The present study aims to analyze the influence of the Sport Education (SE)/Teaching for understanding (TGfU) hybrid unit on enjoyment, perceived competence, intention to be physically active, skill execution, decision making, performance and game involvement. A short-term (12-lesson) pre-test/post-test quasi-experimental design was conducted in two groups: control (technical approach: 70 students; age = 14.43 ± 0.693; n = 32 female) and experimental (hybrid unit SE–TGfU: 67 students; age = 13.91 ± 0.900; n = 30 female). The coding instrument was based on the Game performance Assessment Instrument. The Enjoyment and Perceived Competence Scale and the Measure of Intentionality to be Physically Active questionnaire were also used. The results of pairwise comparisons between the groups showed higher post-test scores for most dependent variables for boys and girls using the hybrid SE/TGfU unit. Lower post-test scores were found in pairwise comparisons for several dependent variables in both boys and girls. The present study showed that the application of hybrid models SE/TGfU could increase and help facilitate students’ game involvement and game performance, enjoyment, perceived competence and intention to be physically active, in both boys and girls. In future studies, it would be necessary to analyze psychological variables in the educational context for a deeper assessment.

Academic success in adolescence is a strong predictor of well-being and health in adulthood. A healthy lifestyle and moderate/high levels of physical activity can influence academic performance. Therefore, we aimed to assess the relationship between the physical activity levels and body image and academic performance in public school adolescents. The sample consisted of 531 secondary school students in Porto (296 girls and 235 boys) aged between 15 and 20 years. The study variables and instruments were satisfaction with body image (The Body Image Rating Scale), assessment of physical activity (International Physical Activity Questionnaire for Adolescents (IPAQ-A), assessment of academic performance (academic achievement), school motivation (Academic Scale Motivation). The statistical analysis performed was descriptive analysis, an analysis of covariance, and a logistic regression. Regarding the results obtained, although there was no association between physical activity level and academic performance, it was observed in 10th grade students that the school average was higher for those practicing group or individual sports compared to students practicing artistic expression. Regarding the level of satisfaction with body image, we found different results in both genders. Our results support the importance of an active lifestyle, with the presence of regular physical activity being an important factor in improving academic performance.

Background: First aid training in secondary education enhances emergency preparedness and supports public health. Despite its inclusion in many school curricula, there is no consensus on the most effective teaching methodologies. This systematic review aims to compare instructional strategies used in first aid training during Physical Education and evaluate their impact on students’ knowledge, practical skills, and confidence. Methods: A systematic review was conducted in accordance with PRISMA 2020 guidelines. Six databases (SCOPUS, Web of Science, ERIC, DIALNET, MEDLINE, and PsycINFO) were searched up to December 2024. Eligible studies were quasi-experimental or observational, involved students aged 11–18, and focused on first aid instruction within Physical Education. Methodological quality was assessed using the PEDro scale. Results: Eleven studies with a total of 3069 students aged 11–18 were included. Active and technology-based methodologies outperformed traditional approaches, improving knowledge acquisition (10.2–30.5%) and practical skill development (18.6–42.3%). Long-term retention ranged from 14.2% to 45.8%, with longer interventions yielding better outcomes. Gamification, simulations, and peer learning improved CPR quality and boosted student confidence. However, most studies assessed only short-term outcomes, limiting conclusions about sustained learning. Conclusions: Active methodologies, particularly gamification, simulation, and cooperative learning, enhance knowledge retention, practical skills, and confidence in providing first aid. Although the results were consistently positive, methodological heterogeneity and limited long-term follow-up reduce their generalizability. Further high-quality, longitudinal research is needed to identify the most effective and sustainable strategies. These findings support integrating first aid training into Physical Education as a public health initiative to strengthen emergency preparedness in schools.

The study aim was to examine the associations between the category of play and the factors athletes use to make appropriate decisions. We observed 6567 game actions performed by 144 athletes. All game actions involved appropriate decisions. The study variables were factors on which appropriate decision-making is based (for five game actions in volleyball: serve, reception, setting, attack, block) and game category (Under-14, Under-16, Under-19). Our analysis—using contingency tables, the Chi-square test, and Cramer’s V—revealed a significant association between the two variables across the five actions. In the U-14 category, and sometimes in the U-16 category, it was more frequent than the expected random frequency that appropriate decisions were of low tactical complexity, focused on the performance of the skill, with an attentional focus on close elements, of low risk, and with actions of reduced difficulty and precision. For the U-19 category, it was more frequent than the expected random frequency that decisions were of greater tactical complexity, with an attentional focus on the opposing team, considering more relevant stimuli, with greater risk, and with greater time pressure. There is, therefore, a need for coaches to understand the decision-making skills of athletes from early on, as this will allow them to develop tasks and apply cognitive strategies that are adapted to the level of the athlete and that can ultimately improve decision-making further.

El objetivo de la investigación fue diseñar una escala permita examinar los valores en el deporte del alumnado de ESO y Bachillerato españoles sobre los valores generados en el ámbito deportivo. La muestra del estudio estuvo formada por 1316 alumnos pertenecientes a quince centros educativos de Enseñanza Secundaria Obligatoria (ESO) y Bachillerato españoles. Se realizó un Análisis Factorial exploratorio (AFE) para comprobar la validez interna del cuestionario y un análisis factorial confirmatorio. Finalmente, el “cuestionario de valores deportivos y olímpicos” es un instrumento con el que se pueden conocer la percepción de los valores asociados al deporte por la población de entre 12 y 18 años. Palabras clave: Educación, Olimpismo, deporte, adolescentes, lengua española The aim of the present research was to design a scale that would allow us to examine the sporting values of Spanish middle and high school students associated to the values generated in the sports sphere. The sample was composed of 1316 students from fifteen high school education centers in Spain. An exploratory factor analysis (EFA) was performed to verify the internal validity of the questionnaire, as well as a confirmatory factory analysis (CFA). Finally, the "questionnaire of sports and Olympic values" is an instrument with which the perception of the values ​​associated with sport by the population between 12 and 18 years of age can be known. Keywords: Education; Olympism; Sport, teenagers, Spanish language.