This research analyzes the fall history of a group of elderly people and studies the effects of an intervention program based on Adapted Utilitarian Judo (JUA) to teach fall control in subjects with fear of falling syndrome (FOF). We adopted a quasi-experimental research design with pre-post measurement of the experimental group, in a healthy, pre-fragile sample of 12 women aged 71.5 ± 8 years, chosen using non-probabilistic-incidental accessibility sampling. The WHO questionnaire was used for the functional assessment of the fall. To evaluate FOF, we applied the 16-item version of the Falls Efficacy Scale-International (FES-I), (pretest and posttest). This intervention program was based on Adapted Utilitarian Judo and conducted over 8 weeks, with two 60-minute sessions each week. After analyzing the scores obtained by the subjects in the pre and post FES-I, we found that the intervention with the JUA program had been significant for the experimental group with p ≤ 0.004, and there was an 11.9% decrease in the fear of falling (FES-I pos = 18.17). The results show that after the application of the JUA program there were significant improvements in subjects’ perception of FOF, with this being greater in those who had the highest levels of fear of falling before the intervention.

Background: Currently, adolescents grow up consuming a large amount of multimedia content and lead a sedentary lifestyle. As a result, emerging trends show greater feelings of loneliness. The present research seeks to describe adolescents’ attitudes towards Physical Education (PE), indices of loneliness and physical activity (PA) engagement. Further, it analyses associations between attitudes towards PE as a function of PA engagement and considers sex, loneliness and school year repetition as factors. Method: A sample of 2388 adolescents (43.3% males and 56.6% females) was recruited. Participants were aged 11–17 years (M = 13.8 years; SD = 1.2) and came from Spain. The following instruments were used: The Attitudes towards Physical Education questionnaire (AQPE) in order to analyze attitudes towards PE, and the University of California at Los Angeles (UCLA) loneliness scale to estimate loneliness. Results: With regard to sex and attitudes towards PE, significant differences were detected in relation to the difficulty of PE, with higher values being achieved in males (M = 2.4) than females (M = 2.3). A medium correlation emerged between the dimension of loneliness and the usefulness of PE (r = 0.323 **). Conclusions: It is confirmed that adolescents who experience greater levels of emotional or relational loneliness have less positive attitudes towards PE.

Background: This study aims to analyze university student motivation during the period of semi-presence-based education due to the COVID-19 pandemic, based on the type of educational material used: Augmented Reality (AR) videos and traditional videos associated with the Flipped Classroom (FC) methodology. Methods: A sample of 129 university students were asked to take the Instructional Materials Motivation Survey (IMMS). Results indicate that participants in the study were generally more motivated by AR educational material than by FC material; although mean motivation levels with both instruments are extremely high, with scores of 4.57 and 5.64 for FC and AR, respectively. Conclusions: Therefore, a conclusion was met which determines that these results are a starting point to continue the research of the motivational impact of using different types of videos in active methodologies.

There is evidence that the use of information and communication technologies (ICTs) has the potential to improve assessment methods, and therefore, learning process and results. This study compares the effect of two different types of assessment on the learning results of university students: traditional continuous assessment (TCA) and continuous assessment with the interactive response system Educlick (CAE). A quasi-experimental study with 364 students of the degree in Primary Education was conducted. Partial and final marks obtained with TCA and CAE were analysed and the influence of both assessments on the final examination (FE) was considered. It was also studied the different psychological variables that influence the assessment process, which were present in the intervention groups. To this aim, a descriptive analysis of data using the Mann-Whitney and Kruskal-Wallis non-parametric tests were developed through SPSS software. Results revealed a higher percentage of passes (81.5% compared to 74.5%), better marks and higher attendance of the first FE among students assessed with CAE (99.3%) as opposed to students assessed with TCA (91.7%). Findings underline the importance of implementing innovative technological methods, such as the interactive resource proposed in this paper, to develop new and improved skill-based competences in the teaching-learning process.

ResumenDrug consumption is one of the major public health problems worldwide, and in most cases, teens also commonly herald the onset of substance use and abuse.Therefore, the main aim of this study is to know about university students´ drug consumption as well as to Por ello, en este caso no es posible afirmar que exista consistencia entre la práctica de AF y los efectos positivos que se podrían generar derivados de la misma.