La sociedad actual requiere de sistemas educativos capaces de desarrollar nuevas habilidades y competencias que permitan a los futuros profesionales ser reflexivos y con habilidades de investigación, para resolver problemas del medio socio laboral. El objetivo de esta investigación es identificar los niveles de desarrollo de las habilidades personales y participativas en el ABP, según valoración de los estudiantes de la formación universitaria en educación física. Mediante un estudio cuantitativo descriptivo no experimental, se administró un cuestionario a estudiantes de educación física. Los resultados muestran niveles sensibles de desarrollo en relación a la formación mediante el ABP, seguido por el nivel de satisfacción respecto del proceso tutorial del ABP y las competencias personales y participativas. Palabras claves: Metodologías Activas, Aprendizaje basado en problemas, Educación Superior, Satisfacción Today's society requires educational systems capable of developing new skills and competencies; that allow future professionals to be reflective and with research skills, to solve problems in the socio-labor environment. The objective of this research is to identify the levels of development of personal and participatory skills in the PBL, according to the assessment of the students of the university training in physical education. Through a non-experimental descriptive quantitative study, a questionnaire was administered to physical education students. The results show sensitive levels of development in relation to training through PBL, followed by the level of satisfaction regarding the PBL tutorial process and personal and participatory skills. Key words: Active Methodologies, Problem-Based Learning, Higher Education, Satisfaction.

Despite its fundamental role in volleyball, the impact of serving on game dynamics during elite competitions remains unclear. This study aimed to examine the differences in serve types, directions, and outcomes of the 2023 Pan American Games. Using a quantitative cross-sectional approach with a non-experimental descriptive design, we analyzed serve types, directions, and outcomes across multiple matches. Direct observation, supplemented with advanced video analysis software, facilitated accurate data collection using observational methodology. The results revealed that 81.716% of the servers were floating servers, and 18.284% were power servers. Zone 1 (38.806%) was the primary origin, followed by Zones 6 (33.022%) and 5 (27.985%). Regarding destinations, Zone 6 had the highest proportion of serves (41.231%). Significant differences in serving effectiveness emerged between teams (χ² = 50.318, p < 0.001), with 57.553% of receptions classified as “in-system” and 17.208% resulting in direct points. Power servers were associated with a higher immediate scoring rate (χ² = 8.532, p = 0.003) and a greater risk of errors. Although the origin of the serve showed no significant association with the direct-point probability, it influenced the serve direction (χ² = 33.985, p = 0.036). In conclusion, the results revealed statistically significant differences with respect to serve type. Power serves led to a higher proportion of “in-system” receptions compared to float serves, and produced more direct points, although both predominantly targeted the central zones (5 and 6). In contrast, the serve’s origin (right, left, or center) did not significantly influence the scoring likelihood or reception outcomes, but it did affect the choice of serve destination. These findings underscore the strategic importance of serve type in maximizing offensive effectiveness.

Sustainability is a foundational principle in Chilean education, reflected in curricular objectives related to environmental care, economic development, and social well-being. This study analyzes the integration of sustainability concepts and dimensions into the curricular bases of the third year (11th grade) and fourth year (12th grade) in Chilean secondary education. Using a sequential explanatory mixed-methods design and content analysis, the quantitative phase identified six key sustainability-related terms and their presence across curricular components and subject areas. The qualitative phase examined the inclusion of the environmental, social, and economic dimensions within those areas. The results show that sustainability concepts appear in seven subject areas, with greater emphasis on learning objectives and educational purposes. However, the environmental dimension dominates, while the social and economic aspects are underrepresented. These findings reveal conceptual ambiguities and uneven integration, highlighting challenges for implementing a multidimensional sustainability approach in Chilean classrooms.

Introducción: Se desconocen los factores determinantes en la adquisición de las competencias profesionales docentes durante el Prácticum del futuro profesorado de Educación Física. Objetivo: Identificar los factores que, según el futuro profesorado de EF, los académicos universitarios y los docentes de los centros escolares, influyen en la adquisición de competencias profesionales durante el Prácticum de formación inicial docente. Metodología: Mediante las herramientas analíticas del método cualitativo, se administran entrevistas semiestructuradas, a estudiantes, tutores de centro y académicos universitarios. Resultados: Se reconocen algunos factores tales como, la planificación, realizar docencia, recibir retroalimentación oportuna, profundizar la comunicación entre Universidad y centros escolares.

Objective: This study examined the associations between body composition and physical performance in U13 and U15 volleyball players. Methods: A total of 67 female athletes participated, distributed into U13 (n = 35) and U15 (n = 32) categories. Body weight, body fat percentage, skeletal muscle mass (SMM), and body mass index (BMI) were assessed, along with maximal handgrip strength (HGS), Abalakov jump (ABK), and standing long jump (SLJ). Spearman’s rho correlations were calculated by category, with 95% bootstrap confidence intervals based on 5000 resamples and Benjamini–Hochberg adjustment for 24 comparisons. Results: In U13, SMM was associated with HGS (rs = 0.750; q < 0.001), body fat percentage with ABK jump (rs = −0.496; q = 0.020), body weight with handgrip strength (rs = 0.430; q = 0.043), and body mass index with ABK jump (rs = −0.425; q = 0.043). In U15, SMM was associated with HGS (rs = 0.705; q < 0.001), while body fat percentage was associated with ABK jump (rs = −0.437; q = 0.043) and standing long jump (rs = −0.446; q = 0.043). Conclusions: These associations were specific to the variable, test, and age category analyzed and should be considered exploratory. Given the cross-sectional design and sample characteristics, the findings do not support causal inference, individualized training prescriptions, or conclusions that specific body composition profiles optimize physical performance. Longitudinal studies are needed to confirm these findings.