The Sustainable Development Goals (SDGs) is a global strategy that aims to obtain a more equitable and just world. These objectives are organized into 17 SDGs, detailing 169 targets. Different international institutions have emphasized the relevance of education to developing citizens who contribute to achieving the SDGs for 2030. However, a review focused on physical education (PE) has yet to be performed. Therefore, the objective of this work is two-fold. First, to analyze and select the specific SDGs that can be implemented in the area of physical education. Second, to relate these specific goals to the different models based on physical education practices. This review showed how three institutional documents have previously related sport, physical exercise, and physical education to specific SDGs. Based on the search done, this review article selects those goals that could be integrated into the educational context through physical education. The bibliographic and critical analysis in this research shows that of the 169 specific goals proposed in the SDGs, only 24 could be worked on in physical education. Upon completion of the analysis, a proposal for the relationship between the practice-based models and these 24 goals is presented. The contributions made in this paper will allow teachers to establish links between PE sessions and SDGs while raising awareness to develop students who contribute to a more sustainable world.

Spanish children and adolescents showed low levels of adherence to PA and sedentary behavior guidelines, especially females and adolescents. There is a need to achieve consensus and harmonize methods to evaluate PA and sedentary behavior to monitor changes over time and to evaluate the effectiveness of policies to promote PA.

The Sustainable Development Goals (SDGs) is a global strategy that aims to obtain a more equitable and just world. These objectives are organized in 17 SDGs, which are detailed in 169 targets. Different international institutions have emphasized education's relevance to developing citizens who contribute to the SDGs' achievement for 2030. However, a review focused on Physical Education exclusively has not been performed yet. Therefore, the objective of this work is double. First, to analyze and select the specific goals of the SDGs that can be implemented in the subject of Physical Education. And second, to relate these specific goals to the different models based on Physical Education practices. This review showed how three institutional documents have previously related sport, physical exercise and physical education to the specific goals of the SDGs. Based on the search done, this document selects those goals that could be integrated into the educational context through Physical Education. The bibliographic and narrative analysis carried out in this research shows that of the 169 specific goals proposed in the SDGs, only 24 could be worked on in Physical Education. In addition, after this previous analysis, a proposal for the relationship between the practice-based models and these 24 goals is presented. The contributions made in this paper will allow teachers to establish links between PE sessions and SDGs while raising awareness to develop students who contribute to a more sustainable world.

Children’s health status is related to their physical activity levels. Active commuting is associated with higher physical activity and reduced risk of all-cause mortality, cardiovascular disease incidence, and diabetes. The objective of this research was to study the levels of physical activity and the commuting to school (active vs. passive) in Spanish nine-year-old children, analyzing the differences by gender and by the geographical environment where they live (rural or urban environment). Accelerometry was used for the measurement of physical activity: Sedentary time (min/day), vigorous physical activity (min/day), moderate to vigorous physical activity (min/day), intensity (counts/min), steps (number). The questionnaire of the European Youth Heart Study (EYHS) was used to determine the geographical environment (city/urban, residential area/outside city, rural/village) and the modes of transport (active: Walking and bicycle, passive: Car, motorcycle, public transport). A total of 455 Spanish nine-year-old children (247 girls and 208 boys) belonging to the EYHS participated in this study. The results showed that boys were significantly more physically active than girls (p ≤ 0.001). Results also showed that active commuting to school was positively correlated with the levels of physical activity (r = 0.324, p ≤ 0.001). The geographical environment influenced the way in which children went to school, being active commuting to school significantly (p ≤ 0.001) less frequent in those children who lived in a rural environment (22.4%) than in those who lived in the city (57.1%) or in a residential area (62.7%). As active commuting to school means increasing levels of physical activity in both sexes, strategies should be implemented in order to encourage active commuting to schools, contributing at the same time to better health and sustainability of future generations.

Actualmente se conoce la importancia que tiene la práctica de la actividad física en la salud de los niños. Sin embargo, la realidad nos muestra que la mayoría de los niños no cumplen con los mínimos de actividad física saludable diaria que proponen las recomendaciones internacionales. Por esta razón, existen evidencias que indican que desde la escuela se ha de fomentar la práctica de actividad física para que los niños puedan alcanzarlas y el recreo escolar constituye un contexto idóneo para este fin. El propósito de este estudio fue hacer una revisión sistemática de aquellas intervenciones durante el recreo escolar destinadas a incrementar la actividad física, para poder aportar unas recomendaciones de cara a futuras investigaciones e intervenciones. Para ello se realizó una búsqueda sistemática siguiendo las pautas de PRISMA y los artículos se incluyeron siguiendo los siguientes criterios: (a) estudios publicados en los últimos 13 años (desde 2007 hasta 2020); (b) escritos en inglés o en español; (c) en contexto escolar; (d) el objeto de estudio sea recreos y actividad física y/o atención; (e) programas de intervención. Finalmente se recogieron siete artículos entre los cuales se utilizaron estrategias como el aumento de espacios, marcas de colores, provisión de equipamiento, actividades estructuradas y participación del maestro. Como conclusión, intervenciones saludables durante recreos activos parece ser efectiva para incrementar la actividad física.

El objetivo del estudio fue explorar los niveles de actividad y condición física en escolares de Educación Primaria durante la “nueva normalidad” posterior al confinamiento. Participaron 293 escolares (Medad = 10.51; DT = 0.97), a los que se midió la actividad física mediante acelerómetros y el cuestionario PAQ-C, y la condición física a través del test de ida y vuelta de 20 m. Además, se comparó la actividad física y la condición física anterior a la pandemia y posterior al confinamiento a través de dos muestras más amplias de escolares de la misma región (prepandemia: n = 1338, Medad = 10.50, DT = 1.09; posconfinamiento: n = 1314, Medad = 10.58, DT = 1.04). Los resultados mostraron niveles de actividad física y de sedentarismo ostensiblemente alejados de los recomendados por las instituciones públicas de salud y una condición física por debajo del percentil 50 (en concreto, en el percentil 30 en ambos sexos). Por último, la comparación de la etapa de la “nueva normalidad” con respecto la situación prepandémica, mostró una disminución de la actividad y de la condición física de los escolares. Los resultados invitan a seguir investigando cómo se han resituado los hábitos físico-deportivos de los escolares tras el confinamiento y durante la “nueva normalidad”, así como a intensificar los esfuerzos de promoción de estilos de vida activos en estos periodos de restricciones intermitentes y de recuperación progresiva de la normalidad. Palabras clave: Confinamiento, PAQ-C, COVID-19, OBAFI, pandemia. The objective of the study was to explore the levels of activity and physical fitness in Primary School students during the "new normal" after confinement. 293 schoolchildren participated (Mage = 10.51; SD = 0.97), whose physical activity was measured using accelerometers and the PAQ-C questionnaire, and physical condition through the 20-m shuttle run test. In addition, pre-pandemic and post-lockdown physical activity and fitness were compared across two larger samples of schoolchildren from the same region (pre-pandemic: n = 1338, Mage = 10.50, SD = 1.09; post-lockdown: n = 1314, Mead = 10.58, SD = 1.04). The results showed levels of physical activity and sedentary lifestyle clearly far from those recommended by public health institutions and a physical condition below the 50th percentile (specifically, at the 30th percentile in both sexes). Finally, the comparison of the "new normal" stage with respect to the pre-pandemic situation, showed a decrease in the activity and physical condition of schoolchildren. The results invite us to continue investigating how the physical-sports habits of schoolchildren have been repositioned after confinement and during the "new normality", as well as to intensify efforts to promote active lifestyles in these periods of intermittent restrictions and progressive return to normal.Keywords: Lockdown, PAQ-C, COVID-19, OBAFI, pandemic.