Background/Objective: The aim was to evaluate the evolution of depressive symptoms and to explore the influence of physical activity (PA) practice during the home confinement due to the COVID-19 outbreak in Spain. Method: Information was collected from 595 confined participants who reported personal and contextual information, depressive symptoms and PA levels at four time points. Results: The changes in depressive symptoms were analyzed using a linear mixed model with cubic splines. Results showed a significant increase, with a significant rise between T1 and T2 (OR = 2.38, 95% CI = 1.83-3.10). It continued growing until T4 (OR = 2.93, 95% CI = 1.97-4.38). A negative relationship was observed between the increase in depressive symptoms and moderate-to-vigorous physical activity (MVPA) levels, with a significant slope up to 4 hours of MVPA per week (OR = 0.51, 95% CI = 0.29-0.90) that tended to increase until 16 hours per week of MVPA (OR = 0.41, 95% CI = 0.20-0.87). Conclusions: Results from a partition model showed that moderate intensity of PA could be enough to prevent an increase of depressive symptoms during home isolation.

The goal of the article was to compare the effects of two different cooperative learning programmes on prospective teachers. A total of 332 students enrolled in a Teacher Training Programme agreed to participate. At the beginning of the semester, they all experienced low-structured cooperative learning (LSCL) for 10 sessions. At the end of this phase (T1), research variables were assessed and the groups were randomly divided into two different conditions for 10 new sessions: high-structured cooperative learning (HSCL) and LSCL. At the end of this period, research variables were assessed again (T2). Results at T2 showed that only participants in the HSCL group significantly increased their motivation, content knowledge, responsibility and the five elements that mediate Cooperative Learning effectiveness: positive interdependence, individual accountability, promotive interaction, group processing, and social skills. There was also a significant increase in shared-regulation dominance. In conclusion, cooperative learning can have a positive impact on prospective teachers’ academic performance, but it needs to be highly structured.

Purpose: New ways of teaching have been under consideration over the last decade. Thus, this study aims to examine the effects of an interdisciplinary educational approach integrating physical education and mathematics on light and moderate–vigorous physical activity (PA), sedentary behavior, and learning subtraction. Method: Forty-six first-grade students (M_age = 76.98 ± 3.74 months) wore an accelerometer for 4 weeks to measure their PA levels. For 3 weeks, one group (n = 23) attended their physical education and mathematic lessons separately according to the traditional curriculum development (i.e., regular classroom lessons), and the other group (n = 23) was taught through an integrated curriculum based on an interdisciplinary approach integrating physical education and mathematics where the curricular time devoted to these subjects was unified. Results: Several t-test analyses revealed significant between-group differences in all variables following the curricular interventions. Students from the interdisciplinary group reached higher levels of light PA, t(44) = −10.095, p < .001, d = 2.97; moderate–vigorous PA, t(44) = −7.950, p < .001, d = 2.35; and spent less time in sedentary behavior, t(44) = 13.549, p < .001, d = 4.01, than students who attended regular classroom lessons. Moreover, the students from the interdisciplinary group achieved higher scores in subtraction learning, t(44) = −4.06, p < .001, d = 1.20. Discussion/Conclusion: The integration of PA into learning environments such as mathematics might help to develop tools that improve mathematical learnings (i.e., subtraction). Likewise, this kind of interdisciplinary approach may contribute to increase the children’s PA levels during the school day.

The aim was to identify mental well-being profiles emerged during the COVID-19 home isolation. Given the multifaceted and multidirectionality of mental well-being, depressive symptoms, affect and resilience were selected as factors (indicators) and gender, age, Body Mass Index and physical activity as correlates. A second goal was to uncover the connections between these profiles and physical activity practice. 2423 Spanish citizens (870 males, 1553 females), age range 16–88 years, participated. They answered an online questionnaire released one week after the shelter-at-home health order (14 March 2020), and data were collected during one full week (21–28 March 2020). Latent class analyses showed three mental well-being profiles: High: Class 3, 22.1% population, 40–54 years, men=women, normal weight, significantly lower depressive symptoms and negative affect, and higher resilience. Low: Class 1, 18.7% population, 40 years, more females, intermediate levels in all variables. Results also showed that more individuals in the High group performed physical activity prior to the confinement (81.1%), significantly more vigorous and moderate physical activity during the isolation and met WHO recommendations on physical activity practice (60%). On the contrary, in the Low group, fewer individuals performed physical activity prior to the confinement (69.6%), significantly less vigorous and moderate physical activity during the isolation and met WHO recommendations (30.5%). Conclusion, resilience and physical activity seemed to act as “protective elements” in stressful situations. They should be promoted.