Javier Antonio Tamayo Fajardo

Background: Chemotherapy-induced peripheral neuropathy (CIPN) is a common and disabling adverse effect of cancer treatment, affecting up to 65% of patients. It reduces quality of life, increases fall risk, and often leads to chemotherapy dose reduction or discontinuation. Because pharmacological management provides limited relief, non-pharmacological strategies such as exercise and physiotherapy have become increasingly relevant. Methods: A systematic review following the PRISMA 2020 guidelines was conducted to identify randomised controlled trials (RCTs) evaluating exercise and physiotherapy for the prevention or treatment of CIPN. PubMed, Scopus, Web of Science, and Cochrane Library were searched up to May 2025. Methodological quality was assessed with the PEDro scale, and due to heterogeneity, a narrative synthesis was performed. Outcomes included neuropathic symptoms, pain, motor and sensory function, balance, muscle strength, and quality of life. Results: Twenty-six RCTs published between 2017 and 2025 were included. Nineteen assessed exercise-based interventions (aerobic, resistance, sensorimotor, balance, yoga, or multimodal), and seven examined physiotherapy modalities (manual therapy, photobiomodulation, Scrambler therapy, ultrasound, or electrical stimulation). Both approaches improved sensory and motor symptoms, balance, muscle strength, and quality of life. Adherence ranged from 70% to 95%, and no serious adverse events were reported. However, variability in intervention design and outcome measures precluded meta-analysis. Conclusions: Exercise and physiotherapy are safe, feasible, and effective non-pharmacological strategies for managing CIPN. However, heterogeneity in intervention design highlights the need for high-quality RCTs to establish optimal protocols and standardised clinical guidelines.

The aim was to review the effects of interventions based on self-determination theory and achievement goals theory on intention to be physically active in the future in physical education students, as well as to conduct a meta-analysis to determine the overall effect size of these interventions. PRISMA guidelines were followed to conduct this systematic review and meta-analysis. Three scientific electronic databases were used: Web of Science (WOS), Scopus, and SportDiscus. A total of eleven studies fulfilled the inclusion criteria and were included in the meta-analysis. Effect size for intention to be physically active of each study was calculated using the means and standard deviations before and after the intervention. The overall effect size for intention was moderate (standardized mean difference = 0.47 with 95% CI from 0.28 to 0.67), while the heterogeneity was large. Seven of the eleven studies reported significant within-group improvements in intention after the intervention. Eight studies showed significant between-group differences in favor of the experimental group. The findings showed that teaching strategies, family involvement, and the use of videos related to physical activity participation may be relevant factors that must be considered by educators and researchers to conduct future effective interventions. Interventions based on self-determination theory and achievement goals theory could be useful in the process of the promotion of physical activity. However, given the large heterogeneity, these findings must be taken with caution.

La escasez de valores existentes actualmente en la sociedad es una de las principales preocupaciones que como docentes debemos afrontar. Por otra parte, el gran auge de la inmigración que hoy acontece, provoca aún más discrepancias para la relación con nuestros iguales, provocando dentro de la materia de Educación Física el aislamiento y la falta de adaptación por parte del alumnado de otras culturas que día a día crece con más fuerza en los centros escolares, influyendo negativamente dentro y fuera del marco educativo. El principal objetivo de esta experiencia didáctica es conocer mediante juegos las culturas de los cinco continentes, incidiendo en las características y necesidades de nuestro alumnado, dando autonomía para la adquisición de responsabilidades y fomentando la cooperación como elemento fundamental para la consecución de valores sociales. Para ello, se desarrolló una Unidad Didáctica de Juegos Culturales Cooperativos, donde el alumnado mediante el trabajo por grupos diseñó una sesión y la presentó al resto de sus compañeros sobre un continente específico. Las conclusiones a destacar, una vez finalizada la puesta en práctica de esta Unidad, son la mejora en las relaciones interpersonales del alumnado y el beneficio físico y social que estas actividades llevan consigo.

El objetivo del estudio fue analizar el rol que puede ejercer la necesidad de novedad en la motivación humana, testando un modelo en el que se relacionaba el clima motivacional que implica a la tarea con la necesidad de novedad, la motivación intrínseca y la intención de ser físicamente activo. Se utilizó una muestra de 732 estudiantes que cursaban de 1º de ESO a 1º de Bachillerato y con una edad media de 13.92. Se emplearon el factor clima tarea del cuestionario de Medida de las Estrategias Motivacionales en las clases de Educación Física, el factor novedad de la Escala de Medición de las Necesidades Psicológicas Básicas, el factor motivación intrínseca de la Escala del Locus Percibido de Causalidad en Educación Física y la Escala de Intención de ser Físicamente Activo. Los resultados del modelo mostraron que el clima motivacional que implica a la tarea predijo positivamente la necesidad novedad, la cual predijo positivamente la motivación intrínseca y ejerció un rol mediador entra ambas. Finalmente, la motivación intrínseca predijo de forma positiva la intención de ser físicamente activo. En conclusión, este estudio ha mostrado que la propuesta de tareas, metodologías y materiales novedosos por parte del docente de Educación Física, podrían aumentar los niveles de motivación autodeterminados en el alumnado y, en consecuencia, incrementar su intención de practicar actividad física fuera del contexto escolar en un futuro. The aim of this study was to analyze the role that novelty need can play on human motivation. For that purpose, a model that linked task-involving motivational climate, novelty need, intrinsic motivation, and intention to be physically active, was tested. A sample of 732 students enrolled from the first year of Secondary School to the first year of Baccalaureate (five courses), with mean age of 13.92 years, participated in the study. The mastery climate factor from the Measurement of Motivational Strategies in Physical Education Classes Questionnaire, the novelty factor from the Psychological Needs in Exercise Scale, the intrinsic motivation factor from the Perceived Locus of Causality Scale, and the Intention to be Physically Active Scale, were used. The model outcomes showed that task-involving motivational climate positively predicted novelty need, which positively predicted intrinsic motivation and played the role of mediator between the two of them. Finally, intrinsic motivation positively predicted intention to be physically active. In conclusion, this study has shown that Physical Education teachers’ proposal of novel tasks, methodologies, and materials, could increase self-determined levels of motivation in students and, consequently, their intention to practice physical activity outside the school context in the future.