Ejercicio físico en salas de acondicionamiento muscular. Bases científico-médicas para una práctica segura y saludable

Actividad Física y Deport

Desarrollo de un espacio de trabajo en E-CAMPUS para la interacción de los contextos curricular y extracurricular, en las asignaturas de voleibol del Grado en Ciencias de la Actividad Física y del Deporte

Los objetivos perseguidos con el presente proyecto fueron los siguientes: - Crear un espacio de trabajo en E-CAMPUS en el que participen los profesores y estudiantes matriculados en las tres asignaturas de voleibol impartidas en el Grado en Ciencias de la Actividad Física y del Deporte, y profesionales de entidades relacionadas con el voleibol (en este caso, entrenadores de voleibol del Club Deportivo Universidad de Granada), que favorezca el intercambio de información y la interacción entre las actividades curriculares y extracurriculares relacionadas con voleibol. - Incrementar la participación de los estudiantes de las asignaturas de voleibol, en diferentes actividades extracurriculares vinculadas con el voleibol, fundamentalmente de profundización en contenidos y acercamiento a la realidad práctica y contexto profesional. - Cuantificar la participación de los estudiantes, en distintos niveles de relevancia en implicación, en la red social facilitada a través del espacio creado en E-CAMPUS. - Conocer la opinión de los estudiantes, sobre el espacio virtual creado y el valor formativo de la participación en las actividades extracurriculares difundidas mediante la misma. - Afianzar el trabajo coordinado y colaborativo entre los tres profesores de las asignaturas de voleibol. Para ello, se ha llevado a cabo un planteamiento metodológico en tres fases. El plan de trabajo y cronograma desarrollado ha sido el siguiente: 1) Diseño, creación y puesta en marcha de espacio de trabajo en la plataforma Moodle E-CAMPUS (Septiembre-Octubre 2021): reuniones de profesores y de éstos con el técnico del CEPRUD responsable del servicio de soporte y gestión del espacio en E-CAMPUS; consulta y establecimiento de cuestiones legales sobre la participación y uso del espacio; elaboración de carta de presentación del espacio para los usuario; revisión/testado del espacio virtual creado, previamente a su puesta en marcha; elaboración de modelo de consentimiento informado para participación en el espacio virtual; determinación de la denominación y logo del espacio de trabajo; matriculación de los usuarios en el espacio de trabajo; puesta en marcha del espacio de trabajo virtual “QUEDADA VOLEIBOL GRANADA” en E-CAMPUS (diferenciando cuatro bloques de participación, oferta de actividades, demanda de actividades, hablar sobre voleibol, reflexión, propuesta o trabajos prácticos sobre voleibol). 2) Seguimiento y cuantificación de la participación de los usuarios en el espacio virtual “Quedada Voleibol Granada” (Octubre 2021-Mayo 2022): seguimiento y cuantificación de la participación de cada uno de los colectivos, en el espacio creado; caracterización de los ámbitos fundamentales de interés, por parte de los diferentes usuarios; análisis de la participación en cada uno de los bloques ofertados. 3) Valoración de la propuesta innovadora creada y aplicada (Diciembre 2021-Mayo 2022): análisis general de la creación y puesta en práctica del espacio de trabajo “Quedada Voleibol Granda”; análisis de la participación por grupos de colectivos; intervención de los participantes en el espacio de trabajo creado; valoración de “Quedada Voleibol Granada” por parte de los participantes. Para ello, se han considerado las respuestas de los participantes a una encuesta creada con dicha finalidad. Los logros alcanzados con el desarrollo del proyecto han supuesto el diseño y creación de un espacio de trabajo en E-CAMPUS denominado “Quedada Voleibol Granada”, fruto del trabajo coordinado y colaborativo de los tres profesores de las asignaturas de voleibol, y conjuntamente con el técnico del CEPRUD. Igualmente, la creación de dicho espacio ha puesto en comunicación a los estudiantes de las tres asignaturas de voleibol impartidas en el Grado en Ciencias de la Actividad Física y del Deporte, y también con entidades/empresas, en este caso los entrenadores de voleibol del Club Deportivo Universidad. Los bloques incluidos en “Quedada Voleibol Granada” han tratado de incluir las actividades extracurriculares más apropiadas para la formación de los alumnos de las asignaturas de voleibol, destacando los estudiantes la relevancia del bloque “Oferta de actividades de voleibol”, habiendo informado sobre un total de 14 actividades durante el presente curso académico, y cuantificándose 76 intervenciones en las mismas, por parte de los participantes. Unido a ello, los participantes valoran el espacio de trabajo creado, incidiendo en su utilidad para la formación en voleibol, su contribución a mejorar el aprendizaje sobre voleibol, su contribución a la adquisición de las competencias del Grado, y su aportación para conocer el voleibol más allá del currículo concreto del Grado. Unido a lo indicado, el espacio de trabajo creado puede ser incorporado sin dificultad en la docencia habitual de las asignaturas, bien sea sin ninguna vinculación con la evaluación de las asignaturas (como ha sido incluido en el presente proyecto), o con vinculación concreta con la misma.The objectives in this project were: - Create a workspace in E-CAMPUS in which professors and students from the three volleyball subjects taught in the Degree in Physical Activity and Sports Sciences, and professionals from entities related to volleyball (in this case, volleyball coaches from the “Club Deportivo Universidad de Granada”), which favors the exchange of information and interaction between curricular and extracurricular activities related to volleyball. - Increase the participation of students in volleyball subjects, in different extracurricular activities related to volleyball, fundamentally deepening content and approaching the practical reality and professional context. - Quantify the participation of students, at different levels of relevance in involvement, in the social network provided through the space created in E-CAMPUS. - Get to know the opinion of students about the virtual space created and the educational value of participation in extracurricular activities disseminated through it. - Strengthen the coordinated and collaborative work between the three professors of the volleyball subjects. A methodological approach has been carried out in three phases. The work plan and schedule developed has been as follows: 1) Design, creation and implementation of a workspace in the Moodle E-CAMPUS platform. (September-October 2021): Meetings of professors to determine the characteristics and needs of the virtual workspace to be created. Professors' meetings with the CEPRUD technician responsible for the support and space management service at E-CAMPUS. Consultation and establishment of legal questions about the participation and use of the space. Preparation of an introduction letter for users. Review / testing of the virtual space created, previously to its start-up. Elaboration of an informed consent for the participants in the virtual space. Teacher-student consensus on the naming of the workspace. Creation of logo for the virtual workspace. Screening the enrollment of students who have given their consent. Launch of the virtual workspace "QUEDADA VOLEIBOL GRANADA" in E-CAMPUS. This space initially consists of 4 participation blocks: Volleyball activities offer, Demand for Volleyball activities, Volleyball chats and Reflections. 2) Monitoring and quantification of user participation in the virtual space "Quedada Voleibol Granada". (October 2021-May 2022): Quantification of the participation of each participating group. Characterization of the fundamental areas of interest by the different users. Specific analysis of each of the four participation blocks offered. 3) Assessment of the innovative proposal created and applied. (December 2021-May 2022). General analysis of the creation and implementation of the workspace “Quedada Voleibol Granada”; analysis of participation by groups; intervention of the participants in the created workspace; evaluation of "Quedada Voleibol Granada" by the participants. To do this, the responses of the participants to a survey created for this purpose have been considered. The achievements with the development of the project resulted in the design and creation of a workspace in E-CAMPUS called "Quedada Voleibol Granada", due to the coordinated and collaborative work of the three professors of the volleyball subjects, and jointly with the CEPRUD technician. Likewise, the creation of the space has connected the students of the three volleyball subjects taught in the Degree in Physical Activity and Sports Sciences, and also with entities/companies, in this case the volleyball coaches of the “Club Deportivo Universidad de Granada”. The blocks included in "Quedada Voleibol Granada" have tried to include the most appropriate extracurricular activities for the learning process of students in volleyball subjects, with the students highlighting the relevance of the "Volleyball Activities Offer" block, having reported on a total of 14 activities during this academic year, and quantifying 76 interventions in total, by the participants. Together with this, the participants value the work space created, emphasizing its usefulness for training in volleyball, its contribution to improving learning about volleyball, its contribution to the acquisition of the skills of the Degree, and its contribution to learning about volleyball beyond the specific curriculum of the Degree. The created workspace can be easily incorporated into the usual teaching of the subjects, either without any connection with the evaluation of the subjects (as has been included in this project), or with a specific connection with it.Unidad de Calidad, Innovación Docente y Prospectiva de la Universidad de Granad

El gènere com a factor de variabilitat en les actituds envers la pràctica d’activitat físicoesportiva

L’orientació de les actituds que els adolescents manifesten envers l’activitat físicoesportiva representa un aspecte de gran importància a l’hora de promocionar-ne la pràctica com a hàbit de vida saludable, funció fonamental en la tasca educativa i, en concret, en l’Educació Física. Hem estudiat l’orientació de les actituds envers la pràctica físicoesportiva en 700 adolescents granadins d’entre 13 i 18 anys, en funció  del sexe, a partir del “qüestionari CAAFS”. Els resultats mostren que els nois tenen nivells actitudinals significativament superiors (p < 0.05) als de les noies, en les actituds orientades tant cap al procés (3,69 i 3,45, respectivament) com cap al resultat (2,45 ells i 2,33 elles). La “millora de l’aparença” (2,71) és la dimensió de l’actitud cap a la que les adolescents granadines manifesten més tendència, i la dimensió “victòria” ho és en el cas dels barons (2,65). Per tant, es pot concloure indicant la necessitat de millorar les actituds envers la pràctica físicoesportiva en les noies i considerar la necessitat de diversificar la pràctica d’acord amb la seva orientació en funció del gènere

Coordinación y trabajo interactivo entre profesores y estudiantes de las asignaturas de voleibol del Grado en Ciencias de la Actividad Física y del Deporte

El proyecto realizado ha tenido como objetivos crear y consolidar un equipo docente, formado por los tres profesores que imparten asignaturas de voleibol en el Grado en Ciencias de la Actividad Física y del Deporte (Grado CCAFYD), que permita optimizar el proceso de enseñanza-aprendizaje de dicho deporte, mediante la reflexión y creación de tareas interactivas entre los estudiantes de las tres asignaturas. Aunque inicialmente se planteaba también la realización de dichas tareas, por parte de los estudiantes, la situación sanitaria acontecida durante el curso académico 2020/21, ha impedido la puesta en práctica de las mismas, por lo que se ha aprovechado el desarrollo del proyecto para realizar el testeo del material tecnológico adquirido (radar), así como para elaborar recursos didácticos que faciliten la aplicación de dichas tareas en el próximo curso académico. La metodología empleada en el proyecto se ha basado en el desarrollo de reuniones con periodicidad semanal (miércoles de 11.00 a 13.00h), entre los miembros del equipo docente constituido. Dichas reuniones se han desarrollado desde el 05/02/2020 hasta el 28/04/2021, en tres fases: 1) Inicial o de puesta en marcha (05/02/2020-24/06/2020): en la que se analizó la planificación de la formación en voleibol en el Grado en CCAFYD (metas, análisis DAFO, objetivos de la formación, contenidos específicos y de disciplinas que fundamentan, resultados de aprendizaje establecidos en competencias), y se elaboraron de forma reflexiva y consensuada, la Guías Docentes 2020/2021 de las tres asignaturas de voleibol impartidas en el Grado en CCAFD. 2) Intermedia o de aplicación (02/09/2020-26/02/2021): en la que se coordinaron las actuaciones de los profesores para la impartición de las asignaturas y se reflexionó sobre diferentes cuestiones docentes (calendarios, tareas, adecuación de las prácticas a la situación sanitaria Covid-19, incidencias, valoraciones). Debido a la imposibilidad, por la situación sanitaria, de poner en práctica las tareas interactivas entre los alumnos de las distintas asignaturas de voleibol, previstas en la modalidad presencial y recogidas en las Guías Docentes, se optó por testar y emplear el material tecnológico adquirido con el proyecto de innovación, con los alumnos de la asignatura Especialización Deportiva en Voleibol, así como por avanzar en la creación de recursos (hojas de observación y rúbricas), que facilitarán el empleo de las actividades interactivas en próximos cursos académicos. 3) Final o de valoración/evaluación (01/03/2021-28/04/2021): en la que se analizó el desarrollo y evaluación de las tres asignaturas (una de ellas aún con docencia en el segundo semestre), se plantearon distintas modificaciones en ciertos contenidos y actividades de evaluación, y se volvió a revisar el planteamiento de las actividades interactivas entre los estudiantes de las distintas asignaturas, a implementar en el próximo curso académico. Dichos aspectos serán incluidos en las Guías Docentes que se están preparando para el curso 2021/22. Igualmente, en esta fase se realizó la presente memoria del Proyecto de Innovación. Como principales aplicaciones prácticas del desarrollo del proyecto a la docencia habitual destacamos la optimización de la formación en voleibol y aproximación de la misma a las necesidades profesionales de los estudiantes, fruto del análisis de la planificación de la formación en voleibol, revisión consensuada de las Guías Docentes, coordinación de la actuación del profesorado, adecuación de las prácticas a la situación sanitaria, incorporación de material tecnológico en la docencia y creación de recursos didácticos.The objective of the carried out project has been to create and consolidate a teaching network team, integrated by the three volleyball professors from the Physical Activity and Sports Sciences degree, trying to optimize the teaching-learning process of this sport, through the study and creation of interactive tasks between the students of the three subjects. Although initially the performance of these tasks included the interaction of the students, the health situation due to covid-19 during the 2020/21 academic year has prevented their participation. Finally, the availability for the development of the project has been to carry out the testing of the acquired technological material (radar device), as well as to elaborate didactic resources that facilitate the application of these tasks in the next academic year. The methodology applied so far in the project has been based on the development of weekly meetings (Wednesdays from 11:00 to 13:00), among the members of the constituted teaching team. These meetings have been held from February 2020 to date, in three phases: 1) Initial or start-up (February to June 2020): in which the planning of volleyball studies in the Physical Activity and Sports Sciences Degree was analyzed (goals, SWOT analysis, curriculum objectives, specific contents and disciplines that support the learning outcomes established in proficiency), and the 2020/2021 Teaching Guides for the three volleyball subjects taught in the Degree were elaborated in a reflective and agreed way. 2) Intermediate or application (September 2020 to February 2021): in which the actions of the professors were coordinated for the teaching of the subjects and the analysis of different teaching issues (calendars match, tasks, adaptations of the teaching practice to the Covid-19 health situation, incidents, evaluations). Due to the impossibility, because of to the health situation, of perform the interactive tasks among the students of the different volleyball subjects included in the Teaching Guides, the plan was modified to activities like test and use the technological material acquired with the innovation project with the participation of the students of the Sports Specialization in Volleyball subject, as well as to advance in the creation of resources (observation forms and evaluation reports), which will facilitate the interactive activities in future academic years. 3) Final or evaluation / evaluation (March 2020 to May 2021): in which the development and evaluation of the three subjects (one of them still running in the second semester) were analyzed. different modifications in certain contents and evaluation activities, and the approach of the interactive activities among the students of the different subjects was reviewed again, to be implemented in the next academic year. These aspects will be included in the Teaching Guides that are being prepared for the 2021/22 academic year. Likewise, in this phase the present report of the Innovation Project was prepared. As main practical applications of the project development to regular teaching, we highlight the optimization of volleyball learning-teaching process and its approximation to the future professional needs of the students, as a result of the analysis of the planning of volleyball university studies, consensus review of the Teaching Guides, coordination of professors' actions, adaptation of practices to the health situation requirements, incorporation of technological material in teaching and creation of didactic resources.Unidad de Calidad, Innovación Docente y Prospectiva de la Universidad de Granad

El género como factor de variabilidad en las actitudes hacia la práctica de actividad físico-deportiva

La orientación de las actitudes que los adolescentes manifiestan hacia la actividad físico-deportiva representa un aspecto de gran importancia a la hora de promocionar su práctica como hábito de vida saludable, función fundamental en la labor educativa y, en concreto, en la Educación Física. En 700 adolescentes granadinos de entre 13 y 18 años, se ha estudiado la orientación de las actitudes hacia la práctica físico-deportiva en función del sexo a partir del “cuestionario CAAFS”. Los resultados muestran que los chicos tienen niveles actitudinales significativamente superiores (p < 0.05) a los de las chicas en las actitudes orientadas tanto hacia el proceso (3,69 y 3,45, respectivamente) como hacia el resultado (2,45 ellos y 2,33 ellas). La “mejora de la apariencia” (2,71) es la dimensión actitudinal hacia la que las adolescentes granadinas manifiestan una mayor tendencia, y la dimensión “victoria” lo es en el caso de los varones (2,65). Por tanto se puede concluir indicando la necesidad de mejorar las actitudes hacia la práctica físico-deportiva en las chicas y considerar la necesidad de diversificar la práctica en función de la orientación de las mismas en función del género

Co-creation of mHealth intervention for older adults with hip fracture and family caregivers: a qualitative study

“This is an accepted version of an article published by Taylor & Francis in Disability and Rehabilitation-Assistive Technology on October 2022, available at: doi: 10.1080/17483107.2022.2138999.”Introduction Hip fracture results in an older person’s loss of independence. Limited healthcare resources make mobile Health (mHealth) an alternative. Engaging key stakeholders in health technology development is essential to overcome existing barriers. The aim of this study was to establish perspectives of older adults with hip fracture, family caregivers and health professionals (stakeholders) on the development of a mHealth system. Methods Qualitative study guided by user-centered design principles with focus groups to engage stakeholders during the development. Seven focus groups were conducted [older adults with hip fracture (n=2), caregivers (n=3), and health providers (n=2)] with 45 participants (14 older adults, 21 caregivers, and 10 health providers). Inclusion criteria were older adults ≥ 65 years who sustained a hip fracture in the previous 3 months; family caregiver of a person with hip fracture; and health providers with 2+ years of clinical experience working older adults with hip fracture. We followed standard methods for focus groups, including recording, transcription, and conducting an inductive content analysis. The same moderator, with clinical and research experience, conducted all focus groups. Results Three themes were generated to consider for a future mHealth intervention: (1) user-friendly design; (2) content to include recovery and prevention information; and (3) implementation factors. Our mHealth system was developed based on feedback from participants. Conclusions Co-creating mHealth technology with stakeholders is essential for uptake and adherence. We provide an overview of the development of ActiveHip+, an mHealth system for the clinical care of older adults with hip fracture. Keywords: tele-rehabilitation; telemedicine; hip fracture; older adults with hip fracture; family caregivers; health providers; mobile applications; medical informaticsThis study was supported by EIT Health [210752]

Determinants of Longitudinal Changes in Cardiometabolic Risk in Adolescents with Overweight/Obesity: The EVASYON Study

We investigated which determinants (socioeconomic, early life factors, body composition changes, fitness changes and/or physical activity changes) best predicted longitudinal outcomes in cardiometabolic risk profile (Z-score change) in adolescents with OW/OB who underwent a 13-month multidisciplinary lifestyle intervention. A total of 165 adolescents (13–16 y; 46% boys) from the EVASYON study were included. Socioeconomic variables and early life factors were obtained from the medical records. Body composition was assessed using anthropometry. Fitness and physical activity were measured with field-based tests and questionnaires. Cardiometabolic risk factors (fasting glucose, HDL cholesterol, triglycerides, blood pressure and waist circumference) were derived from standard methods in the hospital. Body weight changes, sex and mother’s education were selected in the stepwise process as the most important determinants of changes in cardiometabolic risk profile (R2 = 0.26, p = 0.002; R2 = 0.14, p = 0.013; and R2 = 0.14, p = 0.017, respectively). Both boys and girls showed a lower cardiometabolic risk score with the reduction in body weight (r = 0.535, p = 0.009 and r = 0.506, p = 0.005, respectively). There was no interaction between sex and body weight change (p = 0.614). In conclusion, the simple measure of changes in body weight should be considered to track changes in cardiometabolic risk profile in adolescents with OW/OB.Ministry of Health and Consumption via the Carlos III Institute of Health (FIS) PI051579AESAN (Spanish Agency for Food Safety and Nutrition) from the Spanish Ministry of Health and Consumer Affairs PI05236

Physical fitness and shapes of subcortical brain structures in children

“This is an accepted version of an article published by CAMBRIDGE UNIV PRESS in British Journal of Nutrition on September 2019, available at: doi: 10.1017/S0007114516001239.”A few studies have recently reported that higher cardiorespiratory fitness is associated with higher volumes of subcortical brain structures in children. It is however unknown how different fitness measures relate to shape of subcortical brain nuclei. We aimed to examine the association of the main health-related physical fitness components with shape of subcortical brain structures in a sample of 44 Spanish children aged 9.7±0.2 years from the NUHEAL project. Cardiorespiratory fitness, muscular strength and speed-agility were assessed using valid and reliable tests (ALPHA-fitness test battery). Shape of the subcortical brain structures was assessed by magnetic resonance imaging, and its relationship with fitness was examined after controlling for a set of potential confounders using a partial correlation permutation approach. Our results showed that all physical fitness components studied were significantly related to shape of subcortical brain nuclei. These associations were both positive and negative, indicating that a higher level of fitness in childhood is related to both expansions and contractions in certain regions of Accumbens, Amygdala, Caudate, Hippocampus, Pallidum, Putamen and Thalamus. Cardiorespiratory fitness was mainly associated with expansions, whereas handgrip was mostly associated with contractions in the structures studied. Future randomized controlled trials will confirm or contrast our findings, demonstrating whether changes in fitness modify the shape of brain structures and the extent to which those changes influence cognitive function.This work was supported by the Commission of the European Community’s 7th Framework Programme (FP7/2008-2013), Grant agreement no. 212652 (NUTRIMENTHE Project); within the 6th Framework Programme, Contract no. 007036 (EARNEST Project); and supported in part by the Commission of the European Community with in the 5th Framework Programme, Contract no. QLK1-CT-1999-00888 (NUHEAL project). This publication is the work of the authors and does not necessarily reflect the views of the Commission of the European Community. Research by A.C. is funded by a Spanish Ministry of Economy and Competitiveness grant (State Secretariat for Research, Development and Innovation Secretary, PSI2012-39292). F.B.O. is supported by a grant from the Spanish Ministry of Science and Innovation – MINECO - (RYC-2011-09011) and C.C.S. by a grant from the Spanish Ministry of Economy and Competitiveness (BES-2014-068829). Funders had no role in the design, analysis or writing of this article

Determinants of longitudinal changes in cardiometabolic risk in adolescents with overweight/obesity: the EVASYON study

We investigated which determinants (socioeconomic, early life factors, body composition changes, fitness changes and/or physical activity changes) best predicted longitudinal outcomes in cardiometabolic risk profile (Z-score change) in adolescents with OW/OB who underwent a 13-month multidisciplinary lifestyle intervention. A total of 165 adolescents (13-16 y; 46% boys) from the EVASYON study were included. Socioeconomic variables and early life factors were obtained from the medical records. Body composition was assessed using anthropometry. Fitness and physical activity were measured with field-based tests and questionnaires. Cardiometabolic risk factors (fasting glucose, HDL cholesterol, triglycerides, blood pressure and waist circumference) were derived from standard methods in the hospital. Body weight changes, sex and mother''s education were selected in the stepwise process as the most important determinants of changes in cardiometabolic risk profile (R2 = 0.26, p = 0.002; R2 = 0.14, p = 0.013; and R2 = 0.14, p = 0.017, respectively). Both boys and girls showed a lower cardiometabolic risk score with the reduction in body weight (r = 0.535, p = 0.009 and r = 0.506, p = 0.005, respectively). There was no interaction between sex and body weight change (p = 0.614). In conclusion, the simple measure of changes in body weight should be considered to track changes in cardiometabolic risk profile in adolescents with OW/OB

Effects of the ActiveHip+ mHealth intervention on the recovery of older adults with hip fracture and their family caregivers:a multicentre open-label randomised controlled trial

Background: Mobile health (mHealth) systems are a promising alternative for rehabilitation of hip fracture, addressing constrained healthcare resources. Half of older adults fails to recover their pre-fracture routines, which imposes a burden on caregivers. We aimed to test the effectiveness of the 3-month ActiveHip + mHealth intervention on physical and psychological outcomes of older adults with hip fracture and their family caregivers. Methods: In a multicentre open-label randomised controlled trial conducted across 3 hospitals in Andalusia (Spain), patients older than 65 with a hip fracture, who were previously independent and lacked cognitive impairment were recruited alongside with their caregivers. Participants were randomly allocated (1:1) to the intervention group (ActiveHip+) or control (usual care) group. The intervention group underwent a 12-week health education and tele-rehabilitation programme through the ActiveHip + mHealth intervention. The primary outcome, physical performance, was assessed using the Short Physical Performance Battery at three time points: at hospital discharge (baseline), 3-month after surgery (post intervention) and 1-year after surgery follow-up. Primary analyses of primary outcomes and safety data followed an intention-to-treat approach. This study is registered at ClinicalTrials.gov, NCT04859309. Findings: Between June 1st, 2021 and June 30th, 2022 data from 105 patients and their caregivers were analysed. Patients engaged in the ActiveHip + mHealth intervention (mean 7.11 points, SE 0.33) showed higher physical performance compared with patients allocated in the control group (mean 5.71 points, SE 0.32) at 3 months after surgery (mean difference in change from baseline 1.40 points, SE 0.36; puncorrected = 0.00011). These benefits were not maintained at 1-year after surgery follow-up (mean difference in change from baseline 0.19 points, SE 0.47; puncorrected = 0.68). No adverse events, including falls and refractures, were reported during the tele-rehabilitation sessions. At 3-months, the intervention group had 2 falls, compared to 4 in the control group, with no observed refractures. At the 1-year follow-up, the intervention group experienced 7 falls and 1 refracture, while the control group had 13 falls and 2 refractures. Interpretation: This study suggests that the ActiveHip + mHealth intervention may be effective for recovering physical performance in older adults with hip fracture. Importantly, the implementation of ActiveHip + into daily clinical practice may be feasible and has already been adopted in 18 hospitals, mostly in Spain but also in Belgium and Portugal. Thus, ActiveHip + could offer a promising solution when rehabilitation resources are limited. However, its dependence on caregiver support and the exclusion of participants with cognitive impairment makes it necessary to be cautious about its applicability. In addition, the non-maintenance of the effectiveness at 1-year follow-up highlights the need of refinement the ActiveHip + intervention to promote long-lasting behavioural changes. Funding: EIT Health and the Ramón y Cajal 2021 Excellence Research Grant action from the Spanish Ministry of Science and Innovation.</p