Regular physical activity (PA) improves the psychological well-being of those who practice it. However, female university students are a risk group due to their low level of PA. Based on the transtheoretical model of behavioural change, the main aim of this study was to examine whether the relationship between PA and subjective vitality was mediated by cognitive-emotional variables such as decisional balance (perceived benefits and barriers) and enjoyment associated with PA in a group of female university students. Participants were asked to complete self-administered questionnaires, which were available for one month via a Google Form. The results showed the existence of a statistically significant, relative, and indirect effect between the stage of change and subjective vitality via both mediating variables. Compared to females in the pre-contemplation stage, those in the action and maintenance stages achieved higher subjective vitality scores as a result of the effect of being in a more advanced stage on decisional balance and enjoyment of PA. It is concluded that female university students who reported regular PA found the activity to be more revitalising, stimulating, and exciting; all positive feelings and cognitions that translated into a more energetic and vital perception of themselves.

This study analyzed the relationship between bullying and cyberbullying, both as victims and aggressors, and the use of cognitive and metacognitive learning strategies in adolescents aged 10 to 16. A total of 1,330 Spanish students participated (48.95% boys), with an average age of 13.22 years. The Motivated Strategies for Learning Questionnaire (MSLQ) was used to assess five key learning strategies: rehearsal, elaboration, organization, critical thinking, and metacognitive self-regulation. The European Bullying Intervention Project Questionnaire (EBIP-Q) and the European Cyberbullying Intervention Project Questionnaire (ECIP-Q) were applied to evaluate levels of bullying and cyberbullying. The association between variables was analyzed through analysis of covariance (ANCOVA) and binary logistic regression analysis. The findings revealed a statistically significant negative association between bullying (traditional and cyberbullying) and the use of learning strategies for both victims and aggressors. Girls were more affected, particularly in cases of cyberbullying, where they showed lower scores in rehearsal, elaboration, and metacognitive self-regulation. In contrast, boys who were bullying aggressors scored higher in critical thinking. The risk of less frequent use of learning strategies among victims increased by 1.3 times for bullying and 2 times for cyberbullying. Similarly, this risk for aggressors rose by 1.4 times for boys and 1.8 times for girls in cases of bullying, and by 2.5 times for both genders in cases of cyberbullying. The study suggests implementing specific and cooperative actions involving students, teachers, and families to strengthen the proper use of learning strategies among victims and aggressors, especially in girls involved in cyberbullying episodes.

Cognitive stimulation during the first years of school is key to the comprehensive development of children, as it impacts functions such as attention, memory, and intelligence, and contributes to their academic performance and social adaptation. The present study aims to evaluate how the use of the abacus and physical exercise improve cognitive skills in children in the second year of primary school. This study is a randomized clinical trial with a total of 82 children, of which 58.50% were boys and 41.50% girls in the first cycle of primary education, divided into an experimental group that carried out a combined program of training with abacus and physical exercise and a control group. Selective attention and concentration were measured with the D2 test, memory with the Spanish adaptation of the Reynolds Intelligence Scale, differential perception with the Differential Perception Test (CARA-R), and general intelligence with the Raven Progressive Matrices Test. The intervention showed statistically significant improvements in attention (Cohen’s d = 0.55), concentration (Cohen’s d = 0.04), memory (Cohen’s d = 0.53), differential perception (Cohen’s d = 0.77), impulsivity control (Cohen’s d = 0.90), and general intelligence (Cohen’s d = 0.43) within the experimental group, as well as significant differences between the training and control groups in post-intervention assessments. The combination of physical exercise and abacus training effectively improves children’s cognitive development.

This article conceptualizes active tourism as a strategy for promoting physical activity (PA) among children and adolescents and examines the literature that has analyzed its different modalities and their application across diverse settings and contexts. A systematic review (2015–2025) was conducted in accordance with PRISMA 2020, with searches performed in PubMed, Scopus, and Web of Science. Predefined inclusion and exclusion criteria were applied, alongside rigorous screening procedures and methodological quality assessment. Twelve studies were included, covering experiential and knowledge-oriented modalities implemented in curricular, extracurricular, family, and community contexts. The results show that active tourism increases PA frequency, duration, and intensity, and enhances physical fitness indicators as well as psychosocial variables (intrinsic motivation, enjoyment, autonomy, and competence). Experiential modalities and rural/natural environments predominate, generally yielding stronger effects than urban or mixed settings; however, these latter contexts broaden reach and equity by integrating activities into daily routines. Conceptual heterogeneity and the scarcity of longitudinal studies limit the estimation of sustained effects and the comparison across modalities. At present, active tourism emerges as a transversal approach to promoting meaningful PA in children and adolescents, integrating movement, learning, and well-being. Comparative and longitudinal designs capable of quantifying dose–response patterns by modality and setting are recommended, as well as policies that strengthen school–family–community linkages to enhance adherence and reduce inequalities in access to active opportunities.

El objetivo del presente estudio fue analizar la posible asociación de la fuerza muscular de tren inferior, abdominal y manual con la atención, el comportamiento hiperactivo-desatento en el aula, el cálculo matemático y el razonamiento lingüístico en niños y niñas diagnosticados con Trastorno del Déficit de Atención e Hiperactividad (TDAH). La muestra estaba formada por 94 estudiantes TDAH (50 niñas y 44 niños, 53% y 47% respectivamente) de 9.48 ± 2.10 años. La atención se midió con el test d2, para el comportamiento hiperactivo-impulsivo en el aula se utilizó la prueba EDAH y para evaluar el cálculo matemático y razonamiento lingüístico se emplearon dos test ad hoc. Los resultados han mostrado que en niños existe una asociación negativa entre el nivel de fuerza abdominal y manual con la presencia de comportamiento hiperactivo-desatento en el aula (p=.001 y p=.009, respectivamente). En niñas, una mayor fuerza de tren inferior se asoció con mayores niveles de atención (p=.042) y la fuerza manual se relacionó positivamente el razonamiento lingüístico (p=.019). Se concluye que una mayor fuerza muscular se asocia con una mejor cognición y comportamiento hiperactivo-impulsivo en el aula en escolares diagnosticados con TDAH, independientemente de su edad e IMC. Se recomienda implementar programas de actividad física dirigidos a mejorar la fuerza muscular ya que podría beneficiar el proceso de aprendizaje en estudiantes diagnosticados con TDAH. Palabras clave: aprendizaje, cognición, condición física, conducta, escolares, funciones ejecutivas. The aim of the present study was to analyze the possible association of lower body, abdominal and manual muscle strength with attention, hyperactive-attentive behavior in the classroom, mathematical calculation and linguistic reasoning in boys and girls diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). The sample consisted of 94 ADHD students (50 girls and 44 boys, 53% and 47% respectively) aged 9.48 ± 2.10 years. Attention was measured with the d2 test, the EDAH test was used for hyperactive-impulsive behavior in the classroom and two ad hoc tests were used to evaluate mathematical calculation and linguistic reasoning. The results have shown that in boys there is a negative association between the level of abdominal and manual strength with the presence of hyperactive-attentive behavior in the classroom (p=.001 and p=.009, respectively). In girls, greater lower body strength was associated with higher levels of attention (p=.042) and manual strength was positively related to linguistic reasoning (p=.019). It is concluded that greater muscle strength is associated with better cognition and hyperactive-impulsive behavior in the classroom in schoolchildren diagnosed with ADHD, regardless of their age and BMI. It is recommended to implement physical activity programs aimed at improving muscle strength as it could benefit the learning process in students diagnosed with ADHD. Keywords: learning, cognition, physical condition, behavior, schoolchildren, executive functions.

The increasing prevalence of sedentary behavior among adolescents raises concerns about its impact on academic engagement. This study examines the association between negative and positive sedentary behavior and behavioral, emotional, and cognitive school engagement in adolescents. A total of 270 students aged 10 to 18 from southern Spain participated. Sedentary behavior was assessed via self-report, and school engagement was measured using the School Engagement Measure (SEM). ANCOVA and binary logistic regression were applied, adjusting for age, BMI, and maternal education level. The findings indicate that low negative sedentary behavior is associated with higher cognitive engagement (p = 0.009), while high positive sedentary behavior correlates with greater behavioral (p = 0.018) and cognitive engagement (p = 0.008). Moreover, high negative sedentary behavior more than doubles the risk of low cognitive engagement, and low positive sedentary behavior significantly increases the likelihood of low behavioral and cognitive engagement. These results suggest that while some sedentary behaviors may hinder academic engagement, structured activities like reading and studying can positively contribute to school performance. Encouraging active learning strategies, structured study habits, and responsible screen use may help to maximize school engagement. Future research should explore longitudinal effects and intervention strategies to optimize adolescent learning and well-being.