In-contest body acceleration profiles for the judo male and female weight divisions.

Introduction: This study aimed to determine the body accelerations (BA) profile of the judo contest of the male and female weight divisions and to ascertain the involvement of the vertical, mediolateral and anteroposterior axes in it. Methods: Forty-eight male and forty-eight female national and international level athletes (some of them medalists in World, European and national championships) participated in a 5-min simulated contest (official fight time plus breaks) against an opponent of the same sex and weight division, wearing an accelerometer. Heart rate, blood lactate and ratings of perceived exertion were recorded to certify that the athletes performed the fullest. Results: The t2way test expressed differences in the athletes' BA (p = 0.001) and three profiles were identified: the light/middle weight male divisions, the light/middle weight female divisions and the heavy male and female ones. Athletes of all weight divisions performed their BA during the contest in all three directions (the one-sample Person's chi-square did not detect any significantly predominant one: p = 0.400, p = 0.631, p = 0.844, p = 0.749, p = 0.644 and p = 0.895, for male light, moderate and heavy, female light, moderate and heavyweight athletes, respectively). Monte Carlo method simulations suggested as the most likely scenarios those with BA involving all axes, with a slight preference of the anteroposterior and mediolateral ones. Discussion: These results suggest that the demands on judo athletes in a contest differ between weight classes and sexes.

Construction and Assessment of the Physical Activity and Physical Education Importance for Parents Scale.

A recent systematic review reported positive associations between parents and children's physical activity participation. Moreover, parents' perceptions of the importance and value of physical activity can influence their children's participation in it. Our aim in this study was to develop and validate an instrument to assess parents' perceptions of the importance of physical activity and physical education. After first creating the instrument, we conducted content and exploratory factorial validation and reliability analyses of it with 93 parents (M age = 44.76, SD = 6.05, range = 31-66 years; 73 females, 20 males). The result was a 9-item instrument, with items assessed on a 5-point Likert scale and grouped into three factors: (a) importance of physical education; (b) importance of engaging in physical activity or sport; and (c) importance of joining your children in physical activity or sport. In a second confirmatory factor analysis with 224 parents (M age = 44.53, SD = 6.07; 174 or 77.7% females and 50 or 22.3% males) we confirmed the factor validity and reliability previously analyzed (χ2 = 42.77, df = 24, p = .011, GFI = 0.96, NFI = 0.98, NNFI = 0.99, CFI = 0.99, RMSEA = 0.06 (90% CI: 0,04, 0.08), SRMR = 0.04, ECVI = 0.04, CR = 0.70-0.87). Thus, the new Physical Activity and Physical Education Importance for Parents Scale (PAPEIPS) is a valid and reliable instrument for measuring parents' perceived importance of physical activity and physical education.

Network analysis of physical activity and depressive and affective symptoms during COVID-19 home confinement.

INTRODUCTION: The aim of this study was to analyze the network structure of physical activity, frequency, depressive, and affective symptoms in people under home isolation due to COVID-19. METHOD: A longitudinal study was conducted in two phases (beginning (March 19, 2020) and end of home confinement (April 8, 2020)). The sample consisted of 579 participants from Spain (250 men and 329 women) aged 16 to 92 years (overall sample: M = 47.06, SD = 14.52). A network analysis was performed. RESULTS: Four clusters emerged (PA, depressive symptoms, positive affect, and negative affect). A higher frequency of physical activity was related to better-sustained attention, increased alertness, and enthusiasm. In addition, feelings of guilt and shame were mitigated, and confinement distress and irritability were reduced. Physical activity also mitigated fatigue in women, whereas feelings of unhappiness were reduced in men. CONCLUSION: Physical activity seems to be an effective option for mitigating the negative effects of the COVID-19 pandemic. Public health policymakers should develop programs to promote physical activity in order to be able to cope with confinement or similar scenarios in the future.

How class cohesion and teachers' relatedness supportive/thwarting style relate to students' relatedness, motivation, and positive and negative outcomes in physical education.

The main goal of this study was to examine the links between class cohesion and teachers' relatedness teaching style with students' relatedness needs, motivation, and positive and negative outcomes in Physical Education. A total of 1294 students 10-18 years old (M = 14.40, SD = 1.99), 613 males (M = 14.48, SD = 1.95) and 681 females (M = 14.33, SD = 2.02), agreed to participate. They were enrolled in 88 classes belonging to 13 different primary and secondary schools in southwestern Spain. The study followed a correlational research design. Results of the multilevel path model showed a positive relationship between teachers' relatedness support and class cohesion and behavioral and emotional engagement through relatedness need satisfaction and autonomous and controlled motivation. Results also showed a positive relationship between teachers' relatedness thwarting and disruptive behaviors and problematic relationships through relatedness need frustration and amotivation. In conclusion, teachers' relatedness behaviors and class cohesion can significantly impact the students' relatedness and motivation, which in turn will affect their engagement and behaviors. A whole cascade of consequences begins with the way teachers teach and the cohesion generated in class. These first steps cannot be overlooked.

Physical Activity and Nighttime Sleep in Adolescents.

BACKGROUND: Previous studies show contradictory results regarding the bidirectional association between physical activity and nighttime sleep. The objective of the present study was to add knowledge to these possible relationships using autoregressive models. METHOD: 214 adolescents (117 boys and 97 girls), with a mean age of 13.31 years agreed to participate. The study variables were measured with accelerometers for 7 full days over three consecutive years. The mlVAR package was used to compute estimates from multivariate vector autoregression models. RESULTS: The 5-delay models showed a better fit. Autoregressive effects were observed in sleep onset, sleep offset and sedentary behavior, which could explain the relationships found in previous studies between physical activity and sleep. Sleep onset, total sleep time, and sleep efficiency had direct effects on sedentary behavior. Moderate-to-vigorous physical activity was not related to any of the sleep variables. CONCLUSIONS: The hypothesis that there are bidirectional/reciprocal relationships between physical activity and sleep cannot be accepted.

Cooperative Learning, Emotions, and Academic Performance in Physical Education: A Serial Multiple Mediation Model / El aprendizaje cooperativo, las emociones y el rendimiento académico en educación física: un modelo de mediación serial múltiple

Based on the control-value theory, this study examined connections between the perceived in-class degree of cooperation and academic performance mediated through the students’ negative and positive emotions in physical education. Students (N = 620, 55.5% girls; Mage = 13.01, SD = 2.10) reported on their perceptions of the degree of cooperation and the negative (shame, hopelessness, anxiety, boredom) and positive (confidence, pride, enjoyment, calmness) emotions in physical education classes. Academic performance was obtained from their school’s administrators. Results from the multiple lineal regression analyses, considering the in-class degree of cooperation and the negative and positive emotions as predictor variables, showed a significantly positive link between the in-class degree of cooperation and the dependent variable academic performance, and between positive emotions and academic performance. These findings elucidate the impact of cooperative learning contexts and emotions on academic performance. Educational implications and future research are discussed.(AU)

Basado en la teoría del control-valor, este estudio examinó las conexiones entre el grado de cooperación percibido en clase y el rendimiento académico mediado por las emociones negativas y positivas de los estudiantes en educación física. Los participantes (N = 620, 55.5% niñas; Medad = 13.01, DT = 2.10) informaron sobre su percepción del grado de cooperación, emociones negativas (vergüenza, desesperanza, ansiedad, aburrimiento) y emociones positivas (confianza, orgullo, disfrute, tranquilidad) en las clases de educación física. El rendimiento académico se obtuvo de la dirección de los centros educativos. Los resultados de los análisis de regresión lineal múltiple, considerando el grado de cooperación en el aula y las emociones negativas y positivas como variables predictoras, mostraron un vínculo significativamente positivo entre el grado de cooperación en el aula y la variable dependiente rendimiento académico y entre las emociones positivas y el rendimiento académico. Estos resultados explican la repercusión de los contextos de aprendizaje cooperativo y las emociones en el rendimiento académico. Se discuten las implicaciones educativas y la investigación futura.(AU)

Effectiveness of interventions using apps to improve physical activity, sedentary behavior and diet: An umbrella review.

Technology has been recently found to be an effective tool to deliver public health interventions [1]. More specifically, the effects of interventions using apps to improve health have been targeted lately [2]. The goal of the present study was to conduct a systematic review of systematic reviews to summarize the scientific evidence. Three research questions were formulated to guide the research: RQ1. Are interventions using apps effective to improve PA? RQ2. Are interventions using apps effective to improve sedentary behavior? RQ3. Are interventions using apps effective to improve diet? This review of reviews was registered with PROSPERO (CRD42022345909). Systematic reviews were included following the PICOTS framework (population, intervention, comparator, outcomes, time and setting). In addition, reviews with several research objectives were included only when they comprised more than two-thirds of the studies analyzing one or more of the objectives of this review. As a result, 12 systematic reviews were selected for data extraction. Findings uncovered that apps could be effective to improve individuals' PA, sedentary behavior and diet. However, elements like the intervention components, the context/environment/setting, the length of the intervention or the population targeted should be carefully considered in future studies.

Self-made material in physical education: Teacher perceptions of the use of an emerging pedagogical model before and during the COVID-19 pandemic.

The COVID-19 pandemic caused drastic changes in education, which had to adapt to changing scenarios (online, face-to-face, hybrid teaching). Within physical education (PE), strategies such as 'do not use or share equipment' were proposed to avoid infections. These strategies fit with an emerging pedagogical model called the Self-made Material Model (SMM), which involves students creating their own PE equipment. The objectives of the present study were: (a) to analyse PE teachers' beliefs about the use of self-made material in their classes, (b) to evaluate teachers' perceptions of the impact of the use of self-made material in PE lessons during the pandemic and (c) to examine gender/age differences. A quantitative, snowball research design was followed. The Self-made Material Questionnaire ( Méndez-Giménez and Fernández-Río, 2011) comprising two scales (41 items) was adapted: Teachers' beliefs about the use of self-made material scale and Teachers' perceptions of the impact of self-made material usage during the pandemic scale. In total, 1093 in-service teachers (443 women, 40.5%; M = 41.39, SD = 9.54) from 13 Ibero-American countries participated. Descriptive statistics were calculated, Student's T test was conducted for comparisons by gender and one-way analysis of variance (ANOVA) was run for comparisons by age ranges. Overall, the scores were high, emphasising the potential to promote recycling and students' creativity and respect for the material. Women scored higher in items such as promoting interdisciplinarity, equality, attention to disability and education in values. In total, 833 (76.21%) teachers used self-made material during the pandemic and reported high levels of satisfaction, expectations of use, usefulness and profitability. No gender differences were found. In the COVID-19 era, the SMM is playing a relevant role as a meaningful framework and a helpful teaching methodology in different educational scenarios.

Physical Activity and Nighttime Sleep in Adolescents / Actividad Física y Sueño Nocturno en Adolescentes

Background: Previous studies show contradictory results regarding the bidirectional association between physicalactivity and nighttime sleep. The objective of the present study was to add knowledge to these possible relationshipsusing autoregressive models. Method: 214 adolescents (117 boys and 97 girls), with a mean age of 13.31 years agreedto participate. The study variables were measured with accelerometers for 7 full days over three consecutive years. ThemlVAR package was used to compute estimates from multivariate vector autoregression models. Results: The 5-delaymodels showed a better fit. Autoregressive effects were observed in sleep onset, sleep offset and sedentary behavior,which could explain the relationships found in previous studies between physical activity and sleep. Sleep onset,total sleep time, and sleep efficiency had direct effects on sedentary behavior. Moderate-to-vigorous physical activitywas not related to any of the sleep variables. Conclusions: The hypothesis that there are bidirectional/reciprocalrelationships between physical activity and sleep cannot be accepted.(AU)

Antecedentes: Los resultados de estudios previos sobre la asociación bidireccional entre actividad física y sueñonocturno son contradictorios. El objetivo del presente estudio es intentar dar una mejor explicación a estas posiblesrelaciones utilizando modelos autorregresivos. Método: Participaron 214 jóvenes (117 varones y 97 mujeres), con unamedia de edad de 13,31 años. Las variables del estudio se midieron con acelerómetros durante 7 días completos, en tresaños consecutivos. Se utilizó el paquete mlVAR para calcular las estimaciones de modelos vectoriales de autorregresiónmultivariables. Resultados: Los modelos de 5 retrasos fueron los que mostraron un mejor ajuste. Se observaron efectosautorregresivos en el inicio del sueño nocturno, el final del sueño nocturno y los comportamientos sedentarios, quepodrían explicar las relaciones encontradas en estudios previos entre actividad física y sueño. Se observaron efectosdirectos entre el inicio, la duración y la eficiencia del sueño nocturno sobre los comportamientos sedentarios. Laactividad física moderada-vigorosa no se relacionó con ninguna variable de sueño nocturno. Conclusiones: No se puedeaceptar la hipótesis de que existen relaciones bidireccionales/recíprocas, entre la actividad física y el sueño.(AU)

Validation of the Cooperative Learning Scale and Cooperation Global Factor Using Bifactor Structural Equation Modelling / La validación de la escala de aprendizaje colaborativo y del factor de cooperación global usando el modelo bifactorial de ecuaciones estructurales

Cooperative learning has been found to be more productive in academic, personal, and social variables than individualistic or competitive settings, but there is a lack of adequate assessment instruments. The goals of the study were two: a) adapt and validate the existing Cooperative Learning Scale Spanish version for English-speaking secondary education contexts and b) obtain a cooperation global factor. A total of 778 secondary education students, within the 11-15 age range, enrolled in five different schools in Wales (year seven = 301, year eight = 276, year nine = 201) participated in the study. The original instrument, designed and validated for Spanish contexts, underwent a process of double debugging: a) experts trial and b) pilot study. The Cooperative Learning Scale English version included five factors with three items each: interpersonal skills, group processing, positive interdependence, promotive interaction, and individual accountability. Novel bifactor exploratory structural equation modelling (B-ESEM) was used. Results showed well-defined factors corresponding to a-priori expectations and a G-factor, a cooperation global factor.

Se ha comprobado que el aprendizaje cooperativo es más productivo que el individualista o el competitivo en variables académicas, personales y sociales, pero hay una carencia de instrumentos de evaluación adecuados. Los objetivos del estudio fueron dos: a) validar la Escala de Aprendizaje Cooperativo de cinco factores para contextos ingleses y b) obtener un factor de cooperación global. Participó un total de 778 estudiantes de secundaria, de entre 11 y 15 años de edad, matriculados en cinco centros educativos de Gales (1º ESO = 301, 2º ESO = 276, 3º ESO = 201). El instrumento original, diseñado y validado para el contexto español, sufrió un proceso de doble depuración: a) juicio de expertos y b) estudio piloto. La versión inglesa, Cooperative Learning Scale, incluía cinco factores de tres ítems cada uno: habilidades interpersonales, procesamiento grupal, interdependencia positiva, interacción promotora y responsabilidad individual. Se utilizó un modelo novedoso bifactor exploratorio de ecuaciones estructurales (B-SEM). Los resultados mostraron factores bien definidos que se correspondían con las expectativas, así como un factor-G, de cooperación global.

Physical activity, resilience, emotions, moods, and weight control, during the COVID-19 global crisis.

OBJECTIVES: This study aimed at exploring the relationships between physical activity, weight control, and psycho-social aspects of the COVID-19 lockdown, which have characterized the Israeli population's behavior during the COVID-19 global crisis. DESIGN: Cross-sectional survey research. METHODS: Participants included 1855 men and women aged 18 and above, from different regions in the country and representing different sectors. They were recruited through the social media in a "snowball" sampling, and filled out a self-administered six-part survey: Demographic background, the International Physical Activity Questionnaire (IPAQ), the positive and negative affect scales (PANAS), the Conor and Davidson resilience scale, a questionnaire for measuring depressive symptoms, and questions regarding weight change based on the Israeli National Health and Nutrition (MABAT) survey. RESULTS: Routine physical activity (PA) was reported by 76.3% of the participants before the lockdown, 19.3% stopped exercising during this period, and 9.3% began exercising during the lockdown. The participants who were physically active during the lockdown period reported a higher level of resilience and positive feelings, and a lower level of depression, compared with those who were not physically active. People who were physically active during the lockdown maintained their weight compared with those who were inactive. Concerning weight change, 44.8% of the respondents maintained their weight, and a higher percentage of people reported weight gain than those who reported weight loss. CONCLUSIONS: Continuous PA before and during the COVID-19 lockdown were associated with higher resilience and positive emotions, and depressive symptoms, in people aged 18 and above. Although a causal link cannot be established, in light of the results of the present study, encouraging physical activity may contribute to improving mental health and a sense of self-efficacy, as well as to maintaining weight during a crisis.

[Increasing one school's physical activity levels through a self-regulated, multifactorial intervention during recess.] / Incremento de los niveles de actividad física de un colegio a través de un programa de intervención multifactorial, autorregulado en los recreos.

OBJECTIVE: Research has uncovered a global pandemic of physical inactivity and schools have been signaled as possible "agents" to modify these negative scores, since all children spend many hours a day there. The aim was to evaluate if it is possible to increase the physical activity levels of a whole school using a multifactorial, self-regulated intervention program during recess. METHODS: A cross-sectional study was conducted involving all the students (N=50) of a rural public school located in northern Spain (grades 1-6). The study followed an ABA case study research design (changes in the experimentation conditions and data collection after each one: week 1 no intervention, weeks 2-3 intervention, week 4 no intervention) and mixed quantitative-qualitative methodology which included the use of accelerometers (each participant wore one during the whole school day and the school week), field notes (researcher) and focus groups (teachers). Normality tests, descriptive and inferential statistics (ANOVAs) were conducted in the quantitative data obtained, while thematic content and constant comparison analyses in the qualitative data. RESULTS: Quantitative results showed that there was a significant increase to 67.15 ± 13.95 minutes/day of moderate-to-vigorous physical activity (MVPA) in week 2. Boys reached significantly higher scores than girls: 72.1 ± 12.12. Unfortunately, these scores went back to almost normal in the second week of implementation of the program (58.21 ± 12.88; boys= 62.75 ± 10.86). From the joined analysis of the researcher field notes and the teachers' focus groups 4 themes emerged: intensity change, dominance change, interactions change and self-regulation. CONCLUSIONS: It is possible to increase the physical activity levels of a whole school with a multifactorial, self-regulated program, but it is necessary to acknowledge that novelty "wears out" to avoid losing efficacy with time.

OBJETIVO: La investigación ha descubierto una pandemia global de inactividad física y las escuelas han sido señaladas como posibles "agentes" para modificar estas cifras negativas, ya que todos los niños pasan muchas horas al día en ellas. El objetivo fue evaluar si es posible incrementar los niveles de actividad física de todo un colegio mediante un programa de intervención multifactorial autorregulado en los recreos. METODOS: Se realizó un estudio de corte transversal donde todo el alumnado (n=50) de un centro rural agrupado público del norte de España (1º-6º Primaria) accedió a participar. La investigación siguió un diseño de investigación de estudio de caso ABA (cambios en las condiciones de experimentación y recogida de datos tras cada uno: semana 1 sin intervención, semanas 2-3 con intervención, semana 4 sin intervención) y una metodología mixta cualitativa-cuantitativa que implicó el uso de acelerómetros (cada participante llevó uno durante toda la jornada escolar de toda la semana), diario de campo (investigador) y grupos focales (docentes). Se realizaron pruebas de normalidad, estadísticos descriptivos e inferenciales (ANOVAs) en los datos cuantitativos obtenidos, y análisis temático de contenidos y comparaciones constantes en los cualitativos. RESULTADOS: Los resultados cuantitativos mostraron que hubo un aumento significativo hasta los 67,15 ± 13,95 minutos/día de actividad física moderada-vigorosa (MVPA en inglés) en la semana 2. Los niños alcanzaron valores significativamente más altos que las niñas: 72,1 ± 12,12. Desafortunadamente, estos valores regresaron a niveles cuasi-normales en la segunda semana de aplicación del programa (58,21 ± 12,88; niños= 62,75 ± 10,86). Del análisis conjunto del diario de campo del investigador y de los grupos focales de los docentes emergieron 4 temas: cambio de intensidad, cambio de dominancia, cambio de interacciones y autorregulación. CONCLUSIONES: Es posible incrementar los niveles de actividad física de todo un colegio con un programa multifactorial autorregulado, pero es necesario tener en cuenta el "desgaste de la novedad" para no perder eficacia con el paso del tiempo.

Uncovering the Nexus Between Cooperative Learning Contexts and Achievement Goals in Physical Education.

Cooperative learning is a pedagogical framework extensively used in educational contexts worldwide, but some scholars warn that we do not know much about how its claimed outcomes are delivered. The aim of this study was to uncover the connections between cooperative learning contexts and students' task and self-approach goals in physical education. We hypothesized that those students who perceived a stronger cooperative learning context in their classes would also show higher task and self-approach goals. A total of 1328 students (648 females and 680 males) from three different educational stages: primary education (n = 584), secondary education (n = 550) and baccalaureate (n = 194), agreed to participate. Participants' ages ranged between 10 and 20 years (M = 13.11; SD = 2.45). An ex-post-facto, cross-sectional research design was followed. Results showed a direct and significant connection between high-perceived cooperative learning contexts and high students' task and self-approach goals. The odds ratio tests verified this positive association, indicating a 4-times greater probability for students who perceived a strong cooperative learning context in the classroom of having high task and self-approach goals. In the same line, we observed that, as the perception of a cooperative learning context increased, task and self-approach goals also increased. This means that a small change in the class context to make it more cooperative had an impact on the students' achievement goals. Teachers should try to create class contexts where students perceive a strong cooperative learning climate, because it has been connected to adaptive motivational patterns, task and self-approach goals, and these are associated with positive outcomes.

COVID-19 and home confinement: data on physical activity / COVID-19 y confinamiento en casa: datos de actividad física

In March 14th 2020, the Spanish Government declared the "State of Emergency" due to the pandemic caused by the COVID-19 and all the population was forced to "shelter-at-home" for two weeks. Citizens had less than 24 hours to prepare for the self-quarantine. The goal of the present was to assess Spanish citizens' physical activity practice at the end of the first week of the home quarantine. A total of 1858 Spanish citizens, 674 males and 1184 females (M = 40.18, SD = 15.84 years) agreed to participate. The study is descriptive in nature, based on an on-line questionnaire conducted seven days after the mandatory shelter-at-home health order issued by the Spanish Government. It included The International Physical Activity Questionnai-re, Anthropometric parameters, Sociometric and COVID-19 information. Global results showed that the vast majority of the confined population was below the World Health Organization recommendations on Vigorous Physical Activity, Moderate Physical Activity or a combination. Physical activity practice was dependent on personal factors such as gender, age or weight, but also on contextual factors such as living with a dependent person or the type of house (square meters, having a balcony or a backyard). Insufficient physical activity has been considered a prominent risk factor for non-communicable diseases, mental health and, consequently, quality of life. Mandatory shelter-at home orders like the ones issued due to COVID-19 could be repeated in the future. National authorities should consider the findings from the present study to prevent citizens from putting their health at jeopardy while in confinement

El 14 de marzo de 2020, el gobierno español decretó el "estado de emergencia" debido a la pandemia provocada por la COVID-19 y la población fue forzada a confinarse en sus casas durante dos semanas. Los ciudadanos tuvieron menos de 24 horas para prepararse. El objetivo del estudio fue evaluar la práctica de actividad física de los españoles al final de la primera semana de la cuarentena en el hogar. Un total de 1858 ciudadanos españoles, 674 varones y 1184 mujeres (M = 40.18, SD = 15.84 años) accedieron a participar. El estudio siguió un diseño descriptivo, basado en un cuestionario on-line distribuido siete días después de decretarse por el Gobierno de España la orden de confinamiento de la población. Incluía el International Physical Activity Questionnaire, medidas antropométricas, sociométricas e información relacionada con el COVID-19. Los resultados globales mostraron que la amplia mayoría de la población confinada estaba por debajo de las recomendaciones de la Organización Mundial de la Salud de Actividad Física Vigorosa, Actividad Física Moderada o una combinación. La práctica de actividad física dependió de factores personales como el género, la edad o el peso, pero también de factores contextuales como convivir con una persona dependiente o el tipo de casa (metros cuadrados, disponer de un balcón o de un patio). Una insuficiente cantidad de actividad física ha sido considerada como un factor de riesgo importante para el desarrollo de enfermedades no-comunicables, para la salud mental y, consecuentemente, para la calidad de vida y los ciudadanos españoles confinados tenían niveles por debajo de los recomendados. Órdenes de confinamiento como las que se han decretado a raíz del COVID-19 podrían repetirse en el futuro. Las autoridades nacionales deberían tener en cuenta los resultados del presente estudio para prevenir que los ciudadanos pongan en riesgo su salud durante el confinamiento

Physical activity and prevention of depressive symptoms in the spanish population during confinement due to covid-19 / Actividad Física y Prevención de Síntomas Depresivos en Población Española durante el Confinamiento por COVID-19

BACKGROUND: In March 2020, the Spanish government established an official lockdown across the country in response to the COVID-19 pandemic and confined the population to their homes, restricting their mobility. The objectives of the study are twofold: a) to examine dose-response relationships between physical activity (PA) components (volume, intensity, frequency, duration) and depressive symptoms of the population during confinement, and b) to identify the optimal levels of PA to mitigate notable depressive symptoms (NDS). METHODS: 4,811 (2,952 women) Spanish citizens, age range 16-92 years, completed an online questionnaire (snowball sampling) to measure their levels of depressive symptoms, PA, and various anthropometric and sociometric variables. Volume (METs-min/week), frequency (days/week), and duration (hours) were examined using logistic regressions with restricted cubic splines. RESULTS: The PA components were inversely associated with NDS. Performing at least 477 METs-min/week was associated with a 33% decrease in probability of NDS, and reaching 3,000 METs-min/week was associated with the lowest risk of NDS (47%). As for frequency, with 10 times/week the probability of NDS was 56% lower. At 10 hours of weekly practice, the probability of NDS was 39% lower. CONCLUSIONS: A range and optimal amount of PA is suggested to reduce the appearance of SDN during confinement

ANTECEDENTES: en marzo de 2020 el gobierno español decretó el estado de alarma debido a la pandemia por COVID-19 y confinó a la población. Los objetivos son dos: a) examinar las relaciones dosis-respuesta entre los componentes de actividad física (AF: volumen, intensidad, frecuencia y duración) y los síntomas depresivos de la población durante el confinamiento, y b) identificar los niveles óptimos de AF para mitigar los síntomas depresivos notables (SDN). MÉTODO: 4.811 (2.952 mujeres) ciudadanos de España, de 16 a 92 años respondieron a un cuestionario on line (muestreo de bola de nieve) para medir sus niveles de síntomas depresivos, AF, y variables antropométricas y sociométricas. El volumen (METs-min/sem), la frecuencia (días/sem) y la duración (horas) se examinaron mediante regresiones logísticas con splines cúbicas restringidas. RESULTADOS: los componentes de AF se asociaron inversamente con las probabilidades de SDN. La realización de 477 METs-min/sem se asoció con una disminución del 33% en las probabilidades de SDN, y alcanzar 3.000 METs-min/sem se asoció con el menor riesgo de SDN (47%). En cuanto a frecuencia, con 10 días/sem las probabilidades de SDN fueron un 56% más bajas. A las 10 horas de práctica semanal, las probabilidades de SDN fueron un 39% más bajas. CONCLUSIONES: se sugiere un rango y cantidad óptima de AF para reducir la aparición de SDN en confinamiento

Physical Activity and Prevention of Depressive Symptoms in the Spanish Population during Confinement due to COVID-19.

BACKGROUND: In March 2020, the Spanish government established an official lockdown across the country in response to the COVID-19 pandemic and confined the population to their homes, restricting their mobility. The objectives of the study are twofold: a) to examine dose-response relationships between physical activity (PA) components (volume, intensity, frequency, duration) and depressive symptoms of the population during confinement, and b) to identify the optimal levels of PA to mitigate notable depressive symptoms (NDS). METHODS: 4,811 (2,952 women) Spanish citizens, age range 16-92 years, completed an online questionnaire (snowball sampling) to measure their levels of depressive symptoms, PA, and various anthropometric and sociometric variables. Volume (METs-min/week), frequency (days/week), and duration (hours) were examined using logistic regressions with restricted cubic splines. RESULTS: The PA components were inversely associated with NDS. Performing at least 477 METs-min/week was associated with a 33% decrease in probability of NDS, and reaching 3,000 METs-min/week was associated with the lowest risk of NDS (47%). As for frequency, with 10 times/week the probability of NDS was 56% lower. At 10 hours of weekly practice, the probability of NDS was 39% lower. CONCLUSIONS: A range and optimal amount of PA is suggested to reduce the appearance of SDN during confinement.

A longitudinal study on depressive symptoms and physical activity during the Spanish lockdown / Estudio longitudinal de los síntomas depresivos y la actividad física durante el confinamiento en España

Background/Objective: The aim was to evaluate the evolution of depressive symptoms and to explore the influence of physical activity (PA) practice during the home confinement due to the COVID-19 outbreak in Spain. Method: Information was collected from 595 confined participants who reported personal and contextual information, depressive symptoms and PA levels at four time points. Results: The changes in depressive symptoms were analyzed using a linear mixed model with cubic splines. Results showed a significant increase, with a significant rise between T1 and T2 (OR = 2.38, 95% CI = 1.83-3.10). It continued growing until T4 (OR = 2.93, 95% CI = 1.97-4.38). A negative relationship was observed between the increase in depressive symptoms and moderate-to-vigorous physical activity (MVPA) levels, with a significant slope up to 4 hours of MVPA per week (OR = 0.51, 95% CI = 0.29-0.90) that tended to increase until 16 hours per week of MVPA (OR = 0.41, 95% CI = 0.20-0.87). Conclusions: Results from a partition model showed that moderate intensity of PA could be enough to prevent an increase of depressive symptoms during home isolation. (AU)

Antecedentes/Objetivo: El objetivo fue evaluar la evolución de los síntomas depresivos y explorar la influencia de la práctica de actividad física (AF) durante la fase de confinamiento domiciliario de la población española como consecuencia de la enfermedad del coronavirus 2019 (COVID-19). Método: Participaron 595 personas confinadas que informaron de su situación personal, los síntomas depresivos y la AF en cuatro momentos de medida. Resultados: Los cambios en los síntomas depresivos analizados con splines cúbicos a partir de modelos lineales mixtos, mostraron un incremento significativo, con una subida importante entre el T1 y el T2 (OR=2,38, 95% CI=1,83-3,10), para luego seguir incrementándose de manera más lenta hasta el T4 (OR=2,93, 95% CI=1,97-4,38). Se observó una relación inversa entre el incremento de los síntomas depresivos y los niveles de actividad física moderada-vigorosa (AFMV) semanal, con una pendiente importante hasta las cuatro horas de AFMV a la semana (OR=0,51, 95% CI=0,29-0,90) que tiende a disminuir hasta las 16 horas/semana AFMV (OR=0,41, 95% CI=0,20-0,87). Conclusiones: Se probó un modelo de partición que mostró que la AF de intensidad moderada podría ser suficiente para prevenir un incremento de los síntomas depresivos en situación de confinamiento. (AU)

Acoso escolar, necesidades psicológicas básicas, responsabilidad y satisfacción con la vida: relaciones y perfiles en adolescentes / Bullying, basic psychological needs, responsibility and life satisfaction: connections and profiles in adolescents

El objetivo fue evaluar las interacciones entre el acoso escolar, las necesidades psicológicas básicas, la responsabilidad y la satisfacción con la vida de los adolescentes. 1785 estudiantes de Educación Secundaria y Bachillerato, con edades comprendidas entre los 12 y los 17 años de edad (M = 14.44, DT = 1.50), de 16 centros educativos de tres zonas de España: norte (Asturias), centro-norte (León) y centro-sur (Cuenca y Albacete), ac-cedieron a participar. 590 contestaron cuestionarios referidos a la asignatura de Matemáticas, 596 a la de Lengua Castellana y Literatura y 599 a la de Educación Física. Para determinar los perfiles en función de las seis dimensiones de la dicotomía frustración-satisfacción de las necesidades psicológicas básicas se realizó un Análisis de Perfiles Latentes -LPA- utilizando el programa Mplus 7.11. Los resultados mostraron cinco perfiles de estudian-tes: uno adaptativo (clase 3) con niveles altos de satisfacción de las necesidades psicológicas básicas y bajos de frustración de las mismas, además de los niveles más altos de satisfacción con la vida, responsabilidad personal y social y los más bajos de victimización y agresión, y otros cuatro perfiles más desadaptativos. Por lo tanto, la satisfacción de estas necesidades debe ser promovida desde la escuela para prevenir y/o mitigar problemas de acoso escolar

The goal was to assess the interactions between bullying and adolescents' basic psychological needs, responsibility and life satisfaction. 1785 students from secondary education (year eight, n = 404; year nine, n = 390; year 10, n = 364; year 11, n = 376), and Baccalaureate (year 12, n = 251), from 16 schools located in three different areas of Spain: north (Asturias), central-north (León), and central-south (Cuenca y Albacete) agreed to participate. 590 answered the questionnaire used referring to Math, 596 to Literature and 599 to Physical Education. Results showed five profiles: one adaptive (class three) with high levels of basic psychological needs satisfaction, low levels of basic needs frustration, and high levels of life satisfaction, personal and social responsibility, and the lowest levels of victimization and aggression, and four other less adaptive profiles. Therefore, the satisfaction of these needs must be promoted in the schools to prevent and/or mitigate bullying problems

A longitudinal study on depressive symptoms and physical activity during the Spanish lockdown.

Background/Objective: The aim was to evaluate the evolution of depressive symptoms and to explore the influence of physical activity (PA) practice during the home confinement due to the COVID-19 outbreak in Spain. Method: Information was collected from 595 confined participants who reported personal and contextual information, depressive symptoms and PA levels at four time points. Results: The changes in depressive symptoms were analyzed using a linear mixed model with cubic splines. Results showed a significant increase, with a significant rise between T1 and T2 (OR = 2.38, 95% CI = 1.83-3.10). It continued growing until T4 (OR = 2.93, 95% CI = 1.97-4.38). A negative relationship was observed between the increase in depressive symptoms and moderate-to-vigorous physical activity (MVPA) levels, with a significant slope up to 4 hours of MVPA per week (OR = 0.51, 95% CI = 0.29-0.90) that tended to increase until 16 hours per week of MVPA (OR = 0.41, 95% CI = 0.20-0.87). Conclusions: Results from a partition model showed that moderate intensity of PA could be enough to prevent an increase of depressive symptoms during home isolation.

Antecedentes/Objetivo: El objetivo fue evaluar la evolución de los síntomas depresivos y explorar la influencia de la práctica de actividad física (AF) durante la fase de confinamiento domiciliario de la población española como consecuencia de la enfermedad del coronavirus 2019 (COVID-19). Método: Participaron 595 personas confinadas que informaron de su situación personal, los síntomas depresivos y la AF en cuatro momentos de medida. Resultados: Los cambios en los síntomas depresivos analizados con splines cúbicos a partir de modelos lineales mixtos, mostraron un incremento significativo, con una subida importante entre el T1 y el T2 (OR = 2,38, 95% CI = 1,83-3,10), para luego seguir incrementándose de manera más lenta hasta el T4 (OR = 2,93, 95% CI = 1,97-4,38). Se observó una relación inversa entre el incremento de los síntomas depresivos y los niveles de actividad física moderada-vigorosa (AFMV) semanal, con una pendiente importante hasta las cuatro horas de AFMV a la semana (OR = 0,51, 95% CI = 0,29-0,90) que tiende a disminuir hasta las 16 horas/semana AFMV (OR = 0,41, 95% CI = 0,20-0,87). Conclusiones: Se probó un modelo de partición que mostró que la AF de intensidad moderada podría ser suficiente para prevenir un incremento de los síntomas depresivos en situación de confinamiento.