A systematic review of the research conducted on Teaching Games for Understanding in Physical Education in the last six years (2014–2019), updating and expanding with new categories the last published review by Harvey and Jarret in 2014. Four databases were used to select those articles that included information on the implementation of Teaching Games for Understanding in different educational stages. According to PRISMA guidelines and including the PICO strategy after the exclusion criteria, 12 articles were fully assessed based on eight criteria: (1) year and author; (2) country; (3) number of participants, educational level, and duration of implementation; (4) type of research; (5) curricular content; (6) purpose of the research; (7) most relevant results; and (8) learning environment. The results showed how research focuses on both primary and secondary education, primarily in short-term interventions. Quantitative, qualitative and mixed research is used almost equally, and dealt evenly with sports and games, leaving motor skills, physical abilities and body expression underrepresented. Regarding the goals of the studies, motor and cognitive learning were the most frequently assessed, focusing on improvement of game development, such as tactical aspects, decision-making, technical skills or level of physical activity. The implementation of the model is carried out in too short a time to achieve significant outcomes. This review can help researchers and practitioners conduct Teaching Games for Understanding intervention programs in primary and secondary Physical Education. They must be rigorous when they claim that they implement this pedagogical model in schools.

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Teachers in initial training who attend the Practicum find, in this period, a meaning for the teaching profession, awakening a reflective and critical attitude about what and how they do things, and therefore, shaping their teaching identity. However, in recent months, the training situation of future teachers has taken a turn due to the health crisis caused by the COVID-19 pandemic. The study carried out focused on inquiring, through a narrative research, how university students have perceived the period of practices they carried out through virtual teaching, as a consequence of the current health crisis. Among other results, the evidence showed that students developed insecurity feelings, melancholy and uncertainty in light of the new learning processes. On the other hand, by losing on-site classroom attendance and with it the essence of the practices, the training potential of the Practicum and the teaching professional identity of the students have been affected during these months, consequences that could affect their future professional practices.

This study analyses the factors that affect the pedagogical practice and the consideration of the subject of physical education (PE) for a group of students in initial training to become teachers, with the intention of (a) discovering what feelings the COVID-19 pandemic arouses in the future teachers when having to teach physical education virtually, (b) investigating the advantages and disadvantages of the virtual teaching of PE during the pandemic, and (c) finding out how the pandemic has changed their perception towards the teaching of PE and their passion for teaching. Twelve future teachers (four women and eight men), who were completing a practicum during their last year at university, participated in the study. A qualitative methodology was employed, in which data were obtained through individual online interviews and online focus groups. The data were analysed using a thematic content analysis and a constant comparison method. The results show, among other aspects, that future teachers understand that the teaching of PE has to be carried out face-to-face in order not to lose its meaning, that there are implicit shortcomings in the virtual teaching model, and that there is a greater probability of suffering from teacher stress and disenchantment with the profession when following an online teaching methodology. The results can be used to foster a critical dialogue regarding the difficulty faced by PE teachers today, at a crucial moment when the political, social and cultural aspects surrounding it are changing.

Purpose: A systematic review of the use of peer assessment in Physical Education in the last five years (2016–2020). Method: Four databases were used to select those articles that included information on peer assessment in Physical Education in the different educational stages. According to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, including the PICO (participants, intervention, comparators, and outcomes) strategy, after the exclusion criteria, 13 articles were fully assessed based on seven criteria: (1) year and author; (2) country; (3) educational stage; (4) type of paper; (5) purpose; (6) content; and (7) outcomes. Results: the results show that the research was geographically dispersed, although Spain and the USA had half of the articles reviewed. The research was carried out at all educational stages, although a greater focus was observed in higher education than in primary and secondary education. Quantitative, qualitative, and mixed research was almost equally represented, and dealt mainly with sports and games. Regarding the goals of the studies, a diversity of research so great that it produced a lack of continuity and coherence in the literature on the subject was found. The research results on the use of peer assessment showed an increase in the level of motivation, perceived teaching confidence and competence, and teaching self-efficacy. More research is needed on the benefits of the use of peer assessment on the self-regulation of learning and the critical thinking of students.