Physical activity has benefits for health, but many adolescents are inactive. However, video games such as Immersive Virtual Reality (IVR) have grown in popularity as a leisure activity among young people, allowing them to manipulate objects in virtual environments increasing the practice of physical activity. The evidence indicates that the interest in physical activity through IVR is greater than in traditional methods, and different experiences have been reported. However, few studies indicate the sample evaluated, the effects found, or the IVR instruments used. Due to this, is the aim of this study is to identify the publications referring to IVR and physical activity, characterize them, and present the obtained main findings. For this, the guidelines described in the PRISMA-ScR for scoping reviews were applied. After the use of the inclusion and exclusion criteria, eight articles were included. Results show evidence regarding physiological outcomes, perceptual variables, interest and enjoyment, and psychological effects regarding physical activity through IVR. Additionally, the use of different devices and their prescriptions are explored. It is concluded that there is interest from the scientific community for the practice of physical activity through IVR, as well as for its application for the maintenance of active habits. This is important as it positions IVR as a method that can be a more experiential and effective way to develop and maintain a healthy lifestyle.

(1) Background: Society’s shift to a tech-focused era and has created a hyper-connected, sedentary lifestyle. The purpose of this study is to address two objectives: firstly, to describe and analyze the effects of an active breaks program associated with the learning of curricular content (CF-AB) on levels of attention, concentration, and academic performance (AP); secondly, to examine the relationship between intense physical activity (PA), attention, concentration, academic self-concept, basic psychological needs, and academic performance in schoolchildren who practice CF-ABs. (2) Method: A randomized controlled trial quasi-experimental pre-test/post-test study with a non-probabilistic sample included 313 secondary school students divided into intervention and control groups. The intervention, a curricular-focused academic break (CF-AB) (8 weeks, 5–10 min/session), is taken in the middle of the class and linked with the subject content. Measuring instruments: Attention Test D2, ad hoc test for the AP, self-concept AF5, Basic Psychological Needs Satisfaction Scale in General (BNSG-S), and the Global PA Questionnaire (GPAC.V2). (3) Results: Attention and concentration improved in both groups, with no significant differences. There were no significant differences in academic self-concept, but the intervention group showed higher scores in basic psychological needs. AP correlated positively with concentration, academic self-concept, and physical activity. A proportion of 20% of the variance of AP in spelling is explained by the regression model. Students who improved the most in AP practiced intense PA outside school, with good self-concept and satisfactory social relationships. Although concentration was related to AP, it did not explain the improvement. (4) Conclusion: CF-ABs may have a positive impact on attention and AP, with socioemotional factors and PA playing an important role in this effect. (5) Limitations and Future Research: The relationship between PA performed in class and AP should be considered with caution due to the multifactorial nature of AP. Future research should consider the number of sessions per week, the prolongation of the same during the school year, the intensity and duration of the activity, and the intervention type of active breaks. In addition, attention should be paid to possible incident factors in AP related to personal and social variables.

Emotions are embedded in the everyday life of every individual. In the same way their emotions are immersed in their cultural legacy, they are conditioned by behaviors that cannot be separated from an educational context. In this sense, physical education (PE) has been reported as a school subject that facilitates the emotional expression of primary and secondary school students. Thus, it seems to be important to understand how applied methodologies that enhance emotional education in this context help to develop students’ skills regarding emotional management. In this context, 18 articles were selected from the Web of Science (WoS) under robust inclusion and exclusion criteria, which posteriorly were categorized and deeply analyzed. Results show that PE creates a favorable scenario for the expression of emotions. However, there is not sufficient evidence regarding emotional education methodologies that can be applied by PE teachers in their classes to improve primary and secondary students’ management of emotions. It has been concluded that more proposals based on scientific evidence in this field are required.

Background: Concurrent training of strength and endurance has been widely ued in the field of health, with favorable effects on body composition. However, the effect on the body composition of a ludic-motor concurrent proposal in adults with Down syndrome has not been quantified yet. The aim of this study was to determine the effect of a concurrent training program based on motor games on body composition indicators and cardiometabolic risk on schooled male adults with Down syndrome. Methods: The sample is composed of 15 male adults with Down syndrome from Chile. Body composition variables such as body mass index, waist circumference, height to waist ratio, skin folds, perimeters, and muscle areas were assessed at the beginning and end of the program. Subsequently, a program of motor games was designed and implemented for 10 months. Results: Mean and standard deviation for body fat were pre (25.36 ± 5.60) and post (23.01 ± 6.20)%; waist circumference pre (86.00 ± 8.97) and post (82.07 ± 8.38) cm. Brachial perimeter and muscle area were pre (22.30 ± 2.80) and post (23.61 ± 2.28) cm; pre (40.19 ± 10.09) and post (44.77 ± 8.48) cm², respectively. Our findings showed significant results (p < 0.05): body fat %; sum of folds; waist circumference; height to waist ratio; brachial perimeter and brachial muscle area. Conclusion: A concurrent training program implemented through motor skills games decreases body fat and cardiovascular risk and increases the muscle mass in male adults with Down syndrome.

(1) Background: Handball is conceptualized as a complex dynamic system characterized by emergent behaviors, non-linearity, attractors, and self-organization, influenced by players’ interactions, environmental conditions, and tactical elements. This perspective emphasizes the importance of communication, adaptive strategies, and modern teaching methods like Non-linear Pedagogy for improving technical-tactical behaviors, advocating for a multidisciplinary approach to deepen its understanding. Thus, this narrative review aims to explore how modern theories and approaches can be integrated to provide a deeper understanding of handball’s complexity from a broad and multidisciplinary perspective. (2) Methods: A narrative review approach was employed to integrate key concepts such as chaos theory, self-organization, and non-linear pedagogy as they apply to the game’s technical-tactical dynamics. The methodology involved a comprehensive literature review to identify how emergent perceptual and social interactions influence collective performance. (3) Results: Findings indicate that team performance is not solely dependent on individual skills but on their capacity for synchronization, adaptation, and self-organization in response to competitive demands. Communication and internal cohesion emerged as critical factors for adjustment and autonomous decision-making, framed within Luhmann’s social systems theory. (4) Conclusions: The conclusions suggest that training methodologies should incorporate non-linear approaches that promote self-organization, adaptability, and player autonomy. This multidisciplinary perspective offers a deeper understanding of handball and highlights its applicability to other team sports, maximizing performance through an integrative analysis of social, philosophical, and communicative components.

People with intellectual disabilities (ID) have high rates of overweight and obesity, heart and metabolic diseases, and low motor development. These factors compromise functional independence and autonomy in activities of daily living. The objective of this study was to clarify the design and implementation of multicomponent physical exercise programs (MPEPs) and evaluate their effects on physical fitness in people with ID. A search for scientific articles in English published before 2022 was conducted using Web of Science, PubMed, Scopus, and Science Direct databases. Scientific papers describing the effects of MPEPs on physical fitness in people with ID were considered. A total of 374 articles involving people with ID were included. Positive physical fitness outcomes were found in interventions with MPEPs in its morphological components and to a lesser extent in the motor, muscular, metabolic, and cardiorespiratory aspects in people with ID. Further research is needed to standardize and elucidate the effects of the MPEP on other functional dimensions of physical fitness to use them as a physical activity alternative to reduce sedentary behavior in people with ID.