The prevailing rights and quality of life approaches call for the inclusion of people with diversity and/or disabilities in society, including their participation in the educational system. Therefore, different institutions are urging countries to take action to ensure that students with disabilities receive the accommodations and supports they need within the framework of inclusive education. The idiosyncrasies of physical education (PE) classes can be an opportunity to encourage the participation and inclusion of these students. Thus, this study aims to evaluate the PE teachers’ perception about their preparation to address inclusive education. The study involved 260 Spanish primary and secondary PE teachers who answered a sociodemographic questionnaire, three dichotomic questions about their initial and ongoing preparation and the Evaluation of Teacher Training for Inclusion Questionnaire (CEFI-R). PE teachers believe that they have not received the necessary initial preparation and they consider it important to assist in ongoing courses to address their students’ diverse needs. PE teachers are aware of the importance of inclusive education and perceive greater difficulties in secondary education. PE teachers also showed a good predisposition to teach students with special educational support needs, especially found in primary school teachers through the CEFI-R Dimension 1, with statistically significant differences.

Inclusive education is a right and must be offered to all students, including those with disabilities, providing them with individualized educational attention and support. Teachers play a leading role in the inclusive education process, their preparation and attitudes being essential for this process. This study aimed to present the factor structure and reliability of a questionnaire for the assessment of teachers’ perceptions about their preparation to support inclusive education. The sample consisted of 605 Spanish primary school teachers who responded to the Evaluation of Teachers’ Inclusion Readiness (CEFI-R) Questionnaire. Exploratory and confirmatory factor analysis and reliability evaluation were performed. The results showed a factor structure with four dimensions (Conception of Diversity, Methodology, Supports and Community Participation), composed of 17 items, with good and excellent goodness-of-fit values and high reliability (Cronbach’s Alpha = 0.75–0.94). Thus, the CEFI-R can be considered a quick and easy-to-apply tool to analyze primary school teachers’ perceptions about their preparation to address their students’ diversity of needs, allowing stakeholders to take actions to promote inclusive education.

Psychomotricity is a tool that allows the development of different capacities, skills and corporal abilities of people. Currently, it is included in early childhood education programmes due to its importance in children’s development, but, even so, it is not always given the role they deserve. Thus, this study aimed to evaluate the perceptions of early childhood education teachers towards the needs and current state of psychomotor skills in the educational context of Extremadura schools and compare the information provided by teachers that work in rural and urban areas. A questionnaire was administered using a tablet and a Google Forms application. The sample consisted of 216 teachers, selected using a non-probability sampling method based on coexistence sampling. The Mann–Whitney U test was applied to determine the relationships between the different items and dimensions according to the location of the school, and Spearman’s Rho test was used to find out if there is any relationship between the age of the teachers and their responses in the different dimensions. The results showed that psychomotor skills do not receive the place they deserve, with insufficient material and facilities, inadequate training, few sessions and inappropriate programming, together with the rest of the components of the cycle. Therefore, it can be concluded that it is necessary to include psychomotor skills in the training of teachers and that the centres should be concerned about providing teachers with the necessary material and spaces for their work.

Given the importance of sport at a global level, the competitiveness of sport systems is a determining factor in attracting resources from different sectors. Competitiveness is largely measured by the athletes’ level. Therefore, the production of competitive talent is an aspect that occupies the managers of different sports systems. This study analyzed the factor structure and reliability of a questionnaire for the evaluation of the perceptions of actors of a sport (canoeing) on the ability of the national system to produce talent in one of its modalities recently incorporated in the Olympic Games (OG) of Tokyo 2021. The sample consisted of 167 individuals linked to Spanish canoeing, who responded to the questionnaire “Evaluation of the current position in canoeing-sport with regard to talent” of the International Canoe Federation (ICF). Exploratory, confirmatory and reliability factor analyses were performed. The results showed a one-dimensional factor structure composed of seven items, with good and excellent goodness-of-fit values and high reliability (McDonald’s Omega = 0.82). Thus, the ICF questionnaire can be considered a quick and easy to apply tool to analyze the perceptions about the development of talent in canoeing in order to take actions for the recruitment, promotion and development of talent.

Corporal expression is a content that is forgotten by most educators but has been proved to bring numerous benefits to students of all ages. Teacher perceptions and beliefs play a fundamental role in the teaching-learning process, influencing students to a great extent. This study aims to present the factor structure and reliability of a questionnaire for the assessment of teachers’ perceptions about corporal expression. The sample consisted of 212 Spanish prospective teachers who completed the questionnaire to assess their readiness and appreciation about corporal expression. Exploratory and confirmatory factor analyses, as well as reliability testing, were carried out. The results showed a factor structure with 3 dimensions (pleasure, preference, and evaluation of corporal expression) composed of 23 items with good and excellent goodness-of-fit values and high reliability (Cronbach’s alpha = 0.71–0.93). Thus, the questionnaire can be considered a quick and easy-to-apply tool to analyze prospective teacher’s perceptions about their preparation to address their students’ corporal expression, allowing stakeholders to take actions to promote it.