Physical activity has been demonstrated to have a significant impact on gut microbial diversity and function. Emerging research has revealed certain aspects of the complex interactions between the gut, exercise, microbiota, and neurodegenerative diseases, suggesting that changes in gut microbial diversity and metabolic function may have an impact on the onset and progression of neurological conditions. This study aimed to review the current literature from several databases until 1 June 2023 (PubMed/MEDLINE, Web of Science, and Google Scholar) on the interplay between the gut, physical exercise, microbiota, and neurodegeneration. We summarized the roles of exercise and gut microbiota on neurodegeneration and identified the ways in which these are all connected. The gut–brain axis is a complex and multifaceted network that has gained considerable attention in recent years. Research indicates that gut microbiota plays vital roles in metabolic shifts during physiological or pathophysiological conditions in neurodegenerative diseases; therefore, they are closely related to maintaining overall health and well-being. Similarly, exercise has shown positive effects on brain health and cognitive function, which may reduce/delay the onset of severe neurological disorders. Exercise has been associated with various neurochemical changes, including alterations in cortisol levels, increased production of endorphins, endocannabinoids like anandamide, as well as higher levels of serotonin and dopamine. These changes have been linked to mood improvements, enhanced sleep quality, better motor control, and cognitive enhancements resulting from exercise-induced effects. However, further clinical research is necessary to evaluate changes in bacteria taxa along with age- and sex-based differences.

The aim of this study was to analyze academic self-efficacy as a mediator between emotional intelligence and academic engagement. A non-experimental, cross-sectional, correlational-causal study was designed in which 1,164 Mexican students participated (M_age = 21.21; SD = 3.26) (30.0% female; 69.6% male; 0.4% other). The scales of emotional intelligence, academic self-efficacy and academic engagement were used, and a structural equation analysis with latent variables was conducted. The results obtained demonstrate that emotional clarity and repair have a positive and direct effect on academic self-efficacy. In addition, emotional repair predicts behavioral and emotional engagement. It was also found that academic self-efficacy is an excellent mediator between emotional clarity and repair, and the dimensions of academic engagement, as it substantially improves behavioral and emotional engagement while decreasing behavioral and emotional disaffection.

The objectives were to analyze the psychometric properties of the adaptation of ASC and Interpersonal Teaching Style in Higher Education (ITSHE) scales, as well as to analyze the predictive effect of ITS on ASC, considering the multiple mediation of basic psychological need satisfaction (SBPN), basic psychological need frustration (FBPN), and academic motivation. Study 1 involved 357 subjects aged between 18 and 45 years. The psychometric properties of the ITS and ASC scales were analyzed. Study 2 involved,808 subjects aged between 18 and 45 years. Structural equation modeling was employed for the analysis. The ITSHE and ASC scales were found to be valid and reliable. SEM analysis revealed multiple mediation effects of SBPN and autonomous motivation between autonomy support and ASC, significantly increasing the total effects on ASC. The Autonomy-supportive style positively predicted SBPN, autonomous motivation, controlled motivation, and ASC, and negatively predicted FBPN and amotivation. Conversely, a controlling teaching style negatively predicted FBPN and amotivation. University students' ASC is enhanced when instructors support autonomy, thereby fostering SBPN and autonomous motivation. Resumen Este estudio tuvo por objetivo analizar las propiedades psicométricas de la adaptación de las escalas de Autoconcepto Académico (ASC) y Estilo Interpersonal Docente en Educación Superior (EIDES) en universitarios mexicanos, así como analizar el efecto predictivo del EIDES sobre el ASC, considerando la mediación múltiple de la Satisfacción De Necesidades Psicológicas Básicas (SNPB), la Frustración De Necesidades Psicológicas básicas (FNPB) y la motivación académica. En el estudio-1 participaron 357 sujetos de entre 18 y 45 años. Se analizaron las propiedades psicométricas de las escalas de EIDES y ASC. En el estudio-2 participaron, 808 sujetos de entre 18 y 45 años. Se empleó el modelado de ecuaciones estructurales para el análisis. Las escalas de EIDES y ASC resultaron ser válidas y fiables. El análisis de ecuaciones estructurales reveló efectos de mediación múltiple de la SNPB y la motivación autónoma entre el apoyo a la autonomía y el ASC, aumentando significativamente los efectos totales sobre el ASC. El estilo de apoyo a la autonomía predice positivamente la SNPB, la motivación autónoma, la motivación controlada y el ASC; y predice negativamente la FNPB y la desmotivación. Por el contrario, el estilo de enseñanza controlador predice negativamente la FNPB y la desmotivación.

Bioelectrical impedance analysis (BIA) is a method used to estimate body composition, and it relies mainly on the body’s water content. Insufficient body water can introduce bias to body composition scores. Purpose: To determine the effect of body weight loss elicited by passive dehydration on body composition scores, including phase angle (PhA). Methods: Twenty-five euhydrated apparently healthy and physically active men’s (age = 22.6 ± 3.3 yr.; body mass = 76.7 ± 15.9 kg; height = 172.0 ± 6.3 cm) body composition variables and PhA were measured before and after sitting quietly for 5 h in a controlled environment (26.6 ± 1.7 °C, 72 ± 4.9%RH). Results: It was found that five hours of passive dehydration caused a loss in body weight (Δ = 0.76 ± 0.34 kg, p < 0.05) and a decrease in body fat estimation (Δ = 0.90 ± 0.87 kg, p < 0.001). Additionally, an increase in ECW (Δ = 0.12 ± 0.30 L, p < 0.021) and PhA (Δ = 0.10 ± 0.15°, p < 0.005) was observed. Conclusion: Body weight loss due to passive dehydration decreased BIA-derived fat mass, and increased extracellular water and PhA in physically active and apparently healthy men. Nonetheless, these changes had a negligible effect on the accuracy of the equipment, rendering them clinically insignificant.

Objective: This study aims at comparing the energy expenditure (EE) and heart rate (HR) data from Ring Fit Adventure (RFA) with those from indirect calorimetry (COSMED) and a heart rate monitor (Polar FT7). A secondary goal is to evaluate self-reported enjoyment and perceived effort levels. Materials and Methods: Thirty participants (age = 21.8 ± 2.2; body mass index = 31.8 ± 4.4) were recruited for two laboratory visits. The first visit involved baseline measurements. In the second visit, participants performed a 55-minute ad libitum exercise session with the RFA in adventure mode with moderate difficulty. During this session, EE, HR, perceived effort, and enjoyment of physical activity were recorded. Results: Although no statistically significant overestimation of EE was found between the RFA and the metabolic cart, two-way analysis of variance results show a main effect of condition (RFA vs. Polar FT7) on HR (122.8 ± 20.1 bpm and 129.0 ± 18.6 bpm; P = 0.007; ᶯ_p² = 0.235). Based on comprehensive statistical evaluations, including the mean absolute percent error, intraclass correlations, typical error of measurement, and limits of agreement, the data suggest that the RFA provides reliable estimates for EE and HR. Overall, participants enjoyed the game considerably (71.3 ± 5.9/80 arbitrary units), and their reported perceived exertion was low. Conclusion: This study underscores that the RFA values are relatively accurate and precise, and thus it can be safely suggested for individuals with overweight and obesity to adopt an active lifestyle.

Physical inactivity is a current worldwide, and especially Mexican adolescents. Therefore, this study has the following objectives: (i) to analyze the PA-LT pattern of Mexican adolescents; (ii) to analyze whether there are differences in emotional intelligence, basic psychological needs, academic motivation, self-esteem, and academic satisfaction according to the PA-LT pattern; (iii) to analyze the relationship between emotional intelligence, basic psychological needs, academic motivation, self-esteem, and academic satisfaction. A total of 748 secondary school students participated, of which 374 were girls (Mean age = 13.99; SD = 0.30) and 374 boys (Mean age = 14.02; SD = 0.33). The questionnaire comprised the following scales: IE, NPB-ESC, EMA, EA, and SIE. The main results obtained show that none of the girls stick to any active physical activity pattern during their spare time. In addition, physically active boys obtained better scores in emotional clarity, emotional repair, perception of academic competence, perception of social relationships, extrinsic motivation, intrinsic motivation, self-esteem, and satisfaction with school.