Previous investigations have determined that some individuals have minimal or even ergolytic performance effects after caffeine ingestion. The aim of this study was to analyze the influence of the genetic variations of the CYP1A2 gene on the performance enhancement effects of ingesting a moderate dose of caffeine. In a double-blind randomized experimental design, 21 healthy active participants (29.3 ± 7.7 years) ingested 3 mg of caffeine per kg of body mass or a placebo in testing sessions separated by one week. Performance in the 30 s Wingate test, visual attention, and side effects were evaluated. DNA was obtained from whole blood samples and the CYP1A2 polymorphism was analyzed (rs762551). We obtained two groups: AA homozygotes (n = 5) and C-allele carriers (n = 16). Caffeine ingestion increased peak power (682 ± 140 vs. 667 ± 137 W; p = 0.008) and mean power during the Wingate test (527 ± 111 vs. 518 ± 111 W; p < 0.001) with no differences between AA homozygotes and C-allele carriers (p > 0.05). Reaction times were similar between caffeine and placebo conditions (276 ± 31 vs. 269 ± 71 milliseconds; p = 0.681) with no differences between AA homozygotes and C-allele carriers. However, 31.3% of the C-allele carriers reported increased nervousness after caffeine ingestion, while none of the AA homozygotes perceived this side effect. Genetic variations of the CYP1A2 polymorphism did not affect the ergogenic effects and drawbacks derived from the ingestion of a moderate dose of caffeine.

One of the main challenges facing individuals with an intellectual disability is the stigma associated with the various obstacles that hinder their process of full integration. Despite the efforts made, more research is called for to explore the reference environments and reveal how public and self-stigma are perceived in higher education. This scientific paper's overriding aim is to analyse how different university stakeholders (students, lecturers, and admin and service staff) perceive the presence of young people with intellectual disability. An ex post facto design has been used with a sample of 306 participants and a validated instrument for measuring the perception of individuals with an intellectual disability. Our findings reveal that women perceive less stigma than men, and when the analysis is broken down into the collectives involved, students with disability are clearly more conscious of public or self-stigma than their peers without any disability. The disparity between gender and roles underscores the need for socioeducational interventions to promote inclusion in higher education and address self-stigma, thereby fostering self-sufficiency and emotional wellbeing among young individuals with intellectual disabilities.

El Aprendizaje-Servicio, al igual que el voluntariado, desempeña un papel clave en el ámbito universitario y constituye una vía para fomentar el compromiso social. Además, el Aprendizaje-Servicio es una herramienta que promueve la sensibilización y la inclusión de personas vulnerables, logrando simultáneamente objetivos académicos y personales a través de un aprendizaje intencionado. En este contexto, el presente estudio se centra en analizar la percepción que tienen los estudiantes universitarios sobre las personas con discapacidad intelectual tras desarrollar un proyecto de Aprendizaje por Servicio vinculado. Para ello, se ha llevado a cabo un estudio cuantitativo descriptivo pretest-postest con grupo control. Han participado 253 discentes mediante un muestreo no probabilístico por conveniencia, todos pertenecientes a dos universidades españolas durante dos periodos académicos (2022-23 y 2023-24). Se conformaron dos grupos: por un lado, estudiantes que siguieron la metodología de Aprendizaje-Servicio (ApS), quienes formaron el grupo experimental, y, por otro lado, estudiantes que siguieron otras metodologías, quienes constituyeron el grupo control. Entre el pretest y el postest, el grupo de control no participó en ninguna intervención socioeducativa específica, mientras que el grupo experimental se involucró activamente en actividades basadas en la metodología ApS. Este grupo recibió formación en ApS, fomentando un aprendizaje activo que les permitió conectar lo aprendido en el aula con experiencias reales y de forma vivencial. Los resultados obtenidos evidencian que la inclusión de la metodología ApS en los estudios universitarios es efectiva para mejorar la percepción sobre las personas con discapacidad intelectual. A partir de estos hallazgos, se propone como línea de desarrollo futuro la promoción de acciones formativas inclusivas a través del ApS, con el fin de enriquecer el espacio universitario y fortalecer la formación en valores sociales y éticos.

Background: CrossFit^® has gained widespread popularity as a high-intensity training modality, yet evidence describing neuromuscular performance characteristics in this population remains limited. This study aimed to evaluate isometric and ballistic strength profiles in trained CrossFit^® athletes and to identify sex-based differences in absolute and relative neuromuscular performance. Methods: Seventy-two athletes participated (41 males and 31 females) participated in the study, completing two maximal isometric mid-thigh pull (IMTP) tests and three countermovement jump (CMJ) tests within a single testing session. Assessments were conducted using a dual force plate system (Hawkin Dynamics, Westbrook, ME, USA). Results: In the IMTP, males exhibited substantially higher absolute isometric force outputs, including peak force (3059 ± 576 vs. 1899 ± 324 N; p < 0.001) and relative peak force (36.34 ± 6.74 vs. 30.99 ± 4.41 N/kg; p < 0.001). Rates of force development were also greater in males for both early (0–50 ms: 7665 ± 5420 vs. 4001 ± 3021 N/s; p < 0.001) and late phases (0–250 ms: 5350 ± 1832 vs. 3035 ± 886 N/s; p < 0.001). However, no significant sex differences were detected in time to peak force (2.31 ± 1.27 vs. 1.94 ± 1.04 s) or dynamic strength index (0.72 ± 0.12 vs. 0.73 ± 0.12 a.u.). In ballistic performance using CMJ, males achieved higher jump height (0.33 ± 0.07 vs. 0.23 ± 0.05 m; p < 0.001), jump momentum (215 ± 27.9 vs. 131 ± 19.1 kg·m/s; p < 0.001), and modified reactive strength index (0.46 ± 0.11 vs. 0.32 ± 0.08 a.u.; p < 0.001). Relative propulsive and braking forces were also moderately greater in males. Notably, sex differences were reduced when variables were normalized to body mass or peak force, indicating comparable relative neuromuscular function across sexes. Conclusions: These findings provide descriptive neuromuscular performance data for CrossFit^® athletes and show that sex-based differences primarily reflect disparities in absolute force-production capacity rather than intrinsic neuromuscular efficiency. Such insights may support more precise, evidence-informed, and sex-specific training prescriptions to optimize performance.

El desarrollo de la sintaxis es un área de especial dificultad en personas con síndrome de Down. Estudios previos se centran en la producción sintáctica señalando un patrón específico donde la morfología es el área de mayor dificultad; sin embargo, los estudios no atienden a la comprensión de las estructuras gramaticales. La presente investigación, de tipo cuantitativo, tiene como objetivo analizar de forma comparada las diferencias en la comprensión de las estructuras gramaticales entre los participantes con síndrome de Down y aquellos con otras discapacidades intelectuales. Para ello, se administra la prueba CEG a 64 jóvenes con discapacidad intelectual (43 de ellos con síndrome de Down) con edades comprendidas entre los 12 y los 28 años. Los resultados muestran diferencias en la comprensión de estructuras gramaticales en los jóvenes participantes con otras discapacidades intelectuales frente a los estudiantes con síndrome de Down. A raíz de los resultados se puede afirmar que los participantes con síndrome de Down comprenden estructuras complejas, pero se aprecian dificultades en la comprensión de oraciones de relativo, los pronombres, oraciones coordinadas adversativas, estructuras con complementos circunstanciales de lugar o estructuras pasivas.