New technologies are tools that are present in daily life on a regular basis. In order to improve the didactic process, education must take into account these new technologies. In the field of physical education, the significance of these technologies is reflected in the existence of applications that can be carried out within the field, both for educational purposes and for physical fitness and health. This is due to the potential presented by virtual reality, augmented reality and mixed reality. The objective of this study was to examine the utilisation and impact of AR, VR and MR technologies in physical education at the compulsory stage. In order to achieve this objective, a design based on the PRISMA methodology for conducting systematic reviews was employed. The databases of WOS, Scopus, PubMed and Google Scholar were subjected to analysis. The results indicate that there has been a notable increase in research activity in this field in recent years. The analysis yielded four principal areas of focus, namely the utilisation of pedagogical methodologies, the enhancement of motor and health-related competencies, and moreover, the facilitation of optimal integration of students in physical education. The utilisation and consequences of novel technologies represent a suitable instrument for enhancing the educational experience of students enrolled in physical education programmes.

El objetivo principal de esta investigación es analizar los motivos de participación deportiva y satisfacción intrínseca en jugadores de pádel a nivel general, en función del sexo de los deportistas, de si competían a nivel federado o no y de su parte preferida de la sesión de entrenamiento. La muestra estuvo formada por un total de 104 jugadores de pádel con una edad media de 31.27 años (± 10.56) años. Para ello, se han utilizado dos cuestionarios: el cuestionario de Motivos de Participación Deportiva (PMQ) y el cuestionario de Satisfacción Intrínseca en el Deporte (SSI). Los resultados obtenidos muestran que el factor más destacado para la práctica deportiva en los jugadores de pádel, entre todas las variables analizadas, es el de amistad / grupo de iguales, mientras que el factor menos valorado es el estatus social. Además, la satisfacción intrínseca de los jugadores se basa en el aumento de motivación y diversión hacia la práctica de ambas modalidades deportivas predominando sobre el aburrimiento. Por lo tanto, las escuelas deportivas de pádel deben llevar a cabo prácticas agradables orientadas hacia la tarea y, por ende, conseguir un aumento en la motivación, en las relaciones sociales y en el disfrute del deportista, con la finalidad de acrecentar el número de jugadores y jugadoras en esta disciplina deportiva.

The main objective of this research is to analyze the level of anxiety and precompetitive self-confidence of tennis and padel players and to check the influence of gender and competitive level in each of the sports. Four hundred and twenty-three tennis and padel players, with a mean age of 15.40 (± 3.43) years, participated in the study. Of the total number of players surveyed, 291 were padel players and 132 were tennis players. The Spanish version of the Competitive State Anxiety Inventory-2R (CSAI-2R) in the Spanish version was used to measure the level of cognitive anxiety, somatic anxiety and self-confidence between 30 and 35 min before the start of the match. The general results showed that the level of self-confidence of padel players is higher of tennis players. In relation to gender, female tennis players showed a higher level of precompetitive anxiety than male players, while, in padel, it was the opposite. In terms of competitive level, U14 players had the highest level of self-confidence and the lowest level of precompetitive anxiety. When comparing both sports, female tennis players show a higher level of state-anxiety than female padel players and U14 tennis players are the ones who showed a higher level of self-confidence. This study shows how precompetitive anxiety is one of the most important psychological variables in relation to sport performance and how it can vary according to gender and competitive level.

Physical Education has had to evolve and change throughout history to adapt to the demands of society. As a result, teachers have had to seek pedagogical alternatives to ensure that students are active, motivated, and engaged in the classroom. This approach allows for the development of motor, cognitive, and socio-emotional skills in students, ultimately contributing to the holistic development of the individual, which is the primary goal of education. Out of this intrinsic need for Physical Education, Alternative Sports have emerged, providing opportunities for different types of learning compared to more traditional sports. Cornerball, a hybrid between split-court and wall-based sports, played in a somewhat unique playing area—a 90° corner, is introduced with the aim of offering a new Alternative Sport. The objective of this descriptive study is to present a new pedagogical proposal designed for the educational context, highlighting its characteristics and fundamental aspects to consider, such as rules, the playing field, participants, and methodological strategies for its implementation within a Physical Education classroom. Therefore, the aims and purposes of this work are to describe a new sports game so that in the future, more detailed and specific empirical studies can be proposed.

Gamification is a new methodological tool in the field of physical education and sports sciences, which seeks to generate a formative change in educational centers and in the training of future teachers. The aim of the research was to analyze the effect of gamification on motivation, basic psychological needs and cooperative learning of prospective physical education teachers. The sample consisted of 102 future teachers in the specific area of physical education and sport. Three measuring instruments were used: Motivational Situation Scale, Cooperative Learning Questionnaire and Basic Psychological Needs in Physical Education Scale. The significance level (p < 0.05) was determined according to the variables described. The results were analyzed with the Kruskal–Wallis test for the variables age and study group and the Mann–Whitney U-test for gender. The results show high values for basic psychological needs, motivation and cooperative learning. In the case of cooperative learning, gamification has a different behavior according to gender. By degree, gamification does not affect the degree of study in the same way. In conclusion, the results of the present study support the use of gamification in the training of future physical education teachers, as it is associated with increased levels of students’ intrinsic and self-determined motivation, basic psychological needs and cooperative learning.

The main purpose of the study was to analyze the mood and the level of dependence on physical exercise of college students during the lockdown, and its interrelation between them, according to gender, whether they currently practice federated sport and the level of concern towards the problem created by COVID-19 at a global level. In the study, 177 university students (133 males and 44 females) of the Degree in Physical Activity and Sport Sciences of the Pontifical University of Salamanca participated with an average age of 20.85 (± 2.83) years and a decrease in physical activity practice of 73.5% in the first two weeks of lockdown. The instruments used to evaluate these constructs were the Revised Scale of Exercise Dependence (EDS-R) and the Profile Mood States (POMS) in a reduced version. The results show that there is a significant positive correlation between the level of exercise dependence and Stress, Anger, Fatigue and Depressed state and a negative correlation with Vigor and Friendship. In conclusion, the importance of practicing physical activity is evident to improve the mental health of college students. El objetivo principal de este estudio fue analizar el estado de ánimo y el nivel de dependencia al ejercicio físico de alumnos universitarios en etapa de confinamiento, y su interrelación entre ellos, en función del sexo, de si practican deporte federado en la actualidad y el nivel de preocupación hacia la problemática creada por el COVID-19 a nivel mundial. En el estudio, participaron 177 alumnos universitarios (133 hombres y 44 mujeres) de Ciencias de la Actividad Física y del Deporte de la Universidad Pontificia de Salamanca con una media de edad de 20.85 (± 2.83) años y una disminución de práctica de actividad física del 73.5% en las dos primeras semanas de confinamiento. Los instrumentos utilizados para evaluar estos constructos fueron la Escala Revisada de Dependencia al Ejercicio (EDS-R) y el Profile Mood States (POMS) en versión reducida. Los resultados muestran que existe una correlación positiva significativa entre el nivel de dependencia al ejercicio físico y la Tensión, la Cólera, la Fatiga y el Estado Deprimido y una correlación negativa con el Vigor y la Amistad. En conclusión, se pone de manifiesto la importancia de la práctica de actividad física para la mejora de la salud anímica de los estudiantes universitarios. O principal objectivo desde estudo era analisar o estado de espírito e o nível de dependência do exercício físico dos estudantes universitários em confinamento, e a sua inter-relação entre si, de acordo com o género, se praticam actualmente desporto federado e o nível de preocupação com o problema criado pela COVID-19 a nível global. No estudo, participaram 177 estudantes universitários (133 homens e 44 mulheres) da Licenciatura em Atividade Física e Ciências do Esporte da Pontifícia Universidade de Salamanca com uma média de idade de 20,85 (±2,83) anos e uma diminuição na prática de atividade física de 73,5% nas primeiras duas semanas de confinamento. Os instrumentos utilizados para avaliar estas construções foram a Escala Revisada de Dependência do Exercício (EDS-R) e o Perfil Mood States (POMS) numa versão reduzida. Os resultados mostram que existe uma correlação positiva significativa entre o nível de dependência do exercício e o estado de Stress, Raiva, Fadiga e Deprimido e uma correlação negativa com o Vigor e a Amizade. Em conclusão, a importância da actividade física para melhorar a saúde mental dos estudantes universitários é evidente.