Purpose: Physical fitness has shown to be positively related with young people's general mental health, mainly due to the changes in body composition derived from a regular sportive practice. Thus, the aim of this study was three-fold: 1) to analyze the relationship between physical fitness with the mental health status assessed as physical self-concept and self-esteem, 2) to study whether self-esteem offers longitudinal relationships with physical fitness three months after the first assessment, and 3) to know the most implicated variables of physical fitness in mental health variables. Method: A total of 1441 adolescents aged 12 to 19 years (mean=14.52; standard deviation=1.96 years), being the 49.5 % of them girls, from 4 high schools in Andalusia, Spain, participated in the study. The EUROFIT battery test was administered to the participants, as well as some questionaries to assess the physical self-concept and the self-steem. Physical tests and self-concept were assessed in an only temporal point, while self-esteem was analyzed longitudinally. Results: The results obtained indicated that physical self-concept was related to physical fitness, while self-esteem was especially related to the Course Navette test. Conclusions: These results suggest that having great levels of physical fitness, especially related to aerobic endurance, may help to have higher levels of physical self-concept and self-esteem as components of mental health in Spanish adolescents.

Capacidades físicas en jugadores de fútbol formativo de un club profesional / Physical Capacity In Youth Football Players Of A Profesional Club. pp. 289-307

Background: The influence of bullying on physical activity beyond school time is uncertain, as it can vary widely in terms of type, modality, duration, adult supervision, and objectives. Methods: This study aims to analyze the relationship between school bullying and the type of physical activity practised. To this end, a descriptive study was made of 2025 pre- and adolescents aged between 10 and 19 years, reporting on their participation in victimisation and perpetration. The EBIPQ and PAQ-A were used. An analysis of the relationships between these variables was carried out according to gender and type of activity practised. Results: The results showed a higher rate of victimisation in boys who did not practise physical activity. Meanwhile, perpetration was higher in those who practised organised physical activity, especially in boys. Depending on the type of physical activity, the higher levels of both victimisation and perpetration of those who practised wrestling activities stand out in comparison with other groups. Conclusions: It could be stated that physical activity may be a protective factor against bullying victimisation, especially in boys. However, participation in organised physical activity activities may be related to higher perpetration in this sample in adolescent boys.

Physical education classes can be a place where both bullying and harassment take place, and a powerful strategy is needed to prevent it. The present study analyses bullying and students’ behaviour as active or passive observers in a general educational context and physical education lessons. A sample of 958 adolescents aged 12 to 18 was studied. A questionnaire was used to analyse the victimisation and the bullying and behaviour observed. The results showed a lower incidence rate than that observed in other studies in physical education classes with a higher level of perpetration by boys than by girls and a more active rejection of aggression by victims and girls. On the other hand, passive attitudes were greater among perpetrators and boys. The observers’ attitudes were similar in both contexts. The scenario in which this subject takes place could reduce the risk of these phenomena occurring. Therefore, physical education teachers should analyse these behaviours and intervene, especially when creating awareness in boys.

El presente estudio analiza la relación entre la empatía en adolescentes y la práctica de distintos tipos de actividad física. Participaron 727 sujetos con edades comprendidas entre 12 y 19 años, pertenecientes a dos centros educativos públicos. Para evaluar la empatía cognitiva y afectiva se utilizó el autoinforme HIFDS y se adaptaron preguntas del cuestionario PAQ-A para conocer datos asociados al nivel y tipo de actividad física practicada. Se realizó un análisis estadístico y de comparación entre grupos según el género y la práctica de actividad física, así como entre los subgrupos según la actividad física practicada. Las alumnas mostraron niveles superiores de empatía afectiva y cognitiva respecto de sus compañeros. El alumnado que practica actividades físicas artísticas muestra mayor empatía afectiva y cognitiva estableciendo comparaciones con otras actividades. Asimismo, las personas que practican actividad física muestran mayores valores en ambos tipos de empatía respecto a las personas “no practicantes”. En definitiva, los y las adolescentes que participan en actividades físicas organizadas muestran mayor empatía que sus compañeros y compañeras que practican actividad física libre o no practican actividad física, siendo las de las de índole artístico favorecedoras del desarrollo de la empatía en ambas dimensiones. Asimismo, se observa niveles más altos de empatía afectiva y cognitiva en las alumnas que en sus compañeros varones.