Background: Physical activity is essential in acquiring healthy lifestyle behaviors in the early years of maturational development and preventing various diseases. Resistance training (RT) is fundamental for improving body composition and is increasingly recommended for obese adolescents. A systematic review and meta-analysis were performed to synthesize and analyze data on the effects of RT programs in this population, seeking to develop useful recommendations for health and sports professionals. Methods: A search was performed using four databases (Web of Science, Scopus, PubMed, and ScienceDirect). According to specific inclusion criteria, twenty-one studies were selected to evaluate the impact of RT on body mass index (BMI), body fat, waist circumference, muscle strength, insulin sensitivity, lean mass and cardiorespiratory fitness. Results: After the RT programs, the adolescents improved their muscle strength (SMD, 1.44; 95% CI: 0.76–2.12), cardiorespiratory fitness (SMD, 1.09; 95% CI: 0.15–2.04), BMI (SMD, 0.21; 95% CI: 0.07–0.35), waist circumference (SMD, 0.27; 95% CI: 0.06–0.47) and body fat (SMD, 0.20; 95% CI: 0.05–0.34). However, insulin sensitivity (SMD, 0.32; 95% CI: − 0.47 to 1.10) and lean mass (SMD, 0.12; 95% CI: − 0.06 to 0.31) did not reveal any changes. Different RT programs were used but it seems that 2–3 times/week ∼60 min/session of RT for 12 weeks should be recommended for positive changes. Conclusions: RT seems to be effective when the objective is to improve muscle strength, cardiorespiratory fitness and can be an efficient strategy to reduce obesity in adolescents by reducing body fat, waist circumference and body mass index. PROSPERO Registration number: CRD42022333411.

(1) Background: The popularity of motion-sensing computer-based games, like virtual reality (VR) exergames, is increasing among adolescents. However, their efficacy compared to conventional physical training methods remains unclear. This study investigated whether VR exergames produce effects on reaction time (RT) comparable to traditional tennis training in school-aged adolescents. (2) Methods: In total, 130 adolescents (mean age: 15.6 ± 2.0 years; 67 boys: 15.5 ± 2.2 years; 63 girls: 15.7 ± 1.8 years) were recruited in schools and assigned to one of three groups: VR exergame (G1, n = 39), tennis training (G2, n = 25), or control (G3, n = 66). Participants’ RTs were evaluated before and after the interventions. G1 engaged in VR exergames for 8 min, G2 underwent traditional tennis training for 30 min, and G3 did not participate in any physical activity. (3) Results: Our results indicated that in G3, girls exhibited slower RTs compared to boys (p < 0.0). No differences were observed in RTs when comparing G1 and G2. (4) Conclusions: Sex appeared to influence RT, with girls showing slower RTs than boys in G3. The findings suggest that VR exergames and traditional tennis training have similar impacts on RT. This indicates the potential of VR exergames as an alternative to conventional physical training for improving RT in adolescents.

Background: This study examined the relationship between screen time, body image satisfaction, body mass index (BMI), and quality of life among children and adolescents from two school clusters in Sesimbra, Portugal. Methods: The sample included 80 students aged 10 to 18 years, assessed using validated questionnaires (Collins’ Figure Rating Scale and KIDSCREEN-27). Results: Results indicated sex differences in electronic game use, with boys reporting higher usage. A negative association was found between time spent on social networks and perceived autonomy and parent–child relationship quality. A high prevalence of body image dissatisfaction was found, particularly among boys, which was significantly associated with BMI. Regarding quality of life, participants scored lower than the European average in the domains of physical and psychological well-being. Conclusions: Findings suggest that screen time, body image, and BMI interdependently affect quality of life, underscoring the need to promote digital literacy, self-esteem, body acceptance, and healthy lifestyles in both school and family settings.

Background: Physical literacy (PL) develops the fundamental movement skills, knowledge, and confidence required for lifelong physical activity (PA), thereby improving fitness and overall health. Objectives: To examine the relationship between PL and physical fitness (PF) in children and adolescents. Methods: Databases were systematically searched in 2023, following PRISMA guidelines and using the PICOD strategy across PubMed, Web of Science, Scopus, ERIC, and SPORTDiscus. Study selection, data extraction, and methodological quality assessment (using the Newcastle-Ottawa Scale) were independently conducted by two reviewers. Extracted data included study design, country, sample characteristics (age and sex), PL assessment instruments, PF outcomes, and main findings. PL was assessed with validated scales, and PF was evaluated with standardized fitness tests. Only cross-sectional studies were included. Results: From the 556 studies, nine met the inclusion criteria, totaling 12,228 participants. Higher PL was associated with healthier body composition and better aerobic fitness, with associations primarily reported through correlation and regression analyses. Physical activity acted as a mediator in this relationship. Conclusions: Improved PL is associated with better PF outcomes in children and adolescents, underscoring the importance of promoting PL to support long-term health and PA engagement. Clinical Trial Registration: PROSPERO CRD42023470224.

Background: The influence of physical education (PE) teachers' value orientations on pedagogical practices and coeducation is a vital to understand how the curriculum and teaching methodologies can be optimized to promote gender equality. Objective: This study aimed to explore the interrelationships between the educational orientations of PE teachers and the implementation of coeducational practices, intending to identify challenges and opportunities for promoting gender equality in PE classes. Methods: Using a mixed-methods approach, the study involved 77 Portuguese PE teachers (Mage = 47.69 ± 8.82 years; 57.14% male). Quantitative data were collected through the Value Orientation Inventory – Short Form. Twelve teachers were questioned using a semi-structured interview for qualitative validation of value orientations. Results: A moderate correlation was found between Disciplinary Mastery and other orientations, except for the Learning Process. Younger teachers showed a preference for Ecological Integration, while significant variations were noted based on the contractual characteristics of the teachers in relation to the Learning Process. The qualitative results reinforced the complexity of educational orientations, revealing that preferences and pedagogical practices vary widely, significantly influencing the implementation of coeducative practices in PE classes. Conclusions: The study concludes that, despite efforts to promote coeducative practices, curricular imbalances favor boys. A curriculum revision is recommended to better reflect the interests and needs of both genders, promoting a more inclusive and equitable learning environment. Contexto: A influência das orientações educacionais dos professores de Educação Física (EF) nas práticas pedagógicas e na coeducação é vital para entender como o currículo e as metodologias de ensino podem ser otimizados para promover a igualdade de género. Objetivo: Este estudo visa explorar as interrelações entre as orientações educacionais dos professores de EF e a implementação de práticas coeducativas, pretendendo identificar desafios e oportunidades para a promoção da igualdade de género nas aulas de EF. Métodos: Utilizando uma metodologia de métodos mistos, o estudo envolveu 77 professores portugueses de EF (Midade = 47,69 ± 8,82 anos; 57,14% sexo masculino). Os dados quantitativos foram recolhidos através do Value Orientation Inventory – Short Form. Doze professores foram inquiridos recorrendo a entrevista semiestruturada para validação qualitativa das orientações educacionais. Resultados: Verificou-se uma correlação moderada entre a Mestria Disciplinar e outras orientações, com exceção do Processo de Aprendizagem. Professores mais jovens mostraram preferência pela Integração Ecológica, enquanto variações significativas foram notadas em função das características contratuais dos professores em relação ao Processo de Aprendizagem. Os resultados qualitativos reforçaram a complexidade das orientações educacionais, revelando que as preferências e práticas pedagógicas variam amplamente, influenciando significativamente a implementação de práticas coeducativas nas aulas de EF. Conclusões: O estudo conclui que, apesar dos esforços para promover práticas coeducativas, existem desequilíbrios curriculares que favorecem os rapazes. Recomenda-se uma revisão curricular para refletir melhor os interesses e necessidades de ambos os géneros, promovendo um ambiente de aprendizagem mais inclusivo e equitativo. *Os termos ‘professor’ e ‘aluno’ são usados neste artigo para referir-se a docentes e estudantes de ambos os sexos, refletindo o uso comum do termo.