In this article, we analyzed the effects of an educational glass recycling program on primary schools and their students in Castilla-La Mancha (Spain). A sample of 89 schools, with 20,710 elementary students, was selected by simple random sampling. For the statistical analysis, descriptive techniques (frequencies and statistics), parametric (One Way ANOVA test), and non-parametric (Chi-Square test) inferential techniques were used, with a 5% significance level (p < 0.05). The program's results showed that 153,576.3 kg of glass (with a value of 17,064.03 €) were recycled. Significant determinants of glass recycling were: School category (p = 0.043), previous environmental/recycling education (p = 0.046), geographic location of school (p = 0.030), gender (p = 0.007), and academic year (p < 0.05). With the program, students learned the importance of glass recycling, obtained a greater knowledge of and habits related to the same, acquired favorable attitudes towards the environment, and promoted glass recycling in their social circles. We conclude that environmental education about glass recycling has positive effects on glass recycling attitudes and behaviors in elementary school students and may be used as a measure to combat the problem of environmental pollution.

The objective was to examine daily health-related habits and physical activity during free time in a group of young people, with the aim of analysing what types of habits are developed and the associations existing between these habits. A cross-sectional and observational study was carried out. The sample was composed of 1132 young people from Castilla-La Mancha (Spain), 53.4% women and 46.6% men, between 17 and 25 years old (M = 20.63; DT = 2.01). The instrument used in this study was the questionnaire of assessment of health-related habits (QAHH). Different ranges of age and gender were taken into account in the analyses. The results showed low rates of physical activity, with only 25% of the participants practicing physical activity in their free time. Regarding gender, no differences were observed between boys and girls in terms of the level of physical activity practice. The inferential analyses revealed several significant relationships between the habits of leisure time and the practice of physical activity. The analyses also revealed that alcohol consumption, tobacco consumption and Internet were used as means to escape from everyday life. The most frequent free-time activities of the participants during the week were the use of new technologies and the consumption of harmful substances. During the weekends the most frequent ones were physical activity and consumption of harmful substances. While the relationship between physical activity, health-related habits and leisure time in young people is complex, these results indicate that physical activity should be promoted in young people, especially during the week and as a healthy alternative to the consumption of harmful substances. To do this, professionals of different fields (education, psychology, sports sciences, nutrition and medicine, among others) should work together.Sustainability 2019, 11, 6577 2 of 13 has been proven that lack of physical activity leads to obesity and health problems [6,7]. In the same way, other researches have studied the correlation between diet and the practice of physical education as factors that influence health [8,9].Without any doubt, the practice of physical education contributes to the prevention of some diseases such as cardiovascular diseases, diabetes type 2, overweight and obesity, cancer of colon and depression and anxiety, among others. Moreover, physical activity contributes to the improvement of the psychological state of people. For this reason, it is of utmost importance to examine behaviours linked to health, with the main aim of explaining the current situation in society. So, the attention must be focused on some stages such as adolescence and youth, as they are essential in the acquisition of future healthy lifestyles [4]. Regarding gender, women practice less physical activity, and this inactivity increases with age [9,10].The activities developed during free time are associated with fun, satisfaction and pleasure. However, these activities do not have to be related neither with physical activity nor w...

Based on the results obtained from primary education students-fifth and sixth graders-the aim of this work is to check the appropriate self-perceived behaviors during and at the end of the game. The study population was made up of 698 students from fifth and sixth grade in the Autonomous Region of Castilla-La Mancha (Spain). Data were collected through a questionnaire (scale) on the social skills of primary school students linked to the adequate skills when losing, the adequate skills when winning, and the adequate skills during the game. Study results revealed that analyzed behaviors vary, depending on the moment of the game, being it more frequently during the development of the game than when losing or winning.

The school context, and specifically the area of Physical Education, is emerging as a determinant of playful learning and children's well-being, considering that it has suffered a severe setback with a negative influence on the students due to the COVID-19 pandemic (impossibility of attending class in person). In view of this situation, the aim is to know the levels of playful learning of motor games in Early Childhood Education based on indicators placed in different categories, taking as a reference the work of the pedagogy of play of the Project Zero research group of Harvard University, in order to provide quality to the proposals proposed. A group of 41 expert teachers were then asked to evaluate the selected indicators, and differences were observed between the choice of playful learning indicators in the different age groups. Finally, they were used as an evaluation instrument for a Physical Education session in a 4-year-old class with 19 boys and girls, showing improvements in different areas worked on.

This chapter aims to shed light on the relationship between the development of laterality and the learning of mathematics in early childhood education using the ABN method. Thus, the authors present an experience developed with 24 children of 4 and 5 years old from several sessions of physical education where laterality and mathematics were worked on in the framework of a project developed in the classroom. The neuropsychological laterality test and a psychomotor table with values referred exclusively to manual and foot laterality, and indicators referred to the ABN method were used as evaluation instruments. The results obtained indicate that students with homogeneous right- or left-handed laterality obtain better results, as well as those with crossed laterality, since they have defined their manual and foot dominance. However, students with undefined laterality obtain worse results, even showing a lateral tendency towards the use of the right side of the body.