The aim of this study was to assess the differences in body dissatisfaction (BD) of male and female adolescents by body max index (BMI) and the quantity, type and organisation of physical activity (PA). To do so, 652 adolescents aged 12–17 years participated in a cross-sectional study. The cognitive-affective component of BD was assessed with the Body Shape Questionnaire (BSQ) and the perceptual component with Gardner’s scale for the assessment of, body image (BI). PA was measured with the International Physical Activity Questionnaire (IPAQ-SF) and the item 1 from the Physical Activity Questionnaire for Adolescents (PAQ-A). The results show that sex and BMI are key variables when determining BD. Moderate-to-vigorous PA (MVPA) was moderately associated with a greater body satisfaction in males but no association was found between BD and the participation and organisation of PA. Moreover, the results suggest that participants in aesthetic/lean PA are at a higher risk of suffering from BD than participants in other PA types. These findings provide useful information for the design of programmes promoting healthy lifestyles, weight control and BI concern during the school period.

Research into children’s body perceptions and ideals is scarce despite evidence of body dissatisfaction in childhood. This study aimed to understand preschoolers’ body image by employing a mixed design. Using a novel figural scale (Preschoolers’ Body Scale) that comprises four child figures ranging in BMI, 395 children ages 4–6 (54% boys) selected their perceived and ideal body and explained why they picked these bodies. Children tended to underestimate their body size and many of them desired slimmer bodies, especially girls and older participants, although body-size perception improved with age. Most children showed body satisfaction, especially boys and younger children. Ideal body choices were not always explained by beauty ideals but by physical abilities, desire to grow up, mothers’ comments, and nutrition. Many responses reflected limited body awareness, suggesting body image may not yet be fully formed in preschoolers due to their incipient cognitive development.

Debido a una distorsión en la imagen corporal, las personas que padecen Dismorfia Muscular se perciben menos musculosas de lo que son en realidad. Con el fin de aumentar su musculatura, algunas de estas personas hacen uso de hormonas cuya función principal es la del aumento del tamaño muscular. Por lo que el objetivo de este estudio es conocer la prevalencia del uso de hormonas en personas afectadas por Dismorfia Muscular. 562 hombres y 172 mujeres fisicoculturistas y levantadores de pesas, a los que se le administraron diferentes cuestionarios para conocer, primero si padecían el trastorno, y después en qué porcentaje usaban hormonas la muestra afectada. Para la creación de los modelos de regresión de la dismorfia muscular fueron empleadas las técnicas estadísticas de árboles de decisión (R = 0.78 y R2 = 0.62). Los resultados indican que casi un 50% de participantes, afectados por este trastorno, hacen uso de estas drogas. Due to a distortion in the body image, the people who suffer from muscle dysmorphia have the self-perception of being less muscular than they currently are. With the aim of increasing their muscular development, they resort to the use of AAS. The purpose of the present study is to know the prevalence of the use of AAS in a Spanish sample affected by muscle dysmorphia. 562 male and 172 female bodybuilders and weightlifters were provided with different questionnaires in order to know, firstly, if they suffered from this disorder and, secondly, the percentage of the participants affected who use these substances. Decision trees and regression was applied to create explanatory models for muscle dysmorphia (R = 0.78 and R2 = 0.62). The results show that almost 50% of the participants, male and female, affected by this disorder use this kind of drugs.

Individuals affected by Muscle Dysmorphia (MD; body image disorder based on the sub estimation of muscle size), practice weightlifting in order to alleviate their muscular dissatisfaction. Although physical activity is associated with increased physical self-perception, we assume that this was not reproduced in full in people with MD. The study sample consisted of 734 weightlifters and bodybuilders, 562 men and 172 women, who completed theEscala de Satisfacción Muscular, the Physical Self-Concept Questionnaire, and from whom measures of body fat and Fat -Free Mass Index (FFMI) were obtained. The results showed that people suffering from MD symptoms, overall, have poorer physical self-concept perceptions (F= 18.46 - 34.77,p< .01).

El presente trabajo trata uno de los aspectos más estudiados en Educación Física como es el modelo pedagógico de Aprendizaje Cooperativo y su repercusión sobre el alumnado en edad escolar. El objetivo principal de esta investigación fue conocer la percepción del profesorado del área de Educación Física en la etapa de Educación Primaria acerca del uso del Aprendizaje Cooperativo y su relación con la Inteligencia Emocional. Para ello, se llevó a cabo una investigación cualitativa por medio de entrevistas semiestructuradas a través de la opinión de un total de seis maestros de Educación Física pertenecientes a la etapa educativa de Educación Primaria. Los resultados obtenidos confirman que los docentes muestran una actitud positiva y poseen buenas percepciones hacia este modelo pedagógico. Sin embargo, todos coinciden en el argumento de que se necesita mucho esfuerzo y trabajo, así como seguimiento constante para obtener beneficios y resultados significativos. Asimismo, afirman que este modelo está estrechamente relacionado con la Inteligencia Emocional, considerándolo un aspecto que lo enriquece todavía más. The present work deals with one of the most studied aspects of Physical Education such as the pedagogical model of Cooperative Learning and its impact on shool-age students. The main goal of this research was to know the perception of teachers in the area of Physical Education in Primary Education about the use of Cooperative Learning and its relationship with Emotional Intelligence. To this end, qualitative research was carried out through semi-structured interviews thanks to the opinion of a total six Physical Education teachers from the Primary Education. The results obtained confirm that teachers show a positive attitude and have good perceptions towards this pedagogical model. However, everyone agrees on the argument that it takes a lot of effort and work, as well as constant monitoring to obtain benefits and significative results. They also affirm that this model is closely related to Emotional Intelligence, considering it as an aspect that enriches it even more.