The aim of this study was to analyze the relationships between the level of physical fitness and the physical performance parameters recorded by GPS in official FIFA matches of the Chilean women’s senior national football team in the period 2018–2020. Twenty-six female field players (age (mean ± SD) 26.8 ± 3.3 years, height 157.8 ± 21.5 cm, weight 58.9 ± 4.9 kg) participated in the study. Physical fitness variables were assessed: muscular strength, countermovement jump (CMJ), speed, agility and aerobic fitness. Physical performance variables were recorded by GPS in 26 official FIFA matches. The most notable associations with significant statistical significance (p < 0.001) were those observed between neuromuscular variables such as time to run 10 m (T10; r = −0.629) and jump (CMJ; r = 0.502) and the number of accelerations; aerobic fitness showed a highly significant relationship with meters run per minute (M/M; r = 0.589). The findings of this study provide evidence of how the level of physical fitness (neuromuscular and aerobic) relates to physical performance parameters recorded in official competitions.

Self-assessment is among the most impactful processes in student learning. Since no review of this process was found in the field of physical education (PE), the objective of this work was to perform a systematic review of the literature published over the last five years on the self-assessment of PE students in formal education contexts. The review was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) standards. Inclusion and exclusion criteria were established to select the articles. A total of three researchers independently applied the above criteria and obtained a total of thirteen studies. After synthesising the results by category, we found that: a majority of the studies were conducted in Europe; all 13 studies covered the educational stages of either secondary or higher education; an even number of qualitative and quantitative approaches were distributed among the studies; some studies focused on specific sports or contents, while others were applicable to any subject; and, finally, depending on the research design adopted, the results described self-assessment strategy processes, improvements in learning, drew descriptive portraits of students regarding health, or reflected students’ positive perceptions of self-assessment. It is necessary to conduct further studies on PE students’ self-assessment, especially in primary education.

In recent years, the number of technology companies providing data to football teams has multiplied. At first, the provided information focused more on physical fitness parameters, but today, ever more data is being generated on technical-tactical performance. The objective of this study was to review the studies on technical-tactical variables based on the information offered by data providers from every country’s regular elite league championship. The review was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) standards. A total of 31 studies were selected. LaLiga (27.91%) and the Premier League (18.60%) were the most studied competitions. Amisco was the company with the largest number of studies (54.84%). Descriptive studies (58.06%) predominated over comparative (22.58%) and predictive analyses (19.05%). “Style of play”, “contextual variables” (descriptive analysis), and “demarcation” (comparative analysis) were the most used objectives in the 28 studies reviewed.

Purpose: The purpose of this paper is to design and validate a continuous self-assessment tool that involves university students in reflection processes on their Flipped Learning model learning. Design/methodology/approach: For this, 66 students (18.77±1.36) of the first year of the Degree in Physical Activity and Sports Sciences participated for nine weeks in the weekly completion of a self-assessment tool. The questionnaire followed a content validation by a group of experts and, subsequently, reliability was found from the internal consistency perspective through Cronbach’s α. Findings: The results obtained show a reliable tool that facilitates the work by competencies in university education under the Flipped Learning model. Originality/value: This work is the first step that responds to the almost non-existent practices of democratic evaluation in Higher Education. The design and validation of questionnaires that consider the measures adopted by the European Higher Education Area and that takes into account European Credit Transfer and Accumulation System is scarce.

One way to understand the Physical Education (PE) curriculum is through assessment. After the appearance in Spain of the learning standard (LS) as a reference for more specific assessment, the main objective of this work was to analyse the assessment aspects for PE in Primary Education in the curricula of Spain’s 17 Autonomous Communities. Documentary analysis of the official regulations was used as a data collection technique. Qualitative and quantitative variables were analysed for the 3,357 assessment references. Qualitative variables included: LS typology and sequencing, and the existence of assessment orientations. Quantitative variables included: the curricular size, the presence of the cognitive, motor, and socio-affective dimensions in the different standards, percentages of comprehensiveness (assessment references which include the three dimensions) and curricular effectiveness (capacity of each curriculum to optimise the standards to include the greatest number of dimensions). The LS was the assessment element generally used by the majority of curricula. The cognitive dimension (39.42%) predominated in the assessment references, at the expense of the motor (30.94%) and socio-affective dimensions (29.65%). Only 11.70% of the 3,357 assessment references used incorporated the three dimensions (cognitive, motor and socio-affective). An inversely proportional relation seemed to exist between curricular size (number of standards) and its comprehensiveness (r = −0.505) and effectiveness (AEC) (r = −0.646). Likewise, it is noted that more LS including the motor dimension is associated with a greater comprehensiveness (2D: r = 0.573) of the curricula (r = 0.721). Lastly, the association between the ‘motor’ and ‘cognitive’ dimension variables was reversed. The curricula analysis showed a very high level of standardisation of PE assessment, which was oriented towards the measuring of theoretical know-how, foregoing comprehensiveness. This trend underlines the curricula’s adopted neoliberal nature and their distancing from assessment models based on student participation and development. A more flexible, democratically constructed curriculum as well as assessment benchmarks are necessary in PE, where motor development and assessment become a means for holistic education.