The COVID-19 pandemic has altered the educational landscape worldwide. One year after the disease outbreak, blended learning, which combines distance and face-to-face learning, became an alternative to fully online learning to address the demands of ensuring students’ health and education. Physical education teachers faced an additional challenge, given the experiential nature of their subject, but research on teachers’ perspectives is scarce. This study aims to explore high school physical education teachers’ perceptions of the potential, advantages, and disadvantages of the blended learning model of instruction. An online survey was used to register the views of 174 Spanish high school physical education teachers (120 men and 54 women). The main findings revealed that physical education teachers considered that blended learning, compared with full face-to-face learning, implied a work overload, worsened social relationships, and did not help to increase students’ motivation. Likewise, most teachers considered the physical activity performed by students during the blended learning period as being lower than usual. Furthermore, teachers reported that the students from lower-income families were the ones that experienced a lack of technological means the most. These results may guide both present and future policies and procedures for blended physical education. More research is needed to analyze the usefulness of blended learning in high school physical education.

The present paper assesses the relationship between sex and motivation in triathletes utilising a multidimensional measurement of motivation in sports. Data were collected from 138 triathlon participants (age range 17–72 years): 95 men ( M = 36.7yr., SD = 10.7) and 43 women ( M = 34.6yr., SD = 9.9). Measures included the Sport Motivation Scale, a multi-dimensional measure to assess different types of athletes' motivations for practising their sport. Results showed a significant sex difference in amotivation, with women displaying lower scores; but amotivation scores were very low. The results were not dependent on competition level or age. Men and women competing at the international level in triathlon have similar motivational profiles.

Estrechar las conexiones entre lo que aprenden los estudiantes en la universidad y la practica en escenarios profesionales reales es una aspiración secular de la educación superior. El aprendizaje servicio es una metodología orientada a favorecer el aprendizaje de los estudiantes mediante su participación activa en experiencias relacionadas con el servicio a la comunidad. Su uso en la universidad en España, aunque todavía testimonial, está creciendo en los últimos años, destacando las iniciativas puntuales de carácter voluntario para los estudiantes y sin una vinculación directa con asignaturas concretas.En el presente estudio se describe una experiencia que incorpora el aprendizaje servicio en una asignatura universitaria enmarcada en un plan de estudios para la formación de maestros en Educación Primaria. Participaron un total de 67 estudiantes universitarios y 429 alumnos de primer y segundo ciclo de educación primaria (6-10 años). Para registrar la opinión de los agentes implicados y la percepción del aprendizaje de los estudiantes se emplearon diversos instrumentos de evaluación, cuestionarios, entrevistas, diarios e informes de autoevaluación de los estudiantes.Los resultados reflejan las posibilidades del aprendizaje servicio para reducir el sesgo academicista de los planes de estudio, aumentando las relaciones entre la teoría y la práctica, y para permitir a los estudiantes adquirir competencias transversales. Igualmente, se proporcionan orientaciones que pueden ser útiles para cualquier docente universitario que pretenda llevar a la práctica esta metodología con sus estudiantes.

Previous studies translating the daily moderate-to-vigorous physical activity (MVPA) recommendation of total steps/day among adolescents are inconsistent, and those with cadence-based steps are scarce. The main purpose was to compare the accuracy of different daily steps index-based cut-points related to the daily 60 minutes of MVPA recommendation measured by a waist-worn accelerometer for adolescents. Following a cross-sectional design, 428 Spanish adolescents (final sample 351, 50.4% males), aged 13−16 years old, wore an ActiGraph GT3X/+ accelerometer (reference standard = MVPA; index tests = total steps/day, average steps/min and peak 1-min cadence) on the right hip for eight consecutive days. 32.5% of the adolescents met the daily MVPA recommendation. The multiple ROC curve comparisons showed that the accuracy of the daily total step-based recommendation (AUC = 0.97) was statistically higher than for those with the steps/min (AUC = 0.90) and peak 1-min cadence (AUC = 0.58) (p < 0.001). The 10,000-step-per-day cut-point (k= 0.59−0.83) showed highest accuracy values than the 12,000 steps/day (k= 0.20−0.32). Daily total step-based recommendations are more accurate than those with steps/min and peak 1-min cadence for classifying adolescents as being physically active or inactive. A 10,000-step-per-day target is simple and accurate for both male and female adolescents.