El objetivo de este estudio fue describir el cambio producido en la intervención docentes del profesorado de Educación Física como consecuencia de la cuarentena por COVID-19. Los datos de la investigación procedieron de una encuesta online realizada a 191 docentes en activo. La encuesta se compuso de 15 preguntas agrupadas en tres dimensiones principales, la reorganización de los contenidos, el análisis de la evaluación y los cambios metodológicos realizados. Los principales resultados del estudio indican que la mayoría de los docentes no han continuado con el horario de docencia previo a la cuarentena. La evaluación se destacó como la dimensión de mayor controversia, existiendo un alto porcentaje de docentes que no tenían previsto como evaluar e incluso no lo veían factible. El bloque de contenidos relacionado con la condición física y la salud fue el más utilizado por el profesorado. Adicionalmente, se describen una serie de dificultades detectadas con la implementación de la enseñanza virtual. Finalmente, la gran mayoría de encuestados consideró que la cuarentena ha podido suponer un problema psicológico y de salud a su alumnados. Estos resultados pueden servir de referencia para futuras investigaciones que se realicen relacionadas con la docencia virtual de la Educación Física. The aim of this study was to describe the changes in teaching intervention in Physical Education because of the quarantine caused by COVID-19. Data was collected from 191 active teachers by an online questionnaire, which consisted of 15 questions grouped into three main dimensions: contents reorganization, evaluation analysis and methodological changes. The main results of this study indicated that most of the teachers did not continue with the teaching hours prior quarantine. Regarding the evaluation, a high percentage of teachers neither planned it nor found it feasible. Contents of Physical condition and health were the most commonly used among teachers. Additionally, several difficulties were detected regarding the implementation of virtual teaching. Finally, the majority of teachers answered that quarantine could involve psychological and health problems for their students. These results could be considered for future research focused on Virtual Physical Education.

Purpose: Physical education has been described as an essential material to contribute to sustainable development. Therefore, it is necessary to examine the proficiency of higher education students in the three dimensions of sustainable development. This paper aims to analyse both the competences associated with the sustainability of preservice physical education teachers and the curriculum's influence on them.Design/methodology/approach: In total, 341 students (112 women) completed the validated Physical Education for Sustainable Development – Future Teacher PESD-FT questionnaire. This instrument assesses sustainable competences in its three dimensions (social, economic and environmental). In order to determine the influence of the curriculum on sustainability competences, the academic year studied was used as a variable. Variables such as gender, age and competitive experience in institutionalised sport were also considered in the statistical analysis.Findings: The results showed that the total set of students scored above average in their self-perception of competences associated with sustainable development in all three dimensions. The Mann–Whitney U test and Kruskal–Wallis statistics showed no differences attributed to gender and grade, respectively.Originality/value: This could help to rule out the influence of the curriculum as the main factor in the acquisition of these sustainable competences. However, greater competitive experience in institutionalised sports was associated with greater proficiency in social competence within sustainable development.

Background: Coeducation in university settings is essential for fostering an inclusive, equitable, and diverse learning environment. In this regard, cooperative learning could play a crucial role in promoting coeducation by fostering collaboration, communication, and mutual understanding between male and female students. Thus, the aim of this study was to assess the effects of cooperative learning on gender equality and cooperative skills in students. Methods: The design of the study was quasi-experimental with quantitative pre- and post-test measures. The sample was comprised of 60 students (female = 30, male = 30, age: 19,97 ± 1,21 years) enrolled in the 2nd grade of Sport Sciences, distributed into two groups (control and experimental). The Competencies Scale for Gender Equality Education (CEIG) and the Questionnaire for the Analysis of Cooperative Learning in Higher Education (ACOES) were implemented before and after the intervention in both groups. The experimental group participated in 7 volleyball lessons executed that followed a methodology grounded in Cooperative Learning, specifically using the Jigsaw method, which ensured the formation of mixed-gender teams. A Mann-Whitney U test was carried out to verify the intergroup effect of the intervention. Results: The experimental group significantly improved in 2 out of 3 dimensions of the CEIG and in 5 out of the 7 dimensions of the ACOES. Conclusions: Teaching collective sports like volleyball through a cooperative model, specifically with the Jigsaw method and including mixed teams, significantly contributes to improving not only cooperative teamwork skills but also gender equality in education. Key Words: didactics, volleyball, teamwork, coeducation, Jigsaw method, gender

Stress, uncertainty, and the abuse of technologies are components that have a negative impact on the physical, social, and psychological health of young people. One of the aims of the Education for Sustainable Development (ESD) is to empower individuals to reflect on their actions, and mindfulness arises as one tool with an important potential to contribute on this matter. Therefore, the objective of this study was to assess the effects of mindfulness practices on the ability of students to focus their attention on external, internal or kinesthetic factors, awareness in acting, and acceptance. Consequently, a quasi-experimental study was developed to compare groups between the pre and post condition. The study participants were a total of 127 students (52 women) from 4th year of secondary school and 1st year of a achelor’s degree (16.5 ± 1.5 years). The sample was assigned by academic convenience, with 54 students in the experimental group and 73 in the control group. The intervention was carried out for 4 weeks. During this period, the experimental group participated in mindfulness activities such as guided meditations at the end of the PE session or challenges that stimulated the student in daily actions. The control group continued with the planned programming in physical education class. These groups were subjected to the following test: (1) Mindfulness for School Scale (MSS) and (2) Child and Adolescent Mindfulness Measure (CAMM). To analyze the results, the normality of the sample was evaluated through the Mann–Whitney U test, resulting as non-parametric. The search for possible differences between the groups was carried out by using the Wilcoxon test. The statistics showed that the experimental group presented significant improvements (p ≤ 0.05) in most of the measured parameters: external attention, kinesthetics attention, and mean of the CAMM. These results seem to show that the use of mindfulness could be an appropriate tool to be implemented in the school context in order to directly contribute to the mental health of high school students, and thus to an education for the sustainable development.

Revista oficial de la Sociedad Española de Nutrición Parenteral y de la Sociedad Española de Nutrición. Está dedicada al estudio y divulgación de temas relacionados con la nutrición.