Effects of Physical Activity on Cognition, Behavior, and Motor Skills in Youth with Autism Spectrum Disorder: A Systematic Review of Intervention Studies

The aim of this paper was to analyze the acute and chronic effects of physical activity (PA) on cognition, behavior, and motor skill in youth with autism spectrum disorder (ASD), taking into account potential confounders. In addition, it was intended to elaborate a guide of educational applications with strategies for PA use. Studies were identified in four databases from January 2010 to June 2023. A total of 19 interventional studies met the inclusion criteria. PA programs ranged from two weeks to one year in duration, with a frequency of one to five sessions per week. More than 58% of the studies showed positive effects of PA on cognition, and 45.5% on behavior and motor skill. Moderate-vigorous PA for 15-30 min has shown acute effects on cognition, general behavior, and stereotypic/repetitive behaviors in youth with ASD. A total of 9 out of 14 studies showed chronic effects on general behavior and stereotypic behaviors, and only 6 on motor skills.

Effect of an Integrated Active Lessons Programme through Playful Maths Games on Self-Concept, Self-Esteem and Social Skills in Preschool Children

The aim of this study was to analyse the effects of an integrated active lessons programme based on playful math games, of 10 weeks’ duration (30 min/day × 2 days/week), on self-concept, self-esteem and social skills in preschool children. One hundred and ninety-four preschool children (53.6% girls) aged 53.36 ± 11.82 months were split into a control group (CG) and an experimental group (EG). The EG improved significantly in self-concept compared to the CG in boys and girls (6.8% and 7.1%, respectively). Personal and academic self-esteem levels increased significantly (8.1% and 5.5%, respectively, only in girls). Although the EG obtained significant improvements in social self-esteem and social skills compared to the beginning of the study, these results were not found in comparison with the CG. The introduction of active lessons based on playful maths games within the classroom is recommended as support for the improvement in self-concept, self-esteem and social skills in early childhood education.

C-HIIT para mejorar la concentración y calidad de sueño de escolares con dificultades de aprendizaje: Estudios piloto

Uno de los trastornos neurocognitivos más diagnosticado en España (5%) y reconocido por la LOMCE como Alumnado Con Neesidad Específica de Apoyo Educativo es el Trastorno por Déficit de Atención e Hiperactividad (TDAH). Escolares con problemas para concentrarse y en muchos casos con problemas de sueño e inquietud, que interfieren en su desarrollo social y escolar Este trabajo engloba dos proyectos piloto con diseño longitudinal experimental randomizado. Con el objetivo de conocer el efecto inmediato de 16min de “cooperative high-intensity interval training” (C-HIIT) sobre la concentración y evaluar el efecto de 10 semanas de C-HHIT en la calidad de sueño. En el proyecto 1 (n= 20) el Grupo Control visualizó un documental y el Grupo Experimental realizó Ejercicio Físico (4 minutos calentamiento + 16 minutos C-HIIT). En el proyecto 2 (n= 20) solo el Grupo Experimental asistió a las 10 semanas de actividad extraescolar C-HIIT (2 sesiones/semana, 30 minutos/sesión). Las herramientas empleadas fueron test d2 (concentración), test Pittsburg y pulseras Fitbit HR (calidad de sueño) y sistema Seego ® (intensidad de ejercicio). El análisis de medidas repetidas ANOVA 2 tiempos (pre-test vs. post-test) × 2 grupos (grupo control vs. grupo experimental) y test para medidas no para métricas, Willcoxon y U Mann-Whitney mostró que la realización del método C-HIIT tiene un efecto inmediato de mejora de la concentración [F(1.18)=20.50; p=.001; η 2=.532; 1–ß >.999] y mejora a largo plazo la calidad de sueño [F(1.18)=69.932; η 2=.795; 1–ß>.975; p<.001] en escolares con dificultades de aprendizaje.

Apoyo social y práctica de actividad física en adolescentes: Análisis del efecto mediador de la autoeficacia y obstáculos percibidos para su práctica

El apoyo parental que los hijos perciben en sus progenitores se ha relacionado con la frecuencia e intensidad de práctica de actividad física de niños y adolescentes. Recientemente, los modelos socio-ecológicos sostienen que estas influencias familiares pueden incidir de forma tanto directa como indirecta, por medio de factores intrapersonales, en este comportamiento saludable. En este estudio un total de 570 estudiantes (52.63% chicas) de Educación Secundaria Obligatoria, con un promedio de 13.96 años (DT= 1.36), aportaron información del apoyo instrumental, modelado y restricción al comportamiento sedentario atribuido a madres y padres, la autoeficacia y obstáculos percibidos para la práctica de actividad física, así como de la frecuencia semanal con la que realizaban actividad física a una intensidad que oscilaba entre moderada y vigorosa. Los resultados mostraron que el apoyo parental atribuido en sus distintas formas mantuvo relaciones positivas con la actividad física autoinformada. Adicionalmente, la autoeficacia actuó como una variable mediadora en la relación entre apoyo percibido y práctica de actividad física, mientras que las barreras que dificultan su realización no. Estos hallazgos apuntan la necesidad de considerar diferentes mediadores de naturaleza personal a la hora de conocer cómo la percepción de ciertas actuaciones parentales condiciona la práctica de actividad física, tanto dentro como fuera del contexto escolar, de los adolescentes.

[Parental support for physical activity in schoolchildren and its influence on nutritional status and fitness]

INTRODUCTION

Parents are key models for transmitting and teaching healthy lifestyle habits to their children. Our objective was to determine the influence of the economic and motivational support, and parental involvement in their children physical activity (PA) and its relationship with nutritio nal status and cardiorespiratory fitness.

SUBJECTS AND METHOD

Cross-sectional study which included 70 six-year-old schoolchildren. Parents completed the "The Parental Influence on Physical Activity Scale" questionnaire. Anthropometric variables were measured according to the Chilean Ministerial Technical Standard for the supervision of children from 0 to 9 years old; PA intensity was measured with triaxial accelerometers GT3X and the VO2max estimation was performed using the Navette Course test.

RESULTS

The average body mass index was 17.9 ± 2.9 kg/m2, the obesity prevalence and VO2max were 57.1%, and 38.05 ± 16.9 ml/kg/min, respectively. Moderate PA during the physical education (PE) class was significantly higher in boys compared to girls (p < 0.006). The economic and motivational support of the parents did not significantly influence the body weight of the children, BMI, waist circumference, PA intensity, and VO2max. Children supported by their parent showed significant differences with moderate PA performed in PE compared to those who were not suppor ted by parents (p = 0.023).

CONCLUSIONS

Parental support of their children in performing physical activity influences the levels of moderate PA that they do during PE classes. This type of study should be continued and the PA should be measured daily.

48-Hour Effects of Monitored Cooperative High-Intensity Interval Training on Adolescent Cognitive Functioning

Physical activity has been positively related to better cognitive performance though the effects of varied exercise type and intensity and the duration of cognitive benefits are unclear. This study analyzed the effect of 16 minutes of monitored cooperative high-intensity interval training (monitored C-HIIT) at the start of the school day, on various cognitive variables over the next 24-48 hours. We randomly assigned 158 participants either to a control group ( n = 81) that engaged only in static stretching or to an experimental group ( n = 77) that performed monitored C-HIIT. We assessed cognitive functioning before the exercise, immediately afterward, and for five follow-up time points over the next two days (i.e., at 2, 3, 4, 24, and 48 hours). We analyzed age, sex, body mass index, and moderate-to-vigorous physical activity as potential confounder variables. Adolescents in the monitored C-HIIT group increased selective attention by 17.39% during the next hour ( p = .015) and increased concentration by 20.31% and 15.26% during the first ( p = .022) and second ( p = .059) subsequent hours, respectively. This positive short-term benefit of monitored C-HIIT during immediate subsequent hours is an important finding with implications for the school curricula and schedule.

Acute and chronic effect of physical activity on cognition and behaviour in young people with ADHD: A systematic review of intervention studies

BACKGROUND

Young people with attention deficit hyperactivity disorder (ADHD) often have learning and behavioral control difficulties.

AIM

The aim of this review is analyse the acute and chronic effect of physical activity (PA) on the cognition and behaviour of children and adolescents with ADHD.

METHODS

Studies were identified in five databases (PubMed, SPORTDiscus, ProQuest, Web of Science, and SCOPUS), from January 2000 through to January 2017. A total of 16 interventional studies met the inclusion criteria.

RESULTS/CONCLUSIONS

PA practice of 20-30 min (intensity 40-75%) produces a positive acute effect on processing speed, working memory, planning and problem solving in young people with ADHD. However, these effects on behaviour are contradictory and vary depending on age. Chronic PA practice (≥30 min per day, ≥40% intensity, ≥three days per week, ≥five weeks) further improves attention, inhibition, emotional control, behaviour and motor control. The results must be treated with caution, because only 25% of the studies used confounders.

IMPLICATION

More research is needed to justify the causes of these effects. It is necessary to establish programs with regard to the duration, intensity, kind of exercise, and time of PA to improve cognition and behaviour in young people with ADHD taking into account potential confounders.

Perfiles de orientación hacia la meta y su relación con indicadores de actividad físico-deportiva

El presente estudio examinó la motivación hacia la actividad física empleando la teoría de la orientación hacia la meta. Un total de 786 estudiantes participaron en este estudio. Un procedimiento de análisis de cluster jerárquico permitió identificar cuatro perfiles de orientación hacia la meta. El perfil más adaptativo (alta tarea/alto ego/altas expectativas) se asoció con la obtención de los mejores resultados. Se concluye que los jóvenes con una alta motivación hacia la tarea, ego, y expectativas de ejecución obtienen las mayores muestras de apoyo por parte de familiares e iguales para la práctica de actividad física, se perciben más autoeficaces para realizar dicha actividad, se atribuyen una mejor forma física autopercibida, y manifiestan una práctica más frecuente de actividad físico-deportiva.

Effects of a steps/day programme with evaluation in physical education on body mass index in schoolchildren 11-12 years of age

The aim of the study was to assess the effects that a steps/day programme may have on body mass index (BMI) among primary education students (11.37±0.48 years). A six-week controlled trial with a follow-up was completed with an experimental group (N=66, pedometer + steps/day programme + reinforcement programme in their physical education (PE) marks + weekly follow-up in PE), and a control group (N=76). Omron HJ-152-E2 pedometers were used. Normoweight students complied with programme requirements to a greater extent than their overweight counterparts (72.7 vs 59.1%). The programmed minimum number of 12,000 steps/day for boys and 10,000 for girls was exceeded by 83% of boys and 60% of girls. The differences in the number of steps/day between boys (14,274) and girls (10,626) were significant across all the measured periods (p&lt;.05). The results show that the teenagers who complied with the programme requirements reduced their BMI significantly after the intervention (p&lt;.001) and this reduction persisted for six weeks after the programme (p&lt;.001). In conclusion, the six-week programme of 12,000 steps/day for boys and 10,000 for girls, jointly with a reinforcement programme in their PE marks and weekly follow-up by their PE teacher, reduces BMI significantly in 11-12-year-old schoolchildren. Monitored steps/day programmes in the PE curriculum increase out-of-school physical activity and reduce BMI in 11-12-year-old schoolchildren.

Effects of an anaerobic lactic training session on the postural stability of athletes

AIM

The aim of this study was to analyze the short-term effects of a lactate-accumulation training session on postural stability.

METHODS

Fifteen athletes performed two trainings sessions (warm-up and lactic-training session). Before training (Pre), immediately after (Post(0min)), thirty minutes later (Post(30min)) and after 24 hours (Post(24h)), athletes were subject to a bipodal and a monopodal stabilometries and a lactate blood analysis to ensure a high stress level.

RESULTS

Variance analysis (α=0.05) showed that, in lactic training, athletes experienced an increase of length and velocity in post(0min), a decrease at post(30min) and a new decrease at post(24h), which was lower than basal values. In monopodal stability, left-leg support showed a decrease at post(0min) in anteroposterior plane of athletes after lactic training. Also, in both monopodal supports, athletes displayed higher values of length and velocity in post(0min) after lactic training, with a progressive decrease which was significant at Post(24h), when they reached baseline.

CONCLUSION

Right after anaerobic lactic training, center-of-pressure dispersion variables in bipodal stabilometry are worsened. Thirty minutes later, stabilometric variables are still deteriorated. At 24 hours, stabilometry is better than baseline. In monopodal support, dispersion values are worsened after lactic training and anteroposterior stability is impaired in left monopodal support, although the deterioration is less evident as time passes.

Postural Stability and Subsequent Sports Injuries during Indoor Season of Athletes

[Purpose] The aim of this study was to analyze stabilometry in athletes during an indoor season in order to determine whether injured athletes show different stabilometric values before injury than non-injured athletes in two different training periods (volume and pre-competition periods). [Subjects] The subjects were 51 athletes from Unicaja athletic club who trained regularly. [Methods] At the end of the preseason and volume periods, athletes were subjected to bipodal and monopodal stabilometry. In addition, all injuries happening in the periods after performing stabilometry (volume and pre-competition periods) were tracked. [Results] Variance analysis of bipodal stabilometric measurements taken at the end of the preseason period showed that athletes with higher values for the center-of-pressure spread variables suffered injuries during the volume period. The right-leg monopodal stabilometric measurements taken at the end of the volume period showed that athletes with higher values in the center-of-pressure position variables suffered injuries during the pre-competition period. [Conclusion] Athletes showing the worst values for center-of-pressure spread variables are more prone to sports injuries in the subsequent training period. In monopodal measurements, athletes with poorer mediolateral stability were more prone to injuries in the subsequent training period.

Short-term Effects of a Proprioceptive Training Session with Unstable Platforms on the Monopodal Stabilometry of Athletes

To analyze the short-term effects of a proprioceptive session on the monopodal stabilometry of athletes. [Subjects] Thirty-seven athletes were divided into a control group (n=17) and an experimental group (n=20). [Methods] Both groups performed a conventional warm-up, after which a 25-minute proprioceptive session on ustable platforms was carried out only by the experimental group. Before the training session, all athletes carried out a single-leg stabilometry test which was repeated just after training, 30 minutes, 1 hour, 6 hours and 24 hours later. [Results] Analysis of covariance (α=0.05) revealed that the experimental group had lower values than the control group in length and velocity of center of pressure (CoP) of left-monopodal stance and in velocity of CoP of right-monopodal stance in post-training measurements. Also, the experimental group had values closer to zero for the CoP position in the mediolateral and anteroposterior directions of left-monopodal stance (Xmeanl and Ymeanl) and the anteroposterior direction in on right-monopodal stance (Ymeanr) in post-training measurements. Within-group analysis of Xmeanl and Ymeanl, length and velocity of CoP in right-monopodal stance showed continuous fluctuations of values between sequential measurements in the control group. [Conclusion] Proprioceptive training on unstable platfoms after a warm-up stabilizes the position of CoP in the anteroposterior and mediolateral directions and decreases CoP movements in short-term monopodal stability of athletes.

Quercetin effects on weight gain and caloric intake in exercised rats

Quercetin is a flavonoid which activates oxidative metabolism. Quercetin may reduce weight gain by decreasing feed efficiency. The present study aims to evaluate weight gain, caloric intake and feed efficiency in exercised and sedentary rats supplemented with quercetin. Wistar rats were divided into four groups: quercetin-exercise training (QT), quercetin-sedentary (QS), placebo-exercise training (PT) and placebo-sedentary (PS). Rats were exercised and/or orally supplemented with quercetin (25 mg · kg⁻¹ on alternate days) during six weeks. Weight gain of the QT group decreased when compared with the PT and PS groups. Exercised groups increased cumulative caloric intake during the experimental period. The QT group rats also reduced their feed efficiency when compared with the QS and PS groups. These results suggest that quercetin is not able to decrease weight gain because no differences were found between placebo and quercetin condition either in the sedentary or in the training condition.

Oral quercetin supplementation hampers skeletal muscle adaptations in response to exercise training

We aimed to test exercise-induced adaptations on skeletal muscle when quercetin is supplemented. Four groups of rats were tested: quercetin sedentary, quercetin exercised, placebo sedentary, and placebo exercised. Treadmill exercise training took place 5 days a week for 6 weeks. Quercetin groups were supplemented with quercetin, via gavage, on alternate days throughout the experimental period. Sirtuin 1 (SIRT1), peroxisome proliferator-activated receptor γ coactivator-1α mRNA levels, mitochondrial DNA (mtDNA) content, and citrate synthase (CS) activity were measured on quadriceps muscle. Redox status was also quantified by measuring muscle antioxidant enzymatic activity and oxidative damage product, such as protein carbonyl content (PCC). Quercetin supplementation increased oxidative damage in both exercised and sedentary rats by inducing higher amounts of PCC (P < 0.001). Quercetin supplementation caused higher catalase (P < 0.001) and superoxide dismutase (P < 0.05) activity in the non-exercised animals, but not when quercetin is supplemented during exercise. Quercetin supplementation increased SIRT1 expression, but when quercetin is supplemented during exercise, this effect is abolished (P < 0.001). The combination of exercise and quercetin supplementation caused lower (P < 0.05) mtDNA content and CS activity when compared with exercise alone. Quercetin supplementation during exercise provides a disadvantage to exercise-induced muscle adaptations.

Effect of combined electrostimulation and plyometric training on 30 meters dash and triple jump

AIM

The aim of this paper was to analyze the effects of training combining plyometrics (PT) and neuromuscular electrostimulation (ES) on speed training and triple jump. The study consisted on the application of an electrostimulation protocol and plyometric jumps to four groups of young athletes (Control, G II, G III and G IV).

METHODS

Eighty-four young athletes took part in the study (40 girls and 44 boys). All of them were sprinters (100 and 200 meters dash, and 100 and 110 hurdles meters), their mean age, weight and height being 15.9±1.4 years old, 58.53±8.05 kg, and 1.68±0.07 m, respectively. After 8 weeks of training, a 30-meter sprint launched test -time being measured by photoelectric cells - and a triple jump test from static position were completed. Repeated measures ANCOVA were used.

RESULTS

The only group that improved significantly in the speed test (P<0.001) relative to the control group was G IV. In the triple jump test, improvements were significant, (P<0.05) and (P<0.01), in G II and G IV, respectively, relative to the control group. The results of ES + PT combined training offered no significant differences in either speed test and triple jump by gender.

CONCLUSION

The most effective training aimed at improving the speed of 30 m is simultaneous combined training. Regarding triple jump, the results showed significant improvements in the performance of athletes who used both simultaneous combined training and used ES followed by plyometrics. However, no significant improvement was observed after PT training prior to ES.

[Design and validation of a questionnaire on attitudes to prevention and health promotion in primary care (CAPPAP)]

Objetivo

Elaborar y validar un instrumento para medir las actitudes ante las actividades de prevención y promoción de la salud.

Diseño

Estudio descriptivo transversal para la validación de un cuestionario.

Emplazamiento

Atención primaria (comunidad autónoma de Andalucía, España).

Participantes

Se incluyeron 282 profesionales (enfermeras y médicos) pertenecientes al sistema sanitario público.

Mediciones principales

Validación de contenido por expertos, efectos techo y suelo, concordancia entre ítems, consistencia interna, estabilidad y análisis factorial exploratorio.

Resultados

Se obtiene un instrumento (CAPPAP) que agrupa en 5 dimensiones los 56 ítems recogidos a partir de la revisión de otras herramientas y de las aportaciones de los expertos. Se obtuvo un porcentaje de acuerdo entre expertos superior al 70% en todos los ítems, así como una alta concordancia entre los ítems de prevención y promoción, por lo que se eliminan los ítems duplicados quedando una herramienta final de 44 ítems. La consistencia interna del CAPPAP, medida a través de alfa de Cronbach, fue de 0,888. El test-retest nos indica concordancias entre sustanciales y casi perfectas. El análisis factorial exploratorio identifica 5 factores que explicaban un 48,92% de la varianza.

Conclusiones

El CAPPAP es un instrumento de fácil y rápida administración, que es bien aceptado por los profesionales y que presenta unos resultados psicométricos aceptables, tanto a nivel global como a nivel de cada dimensión.

Ergogenic effects of quercetin supplementation in trained rats

BACKGROUND

Quercetin is a natural polyphenolic compound currently under study for its ergogenic capacity to improve mitochondrial biogenesis. Sedentary mice have exhibited increased endurance performance, but results are contradictory in human models.

METHODS

We examined the effects of six weeks of endurance training and quercetin supplementation on markers of endurance performance and training in a rodent model. Rats were randomly assigned to one of the following groups: placebo+sedentary (PS), quercetin+sedentary (QS), placebo+endurance training (PT) and quercetin+endurance training (QT). Quercetin was administered at a dose of 25 mg/kg on alternate days. During six weeks of treatment volume parameters of training were recorded, and after six weeks all groups performed a maximal graded VO2 max test and a low-intensity endurance run-to-fatigue test.

RESULTS

No effects were found in VO2 peak (p>0.999), nor in distance run during low-intensity test, although it was 14% greater in QT when compared with PT (P = 0.097). Post-exercise blood lactate was increased in QT when compared with PT (p=0.023) and also in QS compared with PS (p=0.024).

CONCLUSIONS

This study showed no effects in VO2 peak, speed at VO2 peak or endurance time to exhaustion after six weeks of quercetin supplementation compared with placebo in trained rats. Quercetin was show to increase blood lactate production after high-intensity exercise.

Effects of electrostimulation and plyometric training program combination on jump height in teenage athletes

The purpose of this study was to examine the effects of eight-week (2 days/week) training periods of plyometric exercises (PT) and neuromuscular electrostimulation (EMS) on jump height in young athletes. Squat jump (SJ), counter movement jump (CMJ) and drop jump (DJ) were performed to assess the effects of the training protocols 98 athletes (100 & 200m and 100m & 110m hurdles) voluntarily took part in this study, 51 males (52%) and 47 females (48%), 17.91 ± 1.42 years old, and 5.16 ± 2.56 years of training experience. The participants were randomly assigned to four different groups according to the frequency and the timing of the stimulation. Analysis of covariance was used to analyze the effects of every training program on jump height. Our findings suggest that compared to control (Plyometrics (PT) only), the combination of 150Hz EMS + PT simultaneously combined in an 8 week (2days/week) training program, we could observe significant jump height improvements in the different types of strength: explosive, explosive-elastic, and explosive-elastic-reactive. The combination of PT after ≤ 85 Hz EMS did not show any jump height significant increase in sprinters. In conclusion, an eight week training program (with just two days per week) of EMS combined with plyometric exercises has proven useful for the improvement of every kind of vertical jump ability required for sprint and hurdles disciplines in teenage athletes.

Intervention for spanish overweight teenagers in physical education lessons

Physical education is a favourable educational framework for the development of programmes aimed at increasing physical activity in children and thus reducing sedentarism. The progressive increase of overweight students demands global control and follow-up measurement of these behaviours in both in and out of school. The pedometer can be a useful tool in this field. It is easy to use and allow Physical Education (PE) departments to quantify their students' number of steps/day. The aim of this study was to determine the effect of a pedometer intervention on body fat and BMI levels in overweight teenagers. Besides, the effects of the programme are analysed according to two other variables: pedometer ownership and gender, distinguishing between out-of-school and school hours, weekdays and weekends. The sample comprises 112 overweight students (49 boys and 63 girls) from 5 secondary schools. Participants were asked to follow a physical activity programme consisting on a minimum of 12000 and 10000 steps/day for boys and girls, respectively. It also allowed them to get up to 2 extra points in their PE marks. Results were measured after 6 weeks of programme application as well as after 6 weeks of retention. Results revealed significantly reduced BMI in the teenagers with their own pedometer (p < 0.05). The difference observed in the number of steps/day between boys (12050) and girls (9566) was significant in all measured time periods (p < 0.05). Besides, both overweight boys and girls were observed to take 1000 steps/day less at weekends than in weekdays. Therefore, it is concluded that the proposal of 12000 and 10000 steps for overweight boys and girls, respectively, accompanied by a reinforcement programme in their final PE marks, seems sufficient to obtain significant BMI reductions. Besides, PE is shown a favourable framework for the proposal of pedometer-impelled weight loss programmes in overweight youth. Key pointsA programme of 12000 and 10000 steps for overweight boys and girls, respectively with reinforcement in physical education marks, the body mass index improves.Body mass index more reduced was in Spanish adolescent overweight that used their own pedometer.The steps/day between boys (12050) and girls (9566) with overweight was different (p < 0.05).Overweight boys and girls were observed to take 1000 steps/day less at weekends than in weekdays.In physical education is possible to apply a programme of steps in obese youth of secondary education schools.

Jump peak power assessment through power prediction equations in different samples

The aim of this study was to describe the characteristics of jump capacity in a group of secondary school students and to develop 2 specific equations-applied to boys and girls, respectively, to estimate the jump power of secondary school students. Four hundred and fifty-six boys (age, 14.1 ± 0.8 years; mass, 61.9 ± 15.7 kg; height, 1.64 ± 0.10 m) and 465 girls (age, 14.1 ± 0.9 years; mass, 55.1 ± 10.0 kg; height, 1.58 ± 0.07 m), all of them secondary school students, volunteered to participate in this study. They performed a vertical jump test (Abalakov) on a force platform, and jump height and peak power were measured. Most importantly, peak power was also estimated through a series of previously established power equations. For the purpose of establishing statistically significant differences, a p value ≤ 0.05 was fixed. The equations proposed by Canavan and Vesconvi, and Harman were the most precise with respect to actual power, reaching a percentage of 1.9-2.1 and 3.6-4.1%, respectively. The equations by Sayers and Lara showed a greater difference in percentage (9.9-12.4 and 22.4-24.2%, respectively) with that of actual power. Similar results were not obtained in other studies, which means that a specific equation will be required according to the characteristics of the assessed sample. Two equations specifically addressed to secondary school students will be established in this article: boys: ([61.8 jump height (cm)] + [37.1 body mass (kg)] - 1,941.6); girls: ([31 jump height (cm)] + [45 body mass (kg)] - 1,045.4). Crossvalidation tests that were done to prove the validity of said equations showed positive results. Practical applications: Those teachers who wish to estimate the jump power of their pupils can use these equations and thereby calculate jump power by the indirect method from jump height and body mass index, without any need to use any expensive tools.