Background: Match analysis has evolved exponentially over the past decades in team sports resulting in a significant number of published systematic reviews and meta-analyses. An umbrella review of the available literature is needed to provide an integrated overview of current knowledge and contribute to more robust theoretical explanations of team performance.Methods: The Web of Science (all databases), PubMed, Cochrane Library (Cochrane Database of Systematic Reviews), Scopus, and SPORTDiscus databases were searched for relevant publications prior to 19 February 2021. Appraisal of the methodological quality of included articles was undertaken using the tool for Assessing the Methodological Quality of Systematic Reviews (AMSTAR-2). Twenty-four studies were reviewed that met the following criteria: (1) contained relevant data from match analyses in team ball sports; (2) were defined as systematic reviews or/and meta-analyses; and (3) were written in the English language.Results: The overall methodological quality of the 24 included reviews, obtained through the AMSTAR-2, revealed very low confidence ratings (Critically Low,n = 12) for the results of most systematic reviews of match analyses in team ball sports. Additionally, the results showed that research is focused mainly on four levels of analysis: (1) dyadic (microlevel); (2) individual (molecular level; predominant); (3) group (mesolevel), and (4) team dynamics (macrolevel). These levels of analysis included tactical, technical, physical, and psychosocial variables. Team performance was contextualized at two levels, with reference to: (1) match context (e.g. match status, match location, match period, quality of opposition) and (2) sociodemographic and environmental constraints (sex, age groups, competitive level, altitude, temperature, pitch surface).Conclusions: The evolution of methods for match analysis in team ball sports indicates that: (1) an individual-level performance analysis was predominant; (2) the focus on intermediate levels of analysis, observing performance in dyadic and group interactions, has received less attention from researchers; (3) neglected areas of research include psychosocial aspects of team sports and women’s performance; and (4) analyses of match contexts need greater depth.Registration: The protocol was registered in the International Platform of Registered Systematic Review and Meta-Analysis Protocols with the number 202080067 and the DOI numberhttps://doi.org/10.37766/inplasy2020.8.0067.

Background: Sedentary behavior has been considered an independent risk factor to health. The aim of this systematic review and meta-analysis was to examine associations between objectively measured sedentary time and physical fitness components in healthy adults. Methods: Four electronic databases (Web of Science, Scopus, Pubmed and Sport Discus) were searched (up to 20 September 2020) to retrieve studies on healthy adults which used observational, cohort and cross-sectional designs. Studies were included if sedentary time was measured objectively and examined associations with the health- or skill-related attributes of physical fitness (e.g., muscular strength, cardiorespiratory fitness, balance). After applying additional search criteria, 21 papers (11,101 participants) were selected from an initial pool of 5192 identified papers. Results: Significant negative associations were found between total sedentary time with cardiorespiratory fitness (r = −0.164, 95%CI: −0.240, −0.086, p < 0.001), muscular strength (r = −0.147, 95%CI: −0.266, −0.024, p = 0.020) and balance (r = −0.133, 95%CI: −0.255, −0.006, p = 0.040). Conclusions: The evidence found suggests that sedentary time can be associated with poor physical fitness in adults (i.e., muscular strength, cardiorespiratory fitness and balance), so strategies should be created to encourage behavioral changes.

(1) Background: Teachers’ visual behaviour in classes has an important role in learning and instruction. Hence, understanding the dynamics of classroom interactions is fundamental in educational research. As mapping evidence on this topic would highlight concepts and knowledge gaps in this area, this systematic review aimed to collect and systematise the analysis of teachers’ visual behaviour in classroom settings through the use of eye-tracking apparatus; (2) Methods: The methodological procedures were registered in the INPLASY database and this systematic review used the PRISMA criteria for the selection and analysis of studies in this area. We searched on six literature databases (B-on, ERIC, ScienceDirect, Scopus, TRC and WoS) between 1 January 2015 and 31 December 2024. Eligible articles used eye tracking apparatus and analysed teachers’ visual behaviour as a dependent variable in the experiment; (3) Results: The main results of the articles selected (n = 41) points to the differences in teachers’ visual behaviour in terms of professional experience and the relationship between gaze patterns and several classroom variables; (4) Conclusions: A deeper understanding of teachers’ visual behaviour can lead to more effective teacher training and better classroom environments. The scientific research in this area would benefit from more standardized and robust methodologies that allow more reliable analyses of the added value of eye tracking technology.

The restrictions “imposed” to avoid the spread of Covid-19 disease have strongly conditioned the school life of millions of children and youth. However, little is known about the impact of the pandemic on PE classes in Portugal. The purpose of the present study is to describe the perception of secondary and high school students about the impact of the pandemic on PE classes, after the first wave of the COVID-19 outbreak. The sample comprised 1419 students aged from 12 to 16 years from the Portuguese Midlands (53% females, mean age 14,4 years-old); participants responded in person to an anonymous and self-report questionnaire. The results revealed that restrictive measures imposed on PE classes at the end of 2020 had a strong influence on selection of PE curricular contents. Physical condition of students has assumed a major role in PE enrolment. It should be also highlighted that participants revealed the school as a safe space to avoid the risks of SARS-CoV2 contagion. The surveyed students expressed greater satisfaction with the face-to-face than virtual PE classes. It should be noted that the pandemic context did not change the appreciation attributed to this subject by students. Keywords: Covid-19; Physical Education; Secondary School.