Several indicators are strongly related to health and well-being in university students, such as emotional intelligence and physical activity. At the same time, some qualities threaten it and are incompatible with students’ adaptation to society in general, such as aggressive behaviours. The aim of this research is to analyse the relationship established between emotional intelligence using TMMS-24, physical activity, using IPAQ, and aggression behaviours in university students. For this purpose, a descriptive, cross-sectional and non-experimental study was developed with 932 undergraduates (M = 20.55; SD = 3.673). The findings highlight how emotional intelligence and physical activity practice decrease violent behaviour in university students. In addition, men tend to have more aggressive behaviours than women as well as the relation between physical activity and emotional intelligence is stronger in all its dimensions. Results highlight the importance of including emotional intelligence programs in order to enable undergraduate well-being.

This research analyzes the fall history of a group of elderly people and studies the effects of an intervention program based on Adapted Utilitarian Judo (JUA) to teach fall control in subjects with fear of falling syndrome (FOF). We adopted a quasi-experimental research design with pre-post measurement of the experimental group, in a healthy, pre-fragile sample of 12 women aged 71.5 ± 8 years, chosen using non-probabilistic-incidental accessibility sampling. The WHO questionnaire was used for the functional assessment of the fall. To evaluate FOF, we applied the 16-item version of the Falls Efficacy Scale-International (FES-I), (pretest and posttest). This intervention program was based on Adapted Utilitarian Judo and conducted over 8 weeks, with two 60-minute sessions each week. After analyzing the scores obtained by the subjects in the pre and post FES-I, we found that the intervention with the JUA program had been significant for the experimental group with p ≤ 0.004, and there was an 11.9% decrease in the fear of falling (FES-I pos = 18.17). The results show that after the application of the JUA program there were significant improvements in subjects’ perception of FOF, with this being greater in those who had the highest levels of fear of falling before the intervention.

In the present article, a teaching innovation proposal in the area of Physical Education was elaborated and developed, in which the innovative methodology of gamification was used to work on alternative sports in the first year of secondary education. Gamification is a methodology that manages to improve one of the most important aspects for the students learning, such as motivation. Through this intervention it is intended to offer an educational resource that helps to improve the motivation and involvement of the students in Physical Education classes in accordance with the existing research background on gamification. In this proposal, the alternative sports "Juego de Palas" and "Ultimabola" were worked through a gamified didactic unit based on the Harry Potter universe, with the aim of improving the technical-tactical elements of these sports and showing skills and attitudes of respect, teamwork and sportsmanship. The proposal was methodologically divided into four interconnected parts that include, in turn, the necessary instruments to evaluate the students about the contents worked on, these parts being the individual magical performance, the collective magical performance, the magical attitude and the magical diary. The results indicate that good learning results were obtained as well as a great involvement of the students in both individual and collective performances.

Self-esteem is a construct of great importance in adolescence that favors the health and psychological well-being of schoolchildren. In this paper, the two-dimensionality of the Rosenberg Self-Esteem Scale (RAS) is analyzed through confirmatory factor analysis, as well as the relationships between the practice of physical activity (PA), Global self-esteem, and the positive and negative dimensions of self-esteem. It was carried out in a sample of 429 students in the high school of the city of Seville (Andalusia). The instruments used were the Physical Activity Questionnaire in adolescents (PaqA, Martínez-Gómez et al., 2009) and the Rosenberg Self-Esteem Scale (EAR, 1965) version of Atienza et al. (2000). The results obtained allow us to accept the two-dimensionality of the scale, as well as good levels of global self-esteem and a tendency to better self-esteem in active adolescents. The practice of PA is associated with the Positive Self-esteem dimension, but not with Negative Self-esteem or Global Self-esteem.

An unsuitable and abusive use of the Internet and the technologies that support it (e.g. mobile phones and computers) can be related to the appearance of different problems and risks during adolescence, such as addiction and cyberbullying (CB) (Armstrong et al., Saling, 2000; Carbonell et al., 2012; Tokunaga, 2010; Tsitsika et al., 2015). The objective of this research is to know about the use of social networks (SN) and communication applications, the degree of intrapersonal (IntraA) and interpersonal (InterA) addictions caused by the problematic Internet use, as well as the possible relations between dependence, CB and physical activity (PA) levels determined, in an objective manner, through the use of accelerometers. Results show that there is an IntraA of M = 2.21 (SD = 0.62) and an InterA of M = 1.97 (SD = 0.53), as it is the need of continuously checking the SN and WhatsApp (WAPP), the use of the Internet as a way of escaping from problems and the withdrawal from other activities in order to being connected to the Internet for a longer period of time. There is a relation between the Internet addiction and CB but not between the different levels of PA performance and these variables.