Within-Week Variations and Relationships between Internal and External Intensities Occurring in Male Professional Volleyball Training Sessions

The purpose of the study was to test the within-week variations of the internal and external training intensity outcomes organized by days of the week. An 8-month observational period was conducted during the 2020–2021 season. The training sessions and matches of an elite volleyball team were monitored daily. The data comes from 14 players (two setters, five middle blockers, five outside hitters, and two opposites) of an elite team from the Portuguese 1st League (age: 21.7 4.19 years of age; experience: 6.2 3.8 years; body mass: 85.7 8.69 kg; height: 192.4 6.25 cm; BMI: 23.1 1.40 kg/m2). The CR10 Borg scale was applied daily to measure the training intensity. The rate of perceived exertion (RPE) and the session-RPE were extracted as the internal outcomes. The external intensity was measured using an inertial measurement unit (IMU). The number of jumps, height average of jumps (JHA), minimum jump (MJ), maximal jump (MXJ), range jump (RJ), number of jumps (NJ), and training session density (D) were extracted as external intensity outcomes. The results showed that there was a difference between RPE and S-RPE (F (1.98) = 6.31, p = 0.01, 2 = 0.36, and F (1.73) = 28.30, p = 0.001, 2 = 0.72), as well as JHA and NJ (F (2.14) = 4.76, p = 0.02, 2 = 0.30, and F (1.77) = 4.77, p = 0.02, 2 = 0.30) within the microcycle. When analyzing the correlations between internal and external intensity, it was observed that there was a negative correlation between the Maximum Jump (4, 3, and 1 days before the Match day) (r2 = 0.34, r2 = 0.40, r2 = 0.41, respectively) and the Range Jump (3 and 1 days before the Match day (r2 = 0.33, r2 = 0.38, respectively) with the RPE (4 days before the Match day) and Maximum Jump (5, 4, 3, and 1 days before the Match day (r2 = 0.35, r2 = 0.39, r2 = 0.44, r2 = 0.34, respectively) and Range Jump (5, 4, 3, and 1 days before the Match day) (r2 = 0.34, r2 = 0.35, r2 = 0.40 and r2 = 0.36, respectively) with S_RPE (4 days before the Match day). Such findings show that higher internal intensities are correlated with lower external intensities in sessions further away from the game day. Such results could be an important tool for coaches to reflect, plan, monitor, and execute the training unit according to the temporal distance to the competition

Neuropsychological rehabilitation program in executive functions for students with developmental dyslexia : elaboration and efficacy

Orientador: Sylvia Maria CiascaTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Ciências MédicasResumo: Indivíduos com dislexia do desenvolvimento (DD) apresentam déficits em diferentes domínios cognitivos. Entre eles, se destacam as dificuldades nas funções executivas (FE) que prejudicam as competências de estudo e habilidades escolares. No entanto, não há programas de reabilitação neuropsicológica (RN) disponíveis no contexto nacional com ênfase nas FE. Portanto, o estudo objetivou elaborar um programa de reabilitação neuropsicológica em funções executivas para estudantes com dislexia e avaliar sua eficácia. A pesquisa foi composta por quatro estudos: revisão integrativa da literatura (Artigo 1), desenvolvimento do programa (Artigo 2), estudo quase-experimental e comparativo (Artigo 3), e estudo experimental de caso único (Artigo 4). No Artigo 1 foi realizada revisão da literatura para identificar os programas de RN mais utilizados para a DD. Foram selecionados doze estudos indexados em bases de dados internacionais e os programas mais frequentemente relatados se basearam na estimulação da atenção e processamento visual. O Artigo 2 descreveu o desenvolvimento do programa de RN e sua análise inicial por juízes especialistas. A elaboração consistiu das etapas: fundamentação teórica, estruturação das sessões e confecção dos materiais, análise de juízes, revisão, e versão final. O programa ficou constituído por trinta sessões divididas em quatro módulos: psicoeducação, orientação para pais e professores, FE aplicadas às competências de estudo, e FE aplicadas à compreensão leitora. Os resultados da análise de juízes mostraram que cinco itens obtiveram índice de concordância de 67% e os demais de 100%. Os coeficientes Kappa foram classificados como excelentes ou satisfatórios. Os Artigos 3 e 4 objetivaram avaliar a eficácia do programa de RN conduzido com estudantes com DD. Os estudantes foram avaliados antes e após a intervenção utilizando instrumentos neuropsicológicos de FE, escalas de estratégias de aprendizagem e de compreensão de leitura, entrevista de FE aplicadas ao contexto escolar, e parâmetros de leitura e compreensão. No Artigo 3, o desempenho de um grupo de seis estudantes com DD (grupo experimental ¿ GE) foi comparado a uma amostra controle (AC) de sete estudantes sem dificuldades de aprendizagem. Foram conduzidas análises entre grupos e intragrupo, antes e após a intervenção. Os resultados indicaram melhoras no desempenho do GE após a RN em memória, controle inibitório, flexibilidade mental, uso de estratégias de aprendizagem e de compreensão, e em compreensão de leitura. Também houve melhora no desempenho em atenção, velocidade de processamento e diminuíram as queixas dos professores sobre dificuldades em FE. O Artigo 4 apresentou a análise de um caso com DD (menino de 13 anos) submetido ao programa de RN, comparado à AC de seis estudantes sem dificuldades de aprendizagem. Após a intervenção, o estudante apresentou ganhos em controle inibitório, flexibilidade, memória operacional, repertório de estratégias de aprendizagem e de compreensão. Também houve melhoras na leitura e compreensão. A comparação dos Artigos 3 e 4 analisar a complementariedade dos métodos para estudo de eficácia em neuropsicologia. Os resultados dos estudos possuem relevância clínica pelo seu caráter inédito no contexto nacional e contribuem com a disponibilização de um programa de RN para estudantes com DD, podendo integrar o processo de intervenção interdisciplinarAbstract: Individuals with developmental dyslexia (DD) have deficits in different cognitive domains. Among them, there can be highlighted the difficulties in executive functions (EF) that impair the study competences and academic skills. However, there is no national neuropsychological rehabilitation (NR) programs with emphasis on these skills. Therefore, the aim of this work was to develop neuropsychological rehabilitation program in executive functions for students with DD and evaluate its efficacy. The research consisted of four studies: integrative literature review (Article 1), program development (Article 2), quasi-experimental comparative study (Article 3), and single-case experimental study (Article 4). In the Article 1 was conducted integrative literature review aiming to identify neuropsychological rehabilitation programs most used for DD. We selected twelve studies indexed in international databases and the most frequently reported programs were based on the stimulation of attention and visual processing. Article 2 described the development process of neuropsychological rehabilitation program and its initial review by expert judges. The development consisted of the stages: theoretical foundation, definition of session structures, development of support materials, evaluation by three expert judges, revision, and elaboration of final version. The final program consists of thirty sessions divided into four modules: (i) psychoeducation; (ii) orientation for parents and teachers; (iii) executive functions applied to study competences; and (iv) executive functions applied to reading comprehension. Judges analysis results showed that five items had an agreement index of 67%, the rest had 100%. The Kappa coefficients were rated as excellent or satisfactory. The Articles 3 and 4 aimed to evaluate the efficacy of the RN program conducted with dyslexic students. The students were evaluated pre and post-intervention using neuropsychological instruments of executive functions, scales of learning strategies and reading comprehension, interview of the executive functions applied to the school context, reading and reading comprehension. In Article 3 a group of six students with dyslexia (experimental group - EG) was compared to a control sample (CS) composed for seven students without learning difficulties. Analyses were conducted between groups and intra-group before and after the intervention. The results indicated improvements in GE's performance after the NR in memory, inhibitory control, mental flexibility, use of learning and comprehension strategies, and reading comprehension. There was also improved performance in attention, processing speed, and decreased complaints from teachers about difficulties in EF. The Article 4 presented the analysis of a single-case with DD (13-year-old boy) submitted to the NR program, compared to a controle sample of six students without learning difficulties. Post-intervention, the student showed gains in inhibitory control, flexibility, working memory, repertoire of learning and comprehension strategies. Additionaly, he had improvements in reading and comprehension. Comparison of Articles 3 and 4 allowed to analyze the complementarity of the methods for efficacy study in neuropsychology. Study results have clinical relevance for its unprecedented nature at the national level and contribute to the availability of an RN program for students with DD, and may be part of the interdisciplinary interventionDoutoradoCiencias BiomedicasDoutor em Ciências Médicas01P4353/2015CAPE

Evidências de validade do teste luria-nebraska para crianças: relações com escolaridade e inteligência

This study sought evidences of validity of the Luria-Nebraska Test for Children (TLN-C) in its relation to education and intelligence. The participants were 120 children with learning difficulties (2st to 6th grades) assessed with the TLN-C and the Wechsler Intelligence Scale for Children-Third Revision. Results showed influence of education and intellectual performance on the TLN-C total score and Rhythm, Visual Skill, Motor Skill, Writing, Reading, Mathematical Reasoning and Immediate Memory subtests. The results allowed to differentiate between performance of children of the 2nd and 3rd grades from that of children from others school years, and the performance of intellectually disabled children from that of children with other intellectual levels. Positive and significant correlations were obtained between TLN-C scores and the WISC total score of intelligence. The instrument was adequate for differentiating performance by education and intelligence.This study sought evidences of validity of the Luria-Nebraska Test for Children (TLN-C) in its relation to education and intelligence. The participants were 120 children with learning difficulties (2st to 6th grades) assessed with the TLN-C and the Wechsl314461469sem informaçãosem informaçãoAbreu, P., Crenitte, P., Batista, A.D.S., Silva, L., Lima, R.F., de Ciasca, S.M., Estudo piloto da adaptação da bateria neuropsicológica Luria-Nebraska para crianças (LNNB-C) (2011) Revista de Psicopedagogia, 28 (86), pp. 117-125(1999) Standards for educational and psychological testing, , Washington, DC: AERAArdila, A., Cultural values underlying psychometric cognitive testing (2005) Neuropsychology Review, 15 (4), pp. 185-195Argolo, N., Bueno, O.F.A., Shayer, B., Godinho, K., Abreu, K., Durán, P., Assis, A., Seabra, A.G., Adaptação transcultural da Bateria NEPSY-Avaliação Neuropsicológica do Desenvolvimento: estudo-piloto (2009) Avaliação Psicológica, 8 (1), pp. 59-75Barker, R.M., Sevcik, R.A., Morris, R.D., Romski, M., A model of phonological processing, language, and reading for students with mild intellectual disability (2013) American Journal on Intellectual and Developmental Disabilities, 118 (5), pp. 365-380Ciasca, S.M., Distúrbios e dificuldades de aprendizagem em crianças: análise do diagóstico interdisciplinar (Unpublished doctoral dissertation) (1994) Universidade Estadual de Campinas, , Campinas(2003) Resolução N° 002/2003, , http://www.pol.org.brFigueiredo, V.L.M., (2002) WISC-III: Escala de Inteligência Wechsler para crianças.Adaptação e padronização de uma amostra brasileira, , São Paulo: Casa do PsicólogoFumagalli, J., Fonseca, R.P., Cruz-Rodrigues, C., Mello, C.B., Barbosa, T., Miranda, M.C., Desenvolvimento do instrumento de avaliação neuropsicológica breve infantil NEUPSILIN-INF (2011) Psico-USF, 16 (3), pp. 297-305Gilger, J.W., Geary, D.C., Performance on the Luria-Nebraska Neuropsychological Test Battery-Children's Revision: A comparison of children with and without significant WISC-R VIQ-PIQ discrepancies (1985) Journal of Clinical Psychology, 41 (6), pp. 806-811Golden, C.J., (1984) Luria-Nebraska Neuropsychological Battery-Children's revision, , Los Angeles: Western Psychological ServicesGuimarães, I.E., Ciasca, S.M., Moura-Ribeiro, M.V.L., Neuropsychological evaluation of children after ischemic cerebrovascular disease (2002) Arquivos de Neuro-Psiquiatria, 60 (2), pp. 386-389Korkman, M., Kemp, S.L., Kirk, U., Effects of age on neurocognitive measures of children ages 5 to 12: A crosssectional study on 800 children from the United States (2001) Developmental Neuropsychology, 20 (1), pp. 331-354Kotik-Friedgut, B., Development of the Lurian approach: A cultural neurolinguistic perspective (2006) Neuropsychology Review, 16 (1), pp. 43-52Lewis, R.D., Hutchens, T.A., Garland, B.L., Crossvalidation of the discriminative effectiveness of the Luria-Nebraska Neuropsychological Battery for learning disabled adolescents (1993) Archives of Clinical Neuropsychology, 8 (5), pp. 437-447Lezak, M.D., Howieson, D.B., Bigler, E.D., Tranel, D., (2012) Neuropsychological assessment, , (5th ed.), New York: Oxford University PressLima, R.F., Mello, R., Massoni, I., Riechi, T., Ciasca, S.M., (2005) Teste Luria-Nebraska para Crianças-TLN-C, , [Manual técnico não publicado].Universidade Estadual de Campinas, CampinasMyers, D.R.J., Sweet, J.J., Deysach, R., Myers, F.C., Utility of the Luria-Nebraska Neuropsychological Battery-Children's Revision in the evaluation of reading disabled children (1989) Archives of Clinical Neuropsychology, 4 (3), pp. 201-215Pawlowski, J., Fonseca, R.P., Salles, J.F., Parente, M.A.M.P., Bandeira, D.R., Evidências de validade do Instrumento de Avaliação Neuropsicológica Breve Neupsilin (2008) Arquivos Brasileiro de Psicologia, 50 (2), pp. 101-116Riechi, T.I.J.S., Lima, R.F., Mello, R.J.L., Massoni, I., Ciasca, S.M., Normatização piloto da Bateria Luria Nebraska para crianças brasileiras [Resumo] (2006) Revista de Neurología, 42, p. 111Reynolds, M.R., Keith, T.Z., Flanagan, D.P., Alfonso, V.C., A cross-battery, reference variable, confirmatory factor analytic investigation of the CHC taxonomy (2013) Journal of School Psychology, 51 (4), pp. 535-555SATEPSI-Sistema de Avaliação de Testes Psicológicos (2008) Lista dos testes aprovados, , http://www.pol.org.br/satepsiSolovieva, Y., Loredo, D., Quintanar, L., Caracterización neuropsicológica de una población infantil urbana a través de la Evaluación Neuropsicológica Infantil Puebla-Sevilla (2013) Pensamiento Psicológico, 11 (1), pp. 83-98Schaughency, E.A., Lahey, B.B., Hynd, G.W., Stone, P.A., Piacentini, J.C., Frick, P.J., Neuropsychological test performance and the attention deficit disorders: clinical utility of the Luria-Nebraska Neuropsychological Battery-Children's Revision (1989) Journal of Consulting and Clinical Psychology, 57 (1), pp. 112-116Urbina, U., (2007) Fundamentos da testagem psicológica, , Porto Alegre: Artes MédicasUstárroz, J.T., La evaluación neuropsicológica (2007) Intervención Psicossocial, 16 (2), pp. 189-211O presente estudo buscou evidências de validade do Teste Luria-Nebraska para Crianças (TLN-C) em sua relação com escolaridade e inteligência. Participaram 120 crianças com dificuldades escolares (2ª ao 6ª ano), avaliadas com o TLN-C e a Escala de Intelig

Exploring the motivations and expectations in the amateur football referee

The purpose of this study was to understand the differences between male and female motivations and experiences of being football referee. A semi-structure qualitative interview was made to eighth football referees (4 male and 4 female) with ages between 19 and 27 years (23.4±3.10). The participants were refereeing regional and national Portuguese football matches. In the content analysis emerged two components (Experiences and Motivations) and for each component six and four categories respectively. Results demonstrated that female referees are perceived as capable of the same achievement than men. In the first stages of refereeing career, female and male presents similar motivations regarding the development of different capabilities (focus; decision-making; leading with pressure; conflict management) and the most important relevant being passion for the game. However, the sexism is still felt by women which have to lead with more stereotypes and phycological abuse of a men dominant sports. Consequently the feeling that have to work harder than men to achieve their goals.9E1A-F9DD-3EB8 | Filipe Manuel ClementeN/

Active Learning “Factory of Boxes” in the Teaching-Learning Processes in Engineering and Entrepreneurship

“Factory of Boxes” is an Active Learning (AL) where concepts related to Industrial Engineering, Mechanics, Mechatronics, Electrotechnics and Entrepreneurial Management can be cultivated. The interconnection of these concepts offers the possibility of developing skills in the most diverse areas of knowledge. It is the use of AL, simulating the method of a factory which produces cardboard boxes in different layouts and production systems, namely: (a) Classic Taylorist-Fordist Model; (b) Positions’ Enrichment Volvo Model; (c) cell production Toyota Model; and (d) automated line Taylorist-Fordist Classic Model. Data collection was based on observation, counting and recording production in a simulated test at two Universities (UFPB – Brazil and UBI – Portugal) involving master students in Industrial Engineering. The data were analysed from the aspects of productivity and cycle-time. The results showed: (a) It is an economically viable AL since it uses low-cost materials (except for simulating with automated posts which requires some investment) and (b) the Classic Model has the highest cycle-time and the Toyota Model has higher productivity, although these results derive from simulations with a teaching-learning aim and cannot be generalized. With the involvement of students-apprentices, knowledge was absorbed through layout-sharing and analysis of work organisation models’ dynamics, involving activities using Engineering, Industrial Management and Entrepreneurship tools and concepts

Cognitive Functions, Self-Esteem and Self-Concept of Children with Attention Deficit and Hyperactivity Disorder

The study aimed to compare the performance of children with ADHD and children without learning and/or attention difficulties in tasks of visual attention, executive functions, self-esteem and self-concept. Participants were34 children, 17 with ADHD and 17in the control group, with a mean age of 9.92 years. For the evaluation, the following tests were used: Cancellation Test, Trail Making Test, Stroop Color Word Test, Tower of London, Children's Depression Inventory, Self-Esteem Multidimensional Scale, and Children's Self-Concept Scale. The results indicated that children with ADHD showed worse out comes in attention and executive functions evaluations, in the belief of doing things the wrong way, in feelings of guilt and in low self-esteem, both in the general result as well as in self-perception

Test para la identificación de Señales de Dislexia: Evidencia de la Validez de Criterio

In Brazil, there is a lack of valid instruments for screening for Developmental Dyslexia (DD) and so the aim of this study was an in-depth investigation of evidence of validity based on the relations with external variables for the Identifying Signs of Dyslexia Test (TISD). More specifically, it seeks to investigate the validity of the criterion, i.e. whether such instruments would be capable of identifying this diagnosis. The research involved comparing two samples: (a) children with DD diagnosis (n = 15) and (b) children without complaints of reading and writing difficulties (n = 146). It was found that in all the subtests of which the instrument is made up (reading, writing, visual attention, calculation, motor skills, phonological awareness, rapid naming, short term memory) there were significant differences between the groups, and in the test total. The results suggest that the TISD was able to identify the group with DD, evidencing the validity of the criterion for this instrument.No Brasil há escassez de instrumentos validados para triagem da Dislexia do Desenvolvimento (DD), dessa forma, o presente estudo objetivou investigar mais profundamente evidências de validade baseadas nas relações com variáveis externas para o Teste para Identificação de Sinais de Dislexia (TISD). Especificamente, buscou-se investigar a validade de critério, ou seja, se tal instrumento seria capaz de identificar esse diagnóstico. A pesquisa envolveu a comparação de duas amostras: (a) crianças com diagnóstico de DD (n = 15) e (b) crianças sem queixas de dificuldades em leitura e escrita (n = 146). Verificou-se que em todos os subtestes que compõem o instrumento (leitura, escrita, atenção visual, cálculo, habilidades motoras, consciência fonológica, nomeação rápida, memória de curto prazo) houve diferenças significativas entre os grupos, bem como no total do teste. Os resultados sugeriram que o TISD foi capaz de indicar o grupo com DD, o que evidencia validade de critério para tal instrumento.En Brasil hay escasez de instrumentos validados para clasificar la Dislexia del Desarrollo (DD), de esta forma, el presente estudio objetivó investigar más profundamente evidencias de validez basadas en las relaciones con variables externas para la Prueba para Identificación de Señales de Dislexia (PISD). Específicamente, se buscó investigar la validez de criterio, o sea, si tal instrumento fuera capaz de identificar ese diagnóstico. La investigación incluyó la comparación de dos muestras: (a) niños con diagnóstico de DD (n = 15) y (b) niños sin quejas de dificultades en lectura y escritura (n = 146). Se verificó que en todas las subpruebas que componen el instrumento (lectura, escrita, atención visual, cálculo, habilidades motoras, conciencia fonológica, nombramiento rápido, memoria de corto plazo) hubo diferencias significativas entre los grupos, así como en el total de la prueba. Los resultados sugirieron que la PISD fue capaz de indicar el grupo con DD, que evidencia validez de criterio para tal instrumento

Passion, grit, and mindset in undergraduate sport sciences students

The aim of this study was two-fold: (i) to compare passion, grit and mindset between sexes; and (ii) to analyze the relationships between passion, grit and mindset. Fifty-eight men (age: 20.10 ± 2.70 years old) and forty-eight women (age: 19.27 ± 4.10 years old) sports sciences undergraduate students voluntarily participated in this study. A cross-sectional survey design was followed. The passion scale, grit scale and mindset scale were provided to participants. Comparisons in the passion, grit and mindset items revealed no significant differences between sexes (p > 0.05). Relationships between passion, grit and mindset were tested. Overall (both sexes considered), correlations presented small magnitudes in the pair's passion*grit (r = 0.28; 95%CI [-0.07; 0.31]; p = 0.004), passion*mindset (r = 0.203; 95%CI [0.01; 0.38]; p = 0.043) and grit*mindset (r = 0.06; 95%CI [-0.14; 0.25]; p = 0.574). As conclusions, the present study did not find significant differences in passion, grit and mindset between sexes in undergraduate sports sciences students. Additionally, it was verified that relationships between passion, grit and mindset are small in this population.info:eu-repo/semantics/publishedVersio

Association between developmental dyslexia and emotional co-morbidity: case report

PURPOSE: to analyze features in a case of dyslexia with childhood depression. METHODS: description of evaluation's results in a disciplinary case with dyslexia and depression. This study comprised a child, masculine gender, with 10 years and 7 months, studying the 4th year of the Elementary Teaching in a public school. RESULTS: the results of this study evidenced alterations not only in language, where there are difficulties in the phonological information processing, as well as in attention and executive functions and comorbidity of childhood depression. CONCLUSION: the study revealed the need for evaluation by an interdisciplinary team for a precise diagnosis and, consequently a better intervention in children with dyslexia and their co-morbidities.OBJETIVO: analisar características em um caso de dislexia com depressão infantil. MÉTODOS: descrição dos resultados da avaliação interdisciplinar em um caso com dislexia e depressão. Participou deste estudo uma criança, do gênero masculino, com 10 anos e 7 meses, cursando o 4º ano do Ensino Fundamental em uma escola pública. RESULTADOS: os resultados deste estudo evidenciaram alterações não somente na linguagem, em que há dificuldades no processamento fonológico da informação, como também na atenção e funções executivas e quadro comórbido de depressão infantil. CONCLUSÃO: o estudo revelou a necessidade da avaliação de uma equipe interdisciplinar para um diagnóstico preciso e, conseqüentemente uma melhor intervenção em crianças com dislexia e suas comorbidades.75676

Sports leisure in potentially vulnerable young people: perceived benefits and organization of practice.

[ES] La adquisición de un ocio físico deportivo habitual es uno de los objetivos que debe conseguir nuestra sociedad para lograr que nuestros jóvenes tengan una salud adecuada y mejoren su calidad de vida. A su vez, la práctica de ocio deportivo es reconocida como una herramienta de primer orden para lograr la socialización de los jóvenes potencialmente vulnerables. Este estudio analizó la incidencia de la vulnerabilidad en los hábitos de ocio deportivos de los jóvenes; en sus preferencias de práctica físico deportiva de forma estructurada o libre; y, finalmente, en la percepción sobre los beneficios que conlleva esta práctica. Para ello se realizó un diseño de investigación cuantitativo en el que se aplicó un cuestionario elaborado ad hoc a un total de 2694 estudiantes españoles de Educación Post-obligatoria no universitaria, de los que 785 fueron considerados como participantes en potencial riesgo de vulnerabilidad. Los resultados revelaron que existen diferencias entre los jóvenes potencialmente vulnerables y no vulnerables en cuanto a la práctica de actividades de ocio deportivo. La población en riesgo de vulnerabilidad manifiestó hábitos de ocio menos activos que los no vulnerables. Asimismo, se encontró que los jóvenes vulnerables tenían una mayor tendencia a la práctica de ocio deportivo por su cuenta, frente a los no vulnerables que preferían realizar deporte de forma organizada. De la misma forma, los jóvenes potencialmente vulnerables percibieron menores beneficios de la práctica deportiva que los no vulnerables. De los resultados se deriva la necesidad de aplicar actuaciones socioeducativas estructuradas para promocionar la práctica de ocio deportivo entre los jóvenes más vulnerables. [EN] The acquisition of a frequent sports leisure practice is one of the objectives that our society must achieve in order to ensure proper health and an improvement of life quality of young people. In turn, sport leisure practices are considered a frontline tool to foster socialization of potentially vulnerable young people. This study examined the effect of vulnerability in sports leisure habits in young people; in their preferences of physical and sporting practices through an organized or autonomous way; and finally, in the perceptions of the benefits that these practices entail. For this purpose, a quantitative research design was conducted, administering an ad hoc questionnaire to a sample of 2694 post-obligatory and non-university students in Spain; 785 of them were labelled as students at potential risk of vulnerability. The results revealed the existing differences between potentially vulnerable and non-vulnerable young people regarding sports leisure practices. The population at risk of vulnerability displayed less active leisure habits than the rest. Likewise, it was found that vulnerable youth had a greater tendency to practice sports leisure activities in an autonomous way, unlike non-vulnerable young individuals, who preferred an organized practice. Similarly, potentially vulnerable young people obtained fewer benefits from sports leisure activities than non-vulnerable ones. The results proved the need to implement structured socio-educational interventions in order to promote sports leisure practices among the most vulnerable young people