The association between the changes in lifestyle during coronavirus disease 2019 (COVID-19) confinement and body weight have not been studied deeply. Therefore, the aim of the present study was to determine lifestyle changes, such as eating habits and physical activity (PA) patterns, caused by confinement during the COVID-19 pandemic and to analyze its association with changes in body weight. Seven hundred participants (women, n = 528 and men, n = 172) aged between 18–62 years old of the Chilean national territory participated in the study. Food habits, PA, body weight, and sociodemographic variables were measured through a survey in May and June 2020. The body weight increase presented positive association with the consumption of fried foods ≥ 3 times per week (OR; 3.36, p < 0.001), low water consumption (OR; 1.58, p = 0.03), and sedentary time ≥6 h/day (OR; 1.85, p = 0.01). Conversely, fish consumed (OR; 0.67, p = 0.03), active breaks (OR; 0.72, p = 0.04), and PA ≥ 4 times per week (OR; 0.51, p = 0.001) presented an inverse association with body weight increase. Daily alcohol consumption (OR; 4.77, p = 0.003) was associated with PA decrease. Food habits, PA, and active breaks may be protective factors for weight increase during COVID-19 confinement.

The Sustainable Development Goals (SDGs) is a global strategy that aims to obtain a more equitable and just world. These objectives are organized into 17 SDGs, detailing 169 targets. Different international institutions have emphasized the relevance of education to developing citizens who contribute to achieving the SDGs for 2030. However, a review focused on physical education (PE) has yet to be performed. Therefore, the objective of this work is two-fold. First, to analyze and select the specific SDGs that can be implemented in the area of physical education. Second, to relate these specific goals to the different models based on physical education practices. This review showed how three institutional documents have previously related sport, physical exercise, and physical education to specific SDGs. Based on the search done, this review article selects those goals that could be integrated into the educational context through physical education. The bibliographic and critical analysis in this research shows that of the 169 specific goals proposed in the SDGs, only 24 could be worked on in physical education. Upon completion of the analysis, a proposal for the relationship between the practice-based models and these 24 goals is presented. The contributions made in this paper will allow teachers to establish links between PE sessions and SDGs while raising awareness to develop students who contribute to a more sustainable world.

Background/objectiveHigh-intensity interval training (HIIT) can produce similar or improved results compare with traditional training, but the question as to whether HIIT can be used in the setting of physical education (PE) remains unanswered. The aim of this systematic review was to critically analyze the feasibility of incorporating HIIT programs into PE classes to improve the body compositions and cardiorespiratory fitness of overweight students.MethodsWe conducted database searches for literature dating between January 2012 and January 2017. Of the final six studies selected, three were conducted in children under 12 years old and three involved adolescents between 12 and 18 years old.ResultsThe HIIT protocols consisted of 2–3 sessions per week, with intervals of 15 s and passive or active rests of 15 s, totaling up to 6 min of work with 4 min of rest. The duration of HIIT programs was 6–24 weeks. Significant changes were reported in body composition, body mass index, body fat (%), waist circumference, and sum of skinfolds; and increases in muscle mass were observed. The inclusion of HIIT programmes improved maximal oxygen uptake (VO2max), performance in the intermittent Yo-Yo test and maximal aerobic speed.ConclusionsThe HIIT programmes showed improvements in the variables studied, with interventions two or three times weekly. Therefore, they can be used in schools, as a strategy to combat the childhood obesity pandemic and HIIT can be use alongside with existing PE activities within the same lesson or in specific periods during day school.

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The aims of the study were (i) to determine the reliability and concurrent validity of a functional electromechanical dynamometer (FEMD) to measure different isokinetic velocities, and (ii) to identify the real range of isokinetic velocity reached by FEMD for different prescribed velocities. Mean velocities were collected simultaneously with FEMD and a linear velocity transducer (LVT) in two sessions that were identical, consisting of 15 trials at five isokinetic velocities (0.40, 0.60, 0.80, 1.00, and 1.20 m·s−1) over a range of movement of 40 cm. The results obtained using each method were compared using Paired samples t-tests, Bland-Altman plots and the Pearson’s product–moment correlation coefficient, while the reliability was determined using the standard error of measurement and coefficient of variation (CV). The results indicate that the mean velocity values collected with FEMD and LVT were practically perfect correlations ( r > 0.99) with low random errors (<0.06 m·s−1), while mean velocity values were systematically higher for FEMD ( p < 0.05). FEMD provided a high or acceptable reliability for mean velocity (CV ≤ 0.24%), time to reach the isokinetic velocity (CV range = 1.68%–9.70%) and time spent at the isokinetic velocity (CV range = 0.53%–8.94%). These results suggest that FEMD offers valid and reliable measurements of mean velocity during a fixed linear movement, as well as a consistent duration of the isokinetic phase. FEMD could be an appropriate device to evaluate movement velocity during linear movements. More studies are needed to confirm the reliability and validity of FEMD to measure different velocity metrics during more complex functional exercises.