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).

Energy deficits are often observed in athletes, especially in female athletes, due to the high expenditure of sport and strict diets. Low energy availability can cause serious health problems and affect sport performance. The aim of this study was to evaluate the effects of different personalized dietary plans on physiological and physical factors related to energy deficit syndrome in female professional handball players. Twenty-one professional female handball players, aged 22 ± 4 years, 172.0 ± 5.4 cm and 68.4 ± 6.7 kg, divided into three groups (FD: free diet; MD: Mediterranean diet; and AD: high antioxidant diet), participated in this 12-week randomized controlled trial. Energy expenditure through indirect calorimetry, energy availability, 7 day dietary intake analysis, blood pressure, cholesterol, menstrual function, body composition by both anthropometry and bioelectrical impedance, and strength performance were assessed. All participants showed low energy availability (<30 kcal/lean mass per day); despite this, all had eumenorrhea. Significant improvements were found after the intervention in all components of body composition (p < 0.05). In the remaining variables, despite slight improvements, none were significant neither over time nor between the different groups. Low energy availability has been observed in all professional female handball players, which may lead to serious consequences. A longer period of intervention is required to assess the differences between diets and improvements in other parameters.

En el presente estudio se utilizó una metodología cualitativa fenomenológica y tuvo como objetivo analizar la reflexión profesional narrada por un grupo de estudiantes de Educación Física posterior al desarrollo de una propuesta de innovación educativa basada en el aprendizaje basado en proyectos (ABP) y la gamificación educativa. Participaron 30 estudiantes de Educación Física chilenos con edades entre 22 y 24 años, de los cuales 8 eran mujeres y 22 eran hombres, con el total de estudiantes se conformaron 7 grupos de trabajo. Los grupos desarrollaron rutas de desplazamiento activo donde monitorizaron la intensidad de las rutas con dispositivos móviles como el Apple Watch®, Smartwatch® y celulares, se desarrollaron infografías con PREZI®, POWERPOINT® y CANVA®, para el desarrollo de las propuestas de gamificación se utilizó la aplicación KAHOOT®. Los resultados de la reflexión fueron analizados con el software ATLASti®. En total se desarrollaron siete rutas activas, 16 infografías y seis propuestas de gamificación para el aprendizaje. Los resultados derivados de las reflexiones individuales arrojaron que los estudiantes obtuvieron un aprendizaje reflexivo profundo en el uso integrado de las estrategias ya que permitieron profundizar en las áreas del Enfoque Educativo y Metodológico, Formación Docente, Contexto y Ambiente. Se concluye que la sinergia entre el aprendizaje basado en proyectos (ABP) y la gamificación permiten desarrollar el aprendizaje profundo y ofrece un panorama prometedor para la mejora educativa favoreciendo el aprendizaje y adquisición de competencias en los futuros profesores de Educación Física, estas estrategias permiten generar innovaciones educativas en un contexto educacional real. Palabras clave: Centro de enseñanza; aprendizaje; innovación pedagógica; método de enseñanza The present study used a qualitative phenomenological methodology and its objective was to analyze the professional reflection narrated by a group of Physical Education students after the development of an educational innovation proposal based on project-based learning (PBL) and educational gamification. Thirty Chilean Physical Education students between the ages of 22 and 24 years old participated, of which 8 were women and 22 were men; 7 work groups were formed with the total number of students. The groups developed active displacement routes where they monitored the intensity of the routes with mobile devices such as Apple Watch®, Smartwatch® and cell phones, infographics were developed with PREZI®, POWERPOINT® and CANVA®, for the development of the gamification proposals the KAHOOT® application was used. The results of the reflection were analyzed with ATLASti® software. In total, seven active routes, 16 infographics and six gamification proposals for learning were developed. The results derived from the individual reflections showed that the students obtained a deep reflective learning in the integrated use of the strategies since they allowed deepening in the areas of Educational and Methodological Approach, Teacher Training, Context and Environment. It is concluded that the synergy between project-based learning (PBL) and gamification allows the development of deep learning and offers a promising outlook for educational improvement favoring learning and acquisition of competencies in future Physical Education teachers, these strategies allow the generation of educational innovations in a real educational context. Keywords: Teaching center; learning; pedagogical innovation; teaching method; teaching methods

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.

Low energy availability may precede or be caused by cognitive disturbances in professional athletes. Related psychological problems include disordered eating patterns, body shape preoccupation, depression or anxiety. The objective of this research was to evaluate the effects of different personalised dietary plans on psychological factors in young professional female handball players with low energy availability. This 12-week randomised clinical trial involved 21 female players aged 22 ± 4 years, 172.0 ± 5.4 cm and 68.4 ± 6.7 kg divided into three groups (FD: free diet; MD: Mediterranean diet; HAD: high antioxidant diet). Eating behaviour (Eating Attitude Test, EAT-26: diet, bulimia and oral control subscales), body image (Body Shape Questionnaire, BSQ) and mood state (Profile of Mode State, POMS: tension, vigour, anger, depression, fatigue) were assessed. All participants showed low energy availability (<30 kcal/lean mass per day). The different plans showed no significant differences between them but significant differences over time within groups for the variables: body image, Tension, Vigour and Depression (p < 0.05). Eating behaviour improved slightly but did not show statistically significant changes. Following an adequate nutritional planning for athletes seems to improve the mood and body perception of young female handball players. A longer intervention period is required to assess the differences between diets and improvement of other parameters.