The present work constitutes a novel approach to extracurricular sport modalities. The aim was to analyze the participation model and to determine the relevance of sex in this context. Data from 616 students, aged 15 to 17, were collected. The questionnaire on sport lifestyle from a gender perspective (Alvariñas-Villaverde et al., 2009) was used for assessment. The results showed that sport choice corresponds to sports traditionally associated with men or women. Nevertheless, these coexist with other neutral sports. Girls' practice was more diverse, while boys' profile was more resistant to changing classic patterns. Specific strategies are needed to make boys become more interested in typically female activities.

Este trabajo se centró en una revisión sobre estereotipos de género en Educación Física, poniendo el foco de atención en el colectivo de estudiantes. Se llevó a cabo una búsqueda en Web of Science, Scopus, SportDiscus, ERIC y PsyInfo, seleccionando artículos publicados entre 2005 y 2015. La muestra final fue de 25 documentos. Los datos revelaron la existencia de cuatro puntos de interés: el avance y resistencia al cambio de algunas creencias; la importancia de los estigmas y su repercusión en el comportamiento; la relación directa con contenidos y rendimiento; y, la figura del profesorado como agente reproductor. Se constató cierta evolución en algunos elementos, pero un avance general lento que hace urgente la puesta en práctica de alternativas de cambio profundo que aborden minuciosamente estos temas, en las que la perspectiva de género sea un eje determinante.

The aim of the study was to determine the changes in the muscle mechanics for the flexo-extension of the knee joint and extension of the ankle joint from a sample of 14 high-performance male gymnasts (mean ± SD: age 20.71±3.12 years; body mass 67.59±6.10 kg, height 1.73±0.05 cm). An acrobatic training protocol in three different elastic platforms: gymnastics floor, tumbling track, and trampolining, and its recovery times were compared. The contraction time, delay time, deformation of the muscle belly were evaluated and muscular response speed was calculated by Tensiomyography. The results showed different types of propensity to fatigue according to the muscle group involved (p<0.05). The greater the stiffness of the surface, the greater the muscle enhancement and the shorter post-effort recovery time. In trampolining fatigue level was higher in all muscle groups (p<0.05) and they needed more time to retrieve the baseline. The decrease of the delay and contraction time in vastus medialis (p<0.001) reflected the instability experienced in performing jumps when the training surface was changed from high to low elasticity in a short period of time. Tensiomyography allowed us to estimate the different levels of activation-enhancement at which the muscle reaches levels of fatigue, which enables training on different drive surfaces to be adapted and to evaluate the optimal recovery time for preventing joint instability.

The need to adapt to new learning scenarios due to the impact of COVID-19 on our education system is undeniable. This fact means that we must adapt teaching to non-face-to-face scenarios in order to adapt the teaching processes without the students losing the acquisition of competences. The aim of this study is to evaluate the effectiveness of a digital application for the development of competences of primary education undergraduate students in a non-face-to-face teaching context derived from the pandemic through a service-learning project. To achieve this objective, a specific programme was designed using a collaborative platform. Numerous instruments were used to assess the acquisition of basic, specific, general and transversal competences. On a quantitative level, the Teamworks Skills Questionnaire and an evaluation rubric were used, and on a qualitative level, a student field diary, a survey to measure satisfaction and an observational record were used. The main results show that after the implementation of the use of the platform, both the level of competence of the students and their satisfaction with the project were very high and that the impact on their training was very positive. Among the main conclusions, we highlight that the use of this type of platform allows students to acquire competences in non-classroom contexts. On the other hand, we conclude that training in the use of digital tools in initial teacher training is necessary for good professional performance. On the other hand, this experience allowed future teachers to realise the need to master new technologies in order to be able to adapt to the new needs that different educational scenarios pose in the information society.

Social-emotional skills have been an important object of study in recent years due to their relationship with academic, personal and professional success. The aim of this study was to analyse the relationship between these skills and different influential variables. The participants had a mean age of 14.18 years. The instruments used were the Social Emotional Competence Questionnaire (SECQ) and the Physical Activity Questionnaire for Adolescents (PACQ-A). Generally, the results indicated gender differences and no influence of age. Those who engaged in after-school activities scored higher on social awareness. In addition, artistic and musical extracurricular activities were associated with social-emotional skills, whereas sports activities were not. It was also found that the physical activity index was not related to socioemotional factors, except in self-awareness and in a negative way. It is necessary to analyse the quality of the extracurricular programmes offered and the training of the professionals in charge of their development. It also seems important to take into account the gender perspective in competence work, increasing self-management in girls and relationship management in boys.