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BACKGROUND: The purpose of this review is to explore the evidence and efficacy of two trends in early childhood intervention services: the family-centered model and the use of tele-intervention. METHODS: A systematic review was carried out following the PRISMA methodology and using three databases: Web of Science, PubMed and Scopus. The studies included were those aimed at children from 0 to 6 years of age, focused on early intervention, and which alluded to the family-centered model and/or tele-intervention. RESULTS: a total of 33 studies were included. Five main themes were identified: (1) The participation of children and family is facilitated and improved by the family-centered model of care; (2) the feeling of competence, self-efficacy, satisfaction and empowerment in professionals and families have a positive impact on quality of life; (3) the use of tele-intervention as a tool for prevention and intervention; (4) preparation for telepractice can improve the development of commitment; (5) tele-intervention as a possible solution to contextual barriers. CONCLUSIONS: Tele-intervention in pediatrics is presented as a tool inherent to the family-centered model since its implementation involves several common strategies. Future lines of research should explore the use of this tool as a possible solution to contextual barriers.

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During childhood, play contributes to the physical, emotional, cognitive and social development of infants and children and may enhance future mental health. The aim of this study was to examine the relationship between play performance factors and psychosocial problems in school-aged children. A total of 142 typical Spanish children aged 5 to 9 years were included. Play performance was measured with the My Child's Play questionnaire, while the Strengths and Difficulties Questionnaire was used to evaluate internalizing and externalizing problems. The findings showed that personal, environmental and activity factors of play performance were associated with psychosocial problems and prosocial behavior in children. Moreover, children with high psychosocial difficulties reported significantly poorer play performance. As executive functioning during play was the factor that was most strongly associated with internalizing and externalizing psychosocial difficulties, it is possible that executive functions have a decisive role on both social cognition and self-regulation during play performance.

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Background: Having measurement tools for assessing the applicationof cooperative learning from the teaching perspective is essential for thesuccessful implementation of this methodology in schools. The purpose ofthis study was to develop and validate a tool created from the five essentialelements of cooperative learning: positive interdependence, face-to-faceinteraction, individual responsibility, group processing and social skills.Method: The sample consisted of 4,004 teachers (61.1% female and38.9% male) with an average age of 42.7 years old (DT = 10.04) fromall non-university educational stages teaching in 68 schools throughoutSpain. Results: The results from the confirmatory factor analysis with thefinal questionnaire, comprising 19 items in five factors, were optimal in allindicators via indices of global or absolute fit (Chi-squared, RMSEA, GFI,NFI, and CFI). The reliability achieved by the definitive test was adequatevia both Cronbach’s alpha and McDonald’s ω (α = 0.958 and ω = 0.960).Conclusions: The questionnaire is presented as a valid, reliable instrumentfor evaluating the application of cooperative learning from the teachingperspective in early childhood education.

Antecedentes: disponer de instrumentosde medida que valoren la aplicación del aprendizaje cooperativo desde laperspectiva docente resulta imprescindible para una exitosa implementaciónde esta metodología en los centros escolares. El objetivo de este estudio fueelaborar y validar un instrumento creado a partir de los cinco elementosesenciales del aprendizaje cooperativo: interdependencia positiva,interacción cara a cara, responsabilidad individual, procesamiento grupaly habilidades sociales. Método: la muestra estuvo formada por un total de4.004 docentes (61,1 % mujeres y 38,9% varones) con una edad mediade 42,7 años (DT = 10.04), pertenecientes a todas las etapas educativasno universitarias de 68 colegios distribuidos por todo el territorio español.Resultados: los resultados alcanzados en el análisis factorial confirmatoriocon el cuestionario final de 19 ítems distribuidos en cinco factores fueronóptimos en todos los indicadores, mediante los índices de ajuste global oabsoluto (Chi-cuadrado, RMSEA, GFI, NFI y CFI). La fiabilidad alcanzadapor la prueba definitiva es adecuada tanto en el α de Cronbach como laω de McDonald (α= 0.958 y ω= 0.960). Conclusiones: el cuestionario sepresenta como un instrumento válido y fiable para evaluar la aplicación delaprendizaje cooperativo desde la perspectiva docente.

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Developmental Coordination Disorder (DCD) is a developmental disorder affecting motor coordination skills, that frequently persists into adolescence and adulthood. Despite this, very few instruments exist to identify DCD in this population, and none of them are available for Spanish young adults. The purpose of this study was to cross-culturally adapt and preliminarily validate the Adolescents and Adults Coordination Questionnaire (AAC-Q) into European Spanish. The AAC-Q was translated and adapted following international recommendations, including: (a) two independent forward translations; (b) synthesis and reconciliation; (c) expert committee review; and (d) a comprehensibility test. In addition, the internal consistency and homogeneity were examined using a sample of 100 Spanish higher education students. Cultural equivalence and idiomatic differences were addressed to produce the AAC-Q-ES. Findings show that the AAC-Q-ES is a cross-culturally adapted instrument with good preliminary reliability indicators in Spanish young adults (Cronbach's α = 0.74; corrected item-total correlations = 0.217-0.504).

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The aim of this study was to analyze the psychological variables of runners of ultra-trail mountain races and their association with athletic performance and success. The sample was made up of 356 mountain runners, 86.7% men and 13.2% women, with a mean age of 42.7 years and 5.7 years of experience. Using pre- and post-race questionnaires, data were collected regarding mental toughness, resilience, and passion. The performance of each runner in the race was also recorded. The results showed very high values in the psychological variables analyzed compared with other sports disciplines. Completion of the race (not withdrawing) and the elite quality of the runners were presented as the most relevant indicators in the processes of resilience, mental toughness, and obsessive passion. Differences were noted between the pre- and post-race results, suggesting that the competition itself is a means of training those psychological factors that are essential to this sports discipline. It can be concluded that psychological factors are decisive to athletic performance and race completion in mountain ultra-marathon races.

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The main objective was to analyze relationships and predictive patterns between 3x2 classroom goal structures (CGS), and motivational regulations, dimensions of self-concept, and affectivity in the context of secondary education. A sample of 1,347 secondary school students (56.6% young men, 43.4% young women) from 10 different provinces of Spain agreed to participate (M age = 13.43, SD = 1.05). Hierarchical regression analyses indicated the self-approach CGS was the most adaptive within the spectrum of self-determination, followed by the task-approach CGS. The other-approach CGS had an ambivalent influence on motivation. Task-approach and self-approach CGS predicted academic self-concept (p < .01; p < .001, respectively; R 2 = .134), and both along with other-approach CGS (negatively) predicted family self-concept (p < .05; p < .001; p < .01, respectively; R 2 = .064). Physical self-concept was predicted by the task-approach and other-approach CGS's (p < .05; p < .001, respectively; R 2 = .078). Finally, positive affect was predicted by all three approach-oriented CGS's (p < .001; R 2 = .137), whereas negative affect was predicted by other-approach (positively) and self-approach (negatively) CGS (p < .001; p < .05, respectively; R 2 = .028). These results expand the 3x2 achievement goal framework to include environmental factors, and reiterate that teachers should focus on raising levels of self- and task-based goals for students in their classes.

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The main objective was to analyze relationships and predictive patterns between 3x2 classroom goal structures (CGS), and motivational regulations, dimensions of self-concept, and affectivity in the context of secondary education. A sample of 1,347 secondary school students (56.6% young men, 43.4% young women) from 10 different provinces of Spain agreed to participate (M age = 13.43, SD = 1.05). Hierarchical regression analyses indicated the self-approach CGS was the most adaptive within the spectrum of self-determination, followed by the task-approach CGS. The otherapproach CGS had an ambivalent influence on motivation. Task-approach and self-approach CGS predicted academic self-concept (p < .01; p < .001, respectively; R2 = .134), and both along with other-approach CGS (negatively) predicted family self-concept (p < .05; p < .001; p < .01, respectively; R2 = .064). Physical self-concept was predicted by the taskapproach and other-approach CGS's (p < .05; p < .001, respectively; R2 = .078). Finally, positive affect was predicted by all three approach-oriented CGS's (p < .001; R2 = .137), whereas negative affect was predicted by other-approach (positively) and selfapproach (negatively) CGS (p < .001; p < .05, respectively; R2 = .028). These results expand the 3x2 achievement goal framework to include environmental factors, and reiterate that teachers should focus on raising levels of self- and taskbased goals for students in their classes (AU)

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Objetivo: Valorar la capacidad de los escolares para simular una descarga efectiva con un desfibrilador externo semiautomático (DEA) y la retención de la habilidad al mes tras una actividad formativa basada en un video. Método: Estudio cuasiexperimental con grupo control en 205 escolares de 6 a 16 años sin formación previa. Se realizaron simulaciones con maniquíes y DEA. En una fase inicial (T0) los sujetos realizaron un test basal de competencia. En la fase 1 (T1) se aleatorizaron los grupos experimental (GE) y control (GC); el GE visualizó el video formativo y ambos grupos fueron evaluados. Un mes después se reevaluaron ambos grupos (T2). Resultados: Ciento noventa y seis participantes completaron las 3 fases, 96 (95,0%) alumnos de secundaria y 54 (56,8%) de primaria supieron decir qué es un DEA, 20 (19,8%) de secundaria y 8 (8,4%) de primaria afirmaron saber usarlo. En T0, 78 (39,8%) participantes consiguieron simular una descarga efectiva; en T1, 36 (34,9%) del GC y 56 (60,2%) del GE (p < 0,001); en T2 53 (51,4%) del GC y 61 (65,6%) del GE (p = 0,045). Todos completaron las pruebas en menos de 120 segundos y el tiempo medio fue menor en cada test. Los alumnos de secundaria obtuvieron mejores resultados. Conclusiones: Los escolares de secundaria sin formación previa saben qué es un DEA y la mitad es capaz de utilizarlo en un escenario simulado. Una formación basada en un video narrativo breve mejora la capacidad de los escolares para manejar un DEA y retener dicha habilidad un mes después (AU)

Objective: To assess the ability of schoolchildren to use a automated external defibrillator (AED) to provide an effective shock and their retention of the skill 1 month after a training exercise supported by audiovisual materials. Methods: Quasi-experimental controlled study in 205 initially untrained schoolchildren aged 6 to 16 years old. SAEDs were used to apply shocks to manikins. The students took a baseline test (T0) of skill, and were then randomized to an experimental or control group in the first phase (T1). The experimental group watched a training video, and both groups were then retested. The children were tested in simulations again 1 month later (T2). Results: A total of 196 students completed all 3 phases. Ninety-six (95.0%) of the secondary school students and 54 (56.8%) of the primary schoolchildren were able to explain what a SAED is. Twenty of the secondary school students (19.8%) and 8 of the primary schoolchildren (8.4%) said they knew how to use one. At T0, 78 participants (39.8%) were able to simulate an effective shock. At T1, 36 controls (34.9%) and 56 experimental-group children (60.2%) achieved an effective shock (P< .001). At T2, 53 controls (51.4%) and 61 experimental-group children (65.6%) gave effective shocks (P=.045). All the students completed the tests in 120 seconds. Their average times decreased with each test. The secondary school students achieved better results. Conclusions: Previously untrained secondary school students know what a AED is and half of them can manage to use one in simulations. Brief narrative, audiovisual instruction improves students' skill in managing a SAED and helps them retain what they learned for later use (AU)

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OBJECTIVES: To assess the ability of schoolchildren to use a automated external defibrillator (AED) to provide an effective shock and their retention of the skill 1 month after a training exercise supported by audiovisual materials. MATERIAL AND METHODS: Quasi-experimental controlled study in 205 initially untrained schoolchildren aged 6 to 16 years old. SAEDs were used to apply shocks to manikins. The students took a baseline test (T0) of skill, and were then randomized to an experimental or control group in the first phase (T1). The experimental group watched a training video, and both groups were then retested. The children were tested in simulations again 1 month later (T2). RESULTS: A total of 196 students completed all 3 phases. Ninety-six (95.0%) of the secondary school students and 54 (56.8%) of the primary schoolchildren were able to explain what a SAED is. Twenty of the secondary school students (19.8%) and 8 of the primary schoolchildren (8.4%) said they knew how to use one. At T0, 78 participants (39.8%) were able to simulate an effective shock. At T1, 36 controls (34.9%) and 56 experimental-group children (60.2%) achieved an effective shock (P< .001). At T2, 53 controls (51.4%) and 61 experimental-group children (65.6%) gave effective shocks (P=.045). All the students completed the tests in 120 seconds. Their average times decreased with each test. The secondary school students achieved better results. CONCLUSION: Previously untrained secondary school students know what a AED is and half of them can manage to use one in simulations. Brief narrative, audiovisual instruction improves students' skill in managing a SAED and helps them retain what they learned for later use.

OBJETIVO: Valorar la capacidad de los escolares para simular una descarga efectiva con un desfibrilador externo semiautomático (DEA) y la retención de la habilidad al mes tras una actividad formativa basada en un video. METODO: Estudio cuasiexperimental con grupo control en 205 escolares de 6 a 16 años sin formación previa. Se realizaron simulaciones con maniquíes y DEA. En una fase inicial (T0) los sujetos realizaron un test basal de competencia. En la fase 1 (T1) se aleatorizaron los grupos experimental (GE) y control (GC); el GE visualizó el video formativo y ambos grupos fueron evaluados. Un mes después se reevaluaron ambos grupos (T2). RESULTADOS: Ciento noventa y seis participantes completaron las 3 fases, 96 (95,0%) alumnos de secundaria y 54 (56,8%) de primaria supieron decir qué es un DEA, 20 (19,8%) de secundaria y 8 (8,4%) de primaria afirmaron saber usarlo. En T0, 78 (39,8%) participantes consiguieron simular una descarga efectiva; en T1, 36 (34,9%) del GC y 56 (60,2%) del GE (p < 0,001); en T2 53 (51,4%) del GC y 61 (65,6%) del GE (p = 0,045). Todos completaron las pruebas en menos de 120 segundos y el tiempo medio fue menor en cada test. Los alumnos de secundaria obtuvieron mejores resultados. CONCLUSIONES: Los escolares de secundaria sin formación previa saben qué es un DEA y la mitad es capaz de utilizarlo en un escenario simulado. Una formación basada en un video narrativo breve mejora la capacidad de los escolares para manejar un DEA y retener dicha habilidad un mes después.

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Objetivo: Describir la calidad de las compresiones torácicas obtenida por escolares tras un proceso de formación con la ayuda de mecanismos de retroalimentación audiovisual en tiempo real. Método: Participaron 167 escolares de 12-15 años sin experiencia previa en reanimación cardiopulmonar (RCP). Tras una formación de una hora teórico-práctica realizaron un test de dos minutos de RCP "solo manos" sobre un maniquí de niño. Se utilizó el modelo Prestan® (professional child manikin) que emite señales visuales que informan sobre la frecuencia y auditivas que indican la profundidad de las compresiones. Resultados. Todos los participantes mantuvieron un ritmo adecuado de compresión y alcanzaron al menos el 80% del objetivo de profundidad de las compresiones. En el segundo minuto realizaron menos compresiones correctas que en el primero (p = 0,016). Conclusiones: Con el uso de retroalimentación audiovisual en tiempo real, los escolares de 12-15 años son capaces de realizar compresiones torácicas de calidad en un maniquí (AU)

Objective: To describe the quality of chest compressions performed by secondary-school students trained with a realtime audiovisual feedback system. Methods: The learners were 167 students aged 12 to 15 years who had no prior experience with cardiopulmonary resuscitation (CPR). They received an hour of instruction in CPR theory and practice and then took a 2-minute test, performing hands-only CPR on a child mannequin (Prestan Professional Child Manikin). Lights built into the mannequin gave learners feedback about how many compressions they had achieved and clicking sounds told them when compressions were deep enough. Results: All the learners were able to maintain a steady enough rhythm of compressions and reached at least 80% of the targeted compression depth. Fewer correct compressions were done in the second minute than in the first (P=.016). Conclusions: Real-time audiovisual feedback helps schoolchildren aged 12 to 15 years to achieve quality chest compressions on a mannequin (AU)

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OBJECTIVES: To describe the quality of chest compressions performed by secondary-school students trained with a realtime audiovisual feedback system. MATERIAL AND METHODS: The learners were 167 students aged 12 to 15 years who had no prior experience with cardiopulmonary resuscitation (CPR). They received an hour of instruction in CPR theory and practice and then took a 2-minute test, performing hands-only CPR on a child mannequin (Prestan Professional Child Manikin). Lights built into the mannequin gave learners feedback about how many compressions they had achieved and clicking sounds told them when compressions were deep enough. RESULTS: All the learners were able to maintain a steady enough rhythm of compressions and reached at least 80% of the targeted compression depth. Fewer correct compressions were done in the second minute than in the first (P=.016). CONCLUSION: Real-time audiovisual feedback helps schoolchildren aged 12 to 15 years to achieve quality chest compressions on a mannequin.

OBJETIVO: Describir la calidad de las compresiones torácicas obtenida por escolares tras un proceso de formación con la ayuda de mecanismos de retroalimentación audiovisual en tiempo real. METODO: Participaron 167 escolares de 12-15 años sin experiencia previa en reanimación cardiopulmonar (RCP). Tras una formación de una hora teórico-práctica realizaron un test de dos minutos de RCP "solo manos" sobre un maniquí de niño. Se utilizó el modelo Prestan® (professional child manikin) que emite señales visuales que informan sobre la frecuencia y auditivas que indican la profundidad de las compresiones. RESULTADOS: Todos los participantes mantuvieron un ritmo adecuado de compresión y alcanzaron al menos el 80% del objetivo de profundidad de las compresiones. En el segundo minuto realizaron menos compresiones correctas que en el primero (p = 0,016). CONCLUSIONES: Con el uso de retroalimentación audiovisual en tiempo real, los escolares de 12-15 años son capaces de realizar compresiones torácicas de calidad en un maniquí.

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Para un bombero, conocer su estado de forma implica regular la intensidad del rescate sin provocar una fatiga prematura. El objetivo principal del estudio es conocer la capacidad aeróbica real (CAR) de una muestra de bomberos basada en su VO2máx y compararla con dos medidas autoinformadas: la valoración subjetiva de su capacidad aeróbica (VSCA) y la valoración del ejercicio físico realizado (VEF). Participaron 37 bomberos del Principado de Asturias. Se realizaron pruebas de esfuerzo hasta la extenuación en una cinta sin fin, midiendo la frecuencia cardíaca y el consumo VO2máx. El 94,4% de los bomberos que obtuvieron un VO2máx por debajo de 43 ml/min/Kg (mínimo aconsejado para desarrollar su trabajo eficazmente) consideró su capacidad aeróbica «alta» o «muy alta». Esto podría ser influenciado por la falta de información que reciben sobre su capacidad aeróbica a causa de un entrenamiento voluntario y autoprogramado. Se aconseja planificar entrenamientos supervisados por un especialista y realizar test periódicos que informen del la capacidad aeróbica (AU)

For a fireman, knowing whether he is fit enough for his job implies regulating the intensity of the rescue without causing premature body fatigue. Therefore, the main purpose of this study is to determine the real aerobic capacity in a sample of firemen, based on the VO2máx, and to compare it with two self-report measures: the subjective appraisal of aerobic capacity and the appraisal of the physical exercise carried out. Thus, 37 firemen from Asturias took part in this study and performed effort tests on a treadmill, measuring their heart frequency and VO2máx consumption. Of the firemen, 94.4% who obtained a VO2máx below 43 ml/min/kg (the minimum advised to perform their job effectively) considered their aerobic capacity to be «high» or «very high». This might be influenced by the lack of feedback on their aerobic capacity, as their training is voluntary and self-planned. Therefore, it is highly recommended to program specialized training and to carry out periodical tests to provide feedback about aerobic capacity (AU)

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