. The Kruskal–Wallis test was performed to study the hypothetical differences between the PAL and the different variables derived from the GHQ-12. In addition, correlations between the variables generated and the items of the GHQ-12, together with the PAL and the Duke-UNC-11, were analysed using Spearman’s rho correlation coefficients. Inverse correlations were found between Mental Health and PSS (rho: −0.351) and between Mental Health and PAL (rho: −0.209), as well as in the rest of the GHQ-12 items: successful coping (rho: −0.197), self-esteem (rho: −0.193) and stress (rho: −0.145). The more active subjects had better SPH. Therefore, the research showed how higher PAL and positive SPH are related to lower psychological distress in adults with Asthma.

Health care costs in first world populations are rising, partly due to increased use of medicines. Sedentary lifestyles and global demographic ageing have contributed to this. A physically more active population could reduce the use of medicines. The aim is to analyse the relationships between physical activity level (PAL) and medication use in the Spanish population, by sexes and age groups. Methods: A cross-sectional study with 17,199 participants, from the Spanish National Health Survey 2017. A study of normality: Normality was studied using the Kolmogorov–Smirnov test. A descriptive analysis was performed to characterise the sample. Non-parametric statistical tests were used: chi-square statistics (ordinal variables) and a Mann–Whitney U test (continuous variables) to analyse intergroup differences. A correlation study was carried out—Spearman’s rho—between medication use and PAL. A multiple binary logistic regression was performed, taking medication use as the dependent variable and PAL, sex, age and social class, as independent variables. Two-sided p-values ≤ 0.05 were considered statistically significant. Results: Relationships were found between PAL and the use of medication (p < 0.001). Performing moderate and/or vigorous PA was related to a lower use of medication compared to just walking or being inactive (p < 0.05). Weak correlations were found between PAL and medication use (p < 0.001). People with a low physical activity level shown to be at higher risk of using medications. Conclusion: High levels of PA are related to lower medication use in the Spanish population. Among all population groups, physically inactive people had a higher prevalence of medication use. Future research is needed to establish causal relationships and to propose optimal physical activity doses for each population group.

Uno de los grandes desafíos de los docentes universitarios al adaptar sus clases presenciales a virtuales es la creación de recursos multimedia para aprendizajes online que permitan continuar con el proceso de formación profesional del alumnado. La creación de videos para las clases asincrónicas es una opción que muchos escogen, sin embargo, esta herramienta puede ser aún más eficaz si se agrega la interactividad, es aquí donde aplicaciones como Edpuzzle se convierten en una alternativa considerable pues permite añadir preguntas a videos para hacerlos interactivos. En el presente trabajo se da a conocer el proceso de implementación de Edpuzzle, para la enseñanza de contabilidad de costes (c-costes) en la formación de estudiantes de la carrera de Ingeniería Comercial (IComer) en una universidad estatal. El estudio de diseño descriptivo, permitió obtener la opinión de 72 estudiantes frente a la metodología de clase empleada. Tras la experiencia, se concluye que es una estrategia útil y eficaz para emplear en clases asincrónicas y presenciales, ya que permite al estudiante interiorizar y comprender mejor los contenidos, participar activamente de las clases y recibir la retroalimentación inmediata por parte del docente.