Inclusive education is a right for every student, being one of the current challenges with which the education system is struggling. The teacher’s role in this process is essential in building an inclusive and transformative school. This study aims to measure Spanish secondary school teachers’ perceptions of their preparation to address inclusive education, exploring whether there are differences concerning their gender. A total of 420 Spanish secondary school teachers responded to three dichotomous questions about their initial and ongoing preparation using the Evaluation of Teacher Education for Inclusion Questionnaire (CEFI-R). The results suggest that there are no significant differences between men and women regarding their perceived readiness to deal with diversity. However, women seem to be more confident in their competence, as they show less need for preparation in addressing the diversity of needs in their students with disabilities, and in promoting inclusive education.

Body image is a complex construct related to how each person perceives their own body and how they value it. Physical fitness and physical activity are factors that can influence the perception of a better or worse body image. This study aimed to identify the potential associations between body image and physical fitness self-perception in future Spanish teachers, analysing possible sex-related differences. A total of 278 Spanish university students answered the Multidimensional Body Self Relations Questionnaire and the International Fitness Scale, having an average age of 22 years, of which 40% were men and 60% were women. Nonparametric techniques (Spearman’s Rho test) were used as the data did not fit normality. The findings showed associations between body image and perceived physical fitness, confirming differences between the sexes. Correlations were found between the first three dimensions of the Multidimensional Body Self Relations and the International Fitness Scale, with sex-related differences being more significant in women than in men, and between the physical abilities self-assessed by the International Fitness Scale (except flexibility) and the dimensions of the Multidimensional Body Self Relations (except Dimension 4). Since body image influences well-being and conditions the time spent exercising, public health organisations and universities should design supports to improve master students’ body image through physical activity programmes, education and sex-specific individualised attention.

El turismo activo y su relación con el turismo y actividades de aventura, se ha convertido en uno de los sectores que mayor auge está experimentado en la actualidad, desarrollándose en Extremadura una importante red empresarial en relación a ello. Por este motivo, surge la necesidad de conocer el perfil del empresario/a de turismo activo en Extremadura, tratando su formación, profesionalización y dedicación a través de este estudio. La investigación se ha desarrollado seleccionando las empresas de Turismo Activo con sede en la Comunidad Autónoma de Extremadura que se encuentran inscritas en el registro de empresas de actividades turísticas alternativas de la Consejería de Cultura, Turismo y Deportes de la Junta de Extremadura. Los resultados obtenidos muestran que el perfil del empresario de turismo activo en Extremadura es mayoritariamente masculino, soltero, siendo un Técnico Deportivo de Grado Medio, en la provincia de Cáceres, con vocación y practicante de deportes de aventura, autónomo con una experiencia de 10 años o más y que compatibiliza su actividad con otra profesión. De esta forma, se extrae que es necesario seguir aumentando la profesionalización del sector y un mayor respaldo por parte de la administración para lograr un correcto desarrollo y mejora del sector del Turismo Activo y Deportivo en la región.

Self-concept can be defined as a structured, multidimensional, and evolving construct that constitutes all the beliefs that an individual has about him/herself. Among its dimensions is the physical dimension that encompasses perceptions of physical attractiveness, self-esteem, and physical condition. The purpose of this cross-sectional study was to look for differences between the educational stages from the third cycle of primary school and high school, as well as to study the possible correlations between the age groups and the dimensions of the scale. The AF-5 scale was used to measure self-concept, the Kolmogoronov–Smirnov test was applied to determine the normality of the data, Kruskall–Wallis to identify the differences between the dimensions of the scale and the educational stages, and Spearman’s Rho for correlations between dimensions and age groups. Significant differences were found in the academic, emotional, family, and physical dimensions between educational stages and between the scale as a single construct. Significant inverse correlations were also found between age groups and dimensions. Overall self-concept decreases with age and varies according to the educational stage.

Inclusive education for disabled people is becoming increasingly important globally. Improving the factors that support the inclusion of people with disabilities in education is one of the main objectives. In addition to teachers, another major factor is how the attitudes of students without disabilities affect those with disabilities, which should be considered in maintaining an inclusive classroom climate. The aim of the study was to analyse the attitudes of non-disabled students towards the inclusion disabled students in Physical Education (PE) and to investigate differences according to gender and school location. A total of 805 girls and boys participating in PE in public secondary schools (12–18 years old) in Extremadura were analysed through the AISDPE (Attitudes towards the Inclusion of Students with Disabilities in PE) questionnaire. The results show students without disabilities have positive attitudes towards the inclusion of students with disabilities. The majority were female. No significant differences were found regarding the location of the school. There are positive attitudes towards the inclusion of students with disabilities in the PE classroom, but these could be improved, especially in aspects more related to cognitive factors. For this, it is necessary for teachers to provide their students with the necessary tools and knowledge to better understand the possibilities and difficulties presented to students with disabilities, thus promoting a more inclusive classroom.