Sport is a valuable tool for sustainable development. This is recognized in the Kazan Action Plan, in the 2030 Agenda, itself, and in the Action Plan for its implementation in Spain. In order to broaden the scope of the Sustainable Development Goals (SDGs), it is necessary to carefully consider both the possible synergies and existing inconsistencies that can enhance and weaken the contribution of sport to sustainable development. Taking as reference the international recommendations in this regard, it will be necessary to take into account the concept of “policy coherence” in both its vertical and horizontal dimensions. Advancing in the achievement of the SDGs largely requires involving subnational governments and the rest of the stakeholders, promoting decision-making based on concrete and reliable common indicators. Starting from the methodology developed globally by the Sustainable Development Solutions Network (SDSN) for locating the SDGs, a comparative analysis of the sports situation of each Spanish Autonomous Community will be carried out as a diagnosis. This is to show the existing inequalities between territories in relation to the selected indicators and, at the same time, identify some of the main limitations and gaps that we currently find in Spain to perform this location in a more effective way.

An educational physical education (PE) hybridization program based on the personal and social responsibility model and gamification strategies was used in order to explore the effect on cognitive performance and academic achievement. A 9-month group-randomized controlled trial was conducted, with 150 participants (age: 14.63 ± 1.38) allocated into the control group (CG, n = 37) and experimental group (EG, n = 113). Inhibition, verbal fluency, planning, and academic achievement were assessed. Significant differences were observed in the post-test for cognitive inhibition, verbal fluency (named animals), and the mean of both verbal fluency tasks in favor of the EG. With regard to the intervention, verbal fluency (named animals), verbal fluency (named vegetables), the mean of both verbal fluency tasks, cognitive inhibition, language, the average of all subjects, the average of all subjects except PE, and the average from the core subjects increased significantly in the EG. Values for the last five variables (academic variables and cognitive inhibition) in addition to mathematics also increased in the CG. This study contributes to the current knowledge by suggesting that both methodologies produced improvements in the measured variables, but the use of the hybridization resulted in improvements in cognitive performance, specifically with regard to cognitive inhibition and verbal fluency.

University students will play an important role in making decisions that will affect the environment, as future leaders of our society. Their level of sensitivity and environmental knowledge will play an important role in adequately facing future challenges. This article aims to measure the sustainability awareness of a sample of future graduates in Physical Activity and Sport Sciences in Spain. The literature supports that the sensitivity of these students can be estimated by using the Spanish adaptation of the SCQ-S. This allows for establishing the level of knowledge, attitudes and behaviour pertaining to sustainability in three dimensions: environmental, social and economic. The sample consisted of 170 students (58.8% males; 41.2% females) with a mean age of 20.5 years (±4.039). The overall Cronbach’s alpha showed a fairly good value (α = 0.836). The same was true for the Kaiser–Meyer–Olkin test values (KMO = 0.816) and Bartlett’s sphericity test (p < 0.001). The knowledge construct (4.56 ± 0.53) was the highest descriptive, followed by attitude (4.12 ± 0.59). The lowest value was behaviour (3.79 ± 0.66). By gender, girls obtained the highest sensitivity indexes. In addition, the place of habitual residence and physical activity in the natural environment were related to the overall behaviour of the university students. It is concluded that being in active contact with the natural environment allows us to have a higher level of awareness.

Physical activity (PA), body composition and sedentary behavior may affect the health of children. Therefore, this study examined the effect of an educational hybrid physical education (PE) program on physical fitness (PF), body composition and sedentary and PA times in adolescents. A 9-month group-randomized controlled trial was conducted in 150 participants (age: 14.63 ± 1.38 years) allocated into the control group (CG,n= 37) and experimental group (EG,n= 113). Cardiorespiratory fitness, speed, strength, agility, flexibility and body mass index (BMI) were assessed through previously validated field tests. Sedentary time, PA at school and afterschool were evaluated with the Youth Activity Profile-Spain questionnaire. Significant differences were observed concerning to the CG in APA-weekend (p= 0.044), speed-agility (p= 0.005) and agility (p= 0.008). Regarding the intervention, cardiorespiratory fitness (p= 0.000), speed-agility (p= 0.000), strength (p= 0.000), flexibility (p= 0.000), agility (p= 0.000), PA in school (p= 0.011), APA-weekday (p= 0.001), APA-weekend (p= 0.000), APA-week (p= 0.000), and sedentary time (p= 0.000) increased significantly in the EG. The use of a hybrid program based on teaching personal and social responsibility and gamification strategies produced enhancements in cardiorespiratory fitness, agility, speed, APA-weekdays and APA-weekends, reducing the sedentary time.

This systematic review aims to explore the role of sports in achieving the United Nations’ Sustainable Development Goals (SDGs), with a special focus on SDG 3, which pertains to health and well-being. It seeks to analyze how sports can prevent non-communicable diseases, promote mental and physical health, and offer constructive alternatives for addiction prevention and treatment. A systematic literature review was conducted following the PRISMA-NMA 2020 guidelines. The research question was formulated using the PICO framework. Databases such as PubMed, Scopus, and Science Direct were searched using appropriate keywords and Boolean operators. Eligibility criteria were applied to select relevant studies, which were then assessed for quality using CASPe and GRADE systems. The review identified that sports significantly contribute to the achievement of multiple SDGs, notably SDG 3, by enhancing physical and mental health, reducing non-communicable diseases, and promoting well-being. From the analysis of the reviewed articles, which include these aspects, it is concluded that sport significantly impacts sustainable development and can be a powerful tool to address public health and social problems. Sports also play a vital role in economic growth, social inclusion, and gender equality. However, challenges such as inequitable access to sports facilities, gender disparities, and environmental impacts of sports activities were highlighted. This review provides a comprehensive analysis of the multifaceted impact of sports on sustainable development, emphasizing its potential to address health and social challenges. It offers evidence-based insights and practical recommendations for integrating sports into sustainable development strategies, highlighting the need for inclusive and environmentally responsible sports policies and practices.

Increasing physical activity (PA) and personal and social values are two of the greatest demands in the current educational system. This study examined the effects of a program based on the hybridization of the Personal and Social Responsibility Model and gamification. A total of 58 students (13.89 years old, SD = 1.14) in two groups (experimental and control) participated during a complete academic year. Motivation, physical activity and sedentary behavior were assessed through questionnaires. Physical fitness was evaluated using previously validated field tests. The results showed significant differences over time between the experimental group (EG) and control group (CG) in afterschool physical activity (APA) during the weekend (p = 0.003), sedentary time (p = 0.04) and speed–agility (p = 0.04). There were no significant differences in motivation. In reference to the intervention, the speed–agility (p = 0.000), strength (p = 0.000), agility (p = 0.000), cardiorespiratory fitness (p = 0.001), APA–weekend (p = 0.000), APA–week (p = 0.000) and sedentary time (p = 0.000) increased significantly in the EG. The speed–agility (p = 0.000), APA–weekend (p = 0.03) and sedentary time (p = 0.008) increased in the CG. The implementation of a program based on the hybridization of pedagogical models can be useful in producing improvements in physical fitness, physical activity and sedentary behaviors.