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Fundamento: estudios previos han determinado que la autopercepción física es un factor determinante en la realización de actividad física, aunque no es el único, existiendo más factores interrelacionados. Objetivo: analizar el nivel de práctica de actividad física durante la etapa adolescente y su relación con diferentes variables que pudieran influir. Método: un total de 112 adolescentes (58 niños y 54 niñas) realizaron una serie de pruebas y respondieron diversas preguntas relacionadas con la práctica de actividad física, autopercepción física, hábitos de vida saludable y nivel socioeconómico. Tras el análisis se obtuvieron relaciones entre variables, diferencias entre sexos y grupos que practican voluntariamente actividad física y los que no. Se analizó utilizando Self-Organised Maps (SOM) para generar perfiles de estudiantes. Resultados: se evidencia una relación positiva entre una alta autopercepción física y la práctica de actividad física regular, junto con un estilo de vida saludable. Los chicos muestran un mayor nivel de actividad física y autopercepción física que las chicas. El grupo voluntario muestra mayores niveles de estas características que el grupo no voluntario, así como un estilo de vida más saludable. Conclusión: Los resultados indican la necesidad de desarrollar estrategias para tratar de mejorar los niveles tanto de actividad física como de autopercepción física en ambos sexos, teniendo en cuenta la disparidad en los perfiles de los estudiantes. Palabras clave: Actividad Física, autopercepción física, estilo de vida saludable, Mapas Auto-Organizados, adolescentes. Abstract. Background: previous studies have determined that physical self-perception is a determining factor in the performance of physical activity, although it is not the only one, and there are more interrelated factors. Objective: to analyse the level of physical activity practice during the adolescent stage and its relationship with different variables that could have an influence. Method: a total of 112 adolescents (58 boys and 54 girls) took a series of tests and answered various questions related to the practice of physical activity, physical self-perception, healthy lifestyle habits and socio-economic level. After the analysis, relationships between variables, differences between sexes and groups that voluntarily practice physical activity and those that do not were obtained. It was analysed using Self-Organised Maps (SOM) to generate student profiles. Results: there is evidence of a positive relationship between a high physical self-perception and the practice of regular physical activity, together with a healthy lifestyle. Boys show a higher level of physical activity and physical self-perception than girls. The voluntary group shows higher levels of these characteristics than the non-voluntary group, as well as a healthier lifestyle. Conclusion: The results indicate the need to develop strategies to try to improve the levels of both physical activity and physical self-perception in both sexes, taking into account the disparity in student profiles. Key words: Physical Activity, physical self-perception, healthy lifestyle, Self-Organized Maps, adolescents.

Purpose: the aim of this study was to determine the differences between the sexes in the development of postural control during childhood and adolescence. Methods: Three hundred and eighty-nine children were involved in a 30-s trial with eyes open and a 30-s trial with eyes closed. Using a Wii Balance Board, the mean velocity and median frequency in antero-posterior and medio-lateral directions were calculated, as well as the 95% confidence interval ellipse area. Results: The results showed that the youngest boys (4-5 years old) had a greater ellipse area than girls of the same age, while the girls in this age group showed a greater ellipse area ratio, although these differences disappeared until 12-13 years old. At this age, the boys showed greater mean velocity in antero-posterior direction both with eyes open and closed, as well as a greater ellipse area and mean velocity in the medio-lateral direction with eyes open. At 16-17 years old, the boys had lower mean velocity in the medio-lateral direction both with eyes open and eyes closed. Conclusions: In conclusion, the results indicate certain differences in the postural control maturation of girls and boys during childhood and adolescence. Resumen. Objetivo: el objetivo de este estudio fue determinar las diferencias entre sexos en el desarrollo del control postural durante la infancia y la adolescencia. Material y métodos: Trescientos ochenta y nueve niños participaron en un ensayo de 30s con los ojos abiertos y otro de 30s con los ojos cerrados. Utilizando una Wii Balance Board, se calculó la velocidad media y la frecuencia media en las direcciones anteroposterior y medio-lateral, así como el área de la elipse del intervalo de confianza del 95%. Resultados: Los resultados mostraron que los niños más pequeños (4-5 años) tenían un área de elipse mayor que las niñas de la misma edad, mientras que las niñas de este grupo de edad mostraban una mayor relación de área de elipse, aunque estas diferencias desaparecieron hasta los 12-13 años. A esta edad, los chicos mostraron una mayor velocidad media en dirección anteroposterior tanto con los ojos abiertos como cerrados, así como una mayor área de la elipse y velocidad media en dirección medio-lateral con los ojos abiertos. A los 16-17 años, los chicos presentaban una menor velocidad media en la dirección medio-lateral tanto con los ojos abiertos como cerrados. Conclusiones: los resultados indican ciertas diferencias en la maduración del control postural de chicas y chicos durante la infancia y la adolescencia.

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Bullying is defined as the act of repeatedly and intentionally causing harm to another person who feels helpless (i.e., the victim) against the perpetrator or group of perpetrators. These series of acts of physical and/or psychological violence have been reported to cause a negative impact on the victim on several aspects of his/her well-being and daily life. Recently, multidisciplinary research teams have noticed the potential of ICT tools as catalysts for fighting bullying in schools. A range of ICT-based tools such as elearning systems, intelligent tutoring systems, gamified applications, analytics, or even artificial intelligence have been proposed as technological assets against bullying. In this paper, we identify, categorize, and analyse the use of these ICT tools against bullying under a wide range of criteria such as their role (e.g., prevention, mitigation, detection, etc.), the potential investment that is required, the target age of users, and strengths and weaknesses of each tool. Then, we discuss on potential areas of expansion for the use of ICT tools in the fight bullying, and we identify new potential areas of research.