People with visual impairment have greater difficulty in accessing physical activity and sport, and a lack of social interaction is also associated with a risk of exclusion. Work is currently being done to include people with visual impairment through physical activity and sport. However, there is a lack of studies examining the status and overall effectiveness of interventions in the pre- and post-COVID stage. This study aimed to provide solid evidence on the characteristics and effectiveness of interventions for the inclusion of people with visual impairment through physical activity and sport in order to address the need for dissemination on this topic. The bibliographic search was carried out with the words “Physical activity”, “Physical exercise”, “Sport”, “Physical training”, “visual disability”, “visual impairment” and “inclusion” in the databases PubMed, Scopus, Web of Science and Google Scholar from 2018 to 2021.The article selection process was according to the PRISMA protocol with a final selection of nine articles. The main results highlighted that the programmes improve the perception of people with disabilities, increase social skills and health and increase the social importance of people with disabilities in the social environment. Among the most generalised conclusions were the need for specialised training, the need for social inclusion and participation of people with visual impairment in their environments and increased physical activity.

Down syndrome (DS) is the most common genetic alteration in humans, resulting from the trisomy of chromosome 21. Individuals with DS are characterized by physical traits and limitations related to intellectual functioning and the development of motor skills. People with DS tend to have lower levels of physical activity (PA) than the general population, despite its benefits for health and quality of life, which could be caused by barriers such as the lack of adapted programs or knowledge on how to adapt them. Therefore, this systematic review aimed to examine the impact of physical activity or sports programs on autonomy and quality of life in individuals with DS. Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines were followed to search four databases (Scopus, Web of Science, PubMed, and SportDiscus), adhering to the population, intervention, comparison, and outcome strategy. A total of 13 studies were selected that followed different training programs (combined training, adapted football, technology-based, pulmonary training, gymnastics and dance, water-based, and whole body vibration). Most of the interventions provided benefits for autonomy or quality of life (physical, psychological, cognitive, emotional, and social) in people with DS. In conclusion, the benefits of physical activity and sports programs adapted to people with DS are positive.

The objective of the work presented is to develop emotional competencies in higher-education students by following Bisquerra’s five-block model. With the methodological support of adventure pedagogy and gamification, students improve their emotional competencies, as well as the basic competencies of the degree in Physical Activity and Sport Sciences and the specific ones of the subject. The proposal, which is entitled “In search of my Avatar”, aims to make sure that, in their future as sports professionals, they will be able to serve their customers in a fully competent way. The work presented proposes different activities of emotional education to work transversally in higher education, ranging from conflict management and the use of language to improve the relationship with oneself and with others. The proposal was developed for the Degree in Sports Science and for the subject of Physical Activity and Sport in the Natural Environment, but with certain adaptations, it could be transferred to any university-degree subject.

This study focuses on the analysis of nautical activities in school environments. The primary objective is to highlight the pivotal role of educators in optimizing the benefits and mitigating the risks associated with water activities in educational settings. To achieve this goal, ten interviews were conducted, evenly distributed among men and women from different countries who work in nautical activities with students in aquatic settings. Additionally, the Delphi method was employed to validate the interviews with expert opinions in the field from a group of nine experts. The analysis of the interviews revealed three significant dimensions, including safety, benefits, and sports-related aspects. The results demonstrate that nautical activities offer physical and cognitive benefits, promote ecological awareness, and foster values such as group cohesion, leadership, and respect. Furthermore, these activities have a positive impact on the physical and mental health of participants, encouraging socialization and conflict resolution. In conclusion, nautical activities in school environments provide a wide range of benefits but require continuous attention in terms of safety and adaptation for individuals with disabilities. These findings underscore the importance of promoting these practices as an integral part of the school curriculum.

Introduction: The implementation of nautical sports, particularly in coastal areas, during the school stage is a growing phenomenon. It offers unique opportunities for students to develop the necessary competencies outlined in their physical education curriculum in an immersive manner, within a natural and inherently motivating environment. Material and methods: This study aims to delve deeper into this subject by conducting a systematic review of the utilization of water sports in formal education. To carry out this bibliographic search, the following keywords were employed: “Nautical Activities”, “Nautical Sports”, “Nautical Camps”, “Formal Education”, “Children Education”, “Primary School”, and “Secondary School”. The Boolean operator “and” was used to combine these keywords during the search conducted in databases such as Scopus, PubMed, Web of Science, and SPORTDiscus. The PRISMA Protocol was utilized for the search process, resulting in the selection and categorization of eight papers into the following thematic areas: Wellbeing, Physical and Mental Health, Education, and Management. Results: The primary findings of this review indicate that the inclusion of these programs within physical education classes enhances overall physical health, mental well-being, and personal development. Conclusions: The results demonstrate a positive impact on peer interaction and short-term improvement in self-confidence.

The COVID-19 lockdown may have had collateral effects on the conditions of athletes, with possible increases in injury risks upon the return to sports. Due to the existence of multiple factors of injury risks based on the lockdown and the return to sports, the aim of this study was to analyze the injury rates after the lockdown in competitive athletes. A non-experimental quantitative design based on a survey was carried out, and 94 athletes (42 males and 52 females; 23.57 ± 6.20 years) participated. Statistical analyses were carried out using non-parametric tests. Injury rates did not increase significantly after the lockdown, and there were no statistical differences between performance levels, types of sports, the design of a specific training program by sports professionals during the lockdown, the moment of injury, and the mechanism of injury. It is important to develop injury prevention protocols to prepare athletes after such a long period of detraining.