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Objective: 24-hour movement behaviours can effect sustainable long-term benefits in children, but their implementation and effectiveness have not previously been reviewed in the school setting. Thus, the aim of this scoping review was to provide an overview of school-based interventions targeting physical activity (PA), sedentary behaviour (SB), and sleep in 5–12-year-old children. Design: Scoping review. Methods: A structured bibliographic search of five databases was conducted to retrieve peer-reviewed intervention studies published in English language, between January 2010 and December 2020. Results: Among the 37 studies included with a total sample size of 27,145 primary school-aged children, only one study assessed sleep, PA and SB. The average duration of the intervention studies was between 7 and 10 months. Conclusion: The main gap identified was that current school-based interventions do not include complete 24-hour movement behaviours among children as there is a lack of intervention studies addressing sleep behaviour. In addition, this first international review of 24-hour movement behaviours in a school setting found that the number of intervention studies that incuded follow-up measures is limited, so it is difficult to interpret their sustainability.

El objetivo consistió en identificar si existía una asociación de la comodidad/incomodidad percibida por el alumnado suscitada por la interacción visual, y el tipo de tarea de expresión corporal según la lógica interna. Los participantes fueron 30 sujetos –13 hombres y 17 mujeres– con una media de edad de 23,26±1,22 años, matriculados en la asignatura actividades físicas artístico-expresivas de la facultad de educación de la universidad de Zaragoza (España). Se analizó dicha asociación entre la comodidad/incomodidad suscitada en la interacción visual según los seis tipos de tareas de expresión corporal mediante el estadístico chi-cuadrado utilizando el SPSS 26 . Dichas percepciones de comodidad/incomodidad fueron codificadas de los diarios del alumnado. Los resultados mostraron que existen asociaciones entre comodidad/incomodidad: a) Según el tipo de tarea, distinguiendo que las tareas de tipo 4 –presencia visual/un observador/improvisación– y 5 –presencia visual/varios observadores/improvisación– se vinculan con la incomodidad y las tareas de tipo 6 –presencia visual/varios observadores/tiempo preparación– con la comodidad; b) Según el rol de interacción visual, asociándose el observador con la comodidad y el observado con la incomodidad; c) Según el tiempo de preparación: comodidad con tiempo de preparación e incomodidad con improvisación; d) Según el número de observadores: comodidad cuando son varios los observadores e incomodidad con un sólo observador. Este tipo de investigaciones permite averiguar las dificultades y facilidades del alumnado según las tareas experimentadas, de esta manera, se podrán jerarquizar para facilitar los procesos de enseñanza-aprendizaje.  Abstract: The objective of this work was to identify statistically significant differences between the comfort and discomfort of the student with regards to visual interaction and the type of corporal expression exercise, in accordance with the student’s internal logic. Thirty individuals took part in the project; 13 men and 17 women. The average age of the group was 23.26±1.22. All the participants were from the artistic-expression physical activities class which is part of the physical education course of the primary school teacher training degree offered by the University of Zaragoza (Spain). Associations between the comfort/discomfort caused by visual interaction according to the six types of body expression tasks were analyzed by chi-square using SPSS 26 .These perceptions of comfort/discomfort were coded from the students' diaries. Students kept a diary with comments on the 13 practical sessions. Results showed significant differences between comfort/discomfort in accordance with: a) the type of activity - Type 4 (visual presence/being observed by one person/having to improvise) and type 5 activities (visual presence/being observed by a number of people/having to improvise) were associated with discomfort, Type 6 activities (visual presence/being observed by a number of people/having time to prepare) were associated with comfort; b) visual interaction - the role of the observer was linked with comfort, being observed was linked with discomfort; c) preparation time - having to improvise was linked to discomfort, having preparation time was linked to comfort; and, d) the number of observers – being observed by a number of people was linked to comfort, being observed by only one person was linked to discomfort. This research allows for the identification of the positive and negative feelings of the students in relation to the exercises and activities in which they are asked to participate and this information can be used to develop strategies to improve the teaching-learning process.

Este artículo identifica los factores de la interacción social que facilitan y dificultan el proceso de creación grupal en un proyecto interdisciplinar de acrosport denominado “La voz del rehén”. La muestra estuvo formada por 65 alumnos/as –36 hombres y 29 mujeres– con 21.42±1.69 de media de edad de la mención de educación física del Grado de Magisterio de Educación Primaria de la Facultad de Educación de la Universidad de Zaragoza –España–. Cada grupo de creación diseñó y mostró una propuesta de acrosport, la cual fue elaborada durante el transcurso de tres asignaturas de la mención de educación física –actividades físicas de oposición-colaboración; actividades físicas individuales; y actividades físicas artístico-expresivas–. La recogida de datos fue a través de unos informes grupales que fueron cumplimentados sobre la interacción social desencadenada en el proceso de creación grupal. Posteriormente se realizó el análisis de contenido de dichos informes grupales. Para el tratamiento de los datos se utilizó el NVIVO 11. Los resultados mostraron que: a) el funcionamiento asambleario es el principal mecanismo utilizado para el consenso colectivo; b) la pertenencia y el compromiso grupal favorecen los procesos de creación. Abstract. This article outlines the factors of social interaction that facilitate and hamper the process of group creation in an interdisciplinary acrosport project based on sustainable development goals called “The hostage voice”. The sample consisted of 65 students –36 men and 29 women– with an average age of 21.42±1.69 from the physical education module of the of Primary Education Bachelor at the Faculty of Education of the University of Zaragoza -Spain-. Each creation group designed and showed an acrosport proposal based on the sustainable development goals, which was elaborated during the course of three subjects of the mentioned module -physical activities of opposition-collaboration; individual physical activities; and artistic-expressive physical activities-. Data regarding the social interaction triggered by the group creation process was collected through reports filled out by each group. Later, the content analysis of these reports was carried out. For the analysis of the data, the software NVIVO 11 was used. The results showed that: a) the assembly discussion is the main mechanism used for collective consensus, b) the group commitment favours the processes of creation.