In capitalist societies, where discipline and control are dominant concepts, prisons are a warning tool about the consequences of non-conformity. In this context, prisoners are exposed to a type of power that is used as a corrective technique to transform them into docile and useful citizens. However, such power is not static and inmates can create various strategies of resistance. The aim of this research is to understand how physical activity and sport are used by incarcerated women to confront social control in Spanish prisons. Based on 16 interviews with former female inmates, we found that engaging in physical activity and sports helped participants to cope with their sentences. These activities were also used as tools to confront and negotiate the patriarchal punitive power often found in prisons, meaning that participants were not put down by it. Participants’ abilities to minimally destabilise the prison’s order also empowered them to regain some autonomy and identity. Through participating in physical activity and sports, incarcerated women created spaces of freedom and frictions within a limiting prohibitive prison environment.

The aim of this review was to systematically summarize the literature about physical education (PE) programs and their effects on preschool children’s physical activity levels and motor, cognitive, and social competences. A systematic search of relevant articles was carried out using four electronic databases up until February 16, 2022. The main findings were that the inclusion of PE in early childhood is a suitable alternative for improving development in three main areas. For motor competence, specific fundamental motor skill programs are a key opportunity to improve preschool children’s ability. Physical activity levels may be improved considering structured and regular PE programs (two to three classes per week). Regarding cognitive competence, PE classes are effective for improving creativity, attention, and mental abilities, and also, for reducing the symptoms of attention-deficit/hyperactivity disorder. Finally, group-based activities are the most suitable alternative for boosting social competence in preschool children with or without motor disabilities. Improving these competences and physical activity levels in preschool is necessary for the children’s health and holistic development; the educators’ daily decisions have key importance.

Objective To develop an international consensus statement to advise on designing, delivering and evaluating sport-based interventions (SBIs) aimed at promoting social, psychological and physical well-being in prison. Design Modified Delphi using two rounds of survey questionnaires and two consensus workshops. Participants A multidisciplinary panel of more than 40 experts from 15 international jurisdictions was formed, including representation from the following groups and stakeholders: professionals working in the justice system; officials from sport federations and organisations; academics with research experience of prisons, secure forensic mental health settings and SBIs; and policy-makers in criminal justice and sport. Results A core research team and advisory board developed the initial rationale, statement and survey. This survey produced qualitative data which was analysed thematically. The findings were presented at an in-person workshop. Panellists discussed the findings, and, using a modified nominal group technique, reached a consensus on objectives to be included in a revised statement. The core research team and advisory board revised the statement and recirculated it with a second survey. Findings from the second survey were discussed at a second, virtual, workshop. The core research team and advisory board further revised the consensus statement and recirculated it asking panellists for further comments. This iterative process resulted in seven final statement items; all participants have confirmed that they agreed with the content, objectives and recommendations of the final statement. Conclusions The statement can be used to assist those that design, deliver and evaluate SBIs by providing guidance on: (1) minimum levels of competence for those designing and delivering SBIs; (2) the design and delivery of inclusive programmes prioritising disadvantaged groups; and (3) evaluation measures which are carefully calibrated both to capture proposed programme outcomes and to advance an understanding of the systems, processes and experiences of sport engagement in prison.

Our aim doing this systematic review was to identify and analyze studies about women prison inmates' engagement in sport and physical activities (SPAs). The review was conducted in three areas – SPAs, prison and women – and based on information obtained from different databases. Through a selection process, we singled out 33 empirical and review studies, the quality of which was analyzed. From our analysis, we learn that the benefits women prison inmates derive from SPAs are considerable, although they also reveal that obstacles exist to be overcome if their levels of participation are to rise.

The growing visibility of the LGBTQ community and the demand for their rights, also in the educational context, have led, among other things, to a higher focus on the experiences of teachers and the role they play when facing homophobia and promoting diversity and respect. In this sense, lesbian, gay and bisexual (LGB) teachers could experience their sexual orientation and its visibility as a problem. However, specific knowledge about these experiences is limited, also in Physical Education (PE). This study explores these experiences through data collected from 24 in-depth interviews with Primary and Secondary LGB PE teachers in Spain. The results align with the international literature, highlighting that disclosing their sexual orientation is a key aspect of participants' experience. Although teachers agree on the advantages of "coming out of the closet," LGB PE teachers define their strategies based on contextual elements such as fear of the families' reaction, the type of school, or the training received. They develop strategies such as ignoring homophobic acts, reacting against them, or using them educationally. Overall, homophobia in the educational context affects them emotionally. As a conclusion, it is essential to improve training, engage allies, and involve the entire educational community in the fight against homophobia.