1) Background: The present research seeks to define and contrast an explanatory model of physical self-concept, emotional isolation, attitude towards physical education, and family functioning, and analyse the existing associations between these variables.(2) Methods: The sample was made up of 2388 adolescents (43.39% male and 56.61% female), with ages of 11-17 years (M = 13.85; SD = 1.26) from Spain. Self-concept (AF-5), Isolation (UCLA), Attitude towards Physical Education (CAEF), and Family Functioning (APGAR) were analyzed. (3) Results: Good fit was obtained for all evaluation indices included in the structural equation model, which was significantly adjusted (χ 2 = 233,023; DF = 14; p < 0.001; comparative fit index (CFI) = 0.913; normalized fit index (NFI) = 0.917; incremental fit index (IFI) = 0.906; root mean square error of approximation (RMSEA) = 0.072). (4) Conclusions: Attitudes towards physical activity were found to be positive when isolation levels were low and where adequate self-concept existed, specifically in students reporting high family functioning. a fundamental stage for its development and for the acquisition of values which facilitate positive interactions with others [12].Physical education (PE) in the educational setting provides a tool for these learnings [8,12]. Amongst the different potential benefits of physical education within these age groups that are related to psychological and mental wellbeing, we find social development and the development of personality. Further, PE promotes fundamental behaviors and skills related to emotional intelligence such as self-concept, altruism, empathy, and understanding the needs of others, amongst others [13].In adolescents, engaging in physical and sporting activity contributes to the promotion of a positive personality and emotional empathy, which improves interpersonal relationships between participants [14,15]. Levels of self-concept and empathy represent protective factors against the development of violent behaviors and victimization in scholars [16], whilst also improving positive relationships with others and mental health [17]. Self-concept is understood as a mental representation of the way in which individuals see themselves [18]. It is composed of diverse social factors-social, emotional, physical, family, and academic [19]. Research studies demonstrate that adolescents, both males and females, who participate regularly in PA report a more positive physical self-concept than those who are not as active [20]. This is the driver of improved social perception, which enables better relationships with others and leads to better academic performance [21].Recent studies have added a new risk factor for mental health and anti-social conduct in adolescents. This is the rise in screen time [22], which together with the reduction in PA [23], drives an increase in feelings of loneliness. High self-efficacy towards the control and reduction of screen time and engagement in PA are factors that relate to a lower probability of social isolation and ...

Several indicators are strongly related to health and well-being in university students, such as emotional intelligence and physical activity. At the same time, some qualities threaten it and are incompatible with students’ adaptation to society in general, such as aggressive behaviours. The aim of this research is to analyse the relationship established between emotional intelligence using TMMS-24, physical activity, using IPAQ, and aggression behaviours in university students. For this purpose, a descriptive, cross-sectional and non-experimental study was developed with 932 undergraduates (M = 20.55; SD = 3.673). The findings highlight how emotional intelligence and physical activity practice decrease violent behaviour in university students. In addition, men tend to have more aggressive behaviours than women as well as the relation between physical activity and emotional intelligence is stronger in all its dimensions. Results highlight the importance of including emotional intelligence programs in order to enable undergraduate well-being.

ResumenEl objetivo de este estudio fue determinar y analizar las relaciones existentes entre la resiliencia, los niveles de ansiedad (estado y rasgo) y las lesiones deportivas en base al nivel competitivo. Para ello se analizaron a 185 futbolistas de diversos clubes y categorías, mediante los cuestionarios CD-RISC y STAI-RASGO, así como una hoja de autoregistro de lesiones. Se realizó un análisis mediante ecuaciones estructurales y los resultados depararon que a mayor nivel de profesionalidad mayor capacidad de resiliencia, concluyéndose que el nivel competitivo afecta de una manera directa a la capacidad de afrontar las lesiones independientemente de los niveles de ansiedad que tengan los futbolistas.Palabras clave: Resiliencia, ansiedad, lesión deportiva, deporte, fútbol, profesional. AbstractThe objective of this study was to establish and analyze the relationship between resilience, anxiety states and sports injuries, taking in account the level of competition. 185 soccer players of various clubs and categories participated, using diversity questionnaires such as: CD-RISC and STAI-RASGO, as well as an injuries register. Analysis with structural equations was carried out. Results showed that competitive level directly affects the capacity of confronting future injuries independently of the anxiety states players have.

Resumen: El objetivo de estudio fue conocer si existen diferencias en las habilidades psicológicas del esgrimista de competición en función de su nivel deportivo, edad y género. Fueron evaluados 90 esgrimistas (42 mujeres y 48 hombres; 20 élite y 70 no-élite; edad: M= 21.20, dt= 7.01) sin entrenamiento psicológico previo. Se aplicó la Prueba para Evaluar Rasgos Psicológicos en Deportistas Versión Revisada (PAR P1-R; Serrato, 2006). Un MANOVA mostró diferencias significativas por nivel deportivo (Lambda de Wilks= 0,79, F= 2,58, p= 0,02, Eta2= 0,21) presentando mayor dominio en habilidades de confianza (p= 0,03), visualización (p= 0,03) y actitud positiva (p= 0,00) la élite frente a la no-élite. No se encuentran diferencias estadísticamente significativas en las variables evaluadas en función del género o edad. Estos resultados facilitan la selección y ajuste de estrategias psicológicas específicas en los planes de entrenamiento de esgrimistas con el objetivo de mantener y fortalecer sus habilidades psicológicas llegando a conseguir que se manifiesten al máximo nivel.

Despite the widespread perception that the preschool stage is a physically active stage, current studies indicate that levels of physical activity (PA). Of the different environments in which PA engagement may be promoted, the school setting is one of the most important. Thus, there is a need to investigate further in this area in order to propose research designs and interventions which can be evaluated. An innovative and recently researched method is the integration of movement within classroom activities which goes beyond break time activity and the implementation of government mandated curricular physical education sessions. Specifically, the current chapter addresses the combination of basic physical activity and academic lessons as an approach for teaching English language vocabulary. Results from research studies to have developed interventions using this methodology provide positive outcomes regarding effectiveness in terms of increasing physical activity, motivation, and cognitive performance at early ages.