The goal of this study was to assess hybridizations conducted among pedagogical models (PMs) from 1st to 12th grade (six–18 years) in physical education (PE). Research articles selected were found through Web of Science, Medline, Scopus, SportDiscus (EBSCO), ERIC (ProQuest) and Google Scholar databases. The keywords associated with PMs (e.g. models-based practice and sport education (SE)), hybridization (e.g. hybrid), PE and educational levels (e.g. middle school) were used in different combinations. The articles were selected using the following criteria: (a) peer-reviewed studies in international journals indexed in JCR/Scopus; (b) PM hybridizations; (c) quantitative and/or qualitative methods and findings; (d) school context research; and (e) published in English or Spanish. 20 articles were identified as being of moderate/high quality. Results showed that the PMs used in the hybridizations determined the outcomes, and these were grouped in two major categories: (a) game-related skills (physical/motor and cognitive domains), which included game understanding and tactical–technical skills; and (b) psychosocial variables (social and affective domains), which included psychological, social and personal development. The combination of SE and sport initiation models favoured the first category, while the hybrid models which included cooperative learning and/or teaching for personal and social responsibility favoured the second one. There seems to be an advantage for hybrid over isolated PM implementation, because the former can promote outcomes in many different domains, overcoming the constraints of single PMs. Teachers’ commitment, training and experience of PMs were key features for a successful hybridization.

Grouping people according to chronological age is popular in fields such as education and sport. Athletes who are born in the first months of the year usually have cognitive and physical development differences in contrast to those born in the last months of the same year. That is why competitive teams tend to select older players more often than youngsters. Age differences between athletes born in the same year as well as an over-representation of older players are known as the Relative Age Effect. This effect is extensively described in young and elite team sports such as basketball, volleyball or, ice-hockey, as well as in soccer. The purpose of this study is to examine the state-of-the-art of the Relative Age Effect in youth and elite soccer players. This review summarizes recent research articles on the Relative Age Effect related to competitive soccer from 2010 to 2016. The systematic literature search was conducted in four databases: SPORTDiscus, Medline, EBSCO host and Google Scholar. Although causes and final solutions have not been clearly achieved yet, it is necessary to continue investigating this phenomenon in order to provide a starting point for future research.

Este estudo consistiu em oferecer uma revisão atualizada das implementações mais recentes do Modelo de Sport Education (SEM) do primeiro ao 12º ano (6-18 anos), incluindo as mais novas tendências de pesquisa para estudos futuros. Uma revisão sistemática de 2013 a 2017 foi realizada utilizando os bancos de dados de maior referência e os artigos originais que incluíam informações sobre as implementações do SEM em qualquer grau escolar. A implementação do SEM expandiu-se enormemente nos últimos cinco anos para incluir todos os diferentes domínios de aprendizagem: físico, social, cognitivo e afetivo. Entretanto, a implementação do SEM não é fácil e precisa de formação específica de professores. O SEM parece ser uma abordagem pedagógica adequada para praticar esporte, ao mesmo tempo em que desenvolve habilidades motoras, conhecimento técnico-tático e valores.

The use of digital technologies to support learning in physical education (PE) has grown in recent years. However, little is known about what teachers think when PE meets technology in the digital era. The purpose of this descriptive study was to use a carefully constructed, face-validated, and pilot-tested web survey to identify PE teachers’ willingness and barriers to integrating digital technology in their lessons. A total of 265 PE teachers returned completed surveys. The results showed a widespread interest in the use of digital technology in the school context, as well as in promoting the transfer of learning to the out-of-school context. Also, PE teachers expressed some reasons for interest in its use related to (a) learning and assessment, (b) physical activity, (c) teaching support, (d) communication with families and (e) teamwork among students inside and outside the class. In contrast to these interests and attitudes, teachers identified five major barriers that might be limiting the introduction of digital technology in PE: (a) not having sufficient access to technological resources, (b) not having received the necessary training to use it effectively, (c) lack of institutional support, (d) lack of time to effectively introduce it and (f) students’ data privacy. The findings of this study suggest the implementation of measures that can address the identified barriers to facilitate the incorporation of digital technology in PE. Understanding teachers' perceptions regarding the delivery of digital technology in schools may help guide future research and policy to support digital technology in PE lessons.

Adolescence is a critical period for the acquisition of health-related behaviors that will transcend later psychological well-being in adulthood. The present study presents a theoretical model whose objective is to analyze how physical activity predicts an adequate quality of life through self-concept and subjective happiness among adolescents. A total of 452 students aged 12 to 15 (M = 13.8; SD = 0.77) from four Compulsory Secondary Education institutes of the Autonomous Community of Extremadura participated, including boys (n = 258) and girls (n = 194). The students reported information on the following variables: physical activity, body mass index, self-concept, subjective happiness, and quality of life. The results show acceptable fit indices for the proposed theoretical model, which showed the importance of physical activity through self-concept and subjective happiness in quality of life: MRLχ² = 67.533, p < 0.05, CFI = 0.93, TLI = 0.90, SRMR = 0.05, and RMSA = 0.07. Likewise, the model presented a better fit index for males than females. This study draws conclusions on the importance of physical activity as a predictor of quality of life mediated by the perception of self-concept and mood in adolescents.

A growing number of studies have highlighted the health benefits of high physical activity, low screen time, and optimal sleep duration among school-age children and adolescents. Objective: The present study proposes to examine the individual and combined association between movement behaviors (physical activity, screen time, and sleep time) and quality of life in boys and girls. Method: A total of 319 Spanish primary and secondary school students participated in the study. Physical activity, screen time, sleep duration, and quality of life were evaluated. Results: Descriptive, correlation, and regression analyses were carried out in order to improve knowledge about health-related behaviors for all participants. The results found significant positive associations between physical activities and sleep time with quality of life. Finally, the regression models showed that physical activity scores predict quality of life, especially in children. It is concluded that movement behaviors are important in association with quality of life. Likewise, the impact of physical activity on the quality of life is highlighted as the main behavior in the prediction of the quality of life for a population of school adolescents.