PUBLICACIONES

Editorial

2025-07-25T06:57:26+00:00

We present Volume 55(1) of Publicaciones, corresponding to the first regular issue of the year 2025.

The Impact of Physical Education on Preschoolers` Social and Emotional Competencies: A Systematic Review of Randomized Controlled Trials

2025-07-04T09:45:02+00:00

Introduction: Due to different psychological problems during adolescence, developing social and emotional competencies from early childhood could be of special interest. The purpose is to analyse those preschool-based Physical Education (PE) intervention programs that have evaluated their effects on preschoolers’ emotional and social competencies evaluated through randomized controlled trial design.

Method: A systematic review of relevant articles was performed using PubMed, Web of Sciences, and ProQuest Central on January 24, 2024.

Results: From 113 studies initially found, 12 were included in the qualitative synthesis. Included studies have shown that programs developed during preschool`s PE are effective for improving social and emotional competencies.

Conclusions: Working in pairs or small groups, as well as structured play, has demonstrated positive effects to enhance social competence. On the other hand, multicomponent-based activities (suggestions and activities such as role-playing) for improving self-regulation skills, planned and instructor-led exercises meant to enhance self-control, the combination of exercise-based interventions with mindfulness for improving emotional well-being and playfulness, and programming interactive lessons and support for the application of socio-emotional competency are encouraged.

The social-emotional well-being of gifted children of school age: a systematic review

2025-07-02T19:01:13+00:00

Introduction: This study addresses the social emotional well-being of gifted children in the context of physical education, a crucial area for their integral development and scarcely researched. The limited number of studies highlights the necessity of this analysis underscores the need for this analysis. This systematic review seeks to know the status of socioemotional well-being of gifted children in the scientific literature.

Method: A systematic review was designed in accordance with PRISMA 2020 Statement and inclusion, and exclusion criteria were rigorously applied to select the most relevant studies. Study quality was assessed by two independent reviewers with field knowledge to reduce bias.

Results: Twenty-two articles, published between 1993 and 2025, were reviewed and the main topics were educational needs and strategies, school environment and emotional management.

Conclusions: The review highlights the need to create more Physical Activity and Sport programs for gifted children, following WHO recommendations and fostering the autonomy of participants through student-centred pedagogical models to maximize their socioemotional well-being and physical development.

Association of bullying/cyberbullying and Light/Deep Sleep in Young People from Southern Spain

2025-07-02T05:37:21+00:00

Introduction: The present study analyzed the association between bullying and cyberbullying victimization and aggression, and the light and deep sleep-in adolescents. Recent literature, exposes that bullying can negatively affect sleep quality, interfering with physiological processes essential for recovery and emotional well-being.

Method: A cross-sectional study was conducted with 985 Andalusian adolescents (10-16 years old), who wore Xiaomi Mi Band 4 bracelets for seven days to record the duration of sleep phases. Validated questionnaires were applied to measure bullying and cyberbullying, and data were collected on age, sex, BMI and moderate-vigorous physical activity level. Multiple linear regressions were used to analyze covariate-adjusted associations.

Results: Bullying victimization was significantly associated with worse sleep, both light (β = -7.267; p = .049) and deep (β = -1.479; p = .048). Likewise, greater cyberbullying victimization showed worse deep sleep (β = -5.278; p = .018). No significant associations were found between aggression behaviors in both bullying and cyberbullying and sleep phases.

Conclusions: The results indicate that young people who suffer bullying/cyberbullying show significant sleep disturbances. These findings underscore the need for preventive interventions focused on mitigating the consequences of bullying at a young age.

Effects of Sport Education Model and a Ludotechnical Model hybridisation programme on motivation and intention to be physically active in Physical Education in Secondary Education

2025-07-01T06:28:16+00:00

Introduction: the aim of the present study was to analyse the effect of an intervention programme delivered through the hybridisation of the Ludotechnical Model (LTM) and the Sport Education Model (SEM) on the satisfaction of Basic Psychological Needs (BPN), motivation, and intention to be physically active in the subject of Physical Education among high school students.

Method: the quasi-experimental pre-post design included 112 participants (52 boys and 60 girls), aged 11–13 years. They belonged to seven different school classes, of which five implemented the hybridisation of the models described above (experimental group), while the other two followed a traditional methodology (control group). The instrument used to measure the satisfaction of BPN was the PNSE, while the BRSQ assessed motivation, and the MIPA scale evaluated the intention to be physically active. For data analysis, a repeated measures MANCOVA test was performed.

Results: it was revealed significant differences between the groups, favouring students who received LTM/SEM hybrid teaching in the psychological mediator index (PMI), competence satisfaction, relatedness, autonomous motivation, self-determination index, and intention to be physically active. Regarding sex-based differences, improvements were observed for both boys and girls in the experimental group in the SDI and MIPA factors.

Conclusions: the application of hybrid models yields improvements in terms of satisfaction of BPN, motivation, and intention to be physically active for both sexes, compared to a traditional methodology. One of the limitations of the study was the sample selection, suggesting that future studies should use a randomized sample, representative of the target population and with a well-balanced number of participants in each group.

Physical Education Teachers’ Perceptions of Support for Basic Psychological Needs in Primary Education

2025-07-04T09:35:12+00:00

Introduction: In the context of Physical Education (PE), supporting basic psychological needs (BPNs; autonomy, competence, and relatedness) is regarded as essential for fostering self-determined motivation and promoting pupils’ wellbeing. However, limited evidence exists regarding how teachers perceive and experience this process in their everyday practice. This study aimed to explore the perceptions of Primary Education PE teachers concerning the support they provide for these needs, with a focus on both the strategies they implement and the meanings they ascribe to them.

Method: A qualitative methodology based on a case study design was adopted, employing individual semi-structured interviews. Five in-service PE teachers participated in the study, all of whom were teaching at the Primary Education level in state schools in the Balearic Islands.

Results: The results indicate that the participating teachers perceive themselves as supporting these needs through a range of pedagogical strategies, albeit with differing levels of depth. Moreover, tensions were identified between discourse and practice, arising from organisational structures, pedagogical beliefs, and policy requirements.

Conclusions: The importance of understanding support for BPNs as an evolving ethical and professional responsibility is emphasised, one that demands collective reflection, distributed leadership, and institutional conditions conducive to a more motivating and coherent approach to PE.

Agreement between the printed version versus the electronic version of the Webcas Electronic Questionnaire

2025-07-10T09:45:19+00:00

Introduction: This study aimed to analyse the agreement between the printed version (PV) and the electronic version (EV) of the WebCas questionnaire.

Method: A total of 153 elementary school students participated (56.2% boys and 43.8% girls). The EV was applied at two different time points, with a seven-day interval (test and retest). The WebCas questionnaire was administered in both printed and electronic versions. Weighted Kappa (k), Pabak Kappa (Pabak), and the concordance correlation coefficient (CCCρc) were used for statistical analysis, employing MedCalc 15.2 software, with a significance level of p < .05

Results: The weighted Kappa values indicated strong agreement (91.6%, k > .80), except for the variables “alcohol consumption in the last 30 days” (k = .44) and “daytime sleepiness” (k = .10), which showed moderate and weak agreement, respectively. The Pabak percentages showed values (Pabak > .60) in five variables. The highest agreement values were observed in the consumption of legal drugs: intoxication 98.7%, alcohol (last 30 days) 89.5%, smoking 86.3%, and alcohol in doses 84.3%. The lowest values were found among food consumption frequency variables: fruit 37.3%, vegetables 37.3%, sweets 47.1%, snacks 54.9%, and soft drinks 38.6%.

Conclusions: The correlations between the WebCas application replicas were moderate to strong for most variables, demonstrating satisfactory values and potential for assessing health-related behaviours.

Assessment and Feedback in the Digital Age: Impact on the Facilitation of Students’ Digital Competencies

2025-05-30T17:50:34+00:00

Introduction: In contemporary higher education, assessment and feedback have ascended to a position of paramount importance, establishing themselves as quintessential elements in cultivating digital competencies among students. This study endeavours to scrutinize how these practices have reconfigured pedagogical dynamics, underscoring the imperative to adopt a continuous, student-centric approach.

Method: The research employed a quantitative descriptive-transversal methodology, administering the ACU-CODI questionnaire to a representative sample of 3,309 students spanning diverse educational disciplines within Andalusian universities. The participants ranged in age from 18 to 50 years.

Results: The findings elucidate that students engaging in digital assessment processes evince marked enhancements in their technological prowess and information processing capabilities, alongside augmented self-regulation and critical thinking skills. Moreover, a positive correlation is established between the calibre of digital feedback and the cultivation of essential competencies, such as problem-solving acumen.

Conclusions: This study culminates by accentuating the criticality of ongoing, adaptive teacher training, as well as the exigency to engineer learning environments that seamlessly integrate efficacious digital tools, thereby equipping students to navigate the multifaceted challenges of the 21st century.