High-level sport can be analyzed using the complex system model, in which performance is constrained by many factors. Coaches' and athletes' perceptions of important positive and negative factors affecting performance were compared. Participants were 48 high-level international triathletes (n = 34) and their coaches (n = 14). They were personally interviewed via a questionnaire designed by four accredited experts, who selected groups of both positive and negative factors affecting performance. A list of factors was developed, in order of greater to lesser importance in the opinion of athletes and coaches, for subsequent analysis. Two ranked lists (positive and negative factors) indicated that athletes appear to rate personal environment factors (family, teammates, lack of support from relatives) higher, while the coaches tended to give more importance to technical and institutional aspects (institutional support, coach, medical support). There was complete agreement between coaches and triathletes about the top five positive factors. Negative factor agreement was somewhat lower (agreement on 3/5 factors). The most important positive factor for coaches and athletes was "dedication/engagement," while the most important factor adversely affecting performance was "injuries".

The aim of this study was to analyze the effects of dramatization when expressing and recognizing emotions. The study was carried out with 45 male and female primary school pupils aged 10 and 11 divided into two group: experimental, 23 pupils; and control, 22 pupils. Data collection was undertaken using observation scales created ad hoc in line with research objectives, and administered before and after an educational intervention based on dramatization in the case of the experimental group. No treatment was given to the control group. The intervention program for the experimental group consisted of six one-hour sessions in which drama exercises tackled recognition and expression of emotions. The results evidenced a significant improvement in the ability to recognize and express emotions of those pupils who underwent the intervention.

Effective physical activity studies are necessary to understand how factors involved in physical activity mediate behaviour. Therefore, more reliable explanatory models can be generated in order to design effective actions to promote physical activity. The study had two aims: (1) to develop an explanatory model to identify and establish the relationships between physical activity, social support and screen time among adolescents; and (2) to contrast the explanatory structural model by means of a multi-group analysis according to sex. The study design was cross-sectional with descriptive and correlational analysis. The research was carried out with a representative sample of adolescents from the province of Soria (mean age 14.06 ± 1.27 years). The instruments used were: Four by One-Day Physical Activity Questionnaire, Parent Support Scale and Peer Support Scale. The results show that social support had a negative relationship with screen time (r = −0.178; p ≤ 0.001); males had a positive relationship between physical activity and screen time (r = 0.118; p ≤ 0.05); and peer support had more influence on social support than parental support. In conclusion, the proposed model was effective in triangulating the relationships between physical activity, social support and screen time in a novel way, while allowing us to discriminate these results according to participants’ sex.

Introduction: Although practicing physical activity according to recommendations has health benefits, many studies have reported that the level of participation is lower than recommended. Methods: In this behavioural epidemiological study, we used a correlational design to determine the contribution made by physical education (PE) classes to daily physical activity in a sample of 694 Spanish adolescents. Physical activity levels were determined using the Four by One-Day Physical Activity Questionnaire. Results: 65.1% of adolescents comply with the recommendations on PE school days, compared to 36.6% who do so on the days with no PE class. Moreover, on PE school days, they obtain significantly higher physical activity level scores compared to days with no PE class. Conclusion: The study, therefore, shows the fundamental role of PE in increasing daily physical activity levels. Proposals to improve physical activity levels in these adolescents should be put forward, with educational centres being one of the best settings to achieve this goal.

This study had two aims: (1) to identify the levels of physical activity, screen time and sleep time of adolescents according to the sex of the participant and the day of the week; (2) to find out the relationships between physical activity, screen time and sleep time according to the sex of the participant and the day of the week. The study design was non-experimental, descriptive-correlational and cross-sectional. The sample consisted of 694 adolescents in Compulsory Secondary Education from Soria (Spain). Four by One-Day Physical Activity Questionnaires were used to measure levels of physical activity, screen time and sleep time. Levene’s test and Student’s t-test were used to calculate the difference between the means of the variables. Pearson’s test was used to calculate bivariate correlations between variables. Results showed higher levels of screen time in males (136.93 min/day ± 81.548). Screen time, sleep time and moderate–vigorous physical activity are higher during the weekend. Positive relationships were found between screen time and light physical activity (rmales = 0.274; p ≤ 0.01; rfemales = 0.065; p > 0.05). The correlations between moderate–vigorous physical activity and screen time were negative (rmales = −0.282; p ≤ 0.01; rfemales = −0.187; p ≤ 0.05). The relationship between screen time and sleep time was negative in males (r = −0.135; p ≤ 0.05). In conclusion, the levels of physical activity, screen time and sleep time vary according to the sex of the participants and the day of the week.

El entrenador de alto nivel en triatlón: entorno próximo y El entrenador de alto nivel en triatlón: entorno próximo y cualidades fundamentales para el rendimiento cualidades fundamentales para el rendimiento High level triathlon coach: close environment and basic High level triathlon coach: close environment and basic performance qualities performance qualities Germán Ruiz Tendero Universidad Complutense de Madrid Juan José Salinero MartínUniversidad Camilo José CelaLa figura del entrenador de alto nivel (E.A.N.) en triatlón y su entorno apenas ha sido estudiada, y sin embargo puede estar ejerciendo una gran influencia sobre el microsistema deportivo. Estudiar este microsistema es el objetivo del presente estudio en función de los siguientes factores: interacción con sus deportistas, objetivos deportivos, grado de satisfacción con diferentes agentes del entorno (triatletas, otros entrenadores, federaciones y club), ámbito laboral, nivel académico y entorno familiar. Además, se pretende conocer qué cualidades atribuibles a un buen entrenador de alto nivel en triatlón son las mejores valoradas por los propios entrenadores. En este estudio participan 14 entrenadores españoles de alto nivel en activo (uno menos que el universo de la muestra objeto). Todos ellos hombres (edad media= 37,43 años ±7,27). El diseño de investigación descriptivo-cuantitativo utiliza el cuestionario como instrumento. El cuestionario fue pasado en periodo no competitivo por el mismo investigador mediante entrevistas personales mayoritariamente, o de forma telemática en su defecto. Los resultados muestran que el triatlón de alto nivel español se rige por un sistema centralizado en centros de rendimiento. La presencia del entrenador en las competiciones (sólo uno acudía a todas) no supone un factor determinante del rendimiento. El ratio número de atletas de alto nivel por entrenador es de 3,71(+3,04) y el ratio total contando con otros triatletas de diferente nivel es de 8 (±4,78), adecuado para las condiciones actuales pero mejorable en el alto nivel. El nivel académico de los E.A.N. es muy bueno y específico a su labor deportiva. La cualidad confianza para el diálogo personal (4,69 sobre 5) resulta ser la más valorada por parte de los propios entrenadores, anteponiendo el plano personal al deportivo.Palabras clave: triatlón de alto nivel; entrenador; factores de rendimiento. R e s u m e nCorrespondencia/correspondence: Germán Ruiz Tendero C/ Rector Royo Villanova s/n. Facultad de Educación (UCM). 28040 -Madrid (España). E-mail: g.germanruiz@gmail.com Not much attention has been paid to the high level coach (H.L.C.) in triathlon and his environment; howeve this one could be influencing the sport microsystem. The aim of the present study is to describe this microsystem. The assessed factors are: interaction coach-athletes, sports goals, satisfaction with various environmental agents (triathletes, other coaches, federations and club), workplace, academic level and family environment. In addition, a number of qualities associated with a successf...

The study had two aims: (1) To classify the adolescents according to their levels of moderate–vigorous physical activity, screen time and sleep time, and (2) to analyze, in a descriptive and correlational manner, the profiles of moderate–vigorous physical activity, screen time and sleep time of each cluster according to the sex and grade of the adolescents. The study design was cross-sectional, with descriptive and correlational analysis. The sample consisted of 663 adolescents in Compulsory Secondary Education from Soria (Spain). The Four by One-Day Physical Activity Questionnaire was used to measure levels of physical activity, screen time and sleep time. The results showed that the young people had an average of 67.99 ± min/day of moderate–vigorous physical activity, 112.56 min/day of screen time and 548.63 min/day of sleep time. Adolescents were classified into three clusters according to their levels of physical activity, screen time and sleep time (FMANOVA (6,1318) = 314.439; p ≤ 0.001; β = 1; f = 1.177). In conclusion, only 28.21% of the young people accomplished the recommendations for physical activity practice, screen time and sleep time. Moreover, these results vary according to the sex and grade of the adolescents.

Existe cierta preocupación social por conocer los niveles de práctica de actividad física de los adolescentes, para poder llevar a cabo propuestas de mejora si fuera necesario. Este estudio fue diseñado con la finalidad de conocer esos niveles de los adolescentes de Soria y el apoyo social que perciben para su práctica, tanto de familiares como de amigos, en función del sexo del alumnado, e identificar el tipo de relación existente entre su práctica y la percepción del apoyo social. La muestra estuvo formada por 694 adolescentes de Educación Secundaria Obligatoria de la provincia de Soria, a los cuales se les administró Four by one day physical activity questionnaire, parent support scale y peer support scale. Los resultados mostraron diferencias significativas en los niveles de actividad física y de apoyo social en función del sexo del alumnado y se obtuvo correlación significativa entre estos niveles y el apoyo percibido. There is a social concern about knowing the levels of physical activity practice of adolescents, in order to carry out improvement proposals if necessary. This study was designed with the purpose of getting to know those levels of adolescents of Soria and the social support they perceive for their practice, from family and friends, depending on the gender of the students, and identifying the type of relationship between their practice and social support perceived. The sample selected was 694 adolescents of Compulsory Secondary Education from the province of Soria, to whom Four by one day physical activity questionnaire, parent support scale and peer support scale, were administered. The results showed significant differences in physical activity levels and social support according to the gender of the students and a significant correlation has been obtained between these levels and the support perceived.