Region of Murcia's 2022 report card on physical activity for children and youth.

Objective: The aim of this review was to summarize the process and results of the Region of Murcia's 2022 Report Card on Physical Activity for Children and Youth. Methods: Indicators from the Global Matrix initiative (Overall Physical Activity, Organized Sport & Physical Activity, Physical Fitness, Active Play, Active Transport, Sedentary Behaviors, Family & Peers, School, Community & Environment, and Government) were evaluated based on the best available data in the Region of Murcia. Results: Active play was the indicator with the highest grade (B+), followed by Organized Sport & Physical Activity (B) and Active Play (B). School and Family and Peers indicators obtained a C+ and C grade, respectively. Both Community and Environment and Sedentary Behaviors indicators received a D+ grade. The grade for Overall Physical Activity and Government indicators was D. Physical Fitness was the indicator with the lowest grade of this Report Card (D-). None of the indicators received an incomplete grade (INC) because of a lack of available information. Conclusions: The present Report Card offers evidence highlighting the low level of physical activity in Spanish children and adolescents living in the Region of Murcia. Further studies and surveillance efforts are urgently needed for most of the indicators analyzed, which should be addressed by researchers and the Region of Murcia's Government for this specific population. A strong commitment from the Government of the Region of Murcia is needed at all levels to promote a cultural change that will lead children and young people in this region to improve the current situation.

Straight antegrade humeral nailing and risk of iatrogenic injury of supraspinatus tendon footprint: An MRI study.

Background: Straight antegrade humeral nailing (SAHN) is associated with excellent clinical results in proximal humerus fractures. The optimal entry point is the top of the humeral head. However, the anatomy is variable, and the entry point can affect supraspinatus tendon footprint (SSP-F) or fracture reduction. The aim of this study was to analyze the relationship between the SSP-F and SAHN entry point by analyzing magnetic resonance imaging (MRI) studies of the humerus. Methods: In total 58 MRI studies of entire humerus were reviewed. The mean age was 51.6 ± 12.4 years, with 40 female patients. The distance between the SSP-F and the SAHN insertion point (critical distance: CD), the width of the footprint, and the neck-shaft angle (NSA) were measured. Univariate and multivariate analysis were performed. Results: The mean CD was 7.51 mm ± 2.81 (0-12.9 mm) with 51.7% of proximal humerus "critical type" (CD <8 mm). The CD was found to be lower in females, with no difference found with varying age (62.5% "critical type"). CD correlated with NSA (linear regression). "Critical type" correlated with female gender and NSA (logistic regression). Discussion: More than half of the humerus are "critical types" as to SAHN and may, therefore, be at risk for procedure-related complications.

Emotional intelligence, spelling performance and intelligence quotient differences based on the executive function profile of schoolchildren.

The aim of this study was to determine the correlation of intelligence quotient with spelling performance, executive functions and emotional intelligence and to analyse the profiles in executive functions presented by the participants and the differences at the level of intelligence quotient, spelling performance and emotional intelligence. The sample consisted of 125 Spanish primary school students (58 girls and 67 boys) in a rural environment, with a mean age of 10.92 (±.68) years. Intelligence quotient and spelling performance were measured using the BADyG test; executive functions were assessed using the NIH EXAMINER battery and emotional intelligence was assessed using the Bar-On questionnaire. The results show a high correlation of intelligence quotient with spelling performance, executive functions and two emotional intelligence dimensions (adaptability and interpersonal). Two clusters were observed: a high executive functions profile (n = 74, 59.7%), with high scores on all measured variables (working memory, planning, cognitive flexibility, inhibition and verbal fluency), and a low executive functions profile (n = 50, 40.3%) with low scores on all executive functions-related variables. The multivariate analysis of variance (MANCOVA) found variations between the different clusters in the intelligence quotient, spelling performance and interpersonal emotional intelligence variables, showing that students with a higher executive functions profile had a higher intelligence quotient, spelling performance and interpersonal emotional intelligence values. This study could help to better define what kind of teaching methodology favours the development of academic performance in schoolchildren and the connections between important educational aspects such as emotional intelligence and executive functions.

Impact of an Interdisciplinary Educational Programme on Students' Physical Activity and Fitness.

Educational initiatives and actions are needed to provide students with skills to create active habits and lifestyles in order to increase the physical activity and fitness levels of young people. The main objective of this study was to analyse the effects of a classroom-based physical activity and life skills programme on students' physical activity and fitness levels. The sample consisted of 65 students in the 6th grade of Primary Education, aged between 11 and 13 years (11.86 ± 0.53), divided into a control group (CG) and an experimental group (EG) for convenience and accessibility. This was a quasi-experimental, repeated measures, longitudinal cut-off research design. For 16 weeks, an interdisciplinary educational programme based on a combination of classroom-based physical activity and life skills was implemented. The results showed that the educational programme had a positive effect on students' physical activity levels during school hours, specifically on reducing sedentary time (p < 0.001) and increasing light (p < 0.001) and moderate-to-vigorous (p < 0.001) physical activity. Positive effects were also found on the variables of explosive strength (p < 0.05) and aerobic capacity (p < 0.05) related to physical fitness. In conclusion, interdisciplinary educational programmes based on the promotion of physical activity and life skills could contribute to the development of responsible daily physical activity habits in students to facilitate their transfer to other environments (social and family) outside school.

Motivated and without Fear of Failure: The Strength of Basic Psychological Needs in Youth Spanish Athletes in Team Sports.

Connecting desires for achievement, the satisfaction of basic psychological needs and the perception of fear of failure is one of the most relevant questions in the understanding of negative mental responses in youth athletes. How to act with less fear is what every athlete seeks to feel to enhance their performance actions. This paper aims to shed light on a sample of 681 members of sports teams belonging to different Spanish clubs (391 boys and 290 girls), with a mean age of 16.2 years, and a high sports dedication (75.5% > 5 years of experience; 96.3% > two training sessions/week; 90.3% > 3 hours of training/week). The collected data used self-reports based on the tenets of achievement motivation, Self-Determination Theory, and fear of failure. Those aspects linked to task involvement were positively close to Basic Psychological Needs (BPNs), while those related to ego involvement moved away from task involvement and BPNs. Fear was associated positively and significantly only with ego, and negatively with the rest of the constructs. In the standardized direct effect, positive and significant associations were observed among all constructs except between an ego-involving climate and basic psychological needs satisfaction. The association between a task-involving climate and BPNs was significant in fostering relationships among group members, as well as in improving interpersonal cohesion, empathic understanding processes, and reducing fear of failure in youth athletes.

Prediction of the adherence to sports practice of young Ecuadorians based on the perception of the coach's interpersonal style.

Based on the framework of the self-determination theory, the present study aimed to test a predictive model in the Ecuadorian sports context by using autonomy support as a trigger, which was mediated by basic psychological needs and later by autonomous motivation. This procedure was used to predict the intention to be physically active and was carried out on 280 athletes from the province of Azuay (Ecuador) aged between 12 and 20 years (M = 15.28; SD = 1.71). Different scales were used to measure the perception of the interpersonal style of autonomy supported by the coach. The scales employed included the degree of satisfaction of basic psychological needs, motivation to practice sports, and intention to be physically active. A structural equation analysis revealed that perceived autonomy support positively predicted basic psychological needs, which in turn positively predicted autonomous motivation and, as a result, the athletes' intentions to be physically active. It was concluded that coaches' support for the interpersonal style of autonomy can benefit the development of basic psychological needs as well as autonomous motivation, which in turn can increase young athletes' intentions to be physically active. Future research is also recommended to verify this predictive model and to encourage further experimental studies in which coaches promote autonomy support for athletes intending to increase their adherence to practising sports.

The Reverse Shoulder Arthroplasty Angle in MRI: Impact of the Articular Cartilage in the Estimated Inclination of the Inferior Glenoid.

Purpose: To describe the reverse shoulder arthroplasty angle (RSA angle) in magnetic resonance imaging (MRI) and compare the angle formed using bony landmarks (Bony RSA angle or B-RSA angle) with another angle formed using the cartilage margin as reference (Cartilage RSA angle or C-RSA angle). Methods: Adult patients with a shoulder MRI obtained in our hospital between July 2020 and July 2021 were included. The C-RSA angle and B-RSA angle were measured. All images were independently assessed by 4 evaluators. Intraclass correlation coefficient (ICC) was determined for the B-RSA and C-RSA to evaluate interobserver agreement. Results: A total of 61 patients were included with a median age of 59 years (17-77). C-RSA angle was significantly higher than B-RSA (25.4° ± 0.7 vs 19.5° ± 0.7, respectively) with a P-value <.001. The overall agreement was considered "good" for C-RSA (ICC = 0.74 [95% CI 0.61-0.83]) and "excellent" for B-RSA angle (ICC = 0.76 [95% CI 0.65-0.85]). Conclusions: C-RSA angle is significantly higher than B-RSA angle. In cases without significant glenoid wear neglecting to account for the remaining articular cartilage at the inferior glenoid margin may result in superior inclination of standard surgical guides.

Motivational Profiles in Physical Education: Differences at the Psychosocial, Gender, Age and Extracurricular Sports Practice Levels.

The objective of this study was to analyze the motivational profiles of Physical Education (PE) students and assess differences based on the perception of the support of autonomy, the intention to be physically active, satisfaction with classes, gender, age, and extracurricular sports activities. A cross-sectional descriptive study was carried out with a sample of 2621 students, aged 8 to 18 years (M = 14.16, SD = 2.28). An analysis of profiles was implemented, taking into account the motivation and the index of psychological mediators. The result of the cluster analysis gave a solution to four motivational profiles: high quality (n = 1094), low quantity (n = 292), low quality (n = 555), and high quantity (n = 680). Students grouped in the high quantity and quality profile presented higher levels of autonomy support, physical activity intention, enjoyment, and lower levels of boredom. Male participants, younger students, and those who participated in extracurricular activity were associated with self-determined profiles. In conclusion, the importance of promoting the satisfaction of basic psychological needs and autonomous motivation in PE classes is highlighted, in order to achieve higher values in terms of autonomy support, the intention to be physically active, enjoyment, and to reduce boredom levels in students.

Establishing safe zones to avoid nerve injury in the posterior minimally invasive plate osteosynthesis for humerus fractures: a magnetic resonance imaging study.

Background: Safety zones to avoid nerve injury at proximal incision of posterior minimally invasive plate osteosynthesis for humerus fracture have been scarcely studied. The purpose of this study was to describe the location of axillary and radial nerves (RN) in magnetic resonance imaging to establish safety zones. Methods: Fifty-two magnetic resonance imaging studies of the entire humerus were reviewed. The mean age was 50.6 ± 12.1 years, with 37 female patients. The distance of the axillary nerve (AN; distal portion, humeral midpoint) and RN (medial border, midpoint, and lateral border of the humerus) was measured in relation to the posterolateral acromion angle, acromioclavicular axis, and transepicondylar axis. Univariate analysis (Student's t test) and a multivariate analysis (linear regression) were performed. P values < .05 were considered significant. Results: The AN location at the humerus was 54.9 ± 6.4 mm (20.1% humeral length [HL]) in relation to posterolateral acromion angle and 63.2 ± 6.1 mm (23.2% HL) in relation to acromioclavicular axis. The RN location was 100.2 ± 17.1 mm (36.6% HL) at the humerus medial border, 118.0 ± 21.5 mm (43.1% HL) at the humerus midpoint, and 146.0 ± 24.4 mm (53.6% HL) at the humerus lateral border. In relation to transepicondylar axis, it was 175.4 ± 15.6 mm (64.3% HL), 156.0 ± 19.0 mm (57.2% HL), and 127.4 ± 21.2 mm (46.7% HL), respectively. Nerves location was related to HL, independent of gender. Conclusion: The main finding of our study is that the location of the AN and RN in relation to the humerus is related to the HL and can be used to predictably define the safe zones to avoid nerve injury in the proximal incision of posterior minimally invasive plate osteosynthesis for humerus fractures.

Contributing to SDG 3 through Support for Trainer Autonomy: Relationship with Motivation, Basic Psychological Needs and the Intention to Be Physically Active.

The objective of the study was to identify the profiles of support for autonomy perceived by athletes and compare them with motivation, basic psychological needs, and the intention to be physically active. A cross-sectional descriptive study was carried out with 280 athletes (M = 15.28; SD = 1.71). The results reveal the existence of two profiles using the perception of support for autonomy as a grouping variable. A profile of "High perception of support for autonomy" (group 1, n = 190, M = 4.38, SD = 0.32) and a profile of "Low support for autonomy" (group 2, n = 90, M = 3.40, SD = 0.86). The data show statistically significant differences in favour of group 1 with higher values in the Self-Determination Index (p = 0.009) and three basic psychological needs measured with the Index of Psychological Mediators (p = 0.000), but no significant differences in intention to be physically active were found. In conclusion, the importance of the support of autonomy granted by coaches is demonstrated, thus favouring more adaptive motivational climates and the greater satisfaction of basic psychological needs. The intention to be physically active was not found in federated athletes. New studies are required to clarify this fact and improve the contribution of sustainable development to the social dimension.

Critical shoulder angle and failure of conservative treatment in patients with atraumatic full thickness rotator cuff tears.

BACKGROUND: Atraumatic full thickness rotator cuff tears (AFTRCT) are common lesions whose incidence increases with age. Physical therapy is an effective conservative treatment in these patients with a reported success rate near 85% within 12 weeks of treatment. The critical shoulder angle (CSA) is a radiographic metric that relates the glenoid inclination with the lateral extension of the acromion in the coronal plane. A larger CSA has been associated with higher incidence of AFTRCT and a higher re-tear rate after surgical treatment. However, no study has yet described an association between a larger CSA and failure of conservatory treatment in ARCT. The main objective of this study is to determine whether there is an association between CSA and failure of physical therapy in patients with AFTRCT. METHODS: We reviewed the imaging and clinical records of 48 patients (53 shoulders), 60% female, with a mean age of 63.2 years (95% CI ± 10.4 years); treated for AFTRCT who also underwent a true anteroposterior radiograph of the shoulder within a year of diagnosis of the tear. We recorded demographic (age, sex, type of work), clinical (comorbidities), and imaging data (CSA, size and location of the tear). We divided the patients into two groups according to success or failure of conservative treatment (indication for surgery), so 21 shoulders (39.6%) required surgery and were classified as failure of conservative treatment. Univariate and multivariate analysis was performed to detect predictors of failure of conservative treatment. RESULTS: The median CSA was 35.5º with no differences between those with failure (median 35.5º, range 29º to 48.2º) and success of conservative treatment (median 35.45º, range 30.2º to 40.3º), p = 0.978. The multivariate analysis showed a younger age in patients with failure of conservative treatment (56.14 ± 9.2 vs 67.8 ± 8.4, p < 0.001) and that male gender was also associated with failure of conservative treatment (57% of men required surgery vs 28% of women, p = 0.035). CONCLUSIONS: It is still unclear if CSA does predict failure of conservative treatment. A lower age and male gender both could predicted failure of conservative treatment in AFTRCT. Further research is needed to better address this subject.

Effects of a Hybrid Program of Active Breaks and Responsibility on the Behaviour of Primary Students: A Mixed Methods Study.

Schools are ideal environments to promote healthy lifestyles and teach values among students. In this sense, the present study aims to verify the result of an Active Break program (AB) within the Teaching Personal and Social Responsibility (TPSR) Model in the school environment. The sample consisted of two teachers/tutors from the sixth year of Primary Education and 51 pupils, aged between 11 and 13 years, who were divided into an experimental group (n = 26) and a control group (n = 25). The intervention program lasted 3 months, in which the hybridised methodology was applied during 100% of the weekly classes, computing a total of 156 sessions by the end of the study. It was a quasi-experimental study design that used a mixed methodology combining a systematic observational analysis with semi-structured interviews. The results showed an evolution in the behaviour of the teacher from the experimental group from a controlling style to one centred on the transfer of autonomy, while the teacher from the control group primarily used strategies based on the imposition of tasks and the establishment of organisation, which caused an increase in disruptive behaviours among students. We conclude that the program is adaptable to Primary Education and can be extended to any educational environment to improve the classroom climate and attract the attention of students and, finally, allows for the promotion of new teaching strategies.

Analysis of Adolescent Physical Activity Levels and Their Relationship with Body Image and Nutritional Habits.

The main objective of this research article was to make a cluster analysis in Compulsory Secondary Education students with regard to their physical activity levels, their relationship with nutritional habits and body perception. In this study, a total of 1089 students participated, to whom a battery of tests was given in order to assess three aspects: levels of physical activity, food consumption habits and perception of body image. The main results indicated that the adolescent sample presented high levels of physical activity in comparison with other studies. In addition, a profile analysis was carried out, showing that there were no differences in physical activity, in nutritional habits or in body-image index. Taking into account gender, women who practice light physical activity had better nutritional habits. On the other hand, boys dominated in the group of moderate-to-high physical activity, while the girls were mainly included in the profile of low physical activity. Finally, body-image index was greater in men than women. It was concluded that is necessary to promote the importance of adequate nutritional habits in addition to physical activity, and it is necessary to promote body image, particularly among adolescent girls, given their low values of physical activity and worse body-image perception in relation to boys.

The Effects of the ACTIVE VALUES Program on Psychosocial Aspects and Executive Functions.

The main objective of this study was to implement an educational program named ACTIVE VALUES and to analyse the psychosocial and cognitive effects of its application. It is a quasi-experimental repeated measures research with a non-randomised experimental group (EG) and a control group (CG). The sample consisted of 102 students in the 6th grade of primary school, aged between 11 and 13 years (M = 11.59; SD = 0.60), and 4 teachers aged between 27 and 52 years (M = 38.5). The intervention program lasted 4 months, in which the EG implemented a teaching methodology based on the incorporation of classroom-based physical activity (CB-PA) in the structure of the Teaching for Personal and Social Responsibility (TPSR) model to develop personal and social values in students, as well as to reduce children's sedentary behaviour in the classroom in different educational areas (e.g., mathematics, Spanish language, social sciences and natural sciences), while the CG used a conventional methodology based on direct instruction. The main results found show significant improvements in intrinsic motivation variables (including intrinsic motivation for achievement, stimulating experiences and knowledge), self-determination index, autonomy, relatedness, psychological mediators index, personal and social responsibility, teacher climate, intention to be physically active and executive functions in the EG, while amotivation values increased in the CG. In conclusion, interdisciplinary educational programs based on the combination of pedagogical models and active methodologies are postulated as methodological alternatives to achieve an integral and multilateral development of children and adolescents, as well as to improve the different learning domains of physical education, such as cognitive, social and motor. It is recommended that future research should consider longitudinal designs with mixed methods and follow-up data to assess learning retention, as well as larger samples and the measurement of a greater number of executive functions (e.g., inhibitory control and attention).

The Role of Controlled Motivation in the Self-Esteem of Adolescent Students in Physical Education Classes.

The aim of this cross-sectional study was to analyse the relationships between the satisfaction of psychological basic needs, physical education, academic controlling motivation, and self-esteem, and to propose a prediction model in line with the postulates from the hierarchical model found in the self-determination theory. The participants were 618 physical education students from primary and secondary school (317 girls and 301 boys) aged between 10 and 14 years old (M = 11.62; SD = 0.94). The questionnaires basic psychological needs in exercise measurement scale (BPNES), perceived locus of causality scale (PLOC), the academic motivation scale (EME), and physical self-perception profile (PSPP) were used to measure the studied variables. The results showed that autonomy and relatedness significantly and negatively predicted physical education controlling motivation, which predicted a positive and significant academic controlling motivation. This, in turn, negatively and significantly predicted self-esteem. It is concluded that it is essential to avoid controlling motivation to promote the development of a positive self-perception in students.

Influence of Physical Self-Concept and Motivational Processes on Moderate-to-Vigorous Physical Activity of Adolescents.

There is a growing concern about the increasing decline in physical activity among adolescents. In the search for variables that may be related to physical activity, this study examined the influence of physical self-concept on objectively measured moderate-to-vigorous physical activity (MVPA) of adolescents through the mediation of the needs satisfaction and two types of autonomous motivation, for academics and for physical education. Data were collected from 618 students (301 boys and 317 girls) aged 10-14 years from 24 secondary schools in Spain. The path analysis results showed that physical self-concept positively predicted needs satisfaction and this, in turn, was positively and significantly related to the two types of autonomous motivation. Finally, only the autonomous motivation for physical education significantly and positively predicted the adolescents' MVPA. Our findings showed that there was no evidence of an indirect effect of physical self-concept on MVPA. The results are discussed along the lines of the self-determination theory, through the analysis of the role of physical self-concept in increasing adolescents' physical activity.

Implementation of a Hybrid Educational Program between the Model of Personal and Social Responsibility (TPSR) and the Teaching Games for Understanding (TGfU) in Physical Education and Its Effects on Health: An Approach Based on Mixed Methods.

The present study investigates the effect of an educational program hybridized between the Model of Personal and Social Responsibility (TPSR) and the Teaching Games for Understanding (TGfU) in physical education classes on the health and psychosocial variables of students, as well as knowing the advantages and disadvantages of its implementation by teachers. The applied program lasted 11 weeks in two Secondary Education centers with a total of four teachers (two in the experimental group and two in the control group) and 99 students (55 from the control group and 44 from the experimental group). We use research methodology Mixed Methods with a quasi-experimental design, where students completed a questionnaire before and after the educational program and teachers were interviewed at the end of the intervention. The results of the questionnaires indicate significant improvements in the experimental group over time in terms of the intention to be physically active, as well as in autonomous motivation, the self-determination index, the index of psychological mediators, personal and social responsibility, and enjoyment. Moreover, the interviews show positive opinions regarding the organizational capacity of the session using this methodology and the interest of teachers in continuing to apply it in the future, as well as the need for initial and ongoing training for proper implementation. In conclusion, the hybridization between the TPSR and TGfU model is presented as an effective alternative to be applied in the educational context with the aim of improving young peoples' intention to be physically active and psychological variables, such as motivation, responsibility, and enjoyment, in physical education classes.

Motivational profiles and their relationship with responsibility, school social climate and resilience in high school students.

The aim of this study was to assess the relationships among motivational profiles, their responsibility levels, the school social climate and resilience, and the differences according to gender and age of students from different secondary schools in Spain. A sample of 768 students (mean age of 13.84 years), 314 boys (46.1%) and 354 girls (53.9%) was used. The measurements taken concerned: personal and social responsibility, basic psychological need satisfaction, motivation, resilience and school social climate. Bivariate correlation, cluster and multivariate analyses were carried out. The cluster analysis was made using the Motivation toward Education Scale with its different variables (intrinsic, identified, introjected, external motivation and amotivation), revealing four profiles: low quality (1, low values in all motivational variables except in amotivation), low quantity (2, low values), high quantity (3, high values), and high quality (4, high values except in amotivation). The contrast in comparisons shows differences in resilience, personal and social responsibility, teacher climate and school climate (p < .001). The group with the highest values in resilience, basic psychological needs, responsibility and school social climate was that with a high quality profile. There were statistical differences in all variables with respect to the low quantity and low quality groups (p < .001), while the high quantity group showed statistical differences only in personal and social responsibility (p < .001). The low quality group had the lowest values among all the variables, with statistical differences with respect to all groups (p < .001). On the other hand, there were more boys than girls associated with high quantity, without differences in their age. In conclusion, high quality motivation profiles (those with high or low amotivation values and high values in autonomous and controlling motivation), also have a higher satisfaction of basic psychological needs. Moreover, these students are more resilient, show more responsibility and enhance the school/teaching social climate, while low quality and /or quantity motivation, influence negatively on these variables.