Objectives: The main objective of this study is to analyze the relationships between academic performance, physical activity, and academic stress in secondary education students, while the secondary objective is to establish differences by gender in the physical activity and academic stress levels of secondary students based on academic performance. Methods: The sample was composed of students from both sexes who attended public institutions. Data collection was conducted applying an ad hoc questionnaire for academic performance, the PAQ-C questionnaire for physical activity, and the QASSE questionnaire for academic stress. Data analysis was performed using descriptive statistics: Spearman’s correlation coefficient was used for associations, while comparisons were conducted via the Mann–Whitney U test and Kruskal–Wallis H test. Results: The results show that academic stress is negatively correlated with physical activity and academic performance. Men present significantly higher values in physical activity, while women present higher mean values in general academic stress and the academic overload dimension. Lastly, regarding academic performance, significant differences were observed in the family pressure dimension, with students who perform better academically presenting lower mean values in this dimension of academic stress. Conclusions: In conclusion, the more the general academic stress, the lower the physical activity levels and academic performance. In addition, physical activity appears as a potential coping strategy for academic stress, and its influence on academic performance should be further studied in secondary education.

Background: With the increasing prevalence of sedentary lifestyles and childhood obesity, physical activity and exercise have emerged as essential pillars of health promotion in childhood. In this context, schools play a fundamental role as key players in the implementation of interventions that promote healthy habits and a more physically active life. Objectives: The purpose of the present study was to conduct a systematic review of the benefits of strength training in primary school students. Methods: The review was carried out using the Web of Science and Scopus databases, following the guidelines of the PRISMA statement and a PICO strategy. The studies were selected according to different inclusion and exclusion criteria, resulting in 11 scientific articles published in English during the last 5 years (2020–2024). The methodological quality of the studies was assessed using the STROBE checklist. Results: The results suggest that strength training with elementary school students improves physical and motor performance variables, as well as cognitive, psychosocial and health variables. Likewise, it can be observed that plyometric strength-training methods and unilateral and combined programs with aerobic and motor skills training are highly effective and favor adherence to physical exercise. This also demonstrates the importance and necessity of developing motor coordination skills from an early age, since they represent a determining factor in strength training as the exercises become more specific and complex. Conclusions: In conclusion, implementing strength training programs in primary education confers several benefits at an integral level for the students and is crucial to improving the lifestyle and quality of life of students.

The purpose of this work was to assess the perception of equal treatment and discrimination in secondary school students and examine the assessment of the different methodological factors that influence equal treatment and discrimination in PE. The sample was made up of 706 students (375 men and 331 women) with an average age of 13.05 years (SD= .93). The data collection instrument was the Questionnaire of Perception of Equality and Discrimination in PE and the analysis was performed using the Kolmogorov-Smirnov normality test and the Mann-Whitney U test for comparison of means. The results show that there are significant differences in the perception of equal treatment with higher mean values in girls and in the perception of discrimination with higher scores in boys. In turn, in the methodological factors related to sexist language and feedback, there are differences by sex that corroborate the greater perception of discrimination in boys and equality in girls. In conclusion, the forms of interaction used by the teacher have great influence on the students' perceptions in relation to gender stereotypes in the context of PE. El propósito de este trabajo fue valorar la percepción de igualdad de trato y discriminación en estudiantes de secundaria y examinar la valoración sobre los distintos factores metodológicos que influyen en la igualdad de trato y discriminación en EF. La muestra estuvo compuesta por 706 estudiantes (375 chicos y 331 chicas) con una edad media de 13.05 años (DE= .93). El instrumento de recogida de datos fue el Cuestionario de Percepción de Igualdad y Discriminación en EF y el análisis se realizó utilizando la prueba de normalidad Kolmogorov-Smirnov y la prueba de comparación de medias U de Mann-Whitney. Los resultados demuestran que existen diferencias significativas en la percepción de igualdad de trato con valores medios más altos en las chicas y en la percepción de discriminación con mayores puntajes en los chicos. A su vez, en los factores metodológicos relacionados con el lenguaje sexista y el feedback se presentan diferencias por sexo que corroboran la mayor percepción de discriminación en los chicos y de igualdad en las chicas. En conclusión, las formas de interacción utilizadas por el profesor tienen gran influencia sobre las percepciones del alumnado con relación a los estereotipos de género en el contexto de la EF.

El propósito de este trabajo fue realizar una revisión sistemática sobre la utilización del modelo Teaching Games for Understanding (TGfU) y sus hibridaciones en deportes de equipo en el contexto de la educación física. El proceso se llevó a cabo en la base de datos WOS bajo las directrices de la metodología PRISMA y la estrategia PICO. Se seleccionaron los trabajos en función de distintos criterios de inclusión y de exclusión, obteniendo como resultado 20 artículos (10 TGfU y 10 TGfU/Hibrido) publicados en los últimos 5 años (2019-2023) en inglés y español. Estos resultados fueron descritos y analizados en función de: autores y año de publicación, país, muestra/grado y duración, deporte, objetivos, método e instrumentos, variables y resultados. La mayoría de los estudios se realizan en España. La muestra se distribuye equitativamente entre Educación Primaria y Secundaria, aunque también contó con alumnos de Bachillerato. El tiempo de duración de la aplicación de la metodología es concordante a los beneficios obtenidos. El uso del TGfU es más frecuente en deportes tradicionales, pese a incluir otros deportes de equipo. Los trabajos se orientaron al análisis y comparación de variables psicosociales-afectivas, de rendimiento físico y rendimiento cognitivo-motriz del juego. Predomina el método de investigación cuantitativo, utilizándose como instrumento de medida cuestionarios, herramientas observacionales, entrevistas semiestructuradas y grupos focales. En conclusión, esta revisión demuestra la importancia tanto del TGfU como de sus hibridaciones en el contexto de la educación física con deportes de equipo, pudiendo ser útil para profesores e investigadores en este campo, contribuyendo al desarrollo físico, cognitivo, social y afectivo del alumnado.

El presente estudio tiene como objetivo analizar los motivos para practicar AF de los estudiantes universitarios en el contexto ecuatoriano, determinar las diferencias en función del sexo y la compatibilización estudio-trabajo, establecer la asociación entre los motivos para practicar AF y estimar el valor predictor del sexo, la edad y la compatibilización estudio-trabajo sobre los motivos para realizar AF. La muestra estuvo compuesta por 1412 estudiantes universitarios (21.2 ± 3.5 años), 513 hombres (36.3%) y 899 mujeres (63.7%). El instrumento utilizado para la recolección de los datos fue el Cuestionario de Contenido de los Objetivos en el Ejercicio. Para el análisis de resultados se empleó la prueba U de Mann-Whitney, el coeficiente de correlación de Spearman y un análisis de regresión lineal. Los principales hallazgos demuestran que hay diferencias estadísticamente significativas entre hombres y mujeres en los motivos de afiliación social, dirección de la salud, reconocimiento social y desarrollo de la habilidad. También, se observan diferencias estadísticas entre las mujeres que compatibilizan o no el estudio y el trabajo en los motivos de afiliación social, reconocimiento social y desarrollo de la habilidad. Por otro lado, se identifica que la principal motivación para realizar AF está direccionada a la salud, mientras que el motivo que menos incentiva la práctica de AF es el reconocimiento social. Por último, en el análisis de regresión el sexo presenta un valor predictor significativo en los motivos analizados. Por lo cual, se ponen de manifiesto los intereses de los estudiantes ecuatorianos y se obtiene información clave para mejorar e incrementar los niveles y la adherencia a la AF con el fin de contribuir a una vida físicamente más activa en la población universitaria. Palabras clave: motivos, actividad física, universitarios, motivación, Ecuador The aim of the present study was to analyze the reasons for practicing PA among university students in the Ecuadorian context, determine the differences according to sex and work-study compatibility, establish the association between the reasons for practicing PA, and estimate the predictive value of sex, age, and work-study compatibility on the reasons for practicing PA. The sample consisted of 1412 university students (21.2 ± 3.5 years), 513 men (36.3%) and 899 women (63.7%). The instrument used for data collection was the Goals in Exercise Content Questionnaire. The Mann-Whitney U test, Spearman's correlation coefficient and a linear regression analysis were used to analyze the results. The main findings show that there are statistically significant differences between men and women in the reasons of social affiliation, health direction, social recognition and skill development. Also, statistical differences are observed between women who do or do not combine study and work in the reasons of social affiliation, social recognition and skill development. On the other hand, the main motivation for PA is health, while the motive that least encourages the practice of PA is social recognition. Finally, in the regression analysis, sex presented a significant predictive value in the motives analyzed. Therefore, the interests of Ecuadorian students are revealed, and key information is obtained to improve and increase the levels and adherence to PA in order to contribute to a more physically active life in the university population. Keywords: Reasons, physical activity, university students, motivation, Ecuador

Introduction: Initial teacher education represents a key process in developing pedagogical knowledge, enabling future teachers to face the challenges of the school context. In this regard, integrating inquiry-based methodologies, such as action research, becomes essential for fostering critical reflection and developing contextually relevant responses to the issues that arise in educational practice. Objective: To analyze the influence of the learning acquired through the action-research methodology during the initial Physical Education training on the school system's current professional performance. Methodology: A qualitative approach with an interpretative design was employed. Online interviews were conducted with 30 graduates from Universidad Andrés Bello (Chile), belonging to the last three cohorts (2022, 2023, and 2024) who completed the Thesis Seminar course. Participants were selected through purposive sampling, considering their experience in this course and current school system employment. Results: The findings reveal a positive and sustained influence of this formative experience, reflected in an enhanced ability to address pedagogical challenges, a proactive attitude toward continuous improvement, and a strengthened capacity to seek emerging responses in teaching practice through action research. Conclusions: Action research emerges as an effective pedagogical strategy that positively impacts initial teacher education, fostering a reflective and critical attitude that endures throughout professional teaching practice.