Background: The year 2020 has been marked by the emergence of coronavirus disease 2019 (COVID-19). This virus has reached many countries and has paralyzed the lives of many people who have been forced to stay at home in confinement. There have been many studies that have sought to analyze the impact of this pandemic from different perspectives; however, this study will pay attention to how it has affected and how it may affect children between 0 and 12 years in the future after the closure of schools for months. Objective: The objective of this article is to learn about the research carried out on the child population in times of confinement, especially those dealing with the psychological and motor aspects of minors. Methods: To carry out this systematic review, the PRISMA statement has been followed to achieve an adequate and organized structure of the manuscript. The bibliography has been searched in the Web of Science (WOS), Scopus, and Dialnet databases, using as keywords: “COVID-19” and “Children.” The criteria that were established for the selection of the articles were (1) articles focusing on an age of up to 12 years, (2) papers relating COVID-19 to children, and (3) studies analyzing the psychological and motor characteristics of children during confinement. Results: A total of nine manuscripts related to the psychological and motor factors in children under 12 have been found. The table presenting the results includes the authors, title, place of publication, and key ideas of the selected manuscripts. Conclusion: After concluding the systematic review, it has been detected that there are few studies that have focused their attention on the psychological, motor, or academic problems that can occur to minors after a situation of these characteristics. Similarly, a small number of studies have been found that promote actions at the family and school level to reverse this situation when life returns to normal. These results may be useful for future studies that seek to expand the information according to the evolution of the pandemic.

In recent years, concern in Spain for gender issues has been on the rise. The United Nations has established the Sustainable Development Goals, among which is the concern for achieving quality education and gender equity. In view of the above, this study analyzed the relationship between emotional intelligence and quality of life in university students taking degrees related to education; the study took into account variables such as sex, studies completed, and the degree of concern that the students show about the incorporation of the gender perspective in their curriculum. The sample consisted of 442 students from different Spanish universities who responded to an online questionnaire that included sociodemographic questions and several questionnaires, which allowed for an analysis of emotional intelligence (TMMS-24), satisfaction with life (SWLS-C), and gender-sensitive evaluation of training in gender equality (ESFIG). Some of the main results obtained concluded that there were no differences between the sexes with respect to the perception of quality of life, with the people who were more satisfied with their lives being those who were more sensitive to the incorporation of a gender perspective in training plans. In relation to emotional intelligence, women scored higher in the attention dimension and men in the emotional clarity and repair. In turn, females showed greater interest in including the treatment of gender issues in their academic training. The findings obtained show the need for future teacher training plans to pay attention to the satisfaction with life shown by students in addition to favoring the development of emotional competencies and the incorporation of gender perspective, considering the social, personal, and work-related benefits that this will bring about.

The students’ active participation in physical education does not always guarantee the fulfilment of the international guidelines on moderate-to-vigorous physical activity (MVPA). The goal of the study was to examine the effects of the teacher autonomy support on the MVPA, basic psychological needs, and intrinsic motivation of primary education students. A three-phase, crossed research design was used in four groups of primary education (grades three, four, five, and six). Eighty-three students (40 boys; 43 girls) completed three physical education sessions with three levels of teacher autonomy support: low, intermediate, and high. They wore WGT3x accelerometers and answered a questionnaire. Results showed significant differences in MVPA, autonomy, competence, and intrinsic motivation (p < 0.001) between sessions one (controlling), two (intermediate-supportive autonomy), and three (full-supportive autonomy). In session three, the students’ MVPA increased to 73.70%. In conclusion, teacher’s autonomy-supportive environment can be modified to increase the students’ intrinsic motivation, basic physiological needs, and MVPA to reach the minimum international standards.

The university stage comprises a very important and vital period in the modification of students’ lifestyles, and these changes can affect their self-concept. The excessive use of technology today can also influence the formation of their identity. The aim of this study is to analyze the relationship between self-concept and the use of the smartphone by university students in terms of gender. The sample included 253 students (mean age 21.39 ± 3.27) of the Primary Education Degree of the University of Jaén (106 men and 147 women). A questionnaire was used to unify several instruments: a sociodemographic questionnaire, a Self-Concept Form-5 questionnaire (AF-5), and a questionnaire on cell phone-related experiences (CERM). The results show the existence of significant differences between both genders in the academic, emotional, and social dimensions of self-concept, with women showing a greater academic self-concept and men showing an emotional and physical one. Regarding the use of the smartphone in relation to self-concept, significant differences are found in the academic and emotional dimensions depending on the degree of use. In addition, in relation to the use of the smartphone, it has been detected that half of the students present potential problems. It is concluded that there is a relationship between both constructs, especially the academic and emotional self-concept.

El objetivo del presente trabajo ha sido analizar los niveles de inteligencia emocional, autoestima y resiliencia del futuro profesorado en formación, así como los niveles de práctica de actividad física y su intención de ser físicamente activos, comparando estos factores entre sí y con la variable sexo. La población objeto del estudio está compuesta por 442 estudiantes de distintas universidades españolas que cursan estudios relacionados con la educación. Se uilizaron diversos instrumentos: el IPAQ-SF para conocer el nivel de práctica de actividad física; la Escala de Autoestima de Rosenberg para analizar los niveles de autoestima; el cuestionario MIFAU para conocer la intencionalidad de ser físicamente activo; la escala CD-RISC para apreciar el nivel de resiliencia y el TMMS-24 para el análisis de la inteligencia emocional. Los resultados obtenidos permiten comprobar la relación existente entre los distintos factores psicosociales analizados. Además, se ha evidenciado la necesidad de prestar atención a la actividad física que realiza el profesorado en formación puesto que el estudio ha demostrado que estar físicamente activo, influye en los procesos emocionales y en la resiliencia.

Antecedentes: Este artículo, que se puede considerar dentro de las revisiones y experiencias, trata del estudio del pádel como un deporte a enseñar en la etapa de la Educación Primaria por sus beneficios sobre la salud y efectos fisiológicos positivos en programas de actividad física colectivos o de carácter social. El pádel es reconocido científica y académicamente y su práctica es mayoritaria en España por su gran poder socializador que lo sitúa entre uno de los siete deportes más practicados y el cuarto con más licencias federativas en nuestro país. Objetivos: Contabilizar el interés que despierta el pádel en la investigación (tesis doctorales). Comprobar si el pádel se practica en los centros escolares y despierta interés entre el alumnado de Educación Primaria, así como plantear un proyecto de intervención. Material y métodos: El estudio comienza con una revisión de las tesis doctorales defendidas (TESEO) hasta ahora cuyos contenidos están en su mayoría lejos de la educación. Continúa, contactando con los centros de Educación Primaria para comprobar mediante las opiniones del profesorado y la observación de las clases, si el pádel se enseña y practica en dicha etapa de la enseñanza. Termina con el planteamiento de un proyecto de intervención didáctica que incluye el pádel como deporte a practicar en Educación Primaria. Resultados y conclusiones: El pádel es un deporte que presenta una técnica, táctica y estructura temporal determinadas, diferente a otros deportes de raqueta. Es una modalidad deportiva importante en nuestra sociedad, pero no se enseña en los centros educativos. La propuesta didáctica que recoge este estudio ha sido presentada en los colegios para facilitar su enseñanza.