Ante situaciones de emergencia que obligan al conjunto de la población – en especial a los adolescentes – a permanecer en casa, la Educación Física (EF) representa una buena estrategia para contribuir a mantener los niveles de actividad física diarios desde casa. Por tanto, el objetivo de este trabajo fue mostrar una propuesta didáctica que, basada en el currículum de Educación Física de educación secundaria obligatoria, contribuya a promocionar la actividad física en casa. Para ello, esta propuesta se fundamenta en un enfoque competencial, incluyendo tanto tecnologías de la información y la comunicación como el establecimiento de retos, con la finalidad de abordar los diferentes contenidos curriculares relacionados con la calidad de vida y salud, condición física y motriz, juegos y deportes, expresión corporal y actividades físicas en el medio natural. La evaluación se plantea mediante una serie de instrumentos (rúbrica, diario, portafolio, hoja de observación y cuestionario) que permitan conocer el grado de consecución de los criterios de evaluación. Después de todo, esta propuesta abre nuevas vías para que el profesorado de EF desarrolle otras propuestas didácticas que faciliten no sólo seguir con las clases de educación física, sino la realización de actividad física en casa. Abstract. In emergency situations that force the whole population – particularly adolescents – to stay at home, Physical Education represents an optimal strategy to contribute to adolescents’ physical activity at their home. Therefore, this study aims at showing a didactic proposal that, based on Middle Secondary School Physical Education curriculum, promotes adolescents’ physical activity at home. For this end, this proposal relies on a competence approach, including both communication and information technologies and the establishment of challenging activities, in order to tackle the different curricular contents related to health and quality of life, physical and motor fitness, games and sports, body expression and physical activities in natural environment. Assessment focuses on a series of instruments (rubric, diary, portfolio, observation sheets, and questionnaire) allowing to evaluate the degree of accomplishment for each assessment criterion. Finally, this proposal offers new avenues for Physical Education teachers to develop other didactic proposals facilitating not only Physical Education classes, but also physical activity at home.

Purpose: To describe the curricular elements in blended physical education (PE) during the COVID-19 pandemic. Method: A survey of PE teachers was conducted regarding curricular elements related to content blocks, instruction, and assessment. A total of 174 Spanish secondary PE teachers (120 men and 54 women) participated in the survey. Results: For the nonface-to-face part, instruction relied mainly on challenge-based learning as an instructional strategy, the learning of the designed individual program as a teaching–learning style, health-based PE as a pedagogical model, and self-assessment as the most used assessment form. Discussion/Conclusion: The study describes an overview of the characteristics of the curricular elements used in the blended learning PE model in secondary education. Both the age of PE teachers and the socioeconomic level of the families are variables to consider.