A total of 852 adolescents between 12 and 17 years of age were evaluated (M = 14.86, SD = 1.67), randomly selected among a population of secondary school and Baccalaureate students. We applied an “ad hoc” questionnaire on sociodemographic data and the Self-Report of Reasons for the Practice of Physical Exercise (AMPEF) and Self-Report of Barriers to the Practice of Physical Exercise (ABPEF) questionnaires. The results obtained show a prevalence of competition, social recognition, and challenge as motivational factors, and fatigue or laziness as barriers to physical exercise among adolescents. With respect to gender, boys show a greater presence of motivations towards doing physical exercise, while girls show more barriers. In conclusion, the motivational factors and barriers interact and support each other for a better predisposition towards physical exercise.

PurposeThis study aims to determine whether university students are successfully acquiring or improving skills related to teamwork through a variety of extra-curricular activities, such as sports, music, volunteering, international group work experiences and professional practices.Design/methodology/approachDescriptive statistics have been calculated to evaluate the normal behaviour of the variables. Accidental sampling was used via a cross-curricular study with a quasi-experimental design. An analysis of means was performed using the Student's t-test.FindingsThe results show the students to have highly developed interpersonal and communication skills, followed by adaptation and decision-making skills. The lowest scores corresponded to coordination and leadership skills. On the other hand, a significant correlation was established between extra-curricular activities and the acquisition of essential teamwork skills.Originality/valueThis study can confirm the important relation between extra-curricular activities and the acquisition of the teamwork skills that play a vital role in the overall development of our students, as well as for their integration into the job market, with particular emphasis on the acquisition of leadership skills which students are most lacking in, but which have shown to improve with any of the proposed activities. The promotion of the extra-curricular activities by the University, could greatly support our students' soft skills acquisition and complement their education.

Background: Anxiety is one of the most complex and the most studied constructs in psychology, and it is extremely frequent in high-level sportsmen and women. The main goal was to study the influence of sex, age, type of sport, sport modality, other professional occupation, and competitive level on the competitive anxiety symptoms and self-confidence of elite athletes. Methods: A descriptive cross-sectional study was carried out with Colombian elite athletes who were members of the “Support to the Excellence Coldeportes Athlete” program. The total population studied included 334 Colombian elite athletes: mean age 27.10 ± 6.57 years old with 13.66 ± 6.37 years practicing his/her sports modality. The precompetitive anxiety symptoms of the participants were assessed using the Competitive State Anxiety Inventory—2R (CSAI-2R). Results: Men showed higher levels of self-confidence than women. Younger athletes had a higher cognitive and somatic anxiety. The athletes of individual sports had a higher mean somatic anxiety than those of collective sports. The higher-level athletes had lower values of cognitive and somatic anxiety and higher levels of self-confidence. Finally, the values of anxiety symptoms positively correlated with each other, and negatively correlated with self-confidence. Conclusion: Individualised psychological intervention programs adapted to elite athletes are needed, considering the divergent results found in various variables of scientific interest.

ResumenEl presente trabajo tiene como objetivo identificar las motivaciones que llevan a los adolescentes a incrementar la práctica del ejercicio físico. Para ello, se aplicó el cuestionario de Autionforme de Motivos para la Práctica de Ejercicio Físico (AMPEF) a 342 estudiantes de Educación Secundaria Obligatoria y Bachillerato (M=15.02±1.86). Los resultados evidencian que prevención/salud positiva y diversión/bienestar, son los principales factores motivacionales en la práctica del ejercicio físico. Finalmente, con menor impacto en la motivación se encuentra el reconocimiento social/desafío y urgencias de salud. En conclusión, conocer los motivos que apoyan la práctica regular del ejercicio físico puede ayudar a reducir el sedentarismo. Palabras clave: motivación, ejercicio físico, adolescentes, AMPEF. AbstractThis paper aims to identify the motivations that lead adolescents to increase the practice of physical exercise. To do this, applied the questionnaire of Autionforme's reasons for the practice of physical exercise (AMPEF) 342 students of compulsory secondary education (M = 15. 02±1. 86). The results show that positive prevention/health and fun/welfare, are the main motivational factors in the practice of physical exercise. Finally, with less impact on motivation social recognition is / challenge and health emergency. In conclusion, ascertain the reasons which support the regular practice of physical exercise can help to reduce physical inactivity.

El objetivo de este estudio fue conocer el nivel de inteligencia emocional en el periodo adolescente y analizar la existencia de diferencias significativas que puedan darse en la percepción, comprensión y regulación emocional en función de determinados factores personales y escolares. Participaron 4467 estudiantes de Educación Secundaria Obligatoria (ESO) de 12 a 16 años (M: 13.81; DT: 1.38) de la Comunidad Autónoma de Galicia, a los cuales se administró el instrumento Trait Meta MoodScale (TMMS-24). Los resultados reflejan niveles moderados en la inteligencia emocional de los adolescentes, con una mayor regulación emocional que comprensión y, sobre todo, percepción emocional. Además, los análisis multivariantes muestran diferencias significativas en el género, las mujeres presentan mayor percepción emocional y los hombres lo hacen en comprensión y regulación emocional; edad, a mayor edad mejor percepción emocional, mientras que una adolescencia más temprana es indicativa de mejor comprensión y regulación emocional; familia: los adolescentes presentan niveles de regulación emocional más óptimos si viven en familias biparentales; expediente académico, el alumnado que siempre ha aprobado apunta una mejor comprensión y regulación emocional, siendo además dicha comprensión emocional superior en el alumnado repetidor; curso, mejor comprensión y regulación emocional en el primer curso de ESO, mientras la percepción emocional es superior en tercero de ESO; tipo de centro, mayor percepción y regulación emocional en el alumnado que estudia en centros concertados; y ubicación de centro, los núcleos rurales favorecen la percepción y regulación emocional, mientras los urbanos lo hacen en comprensión emocional. En conclusión, se evidencia que la inteligencia emocional está mediatizada por factores personales y escolares en la población adolescente, los cuales deberían servir al profesorado en el establecimiento de estrategias para su incorporación a los centros de enseñanza.

El objetivo del estudio es la validación del Autoinforme de Motivos para la Práctica del Ejercicio Físico (AMPEF) de Capdevila, Niñerola y Pintanel (2004), y comprobar los efectos que producen el género, edad y ciclo escolar sobre dichos motivos en una muestra de 852 adolescentes gallegos (M = 14.9; DT = 1.75). Se realizó un análisis factorial exploratorio y confirmatorio obteniendo una adaptación de la escala original de 48 ítems agrupados en ocho factores con excelentes coeficientes de fiabilidad (α = .96), una varianza total explicada del 65.24% y un ajuste adecuado a los datos (χ2/df = 2.635, GFI = .909, CFI = .901, RMSEA = .047). Asimismo, los adolescentes que presentan una mejor motivación del factor urgencias de salud (único significativo en las tres variables) son de género masculino, de temprana edad (12-13 años) y primer ciclo de la ESO. También, se aprecia una mejor motivación de los hombres en los factores competición, diversión y fuerza. Por último, se discuten los resultados, destacando el autoinforme para la práctica del ejercicio físico (AMPEF) como un instrumento válido y fiable para valorar el tipo de motivación desarrollado por los adolescentes hacia el ejercicio físico. Abstract. The objective of the study is to validate the Self-Report of Motives for the Practice of Physical Exercise (AMPEF) by Capdevila, Niñerola and Pintanel (2004), and to verify the effects of gender, age and school cycle on these motifs in a sample of 852 Galician teenagers (M = 14.9; DT = 1.75). An exploratory and confirmatory factor analysis was performed, obtaining an adaptation of the original scale of 48 items grouped into eight factors with excellent reliability coefficients (α = .96), a total explained variance of 65.24% and an adequate adjustment to the data (χ2/df = 2.635, GFI = .909, CFI = .901, RMSEA = .047), adolescents who present a better motivation of the health emergency factor (it is the only significant in the three variables) are male, early age (12-13 years) and first cycle of Compulsory Secondary Education. Also, a better motivation of men than woman in the factors of competition, fun and strength can be appreciated. Finally, the results are discussed, emphasizing the self-report for the practice of physical exercise (AMPEF) as a valid and reliable instrument to assess the type of motivation developed by adolescents towards physical exercise.

Objetivo: el objetivo de este estudio fue evaluar la prevalencia de hipovitaminosis D en los candidatos a cirugía bariátrica (CB) y su relación con factores de riesgo y los componentes del síndrome metabólico. Material y métodos: los parámetros clínicos, antropométricos y bioquímicos se midieron en 56 pacientes caucásicos incluidos en un protocolo de cirugía bariátrica entre enero y junio de 2014. Los pacientes fueron estratificados en tres grupos de acuerdo al status de vitamina D: suficiencia (≥ 40 ng/ml), insuficiencia (40-20 ng/ml) y deficiencia (< 20 ng/ml). Resultados: se observó deficiencia de vitamina D en el 75% de los pacientes. Estos pacientes tenían mayor índice de masa corporal (p = 0,006) y concentraciones plasmáticas mas bajas de PTH (p = 0,045). Además, hubo más pacientes con diabetes mellitus tipo 2 (DM2) y dislipemia (DLPM) en el grupo con niveles de 25 (OH) D < 20 ng/ml. Asimismo la 25 (OH) D se correlacionó negativamente con la masa grasa (r =-0,504; p = 0,009), el IMC (r =-0,394; p = 0,046) y la hipertensión arterial (r =-0,637; p = 0,001). Conclusión: De nuestros hallazgos concluimos que la deficiencia de vitamina D es muy común entre los candidatos a CB y que la misma está asociada con DM2 y DLPM. Aunque hay pocos datos sobre el mejor tratamiento para el bajo nivel de vitamina D en los pacientes candidatos CB, la detección de la deficiencia de vitamina D debe realizarse de forma rutinaria en estos casos. 25-hydroxy vitamin D and syndrome metabolic components in candidates to bariatric surgery Vitamina D y componentes del síndrome metabólico en candidatos a cirugía bariátrica

Social-emotional skills have been an important object of study in recent years due to their relationship with academic, personal and professional success. The aim of this study was to analyse the relationship between these skills and different influential variables. The participants had a mean age of 14.18 years. The instruments used were the Social Emotional Competence Questionnaire (SECQ) and the Physical Activity Questionnaire for Adolescents (PACQ-A). Generally, the results indicated gender differences and no influence of age. Those who engaged in after-school activities scored higher on social awareness. In addition, artistic and musical extracurricular activities were associated with social-emotional skills, whereas sports activities were not. It was also found that the physical activity index was not related to socioemotional factors, except in self-awareness and in a negative way. It is necessary to analyse the quality of the extracurricular programmes offered and the training of the professionals in charge of their development. It also seems important to take into account the gender perspective in competence work, increasing self-management in girls and relationship management in boys.