Background: The aim of this study was to analyse the validity and accuracy of the low-cost Xiaomi Mi Band 4 (MB4) fitness tracker in relation to step count and heart rate in free-living conditions. Methods: 46 participants join in this study (38.65 ± 14.36 years old). The MB4 was compared with a video recording in laboratory conditions, also with the Sense Wear and Firstbeat monitors in free-living conditions. Results: No significant differences were found in the number of steps in the laboratory protocol between devices, in both, at low and high walking speed. For the free-living conditions, the MB4 showed high values of convergent validity in relation to the Firstbeat monitor during recording in both rest and walking situations. Moreover, the MB4 showed adequate values of convergent validity with the Sense Wear monitor during the 24 h recording, at medium speeds, and climbing stairs. Conclusion: The accuracy and precision of the MB4 is reasonable and can be used to monitor the average of step count and heart rate in free-living conditions.

The aim of this study was to analyze the influence of age and sex on kinematic gait parameters in preschool children, and derive reference values for this population. A total of 383 preschool children (age 3–5 years; 207 girls, 176 boys) participated in this study. We used the OptoGait system to assess the kinematics of gait at a comfortable and self-determined speed. No significant differences between the sexes were found for the main gait parameters. Among the participants, there was a significant increase in double support, reductions in absolute cadence and the coefficient of variation (CV) of cadence, an increase in absolute step length (SL), and an increase in the walk ratio (WR) from 3 to 5 years of age. However, the normalized SL and normalized WR displayed a significant reduction in both sexes. Partial correlation indicated a significant association of age with SL and normalized SL, and WR. Additionally, WR showed a significant correlation with the CV of cadence. To summarize, no relevant differences in gait performance were found according to sex; however, age was found to influence gait maturation. The normative values established for Spanish preschool children can be used to monitor healthy gait development.

El área de Educación Física basa sus procesos de enseñanza y aprendizaje en el movimiento corporal y su relación con el entorno. Esto genera un escenario propicio para la ocurrencia de lesiones y accidentes. Se presupone que el especialista en Educación Física aglutina los conocimientos y competencias para crear un ergosistema saludable, pero investigaciones sobre la formación inicial de este profesorado denotan lo contrario. Esta carencia formativa no exime de responsabilidad. Conocer las consecuencias legales derivadas de las acciones negligentes en materia de seguridad, por el docente, el centro escolar y las entidades titulares de los centros, analizando los motivos por los que se han producido, como un medio más de prevención de lesiones en el menor, es una necesidad. Para ello se han analizado 100 sentencias por daños a menores en centros escolares, dentro de la jurisdicción civil y penal, todas posteriores a 1991, con la entrada en vigor del actual Código Civil. Los resultados señalan una mayor dificultad de que prospere un contencioso por la vía penal; que son los centros y las entidades titulares las que responden en una mayoría por los hechos dañosos causados por el docente, no siendo habitual la vía de regreso; y que las causas de imputación a docentes más destacables han sido: la culpa in vigilando, la ausencia de medidas de seguridad, la falta de colocación de los materiales de seguridad, la mala organización de la actividad o el grupo o la falta de revisión de potenciales peligros estructurales y materiales. The Physical Education area bases its teaching and learning processes on body movement and its relationship with the environment. This creates a favorable scenario for the occurrence of injuries and accidents. It is assumed that Physical Education specialists bring together knowledge and skills to create a healthy ergosystem; however, research on their initial training indicates otherwise. This lack of training does not lessen their responsibility. Thus, teachers, school centers, and the entities owning those centers, need to be aware of the legal consequences derived from negligent actions in the matter of security, as well as to analyze the reasons why they have occurred as a means of children’s injuries prevention. To do that, 100 sentences within the civil and criminal jurisdiction from 1991 onward, year on which the current Civil Code entered into force, all of them regarding damages to minors in schools, were analyzed. Results demonstrate that controversies in the criminal field are unlikely to happen; also, holding entities and school centers are those who respond for teachers’ harmful actions in front of the law in the majority of the cases; finally, the most outstanding causes of Physical Education teachers’ imputations are lack of oversight, absence of safety measures, inappropriate placing of security equipment, unsuitable activities or grouping, or lack of review of potential structural and material dangers.

Background/Objectives: Eye–foot coordination is essential in sports and daily life, enabling the synchronization of vision and movement for tasks like ball control or crossing obstacles. This study aimed to examine both the validity and reliability of an innovative eye–foot coordination (EFC) test in a dual-task paradigm in children aged 6–11 years and the capacity of this test to discriminate between sex and age. Methods: A total of 440 schoolchildren aged 6–11 years participated in this cross-sectional study. A ball control test, involving kicking and catching, was used to assess EFC. The assessment included three conditions: without interference (WI), with auditory interference (AI), and with visual interference (VI). Results: The ICCs per the EFC test scores were 0.975 for foot successes (95% CI = 0.961–0.983; p < 0.001) and 0.747 for foot mistakes (95% CI = 0.611–0.835; p < 0.001). The SEM for the standing successes was 3.082 (10.81%), and the MDC was 4.860 (17.05%). For the standing mistakes, the SEM was 1.551 (19.33%) and the MDC was 3.452 (43.04%). Moreover, boys had a significantly higher number of successes in the WI, AI, and VI conditions (p < 0.001, respectively) than girls, although girls had more mistakes than boys only in the VI condition (p = 0.025). Conclusions: The EFC test showed adequate reliability and validity. Also, the EFC test showed that performance worsened with interference regardless of sex and age, especially in girls in the VI condition.

The objective of this study was to design and analyze the test–retest reliability of a test to assess holistic motor competence in older adults (HMCT-OA), as well as the capacity of this test to discriminate between sex and age. A total of 239 older adults (age = 72.44 ± 5.93 years old) joined in this study. The test was divided into motor cognitive section, locomotor section, and manipulative section. Each section and the total time to complete the test was registered. Intraclass correlation coefficient analysis showed 0.997 (95% CI = 0.996–0.998; p < 0.001) for the total test. Also, a strong correlation between the total test and each section was found. No significant differences between sexes were found; however, the participants over 80 years old showed worse performance. The HMCT-OA showed excellent test–retest reliability parameters for older adults. The test is safe, easy to set up, and was also able to discriminate per age in healthy older adults.

Introducción: La educación motriz contribuye al desarrollo integral de los niños, integrando su trabajo en proyectos interdisciplinares, con saberes básicos y competencias específicas, del currículo de Educación Infantil y de Educación Primaria. La metodología aprendizaje-servicio y el juego educativo como herramienta didáctica, conectan los aprendizajes motores con otras áreas de conocimiento, y desarrollan competencias transversales como la iniciativa, la creatividad o el trabajo en equipo, contribuyendo a una formación holística e inclusiva. Método y Evaluación: El micro proyecto quedó dividido en 3 fases: logística y de planificación, de organización y de desarrollo e implementación. Para su valoración se llevó a cabo una autoevaluación (profesorado organizador) y una heteroevaluación (alumnado universitario voluntario). Muestreo: no probabilístico por conveniencia. Instrumento: cuestionario diseñado “ad hoc”, con 3 dimensiones y 10 categorías y un apartado de datos personales. Resultados: Los resultados obtenidos fueron muy positivos, con puntuaciones entre un nivel alto (4) y muy alto (5). Conclusiones: Este micro proyecto demuestra el valor de implementar programas de E. M. integrados en el currículo de E. I. y E. P., mediante el aprendizaje-servicio y el juego educativo, aprovechando recursos culturales locales como los juegos tradicionales y vertebrando una estrategia en la práctica equitativa e inclusiva.