This study analyzes the impact of a university-based accompaniment program grounded in Service-Learning on motivation for physical activity (PA), intention to engage in PA (IPA), and socio-emotional competencies (prosocial and social empathy and emotional contagion), considering both the role assumed (accompanier vs. accompanied) and gender-related differences. The intervention consisted of an individualized physical activity program in which university students accompanied a sedentary person for one month, with a minimum commitment of three hours per week. Two Likert-scale questionnaires were validated through the Delphi method (W = 0.75). The sample included 419 accompanied participants (62.1% women; M = 37; SD = 17) and 386 accompaniers (47.7% women; M = 27; SD = 6). Pre-intervention results revealed that men scored higher on motivation-related items towards PA, whereas women exhibited higher levels of empathy. Post-intervention analyses showed significant improvements (p < .05) in 85% of the items assessed for accompaniers, alongside a general increase in favorable responses among accompanied participants. Nevertheless, gender differences remained. The program demonstrated its effectiveness in enhancing IPA, fostering the development of self-determined motivation for PA, and promoting socio-emotional competencies.
Systematic reviews and meta-analyses are fundamental tools for synthesizing the available evidence. The exponential growth of their publications has generated increasing concern about the quality and transparency of their reports. The PRISMA 2020 statement (Preferred Reporting Items for Systematic Reviews and MetaAnalyses) is a guideline that facilitates scientific writing, consisting of a list of 27 recommendations grouped into seven key sections (Title, Abstract, Introduction, Methods, Results, Discussion, and Funding). Its primary goal is to improve the transparency and clarity of publications. Its use is associated with higher quality and lower risk of methodological bias, increasing readability and the likelihood of acceptance in high-impact journals. It is crucial to understand that PRISMA 2020 is a tool for reporting this type of research design. However, frequent inappropriate use of PRISMA 2020 has been documented. This instrument should not be used for designing systematic reviews, nor for assessing their methodological quality or risk of bias (functions for which other instruments, such as AMSTAR 2, exist), nor for publishing protocols (for which PRISMA-P is recommended). In conclusion, PRISMA 2020 is a tool specifically designed to ensure that systematic reviews are published rigorously and transparently, facilitating their comprehension and evaluation by the scientific community.
Despite growing evidence supporting the benefits of supervised exercise in pediatric oncology, existing interventions exhibit substantial methodological variability, limited standardization, and persistent challenges in sustaining patients' active participation. Although theories such as Self-Determination Theory (SDT) have demonstrated efficacy in promoting autonomous motivation and long-term adherence in clinical contexts, their integration into exercise protocols during pediatric cancer treatment remains largely absent. This article describes the design of a randomized, controlled, crossover trial aimed at implementing a supervised exercise protocol grounded in SDT principles to foster sustained engagement among pediatric oncology patients. The intervention will last a minimum of 12 weeks and be delivered in hospital settings or rehabilitation clinics through group sessions tailored to participants' clinical status and developmental stage. This methodological proposal seeks to address a gap in the literature by integrating physiological and motivational dimensions to optimize adherence and improve therapeutic outcomes in pediatric oncology.
Background: Intangible cultural heritage is closely related to the construction of collective identities, particularly as it is a living heritage. However, it has always played a secondary role in the field of education, which, combined with the predominance of explanatory methodologies in the classroom, does not ensure that argued collective identities are being built using this type of heritage. Method: In this paper, a systematic review has been carried out with the objective of identifying the interventions around intangible cultural heritage that have taken place in the educational sphere, connected to the construction of identities. Using the criteria established by PRISMA as a basis, the following inclusion criteria were established: i) original studies, in the educational field, on the use of intangible heritage for the construction of identities; ii) studies in the non-formal and formal field; iii) qualitative, quantitative or mixed studies; iv) studies published in English and/or Spanish; and iv) published until 15 February 2023. The exclusion criteria were: i) publications in any language other than Spanish or English; and ii) books, book chapters, case reports, narrative reviews, conference communications or posters, and opinion pieces. After a process of screening the research (in three databases and grey literature) and data extraction (in which three independent researchers used a protocol that included items from the MMAT-2018 (Mixed Methods Appraisal Tool) to assess the risk of bias), a descriptive and qualitative synthesis analysis was carried out. Results: The results show, among other aspects, the scarcity of studies (n=30), their methodological limitations (only 36.67% meet the screening criteria), the unequal treatment of the different types of heritage, the majority development of the proposals in the formal sphere (especially the university), the prevalence of local and regional scales and the use of programmes and projects. Conclusions: The interpretation of the results should be considered within the framework of the methodological limitations of the included studies and those inherent to the review itself, which was conditioned by the conceptual heterogeneity, the inclusion criteria, and the selection of databases. Nevertheless, this review provides an initial comprehensive overview of a field that is often fragmented, paving the way for the design of didactic models for intangible cultural heritage and supporting decision-making based on existing gaps.
A characteristic symptom of stress is an inappropriate reaction or response to situations perceived as threatening. Emotional intelligence can help to control such responses. The aim of this research is to identify how sports stress manifests itself and its connection with the level of emotional intelligence and burnout in university students enrolled in degrees related to Physical Activity and Sports Sciences, Psychology, and Education. To this end, a quantitative, analytical, observational, and cross-sectional study was conducted with a sample of 534 participants. The following scales were used: the Stress in the Sporting Environment Assessment Scale (Escala de valoraci & oacute;n del Estr & eacute;s en el & Aacute;mbito Deportivo - EEAD), which evaluates the physical and psychological signs and symptoms related to stress in athletes, as well as its impact on sports practice; the Metacognitive Emotional Trait Scale-24 (Rasgo de Metaconocimientos sobre Estados Emocionales-24 - TMMS-24), which measures the ability to understand, feel and express emotions; and the Athlete Burnout Questionnaire (ABQ), which measures three components of burnout in athletes: physical/emotional exhaustion, a reduced sense of achievement, and the devaluation of sports practice. The results obtained from the path analysis show that students with high levels of emotional intelligence tend to manage stress more effectively, which contributes to a lower probability of developing burnout syndrome. In conclusion, this research demonstrates that the relationship between emotional intelligence and burnout is modulated by the intensity of stress: the higher the level of unregulated stress, the greater the vulnerability to burnout, even in individuals with high emotional intelligence.
