<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0123-9155</journal-id>
<journal-title><![CDATA[Acta Colombiana de Psicología]]></journal-title>
<abbrev-journal-title><![CDATA[Act.Colom.Psicol.]]></abbrev-journal-title>
<issn>0123-9155</issn>
<publisher>
<publisher-name><![CDATA[Universidad Catolica de Colombia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-91552018000200282</article-id>
<article-id pub-id-type="doi">10.14718/acp.2018.21.2.13</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Condición física y bienestar emocional en escolares de 7 a 12 años]]></article-title>
<article-title xml:lang="pt"><![CDATA[Condição física e bem-estar emocional em estudantes de 7 a 12 anos]]></article-title>
<article-title xml:lang="en"><![CDATA[Physical fitness and emotional well-being in school children aged 7 to 12 years]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guillamón]]></surname>
<given-names><![CDATA[Andrés Rosa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García Cantó]]></surname>
<given-names><![CDATA[Eliseo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pérez Soto]]></surname>
<given-names><![CDATA[Juan José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Murcia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<volume>21</volume>
<numero>2</numero>
<fpage>282</fpage>
<lpage>300</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-91552018000200282&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-91552018000200282&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-91552018000200282&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El incremento de la prevalencia de conductas y trastornos que pueden afectar gravemente el bienestar emocional infantil es un hecho. Sin embargo, aunque la relación causal entre condición física y salud biológica se encuentra bien establecida, la asociación entre la condición física y algunas dimensiones de la salud psicológica es menos evidente. El objetivo de esta investigación fue analizar la relación entre la condición física y el bienestar emocional de escolares. Se realizó un estudio inferencial mediante análisis de la covarianza ajustada por edad en una muestra de 212 escolares (120 mujeres) de 7 a 12 años de edad, seleccionada por conveniencia, en la que se aplicó la Batería ALPHA-fitness para medir la condición física y el Strengths and Difficulties Questionnaire para evaluar el bienestar emocional. Los resultados mostraron que los participantes con mayor condición física (X &gt; P50) obtuvieron valores más positivos en problemas de conducta (p = .002), hiperactividad (p &lt; .001), problemas con compañeros (p = .028), conducta prosocial (p &lt; .001), y puntuación total de dificultades (p = .029); mientras que los escolares con menor nivel en la puntuación total de dificultades (X &lt; P40) tuvieron un mejor rendimiento en 4 x 10 m (p = .010), dinamometría manual (p = .050), Course-Navette (p = .050) y condición física general (p = .040). Estos resultados sugieren una relación positiva y bidireccional entre la condición física y el bienestar emocional; y, por tanto, se refuerza la necesidad de impulsar programas de mejora de la salud que tengan en cuenta la condición física y evalúen su efecto sobre las capacidades psicológicas de los escolares.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O aumento da prevalência de consultas e transtornos que podem afetar gravemente o bem-estar emocional infantil é um fato. No entanto, ainda que a relação causal entre condição física e saúde biológica esteja bem estabelecida, a associação entre a condição física e algumas dimensões da saúde psicológica é menos evidente. O objetivo desta pesquisa foi analisar a relação entre a condição física e o bem-estar emocional de crianças em idade escolar. Realizou-se um estudo inferencial mediante a análise da covariancia ajustada por idade em uma amostra de 212 estudantes (120 mulheres) de 7 a 12 anos de idade, selecionada por conveniência, na qual aplicou-se a bateria ALPHA-Fitness para medir a condição física e o Strengths and Difficulties Questionnaire para avaliar o bem-estar emocional. Os resultados mostraram que os participantes com maior condição física (X &gt; P50) obtiveram valores mais positivos em problemas de conduta (p = .002), hiperatividade (p &lt; .001), problemas com colegas (p = .028), conduta pró-social (p &lt; .001) e pontuação total de dificuldades (p = .029); enquanto os estudantes com menor nível na pontuação total de dificuldades (X &lt; P40) tiveram um melhor rendimento em 4 x 10 m (p = .010), dinamometria manual (p = .050), Course-Navette (p = .050) e condição física geral (p = .040). Esses resultados sugerem uma relação positiva e bidirecional entre a condição física e o bem-estar emocional e, portanto, reforça-se a necessidade de impulsionar programas de melhoria da saúde que levem em consideração a condição física e avaliem seu efeito sobre as capacidades psicológicas das crianças em idade escolar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The increase in the prevalence of behaviors and disorders severely affecting children's emotional well-being is a fact. The causal relationship between fitness and biological health is well established. However, the relationship between fitness and some dimensions of psychological health is less evident. The aim of this paper was to analyze the relationship between fitness and emotional well-being. The ALPHA-fitness Battery was used to assess fitness, and the Strengths and Difficulties Questionnaire,  to assess emotional well-being. A convenience sample of 212 school children (120 women) aged 7-12 years was used. An inferential study was carried out by means of covariance analysis adjusted by age. The results showed that those children with higher fitness (X &gt; P50) had more positive values in behavior problems (p = 0,002), hyperactivity (p  &lt; 0,001), problems with partners (p  = 0 ,028), prosocial behavior (p  &lt; 0,001) and total score of difficulties (p  = 0,029). Students with a lower level of total difficulties score (X &lt; P  40 ) had a better performance in 4 x 10m (p  = 0,010), manual dynamometry (p  = 0,050), Course-Navette (p  = 0,050) and general fitness (p  = 0,040) with respect to those with medium and high levels. These results suggest a positive and bidirectional relationship between fitness and emotional well-being in primary school children. Therefore, it reinforces the need to promote programs to improve health related fitness and assess their effect on the psychological abilities of school children.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[condición física]]></kwd>
<kwd lng="es"><![CDATA[actividad física]]></kwd>
<kwd lng="es"><![CDATA[bienestar emocional]]></kwd>
<kwd lng="es"><![CDATA[educación física]]></kwd>
<kwd lng="es"><![CDATA[niños]]></kwd>
<kwd lng="pt"><![CDATA[atividade física]]></kwd>
<kwd lng="pt"><![CDATA[bem-estar emocional]]></kwd>
<kwd lng="pt"><![CDATA[condição física]]></kwd>
<kwd lng="pt"><![CDATA[crianças]]></kwd>
<kwd lng="pt"><![CDATA[educação física]]></kwd>
<kwd lng="en"><![CDATA[fitness]]></kwd>
<kwd lng="en"><![CDATA[physical activity]]></kwd>
<kwd lng="en"><![CDATA[emotional well-being]]></kwd>
<kwd lng="en"><![CDATA[physical education]]></kwd>
<kwd lng="en"><![CDATA[children]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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