This study aims to analyze the effect of different types of warm-ups on handgrip strength (HGS) in physically inactive older females. Secondarily, it aims to compare HGS according to their baseline nutritional status. A randomized crossover trial study was conducted with 44 physically inactive older females distributed into normal weight (n = 12, BMI = 23.9 ± 3.2 kg/m²), overweight (n =16, BMI = 27 ± 4.7 kg/m²) and obese (n = 16, BMI = 31.6 ± 5.3 kg/m²), who participated in three warm-up conditions (static stretching condition, SSC; elastic band condition, EBC; and therapeutic compression ball condition, TCBC) and one control condition (CC, no warm-up). All participants performed the four randomized conditions with recovery within 72 h. A significant decrease (p < 0.05) in HGS for the dominant and non-dominant hands was observed when comparing SSC vs. CC. In contrast, comparing the warm-up conditions according to the baseline nutritional status, statistically significant differences (p < 0.05) were only reported in the obese group in the dominant and non-dominant hand in favor of CC concerning SSC. In conclusion, warm-up with static flexibility led to a decrease in HGS in physically inactive older females. Only the obese group exhibited this result when analyzed by nutritional status.

La sociedad actual requiere de sistemas educativos capaces de desarrollar nuevas habilidades y competencias que permitan a los futuros profesionales ser reflexivos y con habilidades de investigación, para resolver problemas del medio socio laboral. El objetivo de esta investigación es identificar los niveles de desarrollo de las habilidades personales y participativas en el ABP, según valoración de los estudiantes de la formación universitaria en educación física. Mediante un estudio cuantitativo descriptivo no experimental, se administró un cuestionario a estudiantes de educación física. Los resultados muestran niveles sensibles de desarrollo en relación a la formación mediante el ABP, seguido por el nivel de satisfacción respecto del proceso tutorial del ABP y las competencias personales y participativas. Palabras claves: Metodologías Activas, Aprendizaje basado en problemas, Educación Superior, Satisfacción Today's society requires educational systems capable of developing new skills and competencies; that allow future professionals to be reflective and with research skills, to solve problems in the socio-labor environment. The objective of this research is to identify the levels of development of personal and participatory skills in the PBL, according to the assessment of the students of the university training in physical education. Through a non-experimental descriptive quantitative study, a questionnaire was administered to physical education students. The results show sensitive levels of development in relation to training through PBL, followed by the level of satisfaction regarding the PBL tutorial process and personal and participatory skills. Key words: Active Methodologies, Problem-Based Learning, Higher Education, Satisfaction.

Despite its fundamental role in volleyball, the impact of serving on game dynamics during elite competitions remains unclear. This study aimed to examine the differences in serve types, directions, and outcomes of the 2023 Pan American Games. Using a quantitative cross-sectional approach with a non-experimental descriptive design, we analyzed serve types, directions, and outcomes across multiple matches. Direct observation, supplemented with advanced video analysis software, facilitated accurate data collection using observational methodology. The results revealed that 81.716% of the servers were floating servers, and 18.284% were power servers. Zone 1 (38.806%) was the primary origin, followed by Zones 6 (33.022%) and 5 (27.985%). Regarding destinations, Zone 6 had the highest proportion of serves (41.231%). Significant differences in serving effectiveness emerged between teams (χ² = 50.318, p < 0.001), with 57.553% of receptions classified as “in-system” and 17.208% resulting in direct points. Power servers were associated with a higher immediate scoring rate (χ² = 8.532, p = 0.003) and a greater risk of errors. Although the origin of the serve showed no significant association with the direct-point probability, it influenced the serve direction (χ² = 33.985, p = 0.036). In conclusion, the results revealed statistically significant differences with respect to serve type. Power serves led to a higher proportion of “in-system” receptions compared to float serves, and produced more direct points, although both predominantly targeted the central zones (5 and 6). In contrast, the serve’s origin (right, left, or center) did not significantly influence the scoring likelihood or reception outcomes, but it did affect the choice of serve destination. These findings underscore the strategic importance of serve type in maximizing offensive effectiveness.

Introduction: Physical inactivity is a factor that contributes to increased cardiometabolic risk, such as overweight and obesity in schoolchildren. Aim: To associate physical activity habits with morphological variables (body mass index [BMI], waist circumference [WC], body fat, and fat-free mass), blood pressure, glycemia, handgrip strength (HGS), and countermovement jump (CMJ) in Chilean male schoolchildren. In addition, to compare physically active (PA) schoolchildren to physically inactive (PI) schoolchildren on morphological variables, blood pressure, glycemia, HGS, and CMJ. Material and methods: A cross-sectional study analyzed 160 schoolchildren with a mean age of 7.12 ± 4.5 years distributed into PA schoolchildren (n=75) and PI schoolchildren (n=85). A logistic regression was performed to identify the association between physical activity habits with factors of morphological variables (BMI, WC, body fat, and fat-free mass), blood pressure, glycemia, HGS, and CMJ. In addition, to compare the differences in physical activity habits (physically active vs. physically inactive), a student's t-test was performed for independent samples. Results: Logistic regression showed that physical activity is protective factor against excess body fat of 46% (OR= 0.46; 95%CI= 0.22 to 0.95; p= 0.03), hyperglycemia of 25% (OR= 0.25; 95%CI= 0.12 to 0.51; p< 0.0001), high blood pressure of 31% (OR= 0.31; 95%CI= 0.15 to 0.67; p= 0.002), and HGS dominant hand of 40% (OR= 0.40; 95%CI= 0.19 to 0.83; p= 0.014). Conclusion: Physical activity protected against excess body fat, hyperglycemia, hypertension, and decreased HGS in Chilean male schoolchildren. PA schoolchildren exhibited lower body fat, reduced risk of hyperglycemia and hypertension, and improved HGS and CMJ compared to PI schoolchildren.

La formación inicial docente por competencias representa un enfoque formativo que las universidades chilenas han establecido para estructurar el marco curricular de sus titulaciones. Este enfoque presenta un diseño no disciplinar y, por tanto, más orientado al desempeño profesional. El presente estudio tiene como objetivo identificar el nivel de desarrollo percibido de tres competencias específicas (la competencia de corporeidad, la planificación y el uso de la tecnología) durante el Prácticum de la formación universitaria inicial de la carrera de educación física por parte de los tutores universitarios, tutores de centro y los estudiantes en una universidad chilena el año 2020. En un estudio de caso y mediante la administración de un cuestionario, los resultados muestran niveles sensibles de desarrollo en las tres competencias analizadas, aunque se desarrollan de forma diferente según la tipología del Prácticum. Se ratifica que el Prácticum es determinante para el desarrollo de competencias según sus protagonistas.

Introducción: Se desconocen los factores determinantes en la adquisición de las competencias profesionales docentes durante el Prácticum del futuro profesorado de Educación Física. Objetivo: Identificar los factores que, según el futuro profesorado de EF, los académicos universitarios y los docentes de los centros escolares, influyen en la adquisición de competencias profesionales durante el Prácticum de formación inicial docente. Metodología: Mediante las herramientas analíticas del método cualitativo, se administran entrevistas semiestructuradas, a estudiantes, tutores de centro y académicos universitarios. Resultados: Se reconocen algunos factores tales como, la planificación, realizar docencia, recibir retroalimentación oportuna, profundizar la comunicación entre Universidad y centros escolares.