The Attitudinal Style and Its Potential for Hybridization with Other Pedagogical Models: A Narrative Review.

The 'Attitudinal Style' (AS) enhances the democratic and engaging learning process by improving student motivation and attitudes. Its adaptability, transferability, and applicability make it suitable for hybridization with other pedagogical models (PMs). This study explores the possibilities of blending AS with other PMs for classroom applications, emphasizing the use of formative and shared assessments to maximize efficiency. Adopting a Narrative Review methodology, the research delves into ten academic databases, identifying seven publications that meet the inclusion criteria for a detailed analysis. These publications propose pedagogical approaches for sports, body expression, natural environments, and physical conditioning. They highlight the potential of integrating AS with other PMs to not only enrich physical education (PE) experiences but also introduce innovative teaching methods for various physical activities. The evidence from these sources suggests that combining AS with other PMs serves as a robust strategy to enhance the overall educational experience in PE.

The Influence of a Warm-Up on Vigilance in University Students.

The present study aimed to analyze the effects of conducting a warm-up (WC) or not (WWC) on students of the Science Degree in Physical Activity and Sport before starting a practical class. Thirty-two students of the Science Degree in Physical Activity and Sport (age: 22.38 ± 1.81 years; height: 176.09 ± 8.52 cm; weight: 22.38 ± 1.81 kg; body fat: 25.17 ± 3.20%) participated in a counterbalanced cross-sectional study in which three conditions were tested: (a) basal lineal, (b) WC, and (c) WWC. Participants recorded longer times (worse performance) in the Illinois dribbling test (basal lineal condition [20.17 ± 1.35], WWC [20.13 ± 1.37], and WC [19.32 ± 1.35]) and the Psychomotor Vigilance Task test (basal lineal condition [397.88 ± 75.98 ms]; WWC [412.19 ± 91.39 ms], and WC [368.53 ± 68.65 ms]). The warm-up prior to physical activity classes had positive effects on vigilance linked to executive functioning, and physical performance. In this sense, more research on different types of warm-up may be in order to contrast them with each other, as well as to carry out attention measurements according to the content to be imparted after the warm-ups. The present study represents a big opportunity for all physical education teachers due to warm-up is a crucial aspect that occurs in all practical sessions, also linked to the attention processes and motivational factors of the students.

Influencia de los tipos de agrupamiento en la competencia social de futuros docentes de educación física al implementar el aprendizaje cooperativo / Influência dos tipos de agrupamento na competência social dos futuros professores educação física na implementação da aprendizagem cooperativa / Influence of the types of grouping on the social competence of future physical education teachers when implementing cooperative learning

Resumen El objetivo de esta investigación fue comprobar la incidencia del aprendizaje cooperativo (AC) en la competencia social en función de los tipos de agrupamiento del alumnado. Participaron 53 estudiantes de tercer curso del Grado de Magisterio Educación Primaria de la mención de Educación Física (EF). Se utilizó un diseño cuasi-experimental donde se implementó una intervención durante cuatro meses con medidas pre-test y post-test a través de un cuestionario sociométrico. El tratamiento de datos se realizó mediante el software Sociomet. Los resultados obtenidos indican que los seminarios que han utilizado agrupamientos libres y heterogéneos han obtenidos mejores puntuaciones de percepción de competencia social que el seminario organizado en subgrupos homogéneos. Así pues, se considera que el criterio de homogeneidad debe ser descartado a la hora de implementar el AC en EF. (AU)

Resumo O objetivo desta pesquisa foi verificar a incidência da aprendizagem cooperativa (LC) na competência social em função dos tipos de agrupamento de alunos. Participaram 53 alunos do terceiro ano do Ensino Fundamental da Licenciatura da menção à Educação Física (EF). Foi utilizado um desenho quase experimental onde foi implementada uma intervenção durante quatro meses com medidas pré-teste e pós-teste através de um questionário sociométrico. O processamento dos dados foi realizado por meio do software Sociomet. Os resultados obtidos indicam que os seminários que utilizaram agrupamentos livres e heterogêneos obtiveram melhores pontuações para a percepção de competência social do que o seminário organizado em subgrupos homogêneos. Assim, considera-se que o critério de homogeneidade deve ser descartado na implementação da AC em EF. (AU)

Abstract The objective of this research was to verify the incidence of cooperative learning (CL) in social competence depending on the types of grouping of students. Fifty-three (53) third-year students of the Primary Education Teaching Degree participated with the mention of Physical Education (PE). A quasi-experimental design was used where intervention was implemented for four months with pre-test and post-test measures through a sociometric questionnaire. Data processing was performed using Sociomet software. The results obtained indicate that the seminars that have used free and heterogeneous groupings have obtained better scores for the perception of social competence than the seminar organized in homogeneous subgroups. Thus, it is considered that the homogeneity criterion should be discarded when implementing CA in PE. (AU)

"I feel lonely, I don't understand you when you talk, and I find it hard to breathe". Analysis of the emotional tensions of physical education students in the Spanish setting of COVID-19.

The aim of this research is to analyse the emotional tensions experienced by PE students in the setting of the COVID-19 pandemic. Twenty-four students participated in the study. A qualitative methodology was used in which, taking into account the safety and prevention conditions established for the COVID-19 situation, three categories of analysis were obtained: a) experiences regarding the use of the face mask; b) experiences regarding physical distancing; and c) social interaction between students. The researchers' logbooks and three discussion groups were used as data collection instruments. The results show how the COVID-19 safety measures generated emotional changes in students.

A Mediation Model between Self-Esteem, Anxiety, and Depression in Sport: The Role of Gender Differences in Speleologists.

The scientific literature on mental health has found an association between physical activity and emotional wellbeing and recommends active leisure activities as a way of keeping stress under control. The purpose of this research study is to analyze the level of anxiety, the symptoms of depression and the level of self-esteem of people practicing speleology, as well as possible gender differences. This paper also attempts to understand whether self-esteem is associated with the presence of symptoms of depression in speleologists and whether anxiety has a mediating effect. We conduct a cross-sectional and descriptive research study with a sampling of 105 adult speleologists. The results reveal that the total mediation model is applicable, as self-esteem has a significant indirect association with depression through trait anxiety, as well as a partial mediation model that is applicable through state anxiety. This means that speleologists with high levels of self-esteem, who appreciate and value themselves adequately, reveal lower levels of trait anxiety, and this negatively influences their levels of depression (that is, a lower level of depressive symptoms). At the same time, speleologists with high levels of self-esteem, who appreciate and value themselves adequately, also reveal lower levels of state anxiety, which again has a negative impact on their levels of depression (with fewer symptoms of depression). Emotions such as anxiety, self-esteem, depression and their collateral effects are international topics of interest, which are relevant for people from all sporting backgrounds; therefore, value should be placed on supporting and carrying out further research into this topic.

Fundamental Pedagogical Aspects for the Implementation of Models-Based Practice in Physical Education.

The implementation of pedagogical models (PMs) in the subject of Physical Education (PE) is presented as a pedagogical approach that is based on the educational context as a means to overcome the serious limitations that arise from traditional approaches. The effective implementation of this approach has demonstrated benefits in terms of student motivation, student involvement and improved learning. Thus, its application and international relevance, the variability of content covered, the possibility of replicability in a variety of contexts and the fact that it favors a reflective framework and common action by teachers are some of the reasons that justify its use. In this sense, the need for teacher training, as well as the intention to generate more scientific evidence based on its application in the classroom, are some of the key aspects to be taken into account for its implementation and consequent consolidation in the educational field.

Physical Activity and Quality of Life in High School Students: Proposals for Improving the Self-Concept in Physical Education.

Adolescence is a critical period for the acquisition of health-related behaviors that will transcend later psychological well-being in adulthood. The present study presents a theoretical model whose objective is to analyze how physical activity predicts an adequate quality of life through self-concept and subjective happiness among adolescents. A total of 452 students aged 12 to 15 (M = 13.8; SD = 0.77) from four Compulsory Secondary Education institutes of the Autonomous Community of Extremadura participated, including boys (n = 258) and girls (n = 194). The students reported information on the following variables: physical activity, body mass index, self-concept, subjective happiness, and quality of life. The results show acceptable fit indices for the proposed theoretical model, which showed the importance of physical activity through self-concept and subjective happiness in quality of life: MRLχ2 = 67.533, p < 0.05, CFI = 0.93, TLI = 0.90, SRMR = 0.05, and RMSA = 0.07. Likewise, the model presented a better fit index for males than females. This study draws conclusions on the importance of physical activity as a predictor of quality of life mediated by the perception of self-concept and mood in adolescents.

Health Promotion through Movement Behaviors and Its Relationship with Quality of Life in Spanish High School Adolescents: A Predictive Study.

A growing number of studies have highlighted the health benefits of high physical activity, low screen time, and optimal sleep duration among school-age children and adolescents. Objective: The present study proposes to examine the individual and combined association between movement behaviors (physical activity, screen time, and sleep time) and quality of life in boys and girls. Method: A total of 319 Spanish primary and secondary school students participated in the study. Physical activity, screen time, sleep duration, and quality of life were evaluated. Results: Descriptive, correlation, and regression analyses were carried out in order to improve knowledge about health-related behaviors for all participants. The results found significant positive associations between physical activities and sleep time with quality of life. Finally, the regression models showed that physical activity scores predict quality of life, especially in children. It is concluded that movement behaviors are important in association with quality of life. Likewise, the impact of physical activity on the quality of life is highlighted as the main behavior in the prediction of the quality of life for a population of school adolescents.

Neuroeducation, Motivation, and Physical Activity in Students of Physical Education.

In recent years, neuroscience and neurodidactics have demonstrated significant progress in improving the teaching and learning process for various subjects, such as physical education [...].

The Attitudinal Style as Pedagogical Model in Physical Education.

The continuous changes in the different legislative systems have led to the application of different ways of understanding students and generating learning in them. In this sense, an area such as physical education is not alien to the continuous changes in teaching learning and its teaching has been modified from a behavioural approach to more cognitive perspectives. In this line, the Attitudinal Style concept arises with the intention of responding to this need for evolution, a global approach to teaching, as well as the generation of materials that allow the participation and learning of all types of students, greatly favoring their involvement and/or adaptation. The objective of this study is to present the Attitudinal Style as a pedagogical model within school physical education, analyzing its characteristics, elements and main purposes. A systematic review of narrative character is used, showing the origins and fundamental elements to justify the Attitudinal Style as a pedagogical model. Thus, aspects such as the generation of positive experiences in the students; the rigorous explanation of what is being learned, adaptation to the content, context and students; the work of collaboration and/or cooperation as a means to achieve a group achievement; the transfer of learning; and the application of formative evaluation, make this model of teaching applicable, relevant and necessary in the different educational levels.

Research on Cooperative Learning in Physical Education: Systematic Review of the Last Five Years.

Purpose: A systematic review of the research conducted on Cooperative Learning in Physical Education in the last 5 years (2014-2019). Method: Seven databases were used to select those articles that included information on the implementation of Cooperative Learning in the different educational stages. After the exclusion criteria, 15 articles were fully assessed based on eight criteria: (1) year and author; (2) country; (3) number of participants, educational level, and duration of implementation; (4) type of research; (5) curricular content; (6) purpose of the research; (7) most relevant results; and (8) learning environment. Results: Results showed how research focused more on secondary education, mainly in short-term interventions. Most studies used qualitative and/or mixed methods, and dealt evenly with sports, motor skills, and physical abilities, leaving body expression underrepresented. Regarding the goals of the studies, social learning was the most frequently assessed, focusing on motivation, group climate, and teacher-student interaction. Criticisms regarding the shortness of the experiences and their fragmentation can still be considered valid. Conclusion: This review can help researchers and practitioners conduct Cooperative Learning intervention programs in primary and secondary Physical Education. They must be rigorous when they claim that they implement this pedagogical model in schools.

Contributions of Service-Learning on PETE Students' Effective Personality: A Mixed Methods Research.

Service-learning (SL) is a pedagogical model focused on achieving curricular goals while providing a community service. Previous research suggests that SL might promote qualities such as self-esteem, motivation, problem-focused coping, decision-making, empathy, and communication, which are associated with a psychological construct known as students' Effective Personality (EP). These studies, however, did not specifically analyse the direct effects of SL on this construct. The aim of this study is to explicitly analyse the effect of SL on Physical Education Teacher Education (PETE) students' EP using a mixed methods approach. The quantitative part of the approach followed a quasi-experimental design using the validated "Effective Personality Questionnaire for University Students", which includes four dimensions: "Academic self-efficacy", "Social self-realisation", "Self-esteem", and "Resolutive self-efficacy". A non-probabilistic sampling on a total of 181 PETE students was then carried out, with 98 participating in the experimental group (42 male, 56 female), and 83 in the control group (34 male, 49 female). The comparisons revealed significant improvements in the experimental group, especially in the social self-realisation and resolutive self-efficacy dimensions. These findings were complemented by a qualitative analysis of 12 students' semi-structured interviews. In conclusion, the study reported a positive influence of SL on the PETE students' EP, providing valuable design patterns for future SL implementations.

Gender, Physical Self-Perception and Overall Physical Fitness in Secondary School Students: A Multiple Mediation Model.

Background: Physical self-perception is often related with better physical fitness perception in adolescents. Moreover, it is an important social cognitive perspective to provide suitable mental health in this population. However, this relationship is unequal between boys and girls. The physical fitness is a marker of health in young population. The aims of the present study were the following: (1) to compare physical self-perception and self-reported overall physical fitness (OPF) between boys and girls (gender) and body mass index (BMI) status, and (2) to determine the mediating role of all physical self-perception subscales (except physical condition) and BMI status in the link between gender and OPF in adolescent students. Methods: This cross-sectional study consisted of 85 adolescent students of secondary school between 12 and 17 years of age; 41 were boys (Mage = 14.6, SD = 1.7) and 44 were girls (Mage = 14.4, SD = 1.6). Adolescent participants completed all clinical characteristics by body composition measures (age, body weight, body height, and BMI). Physical self-perception was assessed by the physical self-perception profile (PSPP) whereas the international fitness scale (IFIS) was used to predict the self-reported OPF of adolescents in the present study. Results: Gender (boys and girls) differed significantly in all PSPP subscales and OPF, whereas the BMI status (underweight = 19 students, normal weight = 53 students, overweight/obese = 13 students) showed significant differences in all clinical characteristics, physical condition (PSPP), and OPF. A multiple mediation analysis was performed using bias corrected bootstrap. This multiple mediation analysis revealed that all PSPP subscales were significant mediators between gender and OPF: attractive body (p = 0.013), sport competence (p = 0.009), physical strength (p = 0.002), and self-confidence (p = 0.002). The total direct effect of gender on OPF was significant (p = 0.002). Moreover, the multiple mediation estimated a completely standardized indirect of X on Y for attractive body (effect = 0.109), sport competence (effect = 0.066), physical strength (effect = 0.130), and self-confidence (effect = 0.193). Conclusions: These findings contribute to understanding the link between gender and OPF in adolescent students and the mediation of physical self-perception and OPF in this relationship. In addition, strategies focused to improve self-confidence and physical self-perception are necessary in female adolescent students, because boys showed better physical self-perception in all PSPP subscales. Girls are a risk group because they report low physical self-confidence with their respective insecurity feelings and psychological disorders. Thus, personal physical self-perception must be considered as an important social cognitive perspective to provide suitable mental health in children and adolescents.

"Cooperative Learning Does Not Work for Me": Analysis of Its Implementation in Future Physical Education Teachers.

Cooperative learning (CL) is one of the pedagogical models that has had more application in the area of Physical Education (PE), being highly worked in the initial training of teachers. The aim of the study is to check to what extent future PE teachers are able to apply in the classroom the PE training they have received at university, deepening their fears, insecurities and problems when carrying it out. Thirteen future PE teachers (7 girls and 6 boys) aged 20.87 ± 1.43 participated and, after having been trained in CL in various subjects, applied it in the classroom during their internship. They were selected through purposeful non-probability sampling. A qualitative methodology was used, being the interviews, the teaching diaries and the seminars with the tutor the instruments of data collection used. Three categories of analysis were used: (a) initial expectations in the application of the CL; (b) problems encountered in its implementation; (c) reflection about its application in the future. The results showed how the future teachers did not see their expectations of success fulfilled, encountering resistance from both students and teachers in PE. Furthermore, they reflect the need to continue training in a model that has infinite nuances so that it can be implemented satisfactorily. It is necessary to continue researching a pedagogical model with so many possibilities in the area of PE and with so much transversality on a social level.

The Application of the Teaching Games for Understanding in Physical Education. Systematic Review of the Last Six Years.

A systematic review of the research conducted on Teaching Games for Understanding in Physical Education in the last six years (2014-2019), updating and expanding with new categories the last published review by Harvey and Jarret in 2014. Four databases were used to select those articles that included information on the implementation of Teaching Games for Understanding in different educational stages. According to PRISMA guidelines and including the PICO strategy after the exclusion criteria, 12 articles were fully assessed based on eight criteria: (1) year and author; (2) country; (3) number of participants, educational level, and duration of implementation; (4) type of research; (5) curricular content; (6) purpose of the research; (7) most relevant results; and (8) learning environment. The results showed how research focuses on both primary and secondary education, primarily in short-term interventions. Quantitative, qualitative and mixed research is used almost equally, and dealt evenly with sports and games, leaving motor skills, physical abilities and body expression underrepresented. Regarding the goals of the studies, motor and cognitive learning were the most frequently assessed, focusing on improvement of game development, such as tactical aspects, decision-making, technical skills or level of physical activity. The implementation of the model is carried out in too short a time to achieve significant outcomes. This review can help researchers and practitioners conduct Teaching Games for Understanding intervention programs in primary and secondary Physical Education. They must be rigorous when they claim that they implement this pedagogical model in schools.

The Mediating Role of the Self-Concept Between the Relationship of the Body Satisfaction and the Intention to Be Physically Active in Primary School Students.

The aim was to analyze the extent to which anthropometric values, in line with body image and physical ability, predict physical self-concept, and the latter, in turn, predicts the practice and intention to pursue physical activity. A total of 302 participants, 150 males and 152 females were recruited from different primary schools in Extremadura (Spain). The age of the participants ranges from 10 to 13 years old (M = 11.74; SD = 0.86). The indirect effects of the model showed significant relationship between physical condition (p = 0.001) and PA levels, according to the perception of self-concept [ß = 0.231, 95% BcCI = (0.055, 0.212)]. However, anthropometric variables proved not to be related to any significant extent (p < 0.05). The second level covered the indirect effects between the intention to be physically active and self-concept, which showed a significant relationship between the perception of self-concept (p = 0.000) and the intention to be physically active. Last, the third level showed significant relationships between physical condition (p = 0.001) and the intention to pursue physical activity. The present investigation concluded that physical condition, anthropometric variables, and body image predict the perception of physical self-concept in adolescents. Finally, this article highlights the importance of body image perception, anthropometric values, and physical condition in the intention of being physically active. In addition, it highlights the mediating role of physical self-concept to develop physical activity.

The Attitudinal Style as a Pedagogical Model in Physical Education: Analysis of Its Effects on Initial Teacher Training.

The implementation of the pedagogical model has meant an increase in rigour and coherence in Physical Education (PE) classes. The objectives of the study were twofold; (a) to delimit the characteristics and elements that make up Attitudinal Style as a pedagogical model; (b) to analyze the perception of future teachers on the usefulness and transferability of the model in their classes. Twelve future PE teachers (seven women and five men) with an age of 20.14 ± 1.48 participated. All of them were part of the University of Burgos (Spain). A qualitative approach was used with two data collection instruments (reflective group journals and discussion group) and two categories of analysis were established: (a) usefulness in the construction of professional identity; (b) transferability of the Attitudinal Style in the school. The results showed how future PE teachers consider the model as a transcendental methodological tool in understanding and addressing PE at school. Interpersonal relationships in the classroom, student autonomy and group responsibility are highlighted as necessary aspects with high transferability to the school.

Evaluación formativa con los estudiantes en prácticas, para reducir la brecha teoría-práctica en la formación inicial del profesorado / Formative Assessment with Students in Practice, to Reduce the Theoretical-Practical Gap in Initial Teacher Training / Avaliação formativa com os alunos na prática, para reduzir a lacuna teórico-prática na formação inicial de professores

Entre los docentes en formación inicial, hoy en día existe una apreciación generalizada respecto a que hay una brecha demasiado amplia entre los conocimientos teóricos que se transmiten en el aula universitaria, y la práctica real a la que se enfrenta el docente en sus primeros acercamientos al aula escolar. En España, los planes de estudio universitarios orientados a la formación inicial del profesorado, permiten al docente tomar contacto con la realidad educativa a través de la asignatura del Prácticum. No obstante, es justamente en este proceso de prácticas donde el alumnado puede experimentar ese abismo entre teoría y práctica. En el presente artículo, se plantea la evaluación formativa como un medio idóneo y necesario para unir lo aprendido en el aula universitaria, con las demandas diarias que acontecen en el ámbito escolar.

There is today among teachers in initial training a generalized appreciation of the existence of too wide a gap between the theoretical knowledge transmitted in the university classroom and the actual practice faced by teachers in their first approaches to the school classroom. In Spain, university study plans aimed at initial teacher training allow teachers to contact educational reality through the Practicum course. However, it is precisely in this process of practice where students can experience the existence of a gap between theory and practice. In this article, the formative assessment is presented as an ideal and necessary means to unite what has been learned in the university classroom with the daily demands existing in the school environment.

Há hoje entre os professores em formação inicial uma apreciação generalizada da existência de uma lacuna muito grande entre o conhecimento teórico transmitido na sala de aula da universidade e a prática real enfrentada pelos professores em suas primeiras aproximações à sala de aula da escola. Currículos universitários em Espanha, visando à formação inicial dos professores permitem que eles possam entrar em contato com a realidade educativa através da disciplina nomeada Prácticum. Contudo, é precisamente no estágio que os alunos podem experimentar a existência de uma lacuna entre a teoria e a prática. Neste artigo, a avaliação formativa é apresentada como um instrumento ideal e necessário para unir o que foi aprendido na sala de aula universitária com as demandas diárias existentes no ambiente escolar.

Evaluar en Educación Física: análisis de la tensiones existentes y justificación del empleo de la evaluación formativa y compartida / To evaluate in physical education: analysis of the existing tensions and justification of the employment of the formative and shared assessment / Avaliar na educação física: análise das tensões existentes e justificação do uso da avaliação formativa e compartilhada

Siempre ha existido un amplio debate en torno a la evaluación en Educación Física, tratando de comprender cuál es el modelo más adecuado para desarrollar todo el potencial de esta asignatura. En este artículo pretendemos contribuir al debate, para lo cual tratamos de aclarar algunas ideas preconcebidas a través del análisis de las principales tensiones que surgen en torno a su uso, y la justificación de por qué utilizar procesos de evaluación formativa y compartida en esta asignatura. Nuestra intención es generar reflexión en torno a la evaluación, con el fin de romper con barreras de corte más tradicional y dotar de una nueva visión a la temática, pretendiendo que sea de utilidad para que el profesorado la pueda aplicar en su aula.

There has always been a wide debate around the assessment in Physical Education, trying to understand what is the most appropriate model to develop the full potential of this subject. In this article, we intend to contribute to the debate, for this, we try to clarify some preconceived ideas through the analysis of the main tensions that arise around its use, and the justification of why it is important to use formative and shared assessment processes in this subject. Our intention is to generate reflection on the assessment, in order to break with traditional barriers and provide a new vision to the subject, pretending that it is useful for teachers and so they can apply it in their classroom.

Sempre houve um amplo debate em torno da avaliação em Educação Física, tentando entender qual é o modelo mais adequado para desenvolver todo o potencial dessa disciplina. Neste artigo, pretendemos contribuir para o debate e, para isso, tentamos esclarecer algumas idéias preconcebidas por meio da análise das principais tensões que surgem em torno de seu uso e a justificativa de por que usar processos de avaliação formativa e compartilhada nesta disciplina. Nossa intenção é gerar reflexão sobre a avaliação, a fim de romper as barreiras mais tradicionais e proporcionar uma nova visão do assunto, ao considerar que é útil para os professores aplicá-la em sala de aula.

[Nutritional assessment and phytoestrogen exposure in a diet of students of the University of Costa Rica]. / Valoracion nutricional y exposición a fitoestrógenos en la dieta de estudiantes de la Universidad de Costa Rica.

INTRODUCTION: Introduction: this study presents the results regarding diet and an analysis of natural estrogens (phytoestrogens) intake and how they affect other important aspects, which can modulate biological health functions among university students. Objectives: assessing nutritional habits and estimating the intake of phytoestrogens in the population under study. Materials and methods: Costa Rican female (n: 211, 18.83 ± 2.06 years) and male (n: 199, 19.64 ± 3.05 years) university population of the University of Costa Rica applied anthropometric tests using DEXA, the Food Frequency Questionnaire (FFQ) and the 24-hour Reminder (R-24). Results: the most serious nutritional bad habits were high ingestion of sodium, lipids and animal origin proteins in men and women and a deficit of fiber and folic acid in women. The total intake of phytoestrogens referred to: daidzein 0.23 ± 0.40 mg/day and 7.01 ± 11.94 mg/month in women and 0.17 ± 0.13 mg/day and 5.14 ± 3.96 mg/month in men; mainly consumed in the form of lignans 0.24 ± 0.12 mg/day (women) and 0.23 ± 0.14 mg/day (men). The intake of isoflavones was 0.09 ± 0.38 mg/day (women) and 0.04 ± 0.08 mg/day (men). Conclusions: The study population presented high fat percentage although the consumption of vegetables, cereals, whole grains and fruits tends slightly to be a Mediterranean diet; their food pattern was much closer to the Western diet.

INTRODUCCIÓN: Introducción: este estudio presenta resultados respecto a dieta y un análisis más en profundidad de la exposición a estrógenos naturales (fitoestrógenos) en la ingesta, y como este tipo de compuestos influye y se relaciona con otros aspectos importantes que pueden modular funciones biológicas relacionadas con la salud en estudiantes universitarios. Objetivos: valorar hábitos nutricionales y estimar la ingesta de fitoestrógenos de la población en estudio. Material y métodos: población costarricense universitaria femenina (n: 211, edades 18,83 ± 2,06 años) y masculina (n: 199, edades 19,64 ± 3,05 años) de la Universidad de Costa Rica y se han aplicado pruebas antropométricas mediante el DEXA y cuestionarios de Frecuencia de Consumo de Alimentos (FFQ) y Recuerdos de 24 Horas (R-24). Resultados: los errores nutricionales más graves fueron: la elevada ingesta de sodio, lípidos y proteínas de origen animal en hombres y mujeres, y el déficit importante de fibra y ácido fólico en las mujeres. La ingesta total de fitoestrógenos referidos a la daizdeína fue de 0.23 ± 0.40 mg/día y 7,01 ± 11,94 mg/mes en mujeres y de 0,17 ± 0,13 mg/día y de 5,14 ± 3,96 mg/mes en varones; principalmente consumida en forma de lignanos 0,24 ± 0,12 mg/día (mujeres) y 0,23 ± 0,14 mg/día (hombres), mientras la ingesta de isoflavonas fue de 0,09 ± 0,38 mg/día (mujeres) y de 0,04 ± 0,08 mg/día (hombres). Conclusiones: la población de estudio presentó porcentajes de grasa elevados nutricionalmente hablando, aunque el consumo de vegetales, cereales, granos enteros y frutas tiende un poco a la dieta mediterránea, su patrón alimentario se acerca mucho más a la dieta occidental.