Abstract Covid-19 pandemic has implied the need to change significantly and quickly the modalities of university teaching, moving, in the case of the University of Extremadura, from face-to-face to non-face-to-face teaching in the first phase of the pandemic, and to another semi-face-to-face teaching in the present. Therefore, the main objective of this work is to determine the students’ assessment of the virtual and blended modalities, as opposed to traditional face-to-face teaching, in terms of learning outcomes and evaluation, during the 2019/2020 and 2020/2021 academic years. Variables such as sex, course and the itinerary enrolled have been taken into account. The results obtained confirm the satisfaction of the students surveyed with the evaluation, as well as with the qualifications, observing an increase in those of the highest rank (B and A) achieved by the students, which are quite superior to those from the past courses. In addition, this satisfaction is greater in fourth-year students rather than in third-year ones. However, there are not significant differences based on the gender nor on the itinerary variables.

Resumen La pandemia de Covid-19 ha implicado la necesidad de cambiar significativa y rápidamente las modalidades de enseñanza universitaria, pasando, en la Universidad de Extremadura, de una enseñanza presencial a una no presencial en la primera fase de la pandemia, y a otra semipresencial en la actualidad. El objetivo principal del presente trabajo es determinar la valoración que hacen los estudiantes de las modalidades virtual y semipresencial, en contraposición a la docencia presencial tradicional, en lo que se refiere a los resultados de aprendizaje y a la evaluación, durante los cursos académicos 2019/2020 y 2020/2021, teniendo en cuenta las variables de sexo, curso e itinerario cursado por el alumnado encuestado. Los resultados obtenidos constatan la satisfacción del alumnado encuestado con la evaluación, así como con los resultados obtenidos en las calificaciones, observándose un aumento en las de rango más alto (notables y sobresalientes) alcanzadas por los estudiantes, que son bastante superiores a las de los cursos pasados. Además, esta satisfacción es mayor en el alumnado de cuarto curso que en el de tercero. Por otro lado, no existen diferencias significativas en función de la variable sexo ni de la variable itinerario.

Resumo O handebol é um dos esportes coletivos mais praticados em todo o mundo, que consiste em diferentes modalidades, com o objetivo de atingir o maior número possível de usuários. Uma das modalidades em expansão nos últimos anos é o Handebol de Praia, pois aproveita a ausência de calendário competitivo na modalidade padronizada para que os usuários continuem praticando. Uma análise comparativa foi realizada entre atletas de handebol padronizado (na pista) e handebol de praia, a fim de determinar as demandas de ambas as modalidades e determinar se essas demandas são semelhantes. A competição foi avaliada através da análise das variáveis externas de carga: número de etapas, saltos, impactos e Player Load. A mostra selecionada foram jogadores de ambas as disciplinas na categoria cadete. Cada jogador foi equipado com um dispositivo inercial WIMUTM. Os resultados mostraram que a modalidade padronizada exige dos atletas maior demanda física que a modalidade de praia. Por esse motivo, os requisitos físicos de ambas as modalidades exigem diferentes processos de treinamento para obter os melhores resultados possíveis na competição.

Abstract Handball is one of the most practiced team sports worldwide that consists of different modalities, with the aim of reaching as many users as possible. One of the modalities with increasing interest in the last years is Beach Handball, as it takes the advantage of the absence of competitive calendar in the standardized modality so that users continue practicing. A comparative analysis was performed between standard handball (indoor) and beach handball athletes in order to determine the demands of both modalities and determine if they are similar. The competition was evaluated by analyzing external load variables: number of steps, jumps, impacts and Player load. The selected sample was composed of U-16 players from both modalities. Each player was equipped with WIMUTM inertial device. The results showed that the standard modality requires greater physical demands than the beach modality. For this reason, the physical demands of the different modalities require different training processes to obtain the best possible results in the competition.

Abstract Aim: The present study examined the validity of the Coaches’ Training Profile Questionnaire (QPFT) in Brazilian coaches. Method: The questionnaire was back-translated and content validation was performed by an expert panel. Construct validation was based on the application of the questionnaire to 212 coaches from the state of Paraná, considering the Cronbach’s alpha to examine internal consistency, Pearson’s correlation and intraclass correlation coefficient (ICC) for test-retest reliability, and exploratory and confirmatory factor analysis. Results: The questionnaire showed high internal consistency, with Cronbach’s alpha coefficient higher than .80. Correlations of the dimensions and ICC of the items indicated high reliability for the three dimensions of the questionnaire. The results of exploratory factor analysis explained a variance of 69.75%, with the AE factor explaining the largest portion of variance (27.01%) and the AT factor explaining the lowest portion of variance (21.14%). The absolute, parsimonious and incremental fit indices [X2 and p-value; X2/df; CFI, PCFI, GFI, PGFI, TLI, RMSEA (with 90% CI), and MECVI] were high. Conclusion: The Brazilian version of the QPFT presents a reliable and valid factor structure to identify coaches’ knowledge sources in Brazil.

El objetivo de este trabajo fue evaluar la asociación entre el nivel educativo alcanzado con el bienestar emocional y la salud mental de los españoles. Un total de 29.478 personas adultas participaron en la Encuesta Nacional de Salud de España 2006, encontrándose que un nivel educativo bajo se asocia con peor salud mental (OR 1.65 hombres y OR 2.36 mujeres), valoración mala o muy mala de la salud (OR 2.10 hombres y OR 2.53 mujeres), menor apoyo social (OR 1.31 hombres y OR 1.66 mujeres) y sedentarismo (OR 2.09 hombres y OR 1.80 mujeres). En la muestra estudiada, el nivel educativo es un factor asociado a diferentes dimensiones de la salud relacionadas con el bienestar subjetivo y la salud mental.

The aim of this study was to evaluate the association between the educational level with the perceived emotional well-being and the mental health of the Spanish population. In a total of 29,478 adults, participating in the Spanish National Health Survey 2006, we found that low education level is related with poor mental health (OR 1.65 in men and OR 2.36 in women), poor or very poor self-perceived health (OR 2.10 OR 2.53 for men and women), less social support (OR 1.31 OR 1.66 for men and women) and inactivity (OR 2.09 OR 1.80 for men and women). In the Spanish population the educational level is an associated factor related with different health dimensions and to the subjective well-being and mental health perceptions.

Background: An active lifestyle and a good weight status are two major health determinants from a public health perspective. Aim: To evaluate the degree of association between physical activity, weight status and the emotional and mental health of Spanish schoolchildren. Method: Mental health status was assessed through the Strengths and Difficulties Questionnaire (SDQ), also leisure time physical activity and body mass index (BMI) in a total of 6 803 children from 4 to 15 years participating in the Spanish National Health Survey 2006. The degree of association between. these variables was estimated by a multinomial logistic regression analysis. Results: Among sedentary schoolchildren are more common mental health problems (OR 2.10), emotional problems (OR 1.84), conduct problems (OR 1.53), problems with peers (OR 2.35) and social relationship difficulties (OR 1.36). Obesity is associated with poor general mental health (OR 1.58), and obese schoolchildren show more often emotional problems (OR 1.52) and problems with peers (OR 2.43). Conclusions: In the Spanish schoolchildren, a healthy BMI is associated with increased mental well-being, although an active lifestyle is the best indi ator of a good mental health status.

Fundamento: Un estilo de vida activo y el mantenimiento de un peso saludable son dos de los principales determinantes del bienestar desde una perspectiva de salud pública. El objetivo del trabajo es evaluar el grado de asociación entre la actividad física y el índice de masa corporal (IMC) con el bienestar emocional y la salud mental de los escolares en España. Método: Se evaluó el estado de salud mental a través del Cuestionario de Capacidades y Dificultades (SDQ), la práctica de actividad física durante el tiempo libre y el IMC en un total de 6.803 escolares de 4 a 15 años de edad, participantes en la Encuesta Nacional de Salud de España 2006. El grado de asociación entre variables fue estimado a través de un análisis de regresión logística multinomial. Resultados: Entre los escolares sedentarios son más frecuentes los problemas de salud mental (OR 2,10), en concreto problemas emocionales (OR 1,84), los problemas de conducta (OR 1,53), los problemas con los compañeros (OR 2,35) y las dificultades de relación social (OR 1,36). Un índice de masa corporal (IMC) que denota obesidad se asocia a peor salud mental general (OR 1,58), mostrando los escolares obesos en mayor medida problemas emocionales (OR 1,52) y problemas con compañeros (OR 2,43). Conclusiones: En los escolares españoles un IMC saludable se asocia con mayor bienestar psicológico, aunque un estilo de vida activo es en mayor grado un buen indicador del estado de salud mental.