Poor sleep quality lessens general health quality and is related to physical and mental problems. Moreover, fatigue is one of the foremost common complaints in medical care and plays a role in the decreasing quality of life of the older population. For these reasons, the objective of this study was to examine the effect of high- and moderate-intensity interval training programs (HIIT vs. MIIT)—both consisting of twelve weeks of TRX training—on the sleep quality and fatigue levels of the elderly. A randomized controlled clinical trial (NCT03404830) was conducted. A total of 82 subjects were randomized to either a HIIT group (n = 28) that performed a main squat activity with a suspension system, comprising four four-minute intervals between 90–95% of the maximum heart rate (HR), an MIIT group (n = 27) with an intensity of 70% of the maximum HR, and a control group (CG) (n = 27) that continued their daily lifestyle. The two exercise groups trained twice a week for 12 weeks, with each session lasting 45 min. Sleep quality was measured using the Pittsburgh sleep quality index (PSQI), and fatigue was assessed using the fatigue severity scale (FSS). Outcomes were measured before the intervention and after the intervention period. Post-intervention sleep quality measurements revealed a statistically significant interaction regarding group × time (p < 0.005) and fatigue (p = 0.002). Specifically, fatigue decreased in the HIIT group between both measurement moments (p = 0.003). In addition, differences were obtained in the post-intervention measure between the HIIT and MIIT groups (p = 0.013) and HIIT and control (p = 0.029). Our analysis indicates that a population of the elderly showed improvements in sleep quality and fatigue after performing a high-intensity intervention using suspension training (TRX), with markedly better results in the HIIT group.

Recent studies and reviews have shown the positive effects of exergames (EXs) on physical activity (PA) and fitness in children and adolescents. Nevertheless, their effects on cognition have been scarcely explored, and no previous review has focussed on this relationship. The purpose of the research reported on here was to analyse the acute and chronic effects of the use of different EXs on the cognition of young people aged 6 to 18 years, to review potential confounders, and to elaborate a practical guide to using EXs in schools or extracurricular contexts. Studies were identified from 4 databases (Pubmed, SportDiscus, ProQuest and Web of Science) from January 2008 through January 2018. Thirteen studies met the inclusion criteria. All the studies showed a positive effect of EXs on cognition. The review showed an acute improvement effect on executive functions (EFs) (visual attention, mental processing, working memory, response inhibition, and motor planning) and chronic benefits on mathematical calculation, self-concept, classroom behaviour, and on parental and interpersonal relationships. Only 5 studies used confounders. EXs are an effective and motivating tool to improve cognition in young people aged 6 to 18 years. Didactic recommendations to use EXs in school or extracurricular contexts are provided in this article.

Regular physical activity (PA) improves the psychological well-being of those who practice it. However, female university students are a risk group due to their low level of PA. Based on the transtheoretical model of behavioural change, the main aim of this study was to examine whether the relationship between PA and subjective vitality was mediated by cognitive-emotional variables such as decisional balance (perceived benefits and barriers) and enjoyment associated with PA in a group of female university students. Participants were asked to complete self-administered questionnaires, which were available for one month via a Google Form. The results showed the existence of a statistically significant, relative, and indirect effect between the stage of change and subjective vitality via both mediating variables. Compared to females in the pre-contemplation stage, those in the action and maintenance stages achieved higher subjective vitality scores as a result of the effect of being in a more advanced stage on decisional balance and enjoyment of PA. It is concluded that female university students who reported regular PA found the activity to be more revitalising, stimulating, and exciting; all positive feelings and cognitions that translated into a more energetic and vital perception of themselves.

Previous research that has examined the association between parental physical activity behaviour and physical self-concept in children and adolescents has found inconsistent relationships. This study examined whether perceived parental physical activity practice contributed to the explanation of physical self-concept in adolescents based on the anthropometric characteristics and physical fitness status of the adolescent participants. One thousand and nineteen compulsory education students participated in the study (M = 14.14 years). Beyond the influence of gender, age, body mass index, and physical fitness status, perceived past parental physical activity levels, general support and guiding support explained physical activity self-concept, perceived sport competence and resistance. It is concluded that instrumental and guiding support are positively related to adolescents’ physical self-concept. A higher physical self-concept could increase the practice of physical activity and decrease its early dropout at these ages.

This study analyzed the relationship between bullying and cyberbullying, both as victims and aggressors, and the use of cognitive and metacognitive learning strategies in adolescents aged 10 to 16. A total of 1,330 Spanish students participated (48.95% boys), with an average age of 13.22 years. The Motivated Strategies for Learning Questionnaire (MSLQ) was used to assess five key learning strategies: rehearsal, elaboration, organization, critical thinking, and metacognitive self-regulation. The European Bullying Intervention Project Questionnaire (EBIP-Q) and the European Cyberbullying Intervention Project Questionnaire (ECIP-Q) were applied to evaluate levels of bullying and cyberbullying. The association between variables was analyzed through analysis of covariance (ANCOVA) and binary logistic regression analysis. The findings revealed a statistically significant negative association between bullying (traditional and cyberbullying) and the use of learning strategies for both victims and aggressors. Girls were more affected, particularly in cases of cyberbullying, where they showed lower scores in rehearsal, elaboration, and metacognitive self-regulation. In contrast, boys who were bullying aggressors scored higher in critical thinking. The risk of less frequent use of learning strategies among victims increased by 1.3 times for bullying and 2 times for cyberbullying. Similarly, this risk for aggressors rose by 1.4 times for boys and 1.8 times for girls in cases of bullying, and by 2.5 times for both genders in cases of cyberbullying. The study suggests implementing specific and cooperative actions involving students, teachers, and families to strengthen the proper use of learning strategies among victims and aggressors, especially in girls involved in cyberbullying episodes.