Elia Verónica Benavides Pando

Introduction: Stroke is one of the leading causes of disability in older adults, resulting in impairments that compromise their autonomy. Among these impairments, deterioration of balance and gait stand out as factors that increase the risk of falls. In light of this scenario, equine-assisted therapy emerges as a rehabilitative intervention that uses the horse's movement to promote neuromuscular response together with postural control. Objective: To determine the impact of an equine-assisted therapy program on fall risk in an older adult with stroke. Methodology: A single case study of a 70-year-old man with hemiparesis secondary to a hemorrhagic stroke, with pretest and posttest evaluation using the Tinetti Scale as the measurement instrument for fall risk. Results: Following the intervention, the balance score remained unchanged, while the gait dimension showed an increase from 3 to 8 points, statistically supported by the Reliable Change Index (RCI=3.25). The overall scale score increased from 14 to 19 points, allowing the participant to be reclassified from a "high risk" to a "moderate risk" level of falls. Conclusion: In this case study, equine-assisted therapy was associated with a reduction in fall risk, particularly through changes in the gait dimension, while static balance remained unchanged. Given the inherent limitations of the single case design, these findings should be interpreted as exploratory evidence suggesting the potential of equine-assisted therapy as a complementary strategy, without implying the establishment of a definitive causal relationship.

Childhood is a critical period for cognitive and motor development, strongly influenced by the child’s surrounding environment. For optimal cognitive growth, children need to engage with their environment through movement. However, little is known about how Mexican children participate in motor activities at home. The present study aimed to explore Mexican parents’ attitudes toward physical activity (PA), their perceptions of their preschool-aged children’s motor development, and their perceived competence in teaching motor skills. Thirty-three mothers of children aged three to six from Chihuahua, Mexico, participated in semi-structured interviews. These interviews were transcribed verbatim and analyzed using thematic analysis. Six main themes were identified: (a) Integration of physical activity into daily life, (b) Activities that promote motor skills (gross and fine), (c) Parental physical activity, (d) Factors influencing the practice of physical activity, (e) Perceptions of motor development, and (f) The importance of physical activity in child development. The results indicate that physical activity (PA) is part of the daily life of many Mexican families; however, its practice is shaped by various factors. Common barriers include work schedules and a lack of awareness regarding its benefits, while parental involvement and family-based activities serve as facilitators. In conclusion, physical activity is a key component of children’s environments. Parents acknowledge its importance and identify both barriers and conditions that support its integration into family routines

The home math environment is a context where children develop early mathematics skills, which are key for their future learning. Most of the research in the field, however, comes from North American and European countries and is largely based on self‐report questionnaires. This qualitative study describes the beliefs, attitudes and experiences of parents of preschoolers in Chile. Twenty‐three parents (21 mothers) of 3–4‐year‐old children attending public preschools were interviewed. Their responses were transcribed verbatim and analysed using a reflexive thematic analysis approach. The findings revealed four themes in parent interviews: parents' attitudes and beliefs towards mathematics, parents' participation in children's learning, home learning strategies, and parents' expectations. The results of this study provide a better understanding of parental math beliefs and the math experiences parents engage in with their children at home, with implications for parents to support their children's math development.

Mental health is currently highly relevant in society and one of the factors that could contribute to its improvement is psychological well-being, hence the importance of conducting studies that focus on analyzing variables that predict psychological well-being. Therefore, the goal of this research is to use models of structural equations to analyze the relationships among the variables of sex and resilience for psychological well-being. The total sample was 1190 Mexican university students, with an average age of 20.66 years (SD = 1.89). The results indicate that the resilience factors (strength and confidence, family support, and social support) are the variables with the greatest explanatory power on psychological well-being. It also highlights the mediating capacity of the strength and confidence factor between the other two resilience factors (family support, social support) and perceived psychological well-being. The implications of the study are that sex and two of the dimensions of resilience (family support and social support) show an indirect and positive effect on the perception of psychological well-being through the strength and confidence factor. Therefore, when implementing interventions to improve psychological well-being, these factors should be considered in order to have a greater positive impact on the population that is being studied. Future research should replicate these findings in larger samples.

La autorregulación (RA) es un proceso importante para lograr objetivos académicos, pero es sensible a factores personales o externos como el medio ambiente. Por lo tanto, los informes AR pueden variar según el entorno o área educativa seleccionada, como educación física (EF); además de instrumentos para su evaluación y factores imprevistos, como la pandemia de COVID-19. Por lo tanto, el objetivo de este estudio fue determinar los niveles de Autorregulación en Línea (ARL), por sexo, durante la pandemia de COVID-19 en estudiantes universitarios del área de EF. La muestra (N=787) seleccionada por conveniencia estuvo compuesta por 361 mujeres (45,9%) y 426 hombres (54,1%), con una edad mínima de 18 años y máxima de 49, un promedio de 21,17 ±2,91. La herramienta de autoinforme Cuestionario de Autorregulación del Aprendizaje en Línea (CAAL), versión en español, se respondió de forma anónima. Los resultados del análisis de varianza bidireccional, con correcciones de Greenhouse-Geisser y Bonferroni, indican una diferencia significativa, p < .001, entre los factores de autorregulación, excepto: el establecimiento de metas no es significativamente diferente del factor de autoevaluación; La autoevaluación no se distingue significativamente de la gestión del tiempo y la búsqueda de ayuda. Para la variable sexo no se presentaron diferencias significativas, p = 0,096. También fue significativa la interacción entre variables, p = 0,666. Los resultados muestran diferencias significativas por sexo mientras que ARL; pero las mujeres reportaron niveles más altos que los hombres para cada una de las seis subescalas CAAL. Palabras clave: Autorregulación, educación física, COVID-19, educación en línea, universidades. Self-regulation (SR) is an important process for achieving academic goals, however, it is sensitive to personal or external factors such as the environment. Hence, SR reports may vary depending on the educational environment or academic areas, such as physical education (PE); SR assessment instruments, and unforeseen factors, such as the COVID-19 pandemic. Therefore, the objective of the present study was to know the levels of Online Self-Regulation (OSR), by sex, during the COVID-19 pandemic in university students in the area of PE. The sample (N=787), selected anonymously by convenience, was of 361 women (45.9%) and 426 men (54.1%), with a minimum age of 18 years and a maximum of 49, an average of 21.17±2.91. Participants answered the self-report instrument Online Learning Self-Regulation Questionnaire (OLSRQ) in its Spanish version. The results from a two-way analysis of variance, with Greenhouse-Geisser and Bonferroni corrections, indicate a significant difference, p < .001, between the self-regulation factors, except: goal setting not significantly different from the self-assessment factor; self-assessment not significantly different from time management and help-seeking factors. For the variable sex, there were no significant differences, p = .096. The interaction between the variables was not significant, p = .666. Results do not show significant differences by sex in terms of OSR; although women reported higher levels than men for each of the six subscales of the instrument used. Keywords: Self-regulation, physical education, COVID-19, online education, university students.

El objetivo de estudio fue comparar los perfiles de autoeficacia percibida en el cuidado de la alimentación y la salud física entre adolescentes deportistas y no deportistas. La muestra fue seleccionada a través de un muestreo por conveniencia y estuvo conformada por 398 adolescentes de Chihuahua, México, con edades entre 15 y 18 años (M = 16.17, DE = 0.94), donde 109 (27.4%) practicaban deportes y 289 (72.6%) no. Se utilizó la Escala de Autoeficacia en el Cuidado de la Alimentación y Salud Física (ACASF), de 28 ítems distribuidos en cinco factores: ejercicio físico, cuidado de la alimentación, afrontamiento de problemas, evitación del consumo de alcohol y evitación del consumo de tabaco. El diseño de la investigación fue descriptivo, no experimental y transversal. Los resultados obtenidos mediante análisis de varianza multivariante (MANOVA) y univariados (ANOVA) indicaron que los adolescentes deportistas presentan mayor autoeficacia percibida, actual y deseada, en el factor ejercicio físico, en comparación con los adolescentes no deportistas. Asimismo, en el factor afrontamiento de problemas, los deportistas mostraron niveles significativamente más altos de autoeficacia en relación con los no deportistas. En conclusión, este estudio pone de manifiesto el papel predictivo de la práctica de actividad física en la autoeficacia, sugiriendo que una mayor participación en actividades deportivas está asociada con una mayor autoeficacia percibida. Esto resalta la importancia de diseñar intervenciones que fomenten la práctica deportiva entre los adolescentes, lo que podría contribuir a mejorar sus decisiones relacionadas con su bienestar físico y sus hábitos de salud.

The relation between early numeracy and motor skills has previously been examined, however, different results have been obtained depending on whether gross, fine, or perceptual-motor skills were considered in the study and the numeracy outcomes that were analyzed. The goal of the present research was to examine the relation between preschool children’s performance on two assessments of symbolic numeracy and gross, fine, and perceptual-motor skills. A total of one-hundred-and-twenty-three Mexican preschool children were assessed on their gross, fine, and perceptual-motor skills, their numeracy skills (i.e., applied problem-solving and symbolic number comparison) their numeracy precursor skills (i.e., number identification, cardinality and verbal counting), inhibitory control and visual-spatial working memory. Results from hierarchical linear regressions showed that applied problem-solving was predicted only by children’s numeracy precursor skills while the ability to compare two symbolic numbers was significantly predicted only by perceptual-motor skills. The study highlights the importance of perceptual-motor skills to children’s early numeracy learning. Keywords: Early numeracy skills; motor skills; perceptual-motor skills; preschool children.

La actividad física contribuye al bienestar físico, emocional y social de la población. Las personas con discapacidad se caracterizan por una falta de actividad física habitual que afecta a su autonomía y salud. Esta investigación tiene como objetivo identificar el impacto de un programa de actividad física en jóvenes con Síndrome de Down. Participaron veintiséis jóvenes (12 mujeres) entre 12 y 27 años (M = 18, DE = 4,35). Los participantes completaron la batería Eurofit, considerando los resultados, se desarrolló e implementó un programa con 20 sesiones de 45 minutos cada una, luego de las cuales se realizaron los participantes. Las pruebas de rangos con signos de Wilcoxon muestran diferencias significativas entre el pre y post-test en fuerza abdominal (Mediana 1= 10,50 vs Mediana 2= 19,50 abdominales por minuto), p=.002; potencia en miembros inferiores, (Mediana 1= 77.00 vs Mediana 2= 85.00 cm), p<.021, flexibilidad (Mediana 1=10.50 vs Mediana 2= 14.50 cm), p<.001; velocidad del miembro superior derecho (Mediana 1 = 34.73 vs Mediana 2 = 31.40) p=.010 y velocidad (Mediana 1= 4.36 vs Mediana 2= 3.62 segundos/10m), p< .001. Concluimos que la aplicación de un programa específico mejora las capacidades físicas en jóvenes con Síndrome de Down. Palabras clave: capacidades físicas; inclusión; gente con discapacidades; programa de ejercicios, Eurofit. Being physically active contributes to the physical, emotional and social well-being of the population. People with disabilities are characterized by a lack of habitual physical activity that affects their autonomy and health. This research aims to identify the impact of a physical activity program in young people with Down Syndrome. Twenty-six young people (12 women) between 12 and 27 years old (M = 18, DE = 4.35) participated. Participants completed the Eurofit battery, considering the results, a program was developed and implemented with 20 sessions of 45 minutes each, after which participants. Wilcoxon signed rank tests show significant differences between the pre- and post-test in abdominal strength (Median 1= 10.50 vs Median 2= 19.50 sit-ups per minute), p=.002; power in lower limbs, (Median 1= 77.00 vs Median 2 = 85.00 cm), p<.021, flexibility (Median 1=10.50 vs Median 2= 14.50 cm), p<.001; right upper limb speed (Median 1 = 34.73 vs Median 2 = 31.40) p=.010 and speed (Median 1= 4.36 vs Median 2= 3.62 seconds/10m), p< .001. We conclude that the application of a specific program improves physical abilities in young people with Syndrome Down. Keywords: physical capacities; inclusion; people with disabilities; exercise program, Eurofit.

Introducción: El cuidado de la salud engloba hábitos que permiten conservar, un estado de bienestar, en la etapa de estudiante es donde las conductas de riesgo son la mayor parte de las causas que originan lesiones, trastornos de salud, secuelas y en ocasiones hasta la muerte. Los cuestionarios de salud son instrumentos que aportan información para conocer los problemas en la práctica de autocuidado como una técnica que reporta aspectos relacionados con alguna conducta nociva; por lo que es esencial disponer de instrumentos, que puedan ser utilizados con el propósito de establecer y promover estrategias que contribuyan al impulso de conductas saludables. Objetivo: Identificar los instrumentos de medición utilizados en el cuidado de la salud física en jóvenes estudiantes. Método: La revisión fue efectuada mediante búsqueda electrónica de artículos relacionados con el cuidado de la salud física en jóvenes estudiantes, durante los meses de enero a marzo del año 2021 Las fuentes de búsqueda fueron Redalyc SciELO, Scopus y PUBMED medigraphic. Los términos de búsqueda fueron: “cuidado de la salud”, instrumento, y jóvenes. Para esta revisión se seleccionaron los artículos publicados desde el 2016 a marzo del 2021. Resultados: Se identificaron 329 artículos de los cuales solamente 9 cumplieron los criterios de inclusión para la presente revisión. Conclusiones: La escuela es un espacio donde los jóvenes estudiantes pasan muchas horas del día, es ahí donde desarrollan posibles cambios en el estilo de vida que en conjunto con otros factores pueden impactar la salud y su desempeño académico.

Updated post peer review. Early mathematical skills predict later educational achievement, employment opportunities, and broader health outcomes (Davies-Keane et al., 2020; Duncan et al., 2007; Williams, 2003). Some research suggests that school-entry mathematical skills are better predictors for later academic achievement in mathematics, reading and science than reading skills at school entry (Claessens & Engel, 2013; Napoli & Purpura, 2018). Furthermore, family contexts, not schools, have been identified as a major source of inequality in student performance (Butterworth, 2005). Yet, research on early mathematical experiences outside of the school context is only beginning to expand (e.g., Chernyak, 2020; Hart et al., 2016; Skwarchuk et al., 2014; Purpura et al., 2020) with most of the mathematical development research having focused on cognitive aspects of development (Cragg & Gilmore, 2014; LeFevre et al., 2010; Zhang et al., 2014) or school interventions (Arnold et al., 2002; Clement & Samara, 2008; Cohrssen & Niklas, 2019). Attention has now turned to the influence of the home mathematics environment (HME) on the development of individual competencies (i.e., mathematical abilities such as ordering, cardinality etc.; Anders et al., 2012; LeFevre et al., 2010).