Regular practice of physical activity plays a fundamental role in preventing and treating cardiovascular diseases such as obesity, hypertension, diabetes, and metabolic syndrome. During the pandemic caused by COVID-19 and the lockdown established, people have reduced considerably their mobility and motor activity, which has led to an increase in unhealthy lifestyle habits, raising the risk of suffering from diseases. This paper consists of reviewing the existing scientific literature on recommendations of physical activity during the pandemic and to establish specific guidelines according to the type of population to which the activity would be directed. A search strategy has been carried out in the different databases: Embase, PubMed, SCOPUS, SPORTDiscus, and Web of Science (WoS), including all the articles published until 14 May 2020, to find essays with recommendations on aerobic activity, muscle strengthening, flexibility-stretching, meditation-relaxation, and balance exercises. The articles found have been evaluated considering the following criteria: type of publication, proposals for physical exercise, language, and, if it appears, volume of activity, frequency, intensity, and rest. The results obtained 29 articles that discuss patterns of physical activity, although there is no common consensus on such recommendations during confinement, nor are they suitable for all people. From these results, we can conclude that physical activity is widely recommended during the confinement caused by COVID-19, mainly through the performance of aerobic, strength, flexibility, and balance exercises.

Researchers’ interest in finding practical applications for virtual reality (VR) and augmented reality (AR) technologies has increased as new devices have become cheaper and more accessible, being used in entertainment, healthcare, and rehabilitation fields, among others. This study aims to provide an overview of the current state of scientific literature related to VR, AR, and physical activity (PA). A bibliometric analysis of studies published between 1994 and 2022 was conducted using The Web of Science (WoS), applying the traditional bibliometric laws and using the VOSviewer software for data and metadata processing. The results revealed an exponential increase in scientific production between 2009 and 2021 (R² = 94%). The United States (USA) was the country/region with the most relevant co-authorship networks (72 papers); the most prolific author was Kerstin Witte, and the most prominent was Richard Kulpa. The most productive journal’s core was composed of high-impact and open access journals. A great thematic diversity was found according to the most used keywords by the co-authors, highlighting concepts such as rehabilitation, cognition, training, and obesity. Then, the research related to this topic is in an exponential development phase, with great interest in the rehabilitation and sports sciences fields.

Background: This study aimed to translate and culturally adapt the questionnaires belonging to the Canadian Assessment of Physical Literacy-2 (CAPL-2) into Spanish and to explore the reliability for its use in children and adolescents aged from 8 to 12 years. Methods: The CAPL-2 questionnaires were translated using the translation–back-translation methodology into Spanish and adapted to the Spanish context. The test–retest reliability and internal consistency of the CAPL-2 questionnaires of this Spanish version were analysed in 57 schoolchildren from a school in the region of Extremadura (Spain). Results: High internal consistency (α = 0.730 to 0.970) and test–retest reliabilities ranging from moderate to almost perfect in the knowledge and understanding domain (ICC = 0.486 to 0.888); from substantial to almost perfect in the motivation and confidence domain (ICC = 0.720 to 0.981); and almost perfect in the daily activity domain (ICC = 0.975) were found. The test–retest correlation was significantly weak to strong (r = 0.266 to 0.815) in both the motivation and confidence and knowledge and understanding domains, except for the third predilection item and the muscular endurance question. Significant test–retest differences were observed in the first intrinsic motivation item (p = 0.027) and the knowledge and understanding domain total score (p = 0.014). Conclusion: The Spanish version of the CAPL-2 questionnaires, translated and adapted to the context, are reliable measurement tools, serving to complete the full adaptation of the CAPL-2 test battery for use in children aged 8 to 12 years.

Introduction. Inclusive education is one of the main objectives of the educational system toward achieving equal opportunities among students. To this end, teacher training plays an important role in the different educational stages. Objectives. To analyze the perceived readiness of teachers for inclusive education and to see the differences in primary and secondary education. Methods: A total of 961 active teachers from public schools, 53.3% Primary and 46.7% Secondary Education, were analyzed by means of a questionnaire on Teachers’ perceptions about their preparation for inclusive education and the CEFI-R instrument. Results. There are statistically significant differences between the two stages in the first questionnaire (question 1: p = 0.03; question 2: p < 0.01 and question 3: p < 0.01) and also, in 3 of the four CEFI-R dimensions, with the primary score being higher. Conclusions: This study shows that there is a large percentage of teachers who believe that their initial training is insufficient to deal with student diversity. In addition, most of them state that continuous training has helped them to improve inclusive education and that they would be willing to attend training courses on inclusion, although in secondary school, the predisposition is lower than in high school. On the other hand, teachers of both educational stages show a mostly favorable attitude according to the CEFI-R, being higher in primary than in secondary school. In this sense, the public administration has work to do.

In today’s society and, in the teaching profession especially, it is demanded that we have a remarkable digital competence and have continuous formation in technological recycling. This study intends to describe and expose the levels of digital competency amongst physical education teachers working in the public school system of Spain, by what was established in the portfolio of teacher digital competence of one region of Spain which was published on the 12th of June 2015 in the Official Journal of Extremadura. The design of our research is of a descriptive type. The instrument used to collect data was the questionnaire published in appendix IV of the previously mentioned portfolio official of a region of Spain. A total of 201 students were tested. The principle obtained results show that primary physical education teachers in public schools in Spain have a basic level of digital teaching competence, more specifically an A2 level. This is in comparison with the guidelines established by the Common Framework for Digital Competence of Teachers 2.0.

The prevailing rights and quality of life approaches call for the inclusion of people with diversity and/or disabilities in society, including their participation in the educational system. Therefore, different institutions are urging countries to take action to ensure that students with disabilities receive the accommodations and supports they need within the framework of inclusive education. The idiosyncrasies of physical education (PE) classes can be an opportunity to encourage the participation and inclusion of these students. Thus, this study aims to evaluate the PE teachers’ perception about their preparation to address inclusive education. The study involved 260 Spanish primary and secondary PE teachers who answered a sociodemographic questionnaire, three dichotomic questions about their initial and ongoing preparation and the Evaluation of Teacher Training for Inclusion Questionnaire (CEFI-R). PE teachers believe that they have not received the necessary initial preparation and they consider it important to assist in ongoing courses to address their students’ diverse needs. PE teachers are aware of the importance of inclusive education and perceive greater difficulties in secondary education. PE teachers also showed a good predisposition to teach students with special educational support needs, especially found in primary school teachers through the CEFI-R Dimension 1, with statistically significant differences.