Physical activity has benefits for health, but many adolescents are inactive. However, video games such as Immersive Virtual Reality (IVR) have grown in popularity as a leisure activity among young people, allowing them to manipulate objects in virtual environments increasing the practice of physical activity. The evidence indicates that the interest in physical activity through IVR is greater than in traditional methods, and different experiences have been reported. However, few studies indicate the sample evaluated, the effects found, or the IVR instruments used. Due to this, is the aim of this study is to identify the publications referring to IVR and physical activity, characterize them, and present the obtained main findings. For this, the guidelines described in the PRISMA-ScR for scoping reviews were applied. After the use of the inclusion and exclusion criteria, eight articles were included. Results show evidence regarding physiological outcomes, perceptual variables, interest and enjoyment, and psychological effects regarding physical activity through IVR. Additionally, the use of different devices and their prescriptions are explored. It is concluded that there is interest from the scientific community for the practice of physical activity through IVR, as well as for its application for the maintenance of active habits. This is important as it positions IVR as a method that can be a more experiential and effective way to develop and maintain a healthy lifestyle.

La Educación Física de calidad (EFC) es un tema candente en la actualidad, sin embargo, sigue siendo difícil establecer una definición unísona de qué es y qué hay que hacer para alcanzarla en nuestras clases. En este sentido, varios son los autores que han investigado sobre cómo medir la calidad en Educación Física. El objetivo de este artículo es realizar una revisión bibliográfica de la literatura científica publicada en el periodo comprendido entre los años 2017-2021 en las bases de datos de Web of Science y Scopus. Se partió del diagrama de flujo de la metodología Preferred Reporting Items for Systematic Reviews and Meta-Analyses para analizar un número total de 14 artículos. Las conclusiones muestran un mayor uso de metodologías cuantitativas para medir la calidad en Educación Física, así como una priorización de la opinión/desempeño docente como factor determinante de la calidad.

La UNESCO en el año 2005 fue la primera institucin que estableció un concepto universal sobre qué es la educacion fisica de calidad. Sin embargo, establecer parámetros para medir dicha calidad, ya sea tomando como referencia ese concepto o las variantes que han surgido posteriormente es una tarea compleja que ha desencadenado en múltiples investigaciones. Este estudio invitó a los profesionales de Educación Física a responder un cuestionario adaptado del estudio de Ho et al. (2021) en EFC, como modelo para investigar la comprensión de los profesionales sobre el desarrollo de la Educación Física en Ecuador. Un total de 374 (216 hombres y 158 mujeres) profesores y profesionales de Educación Física participaron en este estudio. Los datos se obtuvieron de nueve ciudades del Ecuador. Las dimensiones Calidad de la enseñanza en Educación Física obtuvieron la puntuación más alta y la dimensión Planes de Viabilidad y Accesibilidad de la Educación Física la puntuación más baja. La media global media del cuestionario fue de 6,05 de un máximo de diez. El instrumento tuvo una excelente consistencia interna (α = .985). Los trabajos en EFC están ligeramente por encima del promedio, sin embargo, aún no se ha logrado por completo una EFC. Palabras clave: Calidad, Educación Física, Desarrollo, Mejora estratégica, Ecuador Abstract. UNESCO in 2005 was the first institution to establish a universal concept of what is quality physical education. However, establishing parameters to measure such quality, either taking that concept as a reference or the variants that have arisen subsequently is a complex task that has triggered multiple scientific researches. This study invited Physical Education professionals to answer a questionnaire, which was adopted from the study by Ho et al. (2021) in QPE, as a blueprint to investigate professionals’ understanding of Physical Education development in Ecuador. A total of 374 (216 male and 158 female) Physical Education teachers and professionals were invited to participate in this study. The data were obtained from nine cities in Ecuador. The dimensions quality teaching in Physical Education had the highest score and the lowest scored dimension Plans for Feasibility and Accessibility of Physical Education. The overall average mean of the questionnaire was 6.05 from maximum ten. The instrument had excellent internal consistency (α = .985). The works in QPE are slightly above average. It carries the message that the recommendation for QPE is not fully achieved. Keywords: Quality, Physical Education, Development, Strategic improvement, Ecuador.

Las redes sociales surgieron como una herramienta de comunicación lúdica, sin embargo, pronto se empezaron a ver otras posibilidades, como el desarrollo profesional, en especial, en el ámbito educativo. La presente investigación tiene como objetivo conocer el impacto que generan las redes sociales en el desarrollo profesional de los docentes y estudiantes de Educación Física y comparar los distintos usos, motivaciones y oportunidades que ofrecen. Para ello se elaboró y se validó un cuestionario que fue respondido por 403 participantes. Los resultados indican que la red social más utilizada para el desarrollo profesional en el ámbito de la Educación Física es YouTube (3,39/5), seguida de Instagram (2,82/5) y Facebook (2,68/5); las principales motivaciones para su uso son el entretenimiento y la ayuda que ofrecen para el desarrollo profesional en la formación docente (36,6% ambos); asimismo, las redes sociales permiten iniciar nuevos proyectos (76,8%), como el desarrollo de unidades didácticas y/o programaciones o la participación en congresos.

Traditional models to train and teach young players in team sports assume that athletes learn as linear systems. However, an actual methodology called Non-Linear Pedagogy (NLP) accounts for the fact that the players and the team are complex dynamic systems. Experiences in handball under this methodology are scarce; due to this, an observational study has been conducted with a follow-up, idiographic and multidimensional design, in which 14 female school handball players belonging to four different local teams in Santiago, Chile (age = 15.55 + 0.51) agreed to participate in three special handball training sessions with the use of the NLP methodology where three different constraints were used. Descriptive analysis with the Chi-squared test showed a total of 252 observations where most of the variables were dependent on the constraints (p ≤ 0.001). Frequency showed that mainly “Defense in Line of progression” and “Proximal contact” were the most activated variables, followed by “Harassment” and “Deterrence” for all constraints. However, only constraint 2 highly activated two collective motor behaviors, while the rest only did it with individual motor behaviors. It is concluded that the constraints used in training seem to be effective in activating a group of defensive handball motor behaviors, specifically those that are basic for female school handball players.