Análisis de meriendas escolares: estudio piloto en educación infantil / School meals analysis: pilot study in early childhood education

Fundamentos: La escuela puede ser un contexto favorecedor para prevenir la obesidad infantil, por lo que pautar meriendas escolares puede contribuir a adoptar hábitos saludables. El objetivo de este estudio fue doble: a) analizar el grado de cumplimiento de las meriendas pautadas; b) comparar las características de las meriendas según si eran o no pautadas. Métodos: Estudio transversal donde han participado centros escolares de las ciudades de Vigo y Pontevedra. Para el análisis comparativo se clasificó y categorizó cada una de las meriendas de los centros con y sin pauta. Asimismo, se comparó la composición de las meriendas establecidas, dependiendo si habían cumplido o no la pauta. Resultados: Se analizaron 1259 meriendas establecidas y 1363 sin pauta. El 81,2% de las meriendas recogidas cumplían con los requisitos pautados. Las meriendas no establecidas incluyeron un número de alimentos significativamente superior (p<0,001), así como un mayor porcentaje de alimentos ultraprocesados. En los centros con pauta, los niños cumplidores incluían más fruta y embutido, mientras que los no cumplidores llevaban más ultraprocesados. Conclusiones: Pautar meriendas escolares en educación infantil es una estrategia efectiva para asegurar una nutrición variada y una menor ingesta de alimentos ultraprocesados. (AU)

Background: The school can be a favorable context to prevent childhood obesity, so that the pattern of school snacks can contribute to the adoption of healthy habits. The aim of this study was twofold: a) to analyze the degree of compliance with the prescribed snacks; b) to compare the characteristics of the snacks according to whether they were prescribed or not. Methods: Cross-sectional study in which schools in the cities of Vigo and Pontevedra participated. For the comparative analysis, we classified and categorized each of the snacks in the schools with and without guidelines. Likewise, the composition of the established snacks was compared, depending on whether or not they had complied with the guideline. Results: A total of 1259 established snacks and 1363 without guidelines were analyzed. Of the snacks collected, 81.2% complied with the requirements established. The non-established snacks included a significantly higher number of foods (p<0.001), as well as a higher percentage of ultra-processed foods. In guideline centers, compliant children included more fruit and sausage, while non-compliant children had more ultra-processed foods. Conclusions: The school snack program in early childhood education is an effective strategy to ensure avaried nutrition and a lower intake of ultra-processed foods. (AU)

Immediate effect of the use of toe separators on dynamic balance and ankle range of motion: a pilot study.

BACKGROUND AND OBJECTIVES: Injuries involving ankle stability and range of motion are among the most frequent in athletes and in the general population. In response, this study aimed to assess the immediate effects of toe separators on dynamic stability and ankle range of motion in healthy young individuals. METHODS: Among the 68 eligible participants, 50 healthy and active subjects completed all trials. The impact of the intervention was evaluated using the Weight Bearing Lunge Test and Y-Test. The control condition performed the tests without toe separators, while the experimental condition performed the tests with toe separators. All participants performed both conditions with a wash-out period of at least 7 days between trials. RESULTS: Statistical analysis revealed no significant differences in dynamic balance (p > 0.05) and range of motion (p > 0.05) between the two conditions. Additionally, no asymmetries were detected between the lower limbs in both tests (p > 0.05). CONCLUSIONS: The results of this pilot study indicate that using toe separators does not have an immediate effect on ankle range of motion and dynamic balance in young, healthy individuals. Future research should consider evaluating intervention programs of longer duration and exploring different populations.

Participation in Everyday Activities of Children with and without Neurodevelopmental Disorders: A Cross-Sectional Study in Spain.

Children with neurodevelopmental disorders (NDDs) often report significant difficulties performing activities of daily living (ADLs), which may restrict their daily participation. The aim of this study was to investigate the differences in ADLs participation between children with NDDs and typically developing (TD) children, and to explore the associations between different daily participation contexts. A cross-sectional study was conducted that included twenty children with a medical diagnosis of an NDD and 26 sex- and age-matched TD controls. The daily participation across home, community, school, and instrumental living activities was measured using the Child and Adolescent Scale of Participation (CASP). The results show that children with NDDs engaged in lower participation in all CASP contexts (Δ = 1.7-5.5, p < 0.001) and had a significantly higher prevalence of moderate or severe restricted participation than their TD peers (OR = 23.4, 95% CI = 3.6-154.2, p < 0.001). Additionally, a strong association was found between the different contexts of participation (r = 0.642-0.856). Overall, the children with NDDs experienced significant participation restrictions on their daily activities. This study adds to the growing evidence showing that intervention strategies in this population should adopt a participation-oriented approach.