The inclusion of Language Assistants as teaching support in different subjects has acquired a unique value up to the point of becoming a key element in different bilingual education programs such as that of the Community of Madrid. In this Community, this leading figure has acquired such relevance and presence that it is necessary to carry out studies to describe its impact on specific subjects like Physical Education as it is one of the most selected subjects to be taught in a foreign language within the bilingual program of this region. In this research, an ‘ad hoc’ questionnaire has been designed, validated and administered to 87 Physical Education specialists who carried out this subject in a foreign language and co-taught with Language Assistants in bilingual public schools during 2018-19 school year. Teachers recognized, among other things, poor knowledge of Language Assistants’ roles, linguistic support for teachers as their main role, the assistant’s lack of knowledge of Physical Education contents as the most restricting reason for their involvement in class, and a general view of scarce help in this subject. These results should draw teachers and administration attention requiring improvements not only in their employment in class but also in the process of hiring them to maximize their potential in this subject and justify the monetary effort.

The objective of this study is to examine the possible effects of a daily physical activity intervention on physical fitness, coordination and attention. The program lasts 12 weeks and its participants were 89 sixth grade elementary school students from two bilingual state schools in the Autonomous Community of Madrid; 45 of these students were in the intervention group and 44 were selected as control students. Cardiorespiratory capacity was assessed using the 1 km test, lower-limb muscle strength was checked with the standing long jump test, and coordination was determined by lateral jumping. Attention capacity was examined with the Perception of Differences Test. After the paired t-test, significant differences between pre-and post-groups were obtained in cardiorespiratory capacity (min), coordination (number of jumps), height (m), and attention levels (number of rights choices and efficacy). In conclusion, primary school interventions, like the one performed in this study, may offer a positive influence to improve all of the aforementioned aspects. According to these research results and to other researchers in this line of investigation, it is suggested that physical activity be included in the planning of academic subjects as well as physical activity breaks throughout the day that support Physical Education lessons.

Esta Tesis Doctoral Internacional pretende ser un reflejo de algunas de las mejores intenciones docentes que buscan, incansablemente, la salud física de las nuevas generaciones.Marco teórico. Se presentan los principales datos y estudios que muestran los preocupantes datos de inactividad entre niños y adolescentes españoles. Se justifica la importancia, para la salud física, de la Educación Física y del planteamiento de intervenciones educativas de actividad física en los centros escolares. Para ello, se recoge la información existente sobre las diferentes modalidades y programas internacionales de actividad física durante la jornada lectiva, se profundiza en su estudio y se realiza una revisión sistemática de uno de esos programas, las lecciones activas mediante bike desks.Objetivo. Aplicar un programa de intervención durante la jornada lectiva, a través de la implementación de lecciones activas mediante bike desks, con el objetivo de aumentar la actividad física de los escolares adolescentes, sin alterar su rendimiento académico. Método. Se desarrolló el Programa Estratégico para Desarrollar Activas Lecciones / Program toEnhace and Develop Active Lessons [PEDAL] que implantó mini bicicletas estáticas, denominadas bike desks, en un centro escolar, consiguiendo que los escolares pedaleasen durante sesiones académicas teóricas. Tras comprobar su viabilidad en 157 estudiantes durante el proyecto piloto, se buscó facilitar a los adolescentes una oportunidad de actividad física sistemática y comprobar sus efectos tanto físicos como cognitivos. Para ello 55 estudiantes de Educación Secundaria fueron asignados aleatoriamente al grupo PEDAL (n = 28, 14,86 ± 0,65 años, 46,43 % mujeres) o al grupo control (n = 27, 15 ± 0,68 años, 51,85 % mujeres). Los pre-test verificaron la homogeneidad de los grupos. Los integrantes del grupo PEDAL pedalearon durante cuatro sesiones semanales de Lengua. Para conocer sus efectos se aplicaron pruebas pre-post para comprobar la actividad física del alumnado (IPAQ-SF, monitores de ritmo cardiaco), su capacidad