Dynamic balance improvement in children with Autism Spectrum Disorder after an extracurricular Service-Learning Physical Education program.

This study aimed to examine the acute changes in dynamic balance Postural Control experienced by children with Autism Spectrum Disorder (ASD) who undertook a 6-month extracurricular Service-Learning Physical Education (PE) program. The study used a quasi-experimental design with 23 participants divided into an experimental group and a control group. Limits of Stability protocol was used to measure the children's postural control. The results showed that the experimental group achieved statistically significant improvements. To conclude, this study provides substantial input about how extracurricular PE activities aimed at developing the general motor proficiency of ASD children can improve their dynamic balance.

Analysis of the motor performance of children with ASD and its relationship with personal and contextual variables.

Background: A high number of individuals with Autism Spectrum Disorder (ASD) present motor deficits. The objectives of this study were (1) to evaluate the motor performance of children with ASD and (2) to analyze the influence that sociodemographic variables and difficulties related to learning have in the development of motor deficits. Method: Participants were 23 boys and 5 girls with ASD between 4-14 years old. Impairments in motor development were evaluated using the Movement assessment battery for children-2 (MABC-2). Parents provided information on the personal and contextual variables of the participants through a sociodemographic questionnaire and they reported the motor skills of their children through the Checklist of the MABC-2. Results: The results suggest that most children with ASD present difficulties in balance and in fine and gross motor skills. Likewise, the analysis of the χ2 tests suggested that curricular adaptations, the presence of siblings and traits such as impulsivity, hyperactivity and speech difficulties are factors related to their motor development. Conclusions: The findings highlight the need to address these difficulties from an early age to stimulate and encourage their development.

Impact of Service-Learning on Physiotherapy Students: Exercise Programs for Patients with Heart Transplantation and Acute Coronary Syndrome-A Randomized Clinical Trial.

INTRODUCTION: Service-learning (SL) seems to be useful for healthcare students. This study aimed at comparing an SL program versus a traditional approach (TA) on moral sensitivity, ethical competences, knowledge, teaching quality, SL participation and performance, and satisfaction in physiotherapy students. METHODS: Randomized clinical trial. A total of 32 physiotherapy students were allocated to an SL group (SLG, n = 16), or to a TA group (TAG, n = 16). Participants had to create an exercise program for patients with heart transplantation and acute coronary syndrome. The SLG performed the program with real patients, whilst the TAG performed a traditional collaborative approach. Moral sensitivity, ethical competences, knowledge and teaching quality were assessed pre- and post-intervention. SL participation and performance and satisfaction of the SLG were assessed post-intervention. RESULTS: After the intervention, the SLG showed higher moral sensitivity, ethical competences, knowledge and reported better teaching quality than the TAG. The SL program was useful, addressed a real need, contributed to learning, helped to solve problems, facilitated better comprehension, increased motivation, and students would like to use SL in other subjects. CONCLUSIONS: The SL program had a positive impact on students, encouraging the implementation of similar SL interventions. SL may be considered a teaching-learning methodology of choice in physiotherapy students.

Research on Service-Learning in Physical Activity and Sport: Where We Have Been, Where We Are, Where We Are Going.

Higher education is under constant transformation through the use of new pedagogical models such as university service-learning (SL). Indeed, there has been an exponential uptake of university SL, among others, in the field of physical activity and sport (PAS) along with research examining these practices. However, these initiatives highlight the need to improve the quality of research in this field. This paper presents a systematic review focused on how research in this arena has been carried out, examining the following topics: paradigm, methods, instruments, discipline, limitations, and further research. A total of 45 articles met the inclusion criteria. The results show that qualitative and mixed methods have experienced an increasing progression. The most recurrent instruments have been questionnaires, reflective diaries, and interviews. According to the studies in the sample, the limitations point to research designs and some difficulties that underlie the pedagogical model itself. Finally, further research calls for longitudinal studies and to deepen the reflective process. This review identifies some weaknesses and strengths of research in university SL in PAS that aspire to inform and improve future investigations in this field.

A Longitudinal Study of the Effects of Service-Learning on Physical Education Teacher Education Students.

Research examining Service-Learning (SL) in Physical Education Teacher Education (PETE) is ample. However, long-term investigations are still scarce and literature demands the application of this type of design to uncover the effects of SL on the long run. This study followed a longitudinal quantitative approach; thus, the participants completed the Civic Attitudes and Skills Questionnaire (CASQ) in three occasions (pretest-postest1-postest2). Results show that there exist significant differences between mean values of the global outcomes of the CASQ; concretely, there was an improvement in the first interval followed by a decrease in the second period. Regarding the different dimensions of the CASQ, leadership skills, attitudes towards social justice and attitudes towards diversity showed significant differences too. This research leads towards better understanding of methodological strategies promoting quality education, positing SL as an adequate possibility in this respect, also in the long term.

Environmental Education in Initial Training: Effects of a Physical Activities and Sports in the Natural Environment Program for Sustainable Development.

Training for sustainable development is an educational challenge of prime importance. Physical activity and sports in natural environments provide training committed to sustainability and environmental education. The objective of this study was to assess the effects of an undergraduate training program in Physical Activities and Sports in Natural Environments concerned with sustainable development. A total of 113 students from the Autonomous University of Madrid (Spain) who are studying a Bachelor's Degree in Physical Activity and Sports Sciences and a Master's Degree in Teacher Training for Secondary Education and High School (specializing in Physical Education) were involved. Specifically, we aimed to assess the impact of this training program on three dimensions related to Environmental Education (knowledge, behaviors, and attitudes). Its effect was also examined bearing in mind students' sex, age and educational profile (sportive and educational). Mixed-methods were used: for the quantitative approach, data were collected with the Environmental Attitude in Physical Activities in Natural Environments validated scale; for the qualitative approach individual reflective diaries completed by students that attended the program were analyzed. The results show positive effects on the students regarding the three dimensions of Environmental Education, for both the sportive and educational training profiles. The quantitative results do not present significant differences concerning the gender variable, although the qualitative information shows that female students perceived a greater environmental sensitivity during their practices. Regarding the age variable, significant differences are found in the youngest students with an educational profile. To conclude, the study ratifies that the program carried out generated improvements in terms of knowledge, behaviors and attitudes toward the environment and sustainable development. Future research should use larger samples and consider other variables related to education for sustainability.

"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.

Why Being Physically Active or Inactive Affects Older Women's Physical Role?

BACKGROUND: Active aging is aimed at promoting quality of life in older adults. Nevertheless, the relationship between physical role and the practice of physical activity (PA) can be influenced by bodily pain feeling and by a low level of health-related quality of life (HRQoL). Passive and active strategies are susceptible to being modified and constitute an important psychological predictor of adaptation to pain. This cross-sectional study (1) analyzed the differences between inactive/active older adult women in terms of clinical and sociodemographic characteristics, pain coping strategies, and HRQoL; (2) studied the associations between pain coping strategies, the dimensions of the HRQoL questionnaire, and physical role; and (3) determined if passive strategies, bodily pain, physical function, and general health were significant mediators in the link between being inactive/active and physical role. METHODS: Participants of the present cross-sectional study completed measures of clinical and sociodemographic characteristics, HRQoL using the Short-Form Health Survey-36, and active and passive strategies using the Vanderbilt Pain Management Inventory (VPMI). RESULTS: A total of 157 inactive (69.9 ± 7.1 years) and 183 active (68.8 ± 5.3 years) women from rural areas were included in the study. Both groups significantly differed in the majority of the clinical and sociodemographic characteristics measured, pain coping strategies, and HRQoL. Bodily pain, physical function, and general health predicted physical role. Moreover, passive strategies, bodily pain, physical function, and general health mediated the link between inactive/active participants and physical role. CONCLUSIONS: Being physically active or inactive contributes to a better understanding of the link between PA, pain coping strategies, and physical role in older women.

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.

Promoción de la educación inclusiva e intercultural: estudio de caso en un colegio rural colombiano / Promotion of Inclusive and Intercultural Education: Case study in a Colombian rural School / Promoção da Educação Inclusiva e Intercultural: Estudo de caso em una escola rural colombiana

Resumen Introducción: debido al fenómeno de globalización actual, cada vez es más necesario aportar una visión inclusiva e intercultural al ámbito educativo. No responder adecuadamente a esta demanda puede provocar situaciones de exclusión, segregación y discriminación del alumnado. El gobierno colombiano ha planteado diferentes acciones para fortalecer este enfoque y evitar dichas problemáticas. No obstante, estas acciones deben ser analizadas en profundidad para evidenciar la promoción de la educación inclusiva e intercultural en las instituciones educativas. Objetivo: el propósito de la investigación es determinar el nivel de conocimiento y ejecución de las prácticas inclusivas e interculturales en el Colegio Llano de Palmas (Colombia). Materiales y métodos: el diseño de investigación se acomete mediante un estudio de caso. La metodología utilizada es cuantitativa descriptiva (Hernández, Fernández & Baptista, 2010), implementando el cuestionario sobre el reconocimiento y aplicabilidad de la competencia inclusiva e intercultural. Resultados: el análisis de datos revela que la educación inclusiva e intercultural apenas se fomenta de forma regular en el centro educativo (10 %), siendo mayoritaria su promoción inadecuada (90 %) mediante una implementación esporádica (49 %), no aplicándose en absoluto (36 %) o desconociendo por completo su estado de desarrollo (5 %). Conclusiones: los resultados obtenidos indican que el conocimiento y la ejecución de prácticas inclusivas e interculturales en el Colegio Llano de Palmas es notablemente mejorable. Esta situación demanda el diseño y aplicación de estrategias específicas de promoción más efectivas, así como el análisis de distintos entornos educativos para determinar la situación actual del país en este sentido.

Abstract Introduction. Due to the current phenomenon of globalization, it is increasingly necessary to provide an inclusive and intercultural vision to the education. Not responding adequately to this demand can lead to situations of exclusion, segregation, and discrimination for students. The Colombian government has proposed several actions to strengthen this approach and avoid those problems. However, these actions must be analyzed in depth to demonstrate the promotion of inclusive and intercultural education in institutions. Objective: the purpose of this research is to determine the level of knowledge and execution of inclusive and intercultural practices at Llano de Palmas School (Colombia). Materials and methods: this research applies a case study design. The methodology used is descriptive quantitative (Hernández et al., 2010), implementing the questionnaire on the recognition and applicability of inclusive and intercultural competency. Results: the data analysis reveals that inclusive and intercultural education is hardly encouraged on a regular basis in the school (10 %), with a widely inadequate promotion (90 %) through sporadic implementations (49 %), not being applied at all (36 %), or being completely unaware of their development status (5 %). Conclusions: the results obtained indicate that the knowledge and execution of inclusive and intercultural practices at Llano de Palmas School is remarkably low. This situation demands the design and application of specific strategies for more effective promotion, as well as the analysis of different educational contexts to determine the current situation of the country in this regard.

Resumo Introdução: devido ao atual fenômeno da globalização, é cada vez mais necessário fornecer uma visão inclusiva e intercultural ao campo educacional. Não responder adequadamente a essa demanda pode levar a situações de exclusão, segregação e discriminação de estudantes. O governo colombiano propôs diferentes ações para fortalecer essa abordagem e evitar esses problemas. No entanto, essas ações devem ser analisadas em profundidade para demonstrar a promoção da educação inclusiva e intercultural nas instituições de ensino. Objetivo: o objetivo da pesquisa é determinar o nível de conhecimento e execução de práticas inclusivas e interculturais na Escola Llano de Palmas (Colombia). Materiais e métodos: o desenho da pesquisa é realizado através de um estudo de caso. A metodologia utilizada é quantitativa descritiva (Hernández et al., 2010), implementando o questionário sobre o reconhecimento e aplicabilidade da competência inclusiva e intercultural. Resultados: a análise dos dados revela que a educação inclusiva e intercultural dificilmente é incentivada regularmente no centro educacional (10 %), sendo sua promoção inadequada a maioria (90 %) através de implementação esporádica (49 %), não sendo aplicada de forma alguma (36 %) ou desconhecem completamente o seu estado de desenvolvimento (5 %). Conclusões: os resultados obtidos indicam que o conhecimento e na execução de práticas inclusivas e interculturais na Escola Llano de Palmas são notavelmente melhorados. Essa situação exige o desenho e aplicação de estratégias específicas para promoção mais efetiva, bem como a análise de diferentes ambientes educacionais para determinar a situação atual do país nesse quesito.

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.

A Mixed Methods Study to Examine the Influence of CLIL on Physical Education Lessons: Analysis of Social Interactions and Physical Activity Levels.

Physical Education is often selected for applying multilingual initiatives through the use of a content and language integrated learning (CLIL) approach. However, it is still unclear whether the introduction of such an approach might entail losing the essence of physical education and distorting its basic purposes. The aim of this study is to analyze the impact of CLIL on physical education lessons. Given the purpose of this study, a mixed methodological approach based on a sequential exploratory design divided into two different phases is used. We begin with initial qualitative data collection (phase I), consisting of the analysis of interviews with 12 participants (8 teachers and 4 students). Based on its analysis, two foci are identified: social relationships and physical activity. Then, informed by the results obtained, a quantitative approach is used (phase II), differentiating these two sets of data to make a more in-depth analysis of them. On the one hand, a sociometric questionnaire was applied to analyze the social relationships between CLIL students. On the other hand, a quasi-experimental design (n = 49) was implemented using accelerometry to measure moderate to vigorous physical activity (MVPA) in the physical education sessions. Regarding physical activity, the results show that levels of MVPA are higher in the experimental group (CLIL) than in the control group, a result which clarifies the divergent viewpoints of the interviewees. However, focusing on social relationships, the sociometric questionnaire results show that there were no statistically significative changes, although some signs of a slight effect on students' relationships arise depending on their gender. Therefore, more research would be necessary to further study the effect of CLIL in this regard.

Effects of Service Learning on Physical Education Teacher Education Students' Subjective Happiness, Prosocial Behavior, and Professional Learning.

PURPOSE: This study aims to analyze the effects of a service learning (SL) program on the subjective happiness (SH), prosocial behavior (PB), and professional learning (PL) perceptions of Physical Education Teacher Education (PETE) students as well as to examine the correlations among these variables. METHODS: The study used a quasi-experimental design of two non-equivalent groups (control and experimental) comparing pre-test and post-test data. The instruments used were the Subjective Happiness Scale, the Prosocial and Civic Competence questionnaire, and the Impact of Service Learning during Initial Training of Physical Activity and Sports questionnaire. RESULTS: Data indicated that SL only had a significant influence on SH when the students compared themselves with their peers. On the other hand, the effect of SL on promoting PB and PL perceived was significant in several of their dimensions. Finally, the results showed a greater correlation of the perceived PL with the PB than with the SH. DISCUSSION/CONCLUSION: The results of the study provide educational researchers with valuable information to better understand how SL influences the training of PETE students.

Service-Learning with College Students toward Health-Care of Older Adults: A Systematic Review.

Service-Learning (SL) has become a teaching methodology that promotes social and personal skills while helping groups in need and at risk of social exclusion. This paper is a systematic review of the literature on SL experiences and research on college subjects in the area of health-care promotion in settings for older adults. After an exhaustive search, 43 peer-reviewed publications were classified according to frequency and geographical distribution, sample and duration of the programs, research methodologies, data collection instruments used, and main outcomes investigated. The results indicate that the research methodologies used tended to be qualitative and mixed, while the variety of samples and duration of interventions was very broad. The instruments used were mainly interviews and questionnaires, and the programs were developed specially in the United States of America. The groups receiving most SL were healthy older adults and older adult populations with aging disabilities and illnesses. The articles in the present review highlight that SL can have a positive effect on older adults' health promotion and can enhance their community participation.

Quick Recovery of Renal Alterations and Inflammatory Activation after a Marathon.

PURPOSE: We evaluated the incidence of acute kidney injury in a cohort of marathon participants. METHODS: We conducted a prospective observational study focused on evaluating the incidence of kidney damage after a marathon, and its evolution in the first 48 h after the marathon in 88 runners who completed the Valencia Marathon. RESULTS: From the 88 participants, 42 (48.28%) presented with acute kidney injury, mainly grade 1 (95.20%). Microscopic haematuria was observed in 29 runners (33%). Levels of interleukin 6, leukocytes, and neutrophils were markedly increased at the marathon's finish line. CONCLUSIONS: Our results confirmed that there are slight transient changes in glomerular filtration rate and inflammatory activation after a marathon.

Higher socioeconomic status is related to healthier levels of fatness and fitness already at 3 to 5 years of age: The PREFIT project.

This study aimed to analyse the association between socioeconomic status (SES) and fatness and fitness in preschoolers. 2,638 preschoolers (3-5 years old; 47.2% girls) participated. SES was estimated from the parental educational and occupational levels, and the marital status. Fatness was assessed by body mass index (BMI), waist circumference (WC), and waist-to-height ratio (WHtR). Physical fitness components were assessed using the PREFIT battery. Preschoolers whose parents had higher educational levels had lower fatness (P < 0.05). BMI significantly differed across occupational levels of each parent (P < 0.05) and WHtR across paternal levels (P = 0.004). Musculoskeletal fitness was different across any SES factor (P < 0.05), except handgrip across paternal occupational levels (P ≥ 0.05). Preschoolers with high paternal occupation had higher speed/agility (P = 0.005), and those with high or low maternal education had higher VO2max (P = 0.046). Odds of being obese and having low musculoskeletal fitness was lower as SES was higher (P < 0.05). Those with married parents had higher cardiorespiratory fitness than single-parent ones (P = 0.010). School-based interventions should be aware of that children with low SES are at a higher risk of obesity and low fitness already in the first years of life.

Fitness and academic performance in adolescents. The mediating role of leptin: DADOS study.

We tested the mediating effect of leptin on the association between physical fitness (PF) components and academic performance indicators in healthy adolescents. A total of 263 adolescents (13.9 ± 0.3 years, 47.5% girls, 12.5% overweight) from the DADOS (Deporte, ADOlescencia y Salud) Study were included in the analysis. PF components were assessed by the handgrip test for upper-limb muscular strength, standing long jump test for lower-limb muscular strength, 4 × 10-m shuttle run test for speed-agility, and 20-m shuttle run test for cardiorespiratory fitness. Plasma leptin concentration was assessed from antecubital vein blood after an overnight fast using a sensitive ELISA kit. Academic performance indicators were assessed through final school grades and through the Spanish version of the SRA Test of Educational Ability. Body composition was assessed by body mass index and skinfold thicknesses. Boot-strapped mediation procedures were performed and indirect effects with confidence intervals not including zero were interpreted as statistically significant. Our findings suggest that the positive associations observed between cardiorespiratory fitness and lower-limb muscular strength with academic performance indicators were mediated by leptin concentration after adjusting for sex, pubertal stage, socioeconomic status, and adiposity (percentage of mediation ranging from 54.61 to 82.02%). CONCLUSIONS: Improvements on PF components, particularly in cardiorespiratory fitness and lower-limb muscular strength, might reduce leptin concentration with potential benefits on academic performance in adolescents, independently of adiposity. What is Known: • Academic performance is associated with physical fitness and leptin concentration in children and adolescents. • Fitness modulates leptin concentration levels, regardless of physical activity and adiposity. What is New: • Leptin concentration mediates the association of cardiorespiratory fitness and muscular strength with academic performance in adolescents. • Improvements in cardiorespiratory fitness and muscular strength might reduce leptin concentration levels enhancing academic performance.

Hydration Status, Executive Function, and Response to Orthostatism After a 118-km Mountain Race: Are They Interrelated?

Martínez-Navarro, I, Chiva-Bartoll, O, Hernando, B, Collado, E, Porcar, V, and Hernando, C. Hydration status, executive function and response to orthostatism after a 118-km mountain race: are they interrelated? J Strength Cond Res 32(2): 441-449, 2018-The present study aimed to explore whether blood pressure (BP) and heart rate (HR) variability (HRV) responsiveness to orthostatism, jointly with executive function (EF) performance, was diminished after an ultra-endurance mountain race. Besides, we wanted to assess whether hydration status was related to either performance or the abovementioned alterations. Fifty recreational ultra-endurance athletes participating in the Penyagolosa Trails CSP115 race (118 km and a total positive elevation of 5,439 m) were evaluated before and after the competition. The HRV and BP were measured in response to an orthostatic challenge. The EF was evaluated using the color-word interference task of the Stroop test. Body mass (BM) and urine specific gravity (USG) changes were used to assess hydration status. The HRV and BP responsiveness to orthostatism was diminished after the race. Besides, a significant BM loss of 3.51 ± 2.03% was recorded. Conversely, EF and USG showed no significant changes from prerace to postrace. Eventually, BM loss was inversely related to finishing time (r = -0.34) and postrace orthostatic HR and EF were positively associated (r = 0.60). The USG and BM loss appear to provide different insights into hydration status, and our results challenge the well-established criteria that BM losses >2% are detrimental to performance. Coaches are advised to consider athletes' performance level when interpreting their BM changes during an ultra-endurance competition. Similarly, coaches should be aware that increased vulnerability to orthostatism is a common phenomenon after ultra-endurance races, and diminished HR responsiveness to orthostatism could constitute a practical indicator of EF worsening.

Aprendizaje de un idioma extranjero a través de la Educación Física: una revisión sistemática / Aprender uma língua estrangeira através da Educação Física: uma revisão sistemática / Learning a foreign language through Physical Education: a systematic review

Esta revisión sistemática tiene por objetivo ofrecer un análisis sobre la investigación en Educación Física como marco para el aprendizaje de un idioma extranjero en contextos de educación formal. El procedimiento de la investigación se circunscribió a los artículos publicados en la base de datos de la Isi Web of Knowledge y de la Scopus. Los artículos se sometieron a una serie de criterios de inclusión y exclusión que aseguraran la relevancia, la calidad y el ajuste temático, siguiendo el método propuesto por Gomes y Caminha (2014). En la investigación se combinaron varios términos de los dos campos de estudio en cuestión: (1) Educación Física y (2) aprendizaje de idiomas. Tras aplicar los criterios de selección, se analizaron las 18 publicaciones resultantes. De la discusión de los resultados se concluye que la Educación Física, como medio para aprender una lengua extranjera, constituye un tema de estudio de plena actualidad y capaz de aportar beneficios a distintos niveles(AU)

Esta revisão sistemática tem como objetivo fornecer uma análise da pesquisa em Educação Física como marco para a aprendizagem de uma língua estrangeira em contexto de educação formal. O procedimento da pesquisa circunscreveu-se aos artigos publicados na base de dados da Isi Web of Knowledge e da Scopus. Os artigos foram submetidos a uma série de critérios de inclusão e exclusão, que asseguraram a relevância, a qualidade e o ajuste temático, sendo seguido o método proposto por Gomes e Caminha (2014). Na pesquisa, foram combinados vários termos dos dois campos de estudo em questão: (1) educação física e (2) aprendizagem de línguas. Depois de aplicados os critérios de seleção, o artigo analisa as 18 publicações daí resultantes. Da discussão dos resultados conclui-se que a Educação Física, como meio de aprendizagem de uma língua estrangeira, constitui-se um tema de estudo bastante atual e revelador de benefícios aos mais distintos níveis(AU)

This systematic review aims to provide an analysis of Physical Education research as a framework for learning a foreign language in formal education contexts. Isi Web of Knowledge and Scopus were the two databases employed to conduct the study. The papers gathered were subjected to a series of inclusion and exclusion criteria to ensure their relevance, quality and agreement with the topic according to the method proposed by Gomes and Caminha (2014). The research combined terms from two fields: (1) Physical Education and (2) language learning. Once the selection criteria were applied, the essay analyzes the resulting 18 papers. After the discussion, the results reveal that Physical Education as a means for learning a foreign language has become an issue of relevance which is able to provide advantages at different levels(AU)