Physical inactivity is a major health concern, associated with the development of several non-communicable diseases and with an increased mortality rate. Therefore, promoting active lifestyles has become a crucial public health necessity for enhancing overall health and quality of life. The WHO guidelines for physical activity (PA) present valuable contributions in this respect; however, we believe that greater specificity should be added or complemented towards physical exercise (PE) testing, prescription and programming in future recommendations. In this review article, we suggest simple and practical tools accessible to the entire population to improve the specificity of this approach, highlighting aspects of PE programming used by trained subjects. By adopting these suggestions, exercise professionals, clinicians and physical trainers can optimise the current general PA recommendations towards PE prescription to improve fitness status and encourage PE adherence in the general population.

Objective: The purpose of this study was to evaluate the effects of a telerehabilitation program for COVID-19 survivors on their functionality, aerobic capacity, upper-lower body strength and skeletal muscle mass index. Methods: Fifty patients (22 M); age 54.1±15.4 who became ill with COVID-19 during 2020 completed a 24-session telerehabilitation program. The following measures were taken: Barthel’s index, two minutes step test (2MST), elbow flexion one-repetition maximal (1RM), short physical performance battery (SPPB), hand grip strength, 30-second chair stand, skeletal muscle index (SMI), body fat percentage, resting pulse, arterial blood pressure, and pulse oximetry. Results: There was a significant increase in the Barthel index (p?0.0001), 2MST (p?0.0001), 1RM elbow flexion (p?0.0001), SPPB (p?0.0001), hand grip strength (p?0.0001), 30-second chair stand (p?0.0001), and SMI (p?0.0001). Conclusion: A 24 session in-home telerehabilitation program promoted the recovery of physical independence and increases in skeletal muscle mass index and physical fitness.

Chile's Physical Activity Report Card graded the overall index on PA behavior with an F The Ministry of Sports is implementing since 2014 "Jardín Activo" (JA program) which recommends 3 weekly teacher-led PE lessons for preschool children, on half or full day attendance. We determined the effectiveness of the JA program (contribution to MVPA during school time) and assessed if effectiveness varied according to schedule. 596 five y olds, (50% boys) were selected from 66 schools; 52.9% attended half day and 47.1% full day. Children wore accelerometers during school time a day with and one without PE lesson (JA day/non JA day). We compared PA intensity between both these days by gender, using descriptive statistics and t-tests and determined the differential effect on PA intensity, between non JA and JA days by school schedule, using mixed models analyses We compared β of sedentary and of MVPA by schedule with t-tests. Significant differences were found in PA intensity between both days within each gender. Minutes being sedentary were significantly less during JA days (14 and 15 min in boys and girls respectively); MVPA significantly higher in JA days (11 and 10 min respectively). % time children were sedentary and % they engaged in MVPA differed by schedule. Sedentary minutes were significantly higher (β - 16.2 vs - 13.2) in half day, while the increase in MVPA was significantly higher (β 12.5 vs 9.7) in full day. The JA program is effective, especially when children attend school full time.

Introducción: La práctica regular de actividad física (AF) es reconocida por su efecto en la salud. Durante, la formación universitaria, surge la sobrecarga académica. Los objetivos de este estudio son 1). Determinar las variables de AF, conducta sedentaria (CS); actividad física de intensidad liviana (AFL) y actividad física de intensidad moderada a vigorosa (AFMV) tanto en días de semana como fin de semana. 2). Analizar si existen diferencias entre, AF, AFL y AFMV con el nivel de estrés académico (NEA) percibido por estudiantes de una carrera de salud durante el periodo de rendición de exámenes finales. Método: Estudio observacional de enfoque descriptivo y corte transversal. Muestra de 37 estudiantes universitarios de 21.9±2.1 años (17 hombres de 21.9±2.5 y 20 mujeres 21.9±1.7 años), cursando tercer año de Kinesiología. Se evalúo nivel de actividad física con acelerometría y se midió percepción del nivel de estrés académico con el Inventario Sistémico Cognoscitivista (SISCO), durante la semana de exámenes finales. Los análisis estadísticos fueron realizados con el programa Stata versión 16.0 Resultados: Los hombres presentan un menor puntaje de SISCO (2.9±0.3) que las mujeres (3.2±0.5) p=0.0055. Los y las estudiantes son insuficientemente activos, quienes perciben la sobrecarga de tareas y/o trabajos como estresante, presentan menor AFMV en días de semana (p=0.0245) y fines de semana (p=0.0347). Conclusión: Estudiantes universitarios durante el periodo de exámenes finales son insuficientemente activos, perciben niveles moderados a severos de estrés académico y quienes perciben mayor sobrecarga de tareas destinan menor tiempo en AFMV, durante el periodo de exámenes. Palabras claves: Insuficiente Actividad Física; Estrés Psicológico; Salud Mental; Estrés académico; Estilo de Vida Saludable. Background: The regular practice of physical activity (PA) is recognized for its effect on health. During university education, academic overload increases. Aims: 1). Determine the variables of PA, sedentary behavior (SB); light intensity physical activity (LPA) and moderate to vigorous intensity physical activity (MVPA) on both weekdays and weekends. 2). Analyze whether there are differences between PA, LPA and MVPA with the level of academic stress perceived by students of a health career during the period of final exam. Method: Observational study with a descriptive approach and cross section. Sample of 37 university students of 21.9±2.1 years (17 men of 21.9±2.5 and 20 women of 21.9±1.7 years), third-year of the Kinesiology program. The level of PA was evaluated with accelerometry and the perception of the level of academic stress was measured with the Systemic Cognitive Inventory (SISCO), during the week of final exam. Statistical analyzes were performed with the Stata program version 16.0. Results: Men present a lower SISCO score (2.9±0.3) than women (3.2±0.5) p=0.0055. All are insufficiently active, who perceive the overload of tasks and/or work as stressful, present fewer minutes dedicated to MVPA on weekdays (p=0.0245), and weekends (p=0.0347). Conclusion: University students during the period of final exam are insufficiently active, perceive moderate to severe levels of academic stress and those who perceive a greater overload of tasks and assignments spend less time in MVPA, during the final exam period. Keywords: Lack of Physical Activity; Stress Psychological; Stress Academic; Mental health; Healthy Lifestyle.

Preescolares con mayor desarrollo de habilidades motoras fundamentales (HMF) se relaciona con mayor tiempo en actividad física (AF). Sin embargo, se sabe poco acerca de si la participación después de una intervención provoca cambios positivos en HMF y AF en edad preescolar. El objetivo de este artículo es analizar la evidencia publicada sobre la efectividad de intervenciones sobre HMF y AF en preescolares. Se realizaron búsquedas en cuatro bases de datos (Pubmed, Sportsdiscus, Web of Science y Psycinfo). Se incluyeron estudios publicados entre 2017 al 2021. Se incluyó estudios que consideran preescolares (3 a 6 años); diseño de estudio experimentales que implementarán una intervención; evaluar e informar las habilidades motoras fundamentales y actividad física y reportar asociaciones entre habilidades motoras fundamentales y actividad física. Un total de 4 estudios fueron incluidos con fuerte nivel de evidencia que apoya que las intervenciones mejoran las habilidades motoras fundamentales y una mayor participación en actividad física. Un estudio no observó cambios en el grupo experimental en la actividad física. Las intervenciones en preescolares podría ser un enfoque eficaz para mejorar las habilidades motoras fundamentales y actividad física; sin embargo, es necesario completar más estudios con protocolos de intervenciones estandarizados. Palabras claves: niños, programa, habilidades de locomoción, habilidades de control de objeto, asociación. Preschoolers with greater development of fundamental motor skills (FMS) are related to more time in physical activity (PA). However, little is known about whether participation after an intervention causes positive changes in FMS and PA in preschool age. The objective of this article is to analyze the published evidence on the effectiveness of interventions on FMS and PA in preschool children. Four databases (Pubmed, Sportsdiscus, Web of Science, and Psycinfo) were searched. Studies published between 2017 and 2021 were included. Studies that consider preschool (3 to 6 years) were included; experimental study design that will implement an intervention; assess and report fundamental motor skills and physical activity and report associations between fundamental motor skills and physical activity. A total of 4 studies were included with a strong level of evidence supporting that the interventions improve fundamental motor skills and greater participation in physical activity. One study observed no changes in the experimental group in physical activity. Interventions in preschoolers could be an effective approach to improve fundamental motor skills and physical activity; however, it is necessary to complete more studies with standardized intervention protocols. Keywords: children; program, skills locomotor, object control, association.

Introduction: This study explores the test–retest reliability of the FITness in PREschoolers (PREFIT) battery, including cardiorespiratory fitness [20 m shuttle run test (SRT)], upper-body muscle strength (handgrip strength), lower-body explosive strength (standing long jump), speed (4 × 10 m shuttle run), and static balance (one-leg stance), in Chilean preschoolers considering weight status, sex, and age. Methods: The study included 171 Chilean preschoolers (5.4 ± 0.7 years). The PREFIT battery was applied using a test–retest design within 7–10 days between evaluations, and weight status was determined using BMI z -scores ( ClinicalTrials.gov : NCT04269135). Statistical analyses included test–retest differences, Lin's concordance correlation coefficient, Cohen's effect size ( d ), standard error of measurement, intraclass correlation coefficient (ICC), and Bland–Altman plots. Analyses were performed using STATA. Results: Among the 171 preschoolers (5.4 ± 0.7 years), test–retest reliability ranged from excellent to moderate for handgrip strength (ICC = 0.8502; 95% CI: 0.81–0.90), 4 × 10 m shuttle run test (ICC = 0.7696, 95% CI: 0.71–0.84), and PREFIT 20 m SRT (ICC = 0.6656; 95% CI: 0.58–0.74), but was poor for the one-leg stance test (ICC = 0.46; 95% CI: 0.36–0.63). SEM and MDC95 values indicated that changes of 0.85 kg, MDC = 9,502.35 kg (handgrip strength), ≥0.89 s (4 × 10 m shuttle run test), ≥5.33 laps (20 m shuttle run test), and ≥12.43 cm (standing long jump) exceeded measurement error. Reliability was similar across sex, age, and weight-status groups. Bland–Altman analyses showed proportional bias and heteroscedasticity for the 20 m shuttle run test and one-leg stance. At the same time, the remaining tests demonstrated consistent measurement error throughout the performance spectrum. Conclusion: The PREFIT battery is appropriate for field application among Chilean preschool children, except for the one-leg stance test, which demonstrated inadequate reliability and proportional bias. Reporting MDC95 enables the interpretation of significant change within educational and intervention contexts.