Introducción: la nutrición parenteral (NP) en la infancia es un tratamiento cuyas características son muy variables en función de la edad y la patología que presente el paciente.

Depression is the most common mental disorder, affecting around 5% of adolescents. Physical fitness is considered a powerful marker of physical and mental health. The scientific results on the relationship between physical fitness and depression in the adolescent population are mixed. Therefore, the aim of the current study was to analyse the association between objectively assessed physical fitness and self-rated risk of depression in a group of adolescents. A total of 225 participants (44% girls), aged 13.9 ± 0.3 years, from the Deporte, ADOlescencia y Salud (DADOS) study were included in the analyses. Field-based Assessing Levels of Physical fitness and Health in Adolescents (ALPHA) health-related fitness test battery was used to objectively assess physical fitness components. The Behavior Assessment System for Children (BASC) level 3 was used to evaluate self-rated risk of depression. Our results showed that self-rated risk of depression was inversely associated with cardiorespiratory fitness (β = −0.172), as well as positively associated with body mass index (β = 0.146) and waist circumference (β = 0.137) (all p < 0.05). Adolescents with low levels of cardiorespiratory fitness had significantly higher odds of self-rated risk of depression (OR = 7.17; 95% CI, 1.51–33.95). These findings suggest that health-related physical fitness, particularly cardiorespiratory fitness and body composition, is associated with depression in adolescents.

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una mejor autoestima en chicas adolescentes. Las iniciativas enfocadas al bienestar psicológico en adolescentes deberían considerar la práctica deportiva como un factor clave, teniendo en cuanta las diferencias entre sexos.

Los estilos de enseñanza-aprendizaje son un aspecto fundamental para garantizar el correcto aprendizaje de los alumnos. Es por ello, que los objetivos de este estudio son conocer los estilos de enseñanza-aprendizaje de los tres agentes educativos (alumnos, profesores y familiares), y analizar qué factores influyen en las puntuaciones de los distintos estilos de enseñanza-aprendizaje de estos tres agentes educativos. Para ello, la muestra está compuesta por un total de 198 estudiantes de secundaria de un centro educativo de Castellón, 23 docentes que impartían clase a estos alumnos, y 104 padres y madres de estos alumnos. Los datos fueron recopilados a través de cuestionarios. Los resultados muestran que alumnos prefieren un estilo teórico, existiendo diferencias significativas entre la preferencia de los estilos según género, gusto por la Educación Física, y notas en esta materia (p<.05). Los profesores más jóvenes se decantan por un estilo de enseñanza activo, mientras que los más mayores suelen utilizar un estilo más estructurado, no influyendo su experiencia laboral (p>.05). El 49% de familiares prefieren un estilo más reflexivo en los centros, encontrándose relación entre la tendencia hacia la innovación y qué consideran importante en el aula, con los diferentes estilos (p<.05). Por tanto, los resultados señalan la discordancia en el proceso de enseñanza-aprendizaje entre los diferentes agentes educativos. Es por ello, que los centros educativos deberían conocer su propia la realidad con el fin de mejorar el proceso la adquisición de conocimientos y, en consecuencia, el rendimiento académico de los alumnos/as. The teaching and learning styles are a fundamental aspect to guarantee the correct learning of the students. Therefore, the objectives of this study are to understand the teaching-learning styles of the three educational agents (students, teachers and family members), and to analyse which factors influence the scores of the different teaching-learning styles of these three educational agents. To this end, the sample is composed of a total of 198 secondary school students from a high school in Castellon, 23 teachers who taught these students, and 104 parents of these students. The data were collected in all cases through questionnaires. The students preferred a theoretical style, and there were significant differences between the preference of styles according to gender, taste for Physical Education, and grades in this subject (p<.05). Younger teachers opt for an active teaching style, while older ones tend to use a more structured style, not influencing their work experience (p>.05). 49% of family members prefer a more reflexive style in the educational centers, finding a relationship between the tendency towards innovation and what they consider important in the classroom, with the different styles (p<.05). Therefore, the results point out the discordance in the teaching-learning process between the different educational agents. Therefore, the educational centers should know their own reality. All this, with the aim of improving the process of knowledge acquisition and, consequently, the academic performance of the students.