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The aim of this study was to conduct a literature review to investigate the influence of physical activity on the cognitive and emotional development of preschool children. To this end, a search for articles and studies was conducted in various databases in order to select those that met the search requirements. These requirements included that the studies should be experimental or quasi-experimental, and should involve a sample of children under 6 years of age. Ten studies were selected that met these requirements. After analysing each of them, it was observed that most of the results obtained showed a positive relationship between physical activity and cognitive and emotional development. However, the need for further research on this topic is highlighted due to the scarcity of related studies at such young ages and some methodological shortcomings in the studies analysed.

This paper aims to assess the opinions of Physical Education teachers (PET) about their teaching intervention at a coeducational level. A further objective was to analyse PETs self-perceptions of their mixed and training interventions to describe possible training gaps. The qualitative study involved 191 high school PET from Andalusia (Spain). Some questions were conducted about three dimensions: gender stereotypes and attitudes in PE; teaching performance in coeducation, and coeducational teachers’ professional development in PE. The study's main results indicated that most teachers had neither different expectations of boys and girls nor a different way of treating them and, more than half of the participants considered themselves to be competent in coeducation. They preferred to receive training other than coeducational training. However, almost three-quarters of the sample had not received any coeducation training, or it was self-taught. The main conclusion is that PET consider that they have proper coeducational behaviour. The results showed that current teachers had improved their teaching intervention regarding gender equality compared to previous studies. The present study has had a contribution to the Sustainable Development Goals (SDG )goals 4 and 5, quality education and gender equality, respectively and can be a reference for future research related to coeducation for teachers., Este trabajo tiene como objetivo evaluar la opinión de profesorado de Educación Física (PET) sobre su intervención docente en un nivel coeducativo. Otro de los objetivos fue analizar las autopercepciones de los PET (del inglés Physical Education Teacher, “PET") sobre sus intervenciones coeducativas y formativas para describir posibles lagunas formativas. En este estudio cualitativo han participado 191 PET de secundaria y bachillerato de Andalucía (España). Se realizaron preguntas sobre tres dimensiones: estereotipos y actitudes de género en EF; desempeño docente en coeducación y desarrollo profesional del profesorado coeducativo en EF. Los principales resultados del estudio indicaron que la mayoría de los docentes no tenían expectativas diferentes entre niños y niñas ni una forma diferente de tratarlos y más de la mitad de los participantes se consideraban competentes en coeducación. Preferían recibir cursos de especialización distintos a cursos de coeducación. Sin embargo, casi las tres cuartas partes de la muestra no había recibido ninguna formación en coeducación o era autodidacta. La principal conclusión es que los PET consideran que tienen un comportamiento coeducativo adecuado. Los resultados mostraron que los docentes actuales habían mejorado su intervención docente en materia de igualdad de género en comparación con estudios previos. El presente estudio pretende contribuir a las metas de los Objetivos del Desarrollo Sostenible (ODS) 4 y 5, educación de calidad e igualdad de género respectivamente y puede ser un referente para futuras investigaciones relacionadas con la coeducación en docentes.

The world, society and education are constantly evolving, and to respond to these changes, the main governmental institutions have been proposing different global strategies to focus efforts in the same direction. Currently, the United Nations and its 17 Sustainable Development Goals (SDG) have presented a series of indicators that could help to minimise the environmental, economic and social instability we are experiencing. In this sense, Education for Sustainable Development (ESD) has been described as a fundamental factor. Specifically, in previous work, we argued that physical education (PE) could be a good tool to contribute to SDGs. Based on this, no research analysing the voices of Physical Education Teachers (PET) on how this contribution could be made has been identified in previous literature. Therefore, the objectives of this research are: (1) to analyse the voices and opinions of active PETs in terms of the knowledge they have about Sustainable Development (SD); (2) to determine their opinions about the contribution that PE could make to SDGs; and finally, (3) to identify the challenges and limitations of pedagogical action of SD in PE. For this purpose, a qualitative analysis through a semi-structured interview with 41 active PETs was carried out. The main findings will be presented and discussed around four themes: (a) agreement on the concept of sustainability; (b) PE can contribute to the achievement of SDGs; (c) ambiguity in applying SDGs to PE lessons; and (d) teachers’ constraints on how to implement SDGs in PE. It seems to indicate that PETs do not have a multidimensional vision of sustainable development. While they recognise the potential of PE to contribute to SDGs through awareness raising and student learning, they point to its pedagogical and formative constraints as the main barriers to being able to contribute. They pointed to a lack of knowledge on how to do so, guidelines on how to integrate ESD, lack of involvement, shortage of time or resources in school physical education.

La metodología Flipped Classroom (FC) se perfila como una estrategia educativa novedosa en las diferentes etapas del sistema educativo que puede contribuir al desarrollo sostenible y a una educación de calidad. El objetivo del presente estudio fue evaluar los efectos de la aplicación de un modelo FC en alumnado de secundaria sobre la adquisición del contenido conceptual de un deporte, en este caso Voleibol, y evaluar cómo este modelo pedagógico puede afectar al aprendizaje. La muestra estaba formada por 243 estudiantes de educación secundaria obligatoria de entre 12 y 16 años, empleando para el estudio un método cuantitativo con un diseño cuasi-experimental. La intervención tuvo una duración de cinco semanas en la que se utilizó la metodología FC para el trabajo de los contenidos de voleibol. Se utilizó como instrumento de recopilación de datos, un test objetivo de contenidos curriculares sobre voleibol. Los resultados muestran una mejora muy significativa en el aprendizaje del alumnado tras aplicarse la metodología invertida en el aprendizaje sobre Voleibol. Además, se evidencia que los conocimientos iniciales del alumnado, en este caso, del voleibol, influyen en el rendimiento académico final mostrado en un test objetivo de conocimientos. Finalmente, variables como el número de preguntas correctas durante la visualización de los vídeos o las veces que revisualizan un tramo del tutorial parecen estar sutilmente asociadas con el rendimiento académico final (solo en chicas). Summary. The Flipped Classroom (FC) methodology is emerging as a novel educational strategy in the different stages of the educational system that could contribute to sustainable development and quality education. The objective of this study was to evaluate the effects of the application of a FC model in secondary school students on the acquisition of the conceptual content of a sport, in this case Volleyball, and assess how this intervention methodology can affect learning. The sample consisted of 243 compulsory secondary education students between 12 and 16 years old, using a quantitative method with a quasi-experimental design for the study. The intervention lasted five weeks in which the FC methodology was used to work on the volleyball contents. An objective test of curricular contents about volleyball was used as a data collection instrument. The results show an improvement very significant in learning students after applying the Flipped methodology in Volleyball learning. Furthermore, it is evident that the initial knowledge of the student, in this case, of volleyball, influences the final academic performance shown in an objective test of knowledge. Finally, variables like the number of correct questions during video display or the times that review a stretch of the tutorial appear to be subtly associated with final academic performance (only in girls).

PurposeEducation for Sustainable Development (EDS) has highlighted the need to generate instruments to assess the sustainability competencies of different populations. In this regard, Physical Education (PE) has been recognized as a subject with unique characteristics that allow students to develop competencies that favor sustainability. However, in previous literature, there are no specific instruments to assess the competencies of future Physical Education teachers (PETs). Therefore, this research aims to design and validate an instrument to assess sustainable competencies in future PETs.Design/methodology/approachThis paper shows the validation process of a questionnaire designed ad hoc to measure the future teacher's sustainable competencies. In total, 341 students completed the Physical Education Scale for Sustainable Development in Future Teachers (PESD-FT) questionnaire consisting of 20 items and an eight-point Likert scale. To ensure the relationship of the instrument's items with the sustainable development, the specific targets that compose the 17 Sustainable Development Goals were considered.FindingsThe results showed that the instrument had very high reliability (0.949), excellently fulfilling the validity criteria (0.929). Furthermore, the principal component factor analysis results showed that the PESD-FT comprises three factors, which coincide with the three dimensions of sustainability.Originality/valueIt is concluded that PESD-FT is an instrument that reliably assesses the sustainable competencies of prospective PET and expands the possibilities of PE as a valuable instrument to promote sustainable competencies in an integrated way with PE learning objectives. As such, it can be a robust and valuable measurement tool for proposing effective education for sustainable development policies and programs in initial teacher education for PET.

The Sport Education Model (SEM) presents a wide background in the teaching of Physical Education and Sport. This is one of the most studied pedagogical models in the last decade in primary and secondary education. However, the studies of this model that are implemented in Vocational Education and Training within the family of Physical Activities and Sports are limited. For this reason, the aim of the present research was to examine the effect of the application of the SEM on motivation and Basic Psychological Needs (BPN). Secondarily, the effect on the social climate of the group, the development of emotions during the intervention, or the students’ perception of possible aspects of improvement of the model were studied. A total of 50 students (19.83 ± 3.20) followed a mixed methodology for 12 sessions. To achieve the objectives, the Spanish version of the Sport Motivation Scale questionnaire and the BPN Measurement scale were used. On a qualitative level, semi-structured interviews were conducted with all participants of the study. The results showed that the SEM was very well accepted by the students, who were fully satisfied with the activity. It was also considered a fun intervention, generating good socio-affective relationships, and was useful and practical for their training as future sports coaches. The intervention seemed to have a positive effect on student motivation, although with inconsistent results in the quantitative analysis of this study. Despite the encouraging results obtained, further research is needed to deepen the effect of SE as a key model in the teaching-learning process.

espanolEn el ano 2015 la ONU propuso 17 objetivos comunes que debian lograrse en menos de dos decadas. Estos son conocidos como los Objetivos de Desarrollo Sostenible (ODS) y se enmarcan en una estrategia global denominada Agenda 2030. La educacion ha sido propuesta como un eje fundamental para el logro de los ODS, siendo todos los componentes del sistema educativo esenciales para contribuir a un mundo mas sostenible a nivel economico, social y medioambiental. Concretamente, la Educacion Fisica ha sido descrita como una materia que posee unas caracteristicas importantes para contribuir al logro de los ODS; sin embargo, en la literatura previa aun no existen investigaciones que evaluen las intervenciones de los docentes de Educacion Fisica (DEF) en sostenibilidad. Para indagar en este ambito, el presente estudio tiene como objetivo explorar el conocimiento de los DEF sobre los ODS. Para ello, se realiza un estudio cualitativo-exploratorio basado en la entrevista. Doce DEF de Secundaria (seis mujeres) respondieron a ocho preguntas agrupadas en tres dimensiones. La nocion del concepto de sostenibilidad, el analisis de las conductas sostenibles realizadas y las consideraciones sobre el valor que tiene la Educacion Fisica para poder contribuir a la adquisicion de los ODS. Los resultados mostraron que los DEF conciben la sostenibilidad sobre todo como un problema medioambiental, dejando de lado el aspecto economico y social. Ademas, mayoritariamente, confirman no realizar ningun tipo de conducta sostenible en clase, limitandose a impartir los contenidos de la materia. Finalmente, senalan al ODS 3 “Salud y bienestar” como el mas relacionado con la Educacion Fisica, seguido, de lejos, por los ODS 5 “Igualdad de genero” ODS 16 “Paz y justicia social”. Estos resultados permitiran establecer futuras intervenciones e investigaciones destinadas a la mejora de actuaciones docente en el marco de la Educacion Fisica. EnglishUN set 17 common goals to be achieved in less than two decades in 2015. These are known as the Sustainable Development Goals (SDGs) and are part of a global strategy called Agenda 2030. Education has been proposed as a fundamental element for the achievement of the SDGs, with all components of the education system being essential to contribute to a more economically, socially and environmentally sustainable world. Specifically, Physical Education (PE) has been described as a subject that has important characteristics in achieving the SDGs; however, in previous literature there is still no research aimed at assessing PE teachers' interventions in sustainability. In order to investigate this area, this study aims to explore PEFs' knowledge of the SDGs. For this purpose, a qualitative-exploratory interview-based study was conducted. Twelve secondary school DEFs (six female) responded to eight questions grouped into three dimensions. The concept of sustainability, the analysis of sustainable behaviors and considerations on the value of Physical Education in contributing to the achievement of the SDGs. The results showed that the DEFs conceive sustainability mainly as an environmental issue, leaving aside the economic and social aspects. Furthermore, most of them confirm that they do not engage in any kind of sustainable behavior in class, limiting themselves to teaching the contents of the subject. Finally, they point out SDG 3 "Health and well-being" as the one most related to Physical Education, mentioning SDG 5 "Gender equality" and SDG 16 "Peace and social justice" secondarily. These results will help to establish future interventions and research aimed at improving teaching actions within the framework of Physical Education. portuguesEm 2015, a ONU propos 17 objetivos comuns que devem ser alcancados em menos de duas decadas. Sao conhecidos como Objetivos de Desenvolvimento Sustentavel (ODS) e fazem parte de uma estrategia global denominada Agenda 2030. A educacao tem sido proposta como eixo fundamental para o alcance dos ODS, sendo todos os componentes do sistema educacional essenciais para contribuir para um mundo mais sustentavel economica, social e ambientalmente. Especificamente, a Educacao Fisica tem sido descrita como uma disciplina que possui caracteristicas importantes para contribuir para o alcance dos ODS; Porem, na literatura anterior ainda nao ha pesquisas que avaliem as intervencoes dos professores de Educacao Fisica (DEF) na sustentabilidade. Para investigar esta area, o presente estudo tem como objetivo explorar o conhecimento do DEF sobre os ODS. Para isso, e realizado um estudo qualitativo-exploratorio com base na entrevista. Doze DEFs Secundarios (seis mulheres) responderam a oito questoes agrupadas em tres dimensoes. A nocao do conceito de sustentabilidade, a analise dos comportamentos sustentaveis ​​levados a cabo e as consideracoes sobre o valor da Educacao Fisica de forma a contribuir para a aquisicao dos ODS. Os resultados mostraram que o DEF concebe a sustentabilidade antes de tudo como um problema ambiental, deixando de lado o aspecto economico e social. Alem disso, em sua maioria, confirmam que nao realizam nenhum tipo de comportamento sustentavel em sala de aula, limitando-se a ensinar os conteudos da disciplina. Por fim, apontam o ODS 3 "Saude e bem-estar" como o mais relacionado a Educacao Fisica, seguido, de longe, pelo ODS 5 "Igualdade de genero" ODS 16 "Paz e justica social". Esses resultados permitirao estabelecer futuras intervencoes e pesquisas voltadas ao aprimoramento da atividade docente no âmbito da Educacao Fisica.

Stress, uncertainty, and the abuse of technologies are components that have a negative impact on the physical, social, and psychological health of young people. One of the aims of the Education for Sustainable Development (ESD) is to empower individuals to reflect on their actions, and mindfulness arises as one tool with an important potential to contribute on this matter. Therefore, the objective of this study was to assess the effects of mindfulness practices on the ability of students to focus their attention on external, internal or kinesthetic factors, awareness in acting, and acceptance. Consequently, a quasi-experimental study was developed to compare groups between the pre and post condition. The study participants were a total of 127 students (52 women) from 4th year of secondary school and 1st year of a achelor’s degree (16.5 ± 1.5 years). The sample was assigned by academic convenience, with 54 students in the experimental group and 73 in the control group. The intervention was carried out for 4 weeks. During this period, the experimental group participated in mindfulness activities such as guided meditations at the end of the PE session or challenges that stimulated the student in daily actions. The control group continued with the planned programming in physical education class. These groups were subjected to the following test: (1) Mindfulness for School Scale (MSS) and (2) Child and Adolescent Mindfulness Measure (CAMM). To analyze the results, the normality of the sample was evaluated through the Mann–Whitney U test, resulting as non-parametric. The search for possible differences between the groups was carried out by using the Wilcoxon test. The statistics showed that the experimental group presented significant improvements (p ≤ 0.05) in most of the measured parameters: external attention, kinesthetics attention, and mean of the CAMM. These results seem to show that the use of mindfulness could be an appropriate tool to be implemented in the school context in order to directly contribute to the mental health of high school students, and thus to an education for the sustainable development. This work was supported by the University of Alicante. Through the project: ODSEF PROJECT. Design and implementation of the Sustainable Development Goals for Physical Education (REDES ICE-2021-5489).

The sustainability requirements of the planet in recent years have made it necessary for everyone to reflect on new lifestyles. For this purpose, the United Nations has established an agenda for change organised into 17 Sustainable Development Goals (SDGs) that claim to be achieved by 2030. The demands of this sustainable development are organised into three main dimensions: social, environmental, and economical. To achieve these goals, the educational system is fundamental. This new context demands new areas of study centred on the educational sphere; for example, in a holistic Health Physical Education (HPE), there are precedents in the literature that show a relationship of the characteristics to enhance sustainable development. Based on these references, it is suggested that the characteristics of holistic HPE could contribute to the three dimensions of sustainability and the SDGs. Therefore, the aim of this paper is to deepen through a series of reflections and comments on the elements that compose a holistic HPE to contribute to the sustainable development of the planet. The paper begins with a justification of the delimitation of the problem it seeks to solve through this research area. This is followed by a detailed analysis of the specific SDG targets related to holistic HPE and the sustainability competencies to be developed. The epistemological foundations that a holistic HPE contribution could have on the three dimensions of sustainable development, are also added. Finally, the document closes with orientations for future research and teaching methodology proposals and teaching approaches that would fit within the holistic HPE for sustainable development. The contributions made in this document will allow researchers to find a baseline from which to begin to conduct research that confirms the virtues of holistic HPE in contributing to a more sustainable world. This work was supported by the University of Alicante. Through the project: ODSEF PROJECT. Design and implementation of the Sustainable Development Goals for Physical Education (REDES ICE-2021-5489).

El press de banca (PB) es uno de ejercicios con más tradición en las ciencias del deporte. Su estudio ha sido abordado desde diferentes perspectivas, principalmente analizando los efectos de variantes técnicas orientadas a mejorar la programación del entrenamiento en diferentes deportes y poblaciones. La repetición máxima ha sido utilizada como referencia para cuantificar la carga en diversidad de estudios. Sin embargo, es necesario conocer cómo ajustar las intensidades de entrenamiento para poder programar con mayor precisión. El objetivo de la presente investigación fue analizar el comportamiento de las variables cinéticas, cinemáticas y psicológicas a distintos porcentajes de la 1RM (repetición máxima) del PB. Treinta estudiantes universitarios sanos formaron parte de la muestra experimental (Edad 23 ± 0,45 años; talla 181,13 ± 2,25 cm; peso 78,25 ± 4,81 Kg; porcentaje muscular 52,10 ± 0,30%, porcentaje graso 12,05 ± 0,59%; IMC 24, 12 ± 0,84). Los participantes realizaron una sesión de familiarización con la técnica del PB y realizaron un test incremental para la obtención de la 1RM. Después de 7 días volvieron a realizar el mismo protocolo, pero a diferentes intensidades de la 1RM (20%, 40%, 60%, 80% y 100%). Los datos obtenidos aportaron información descriptiva del comportamiento de las variables analizadas al aumentar la carga en sujetos entrenados. La presente investigación podría sugerir variaciones en las cargas de trabajo previstas y predecir posibles adaptaciones dentro de la programación del trabajo de fuerza. Abstract. Bench press exercise is one of the most popular exercises in sports science. It has been studied from different approaches, mostly analyzing the effects of technical variations in order to improve training schedule on different sports and populations. The one repetition maximum has been used as a reference to quantify the load in diverse studies. However, knowing how to adjust training intensities is necessary in order to schedule training accurately. The objective of the present study was to analyze the response of kinematic, kinetic and psychological variables at different percentages of 1RM. The study sample was comprised of thirty healthy university students (Age 23 ± 0.45 years; height 181.13 ± 2.25 cm; weight 78.25 ± 4.81 Kg; muscle percentage 52.10 ± 0.30%, fat percentage 12.05 ± 0.59%; BMI 24, 12 ± 0.84). The participants attended a familiarization session with the bench press technique and performed an incremental test to obtain the 1RM. They returned to carry out the same protocol seven days after, but different intensities of the 1RM were accomplished (20%, 40%, 60%, 80% and 100%). The results obtained provided descriptive data about the behaviour of the analyzed variables by increasing the load on trained subjects. The present research could suggest variations in the expected workloads and predict possible adaptations within the force work schedule.

espanolObjetivo: Calcular el consumo maximo de oxigeno a traves de un test de campo submaximo (Yo-Yo de recuperacion intermitente I) y valorar la percepcion subjetiva del esfuerzo y la percepcion del grado de recuperacion entre jugadores y sus diferentes posiciones en el campo. Metodo: 32 jugadores de futbol masculino de 1a Division Andaluza Sub 15, realizaron el test de campo Yo-Yo de recuperacion intermitente I para calcular el consumo maximo de oxigeno, posteriormente se registro la percepcion de los esfuerzos y la frecuencia cardiaca. Resultados: Diferentes pruebas t comparando los datos obtenidos mostraron tan solo diferencias significativas en la frecuencia cardiaca tras recuperacion de 1’ entre centrocampistas vs delanteros, t(10)= 3.04, p Conclusion: Estos datos indican un mejor comportamiento cardiovascular en los centrocampistas, coincidiendo con lo datos existentes en la literatura. EnglishObjective: Calculate the maximum oxygen consumption during physical effort in a submaximal field test (Intermittent Recovery Yo-Yo I) and obtain subjective perception of effort and perception of degree of recovery between the different positions occupied by youth soccer’s on the field. Method: 32 male soccer players from the 1st Andalusian Division U15. The maximum oxygen consumption was calculated using the Intermittent Recovery Yo-Yo I field test, consequently efforts perception and heart rate was recorded. Results: Different t-test comparing the data obtained, only reflected significant differences between midfielders vs. forwards in heart rate after of 1’ recovery, t (10) = 3.04, p Conclusions: The data show a better cardiovascular performance in midfielders coincided with literature. portuguesObjetivo: Calcular o consumo maximo de oxigenio atraves de um teste de campo submaximo (Recuperacao intermitente Yo-Yo I) e avaliar a percepcao subjetiva do esforco e a percepcao do grau de recuperacao entre jogadores e suas diferentes posicoes em campo. Metodos: 32 jogadores de futebol do sexo masculino da 1a Divisao da Andaluzia Sub 15 realizaram o teste de campo Recuperacao intermitente Yo-Yo I para calcular o consumo maximo de oxigenio, posteriormente foram registradas a percepcao de esforcos e a frequencia cardiaca. Resultados: Diferentes testes t comparando os dados obtidos mostraram apenas diferencas significativas na frequencia cardiaca apos a recuperacao de 1' entre os medios e os avancados, t (10) = 3.04, p Conclusao: Esses dados indicam melhor comportamento cardiovascular em medios, coincidindo com o que existe na literatura.

Digital technologies play a key role in the fulfilment of the 2030 Agenda. However, their contribution to this goal depends on the digital culture of society. In this context, future teachers’ knowledge of e-sustainability is of paramount importance, as the responsible and sustainable behaviour of future generations largely depends on their skills in this area. Therefore, this study aimed to identify the existence of possible differences in digital competences in sustainability among trainee teachers. The study involved the participation of 348 students in the 2nd year of their Bachelor’s Degrees in Early Childhood and Primary Education at the University of Alicante (Alicante, Spain), who filled out a questionnaire on this topic. The SPSS v. 25 statistical programme, with which a comparative analysis was carried out, was used to process the data. On the basis of the results, the students of the Bachelor’s Degree in Early Childhood Education generally presented a higher level of e-sustainable competences, especially with regard to general competences and the economic dimension of digital sustainability. Despite this, and given the small size of the differences, we conclude that there is a need to design didactic proposals to favour the acquisition of these competences among future teachers at both stages. This research was supported by the Program Networks-I3CE of the Deputy Vice-Chancellor’s Office for Quality and Educational Innovation of the University of Alicante, under Grant 5337—Digital competencies of university students for e-sustainability. M.U.-S., M.J., H.-A. and G.M.-M. belong to the GIDU-EDUTIC/IN Research Group of the University of Alicante (VIGROB-0330FE) and S.B.-M. belongs to EDUCAFD Research Group of the University of Alicante.

El presente estudio pretende mostrar de forma descriptiva los rangos de normalidad del Y-Balance-Test (YBT) para 173 jugadores de futbol masculino, agrupados en 5 categorias ( Cadetes : n= 48; edad= 14.18 ± 2.02 anos; Juveniles : n= 62; edad= 18.20 ± 2.04 anos; 3a Division : n = 21; edad = 25.42 ± 4.52 anos; 2a Division B : n = 19; edad = 25.68 ± 3.00 anos; 1a Division : n = 23; edad = 32.91 ± 3.04 anos) y diferenciando la posicion especifica (portero, lateral, defensa central, centrocampista, extremo y delanteros). Los resultados del presente estudio se presentan en medias y desviaciones tipicas, con el fin de poder mostrar el alcance normalizado (pierna dominante, no dominante) y las asimetrias entre extremidades (promedio ± DE; Total ≤ ± 4 y % del total en cm). Aunque es un estudio descriptivo, los datos que aqui se encuentran, parecen mostrar una mejora en los rangos del YBT a medida que aumentan la categoria para todas las medidas evaluadas. De forma complementaria, podemos sugerir que los delanteros de todas las categorias presentan deficit en la medida posteromedial (PM) y los jugadores de categoria cadete y juvenil, concretamente en la posicion de centrocampistas, poseen grandes deficits en la totalidad de las medidas con respecto a los demas participantes del estudio. En conclusion, los resultados obtenidos nos permitiran obtener un amplio espectro de medidas en el YBT para diferentes categorias, que hasta donde alcanza nuestro conocimiento no existe en la literatura, para asi ser mas precisos en su evaluacion. Ademas, nos ayudara a conocer con mas precision los rangos de normalidad de cada uno de los grupos, valorando en cada momento como la edad de estos influye en las asimetrias que podemos encontrar en nuestros futbolistas, permitiendonos actuar en el deportista y establecer programas preventivos individualizados y preventivos mas eficientes. Abstract. The aim of this study is to show the ranges of normality for soccer players in different categories evaluated by Y-Balance-Test (YBT). A total of 173 soccer players were evaluated and grouped in 5 different categories ( U16 : n= 48; age= 14.18 ± 2.02 age; U19 : n= 62; age = 18.20 ± 2.04 age; Third Division : n = 21; age = 25.42 ± 4.52 age; Second Division B : n = 19; age = 25.68 ± 3.00 age; First Division : n = 23; age = 32.91 ± 3.04 age) according to their specific positions (goalkeeper, full backs, central defenders, center midfielders, wingers, and center forwards). The results of this research consist in the means and standard deviation for the YBT, with the purpose of explaining the standardized reach (dominant and non-dominant legs) and asymmetries between limbs (average ± DE; Total ≤ ± 4 and % of the total in cm). While the nature of this study is purely observational, an increase in the scores for all the measurements can be noted from lower to higher categories. At all categories, center forwards present a deficit in the posteromedial movement (PM), whereas center midfielder from U16 and U19 is the position with the highest deficits. The knowledge of the YBT scores is essential to understand with greater precision how categories influence the asymmetries, and consequently to create more effective preventive programs.

The Sustainable Development Goals (SDGs) is a global strategy that aims to obtain a more equitable and just world. These objectives are organized in 17 SDGs, which are detailed in 169 targets. Different international institutions have emphasized education's relevance to developing citizens who contribute to the SDGs' achievement for 2030. However, a review focused on Physical Education exclusively has not been performed yet. Therefore, the objective of this work is double. First, to analyze and select the specific goals of the SDGs that can be implemented in the subject of Physical Education. And second, to relate these specific goals to the different models based on Physical Education practices. This review showed how three institutional documents have previously related sport, physical exercise and physical education to the specific goals of the SDGs. Based on the search done, this document selects those goals that could be integrated into the educational context through Physical Education. The bibliographic and narrative analysis carried out in this research shows that of the 169 specific goals proposed in the SDGs, only 24 could be worked on in Physical Education. In addition, after this previous analysis, a proposal for the relationship between the practice-based models and these 24 goals is presented. The contributions made in this paper will allow teachers to establish links between PE sessions and SDGs while raising awareness to develop students who contribute to a more sustainable world.

The scientific literature has shown the beneficial effects of chronic Physical Exercise (PE) on a wide range of tasks that involve high-order functioning. For this reason, the present study aimed to investigate the effects of active breaks on physical fitness and vigilance performance in high school students through eight weeks of physical training. A total of 42 healthy students (age = 16.50 ± 0.59 years, height = 171.08 ± 8.07 cm, weight = 67.10 ± 13.76 kg) from one Andalusian high school (Spain) were assigned for convenience and matched into two groups, a Control Group (CG) and an Active-Break Group (ABG). The ABG performed two active breaks (based on strength and self-loading exercises) during the school day, first at 10:00 a.m. and second at 12:30 p.m. The participants were assessed before and after the training program using the Alpha-Fitness test battery and the Psychomotor Vigilance Task (PVT). Significant differences were observed in the post-training PVT results, compared with the pretraining PVT, showing ABG responding faster than CG. Thus, the presents study demonstrated that eight weeks of physical training affects vigilance performance (compared to CG) and improves the efficiency of vigilance in high school students, contributing to enhancement of quality of education.

Traditionally women have been less active and physically active than men. Although the recent literature indicates this gender gap, the sexes' difference when practicing sport seems to be decreasing. This study framework's importance could be reflected in the 17 Sustainable Development Goals (SDG) proposed by UNESCO, which highlight the need to generate strategies to improve health (SDG 3) and equalize opportunities between men and women (SDG 4). The reasons for these differences are multifactorial, with intrinsic and extrinsic motivations indicated as requiring further research. Self-perception in physical performance has been documented to influence women to perform the exercise and physical activity. Therefore, this research aimed to identify and healthy women's self-perception and motivations to perform in a VO2max test. A total of 31 women (21.12 ± 2.01) completed the research. The study was divided into two principal tests. On the one hand, the measurement of a sub-maximal incremental stress test following established ASCM indications. Heart rate and ventilatory parameters were measured during the stress test using a metabolic measurement system and a gas analyser. After the test, the study sample completed the self-completed Healthy Lifestyle Questionnaire and the International Short Form Physical Activity Questionnaire (IPAQ-SF), and the Self Report of Reasons for Physical Activity (AMPEF). Correlation between VO2Max and average weight and body image (r = .001) was detected, showing the positive relationship between both values. The results obtained help confirm the importance of a positive self-perception in women regarding their weight and body image for better physical performance. Although these findings cannot be generalized, they establish a potential relationship between better physical performance and self-perception in most adults. Work carried out by Research Group, Pontifical University of Comillas, CESAG, Palma, Spain and SICA Research group HUM 564 (Expresión Corporal) Project PROMOTEX (University of Málaga).

Obesity is a disease that leads to dysfunction of many organs. High adipose content leads to a chronic inflammatory condition and sufficient reserves for adipocyte hypertrophy. If the effect of COVID-19 is combined with obesity its severity increases. Both results combined are extremely dangerous and decrease life expectancy. Even the care of people with obesity in hospitals is affected, making their care more difficult and requiring more staff. The mechanical ventilation needs of people with obesity are predictably increased and this can be crucial, as not all hospitals have this equipment. Therefore, exercising by combining strength and endurance training is another reason these days to fight the virus. Adding caloric restriction is also another key factor to achieve significant effects. La obesidad es una enfermedad que lidera el disfuncionamiento de numerosos órganos. El alto contenido adiposo conlleva a un estado inflamatorio crónico y las reservas suficientes para la hipertrofia de los adipocitos. Si se combina el efecto del covid‑19 con la obesidad su severidad incrementa. Ambos resultados combinados son enormemente peligrosos y disminuyen la esperanza de vida. Incluso, la atención a las personas con obesidad en los hospitales se ve perjudicada, lo que difículta su cuidado y requiere de más personal. Las necesidades de ventilación mecánica de las personas con obesidad son previsiblemente incrementadas y esto puede ser crucial, ya que no todos los hospitales disponen de este material. Por tanto, ejercitarse mediante la combinación del entrenamiento de fuerza y de resistencia gana otra razón en estos días para combatir el virus. Añadir una restricción calórica también es otro factor clave para conseguir efectos significativos.

Physical Education has been described as a subject with unique characteristics that can contribute to achieving Sustainable Development Goals. However, an analysis of PE teachers’ (PETs) sustainability consciousness has not yet been conducted. For this purpose, a total of 203 PETs completed the validated SCQ-S instrument to measure the three dimensions of sustainable development in three components of consciousness (attitudes, knowledge and behaviours). The results obtained show that the PETs have a high consciousness for sustainable development (SD), except for attitudes within the economic dimension. Sex has been identified as a variable that determines awareness in sustainability with significantly higher scores for women in all the variables evaluated, except for knowledge and behaviour in the social dimension. These findings provide new knowledge within the Physical Education and SD paradigm, serving as a link for future research that aims to harness the benefits of Physical Education for the sustainability of the planet. This research was supported by Consejo Superior de Deportes (Spain) under Grant 20/UPB/21—Research Network for the Promotion of Equality and Physical Activity in Education (RIPIAFE).

El objetivo de este estudio fue describir el cambio producido en la intervención docente del profesorado de Educación Física como consecuencia de la cuarentena por COVID-19. Los datos de la investigación procedieron de una encuesta online realizada a 191 docentes en activo. La encuesta se compuso de 15 preguntas agrupadas en tres dimensiones principales, la reorganización de los contenidos, el análisis de la evaluación y los cambios metodológicos realizados. Los principales resultados del estudio indican que la mayoría de los docentes no han continuado con el horario de docencia previo a la cuarentena. La evaluación se destacó como la dimensión de mayor controversia, existiendo un alto porcentaje de docentes que no tenían previsto como evaluar e incluso no lo veían factible. El bloque de contenidos relacionado con la condición física y la salud fue el más utilizado por el profesorado. Adicionalmente, se describen una serie de dificultades detectadas con la implementación de la enseñanza virtual. Finalmente, la gran mayoría de encuestados consideró que la cuarentena ha podido suponer un problema psicológico y de salud a su alumnados. Estos resultados pueden servir de referencia para futuras investigaciones que se realicen relacionadas con la docencia virtual de la Educación Física., The aim of this study was to describe the changes in teaching intervention in Physical Education because of the quarantine caused by COVID-19. Data was collected from 191 active teachers by an online questionnaire, which consisted of 15 questions grouped into three main dimensions: contents reorganization, evaluation analysis and methodological changes. The main results of this study indicated that most of the teachers did not continue with the teaching hours prior quarantine. Regarding the evaluation, a high percentage of teachers neither planned it nor found it feasible. Contents of Physical condition and health were the most commonly used among teachers. Additionally, several difficulties were detected regarding the implementation of virtual teaching. Finally, the majority of teachers answered that quarantine could involve psychological and health problems for their students. These results could be considered for future research focused on Virtual Physical Education.

The work of teaching is fundamental for achieving Agenda 2030, which defends the importance of improving quality in education (Sustainable Development Goal SDG 4), gender equality (SDG 5) and responsible consumption (SDG 12). Thus, the aim of the present study was to analyse teachers&rsquo, self-perceived digital competence as regards their eco-responsible use of technology. A total of 259 teachers in Preschool, Primary and Secondary Education in the Valencian Community (Spain) completed the 14-item questionnaire designed and validated by Barrag&aacute, n et al. (2020). Added to this were two open questions. The data collected then underwent quantitative (descriptive and comparative) and qualitative (conventional and summative content) analysis. Notable among the results were the low levels of knowledge and training regarding the environmental impact of technologies and the use of preventive measures. In addition, differences were found as regards gender, with males having a more positive self-perception, especially those teaching in Secondary Education. The information about training they provided in their narratives supported the quantitative findings. Their voices also led to the uncovering of proposals on how to teach eco-responsible practices and attitudes regarding the use of Information and Communication Technology (ICT). Finally, teacher training was identified as the main problem but also the main solution. All efforts should therefore be directed towards training teachers in the eco-responsible use of ICT following a holistic approach to sustainability.

El objetivo del presente trabajo es revisar la literatura que ha comparado el efecto de la actividad física (AF) en entornos naturales (AFMN) y artificiales (AFEA) sobre la atención selectiva (AS). Para ello se ha realizado una búsqueda en diferentes bases de datos como PubMed, Google académico y Sports DISCUS. Todas las búsquedas se realizaron desde el enero de 2000 hasta diciembre de 2019 a través de palabras clave como atención selectiva, ejercicio verde, actividad física, universitarios o estudiantes. Se excluyeron los artículos en los que la población no fuera exclusivamente estudiantes universitarios o no se especificaran variables metodológicas como el tipo de ejercicio realizado o el test de medición de la AS. Se seleccionaron un total de seis artículos que cumplieron todos los criterios de inclusión. Del análisis de estas investigaciones se concluye que la AFMN no presenta un efecto significativamente superior en la AS en comparación con la AEFA. La implementación de diversas mejoras metodológicas sería necesaria en futuras investigaciones. The aim of the present work is to review the bibliography that has compared the effect of physical activity (PA) performed in different environments, such as natural (AFMN) and artificial (AFEA), on directed attention (SA). For this purpose, a search has been made in different data-bases such as PubMed, Google academic and Sports DISCUS. All the sear-ches were done from January 2000 to December 2019 using keywords such as directed attention, green exercise, physical activity or university students. In addition, articles were excluded if the population was not exclusively university students or if methodological did not specify variables such as the type of exercise performed or the AS measurement test. A total of six ar-ticles were selected which fully met the inclusion criteria. From the analysis of these investigations it was concluded that the effect of the AFMN is not significatively greater than the AEFA on the SA. Several methodological improvements are recommended for future research.

The UN Sustainable Development Goals (SDG) show how education is essential for creating values in students. In particular, SDG 4 (quality education) and SDG 5 (gender equality) indicate how co-education should be a sustainable benchmark. Co-educational methodologies have been studied for decades. Among them, cooperative learning is considered a valid technique for developing social relations and competences. This study aims to describe and characterize the gender differences between university students regarding their impressions and behaviors when working cooperatively. One hundred and seventy-seven university students (98 women and 79 men), from Physical Education and Primary Education degree courses, worked with Aronson&rsquo, s Jigsaw technique. After its completion, they completed a questionnaire to analyze cooperative work in higher education (ACOES). The results are organized into seven dimensions. The main gender differences found show that women gave a higher evaluation to relating cooperative learning to future teaching roles (p = 0.017) and to understanding the need for cooperative tasks (p = 0.035). Additionally, female students prefer groups to be organized according to academic criteria and that they should remain stable throughout the academic period. Both genders value Aronson&rsquo, s Jigsaw as a good method for developing social competences, although they are more neutral when considering it effective at improving academic performance. These findings help to generate a gender-cooperation profile that will enable future research to discuss results more accurately.

The associated benefits of physical exercise on cognition have been studied in terms of different variables. These benefits in natural environments have been studied during the last decades, and several investigations have shown contradictory results, it could be explained by the diversity of methodological variables that influence the results. The present study aims to analyse the acute effect of a 10 km resistance test in two environments (natural and artificial) on working memory, evaluated with the Digit Span Test. Thirteen highly trained University Students exceeded the inclusion criteria for the study, the methodological recommendations found in previous studies were implemented. The physical exercise intervention was running 10 kilometres at a rate of between 4.00 min/km and 4.10 min/km. This exercise was done in two circuits, in an artificial and natural environment. The subjective perception of effort and the control over the difficulty of the two circuits were controlled to confirm the same level of intensity. One-way ANOVA with Pre-Artificial Environment Condition (0.23 ± 0.16) and Post Artificial Environment Condition (0.94 ± 0.03)] revealed a significant main effect of environment condition, t (13) = 2.14, p < .05, d = 0.62. The results obtained showed how the natural environment produced significant improvements however, the artificial environment improved the results in the cognitive test, although not significantly. The results could be explained by the theory of restoration of attention that natural environments represent, confirming the hypothesis that the performance of physical exercise in natural environments produces an additional effect on working memory.

The present study investigated the relationship between Academic Performance, Goal-orientations, Motivation, self-efficacy and Academic satisfaction. Seventy-four healthy secondary school students-athletes participated in the present research. The results showed correlations between the different variables analysed. Thus, we found a positive correlation between self-efficacy and qualifications, and task-goals with achievements-motive. However, the avoidance of negative judgments correlates negatively with task-goals and positively with inhibitor anxiety. Comparative analysis showed that were no differences according to gender, although significant differences were depending on the level of academic, mainly in ego-goals. Finally, another comparative analysis using the scores an independent variable, showed that students with higher grades presented more orientation to the goals-task and greater self-efficacy. The present study demonstrates a positive correlation between self-efficacy and ratings or score, task-goals, and achievements-motive. Thus, we can suggest an individualized study of each child where self-efficacy could be seen as a means of predicting new results.