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Purpose: This study aimed to assess the impact of segment-specific physical activity (PA) recommendations during the school day on the daily PA in both boys and girls. Methods: A total of 426 Czech and 219 Polish adolescents participated in this study. They were divided into two groups: one receiving segment-specific PA recommendations for the school day and the other receiving general daily PA recommendations. The Youth Activity Profile questionnaire, the World Health Organization-5 Well-Being Index, and the wearable Garmin vívofit were used in the research. Results: The application of segment-specific PA recommendations during the school day was significantly associated with higher PA on school days. It also increased the odds of meeting the recommendations of 6,000 steps/day after school (odds ratio = 1.63, confidence interval [1.19, 2.24], p = .003) and 11,000 steps/day (odds ratio = 1.59, confidence interval [1.16, 2.18], p = .004) on school days. Conclusions: Segment-specific PA recommendations during the school day are effective and should be integrated into physical education curricula, comprehensive school PA programs, and broader school educational strategies.

Purpose: This study analyses the role of Physical Education (PE) teachers who are influencers on the Instagram social network. Method: Using a descriptive case study, the profiles of three Spanish PE influencers were analysed for seven months (159 posts and 73 stories) with a thematic analysis. Results: The results show that the PE influencer is the product of a complex interplay in which the dissemination of their knowledge and their identity as experts is developed through microcelebrity strategies and the management of the functionalities of the platform itself aimed at boosting their visibility and, ultimately, monetising their content. Conclusion: It concludes with the tensions that exist for PE around this phenomenon within the neoliberal educational context and the need for teacher training to be adapted to this new educational reality.

Purpose: To analyze the effects of an educational proposal in Physical Education to promote cycling as a mode of transport to school. Method: The PACO study (‘Pedalea y Anda al Cole’) is a randomized controlled trial. Satisfaction with the sessions, cycling skills and knowledge, mode of travel, basic psychological needs and barriers to active commuting were assessed. Results: There was a high satisfaction with the sessions, an adequate development of cycling skills and an improved knowledge of traffic rules and cycling behavior. There was a significant decrease in the satisfaction of the need of competence and an increase in the perception of barriers in the intervention group compared to the control group. There was no change in the mode of transport. Conclusion: This type of educational proposals should be developed during more sessions and/or through interdisciplinary center projects to achieve positive and lasting behavioral changes.

Purpose: To analyze the pre-service Physical Education teachers’ motivational process and its influence on the (de) motivating teaching style according to gender. Method: Following a cross-sectional design, a total of 502 pre-service Physical Education teachers (i.e., Master’s students) (M _age  = 25.31; SD = 4.64; 32.1% women), from different Spanish universities took part in the study. Results: Male pre-service teachers reported higher scores on competence satisfaction, controlled motivation, amotivation, controlling, and chaotic styles, and lower scores on autonomy-supportive style than female pre-service teachers. In both genders, competence satisfaction, via autonomous motivation, predicted participative and attuning approaches, whereas, competence frustration, via controlled motivation and amotivation, predicted controlling and chaotic styles. Conclusion: Competence satisfaction of pre-service Physical Education teachers seems to be a key element in order to develop a self-determined motivational process and the use of motivating teaching styles for their future students.

Purpose: Given the existing difficulty in implementing Models-Based Practices (MBP) in Physical Education (PE) as expressed in the literature, a study on the application of Cooperative Learning (CL) in primary PE is presented. This research aims to bridge the gap between practice and theory of MBP. Method: A trans-institutional research team (school-university) with expertise in CL supervised and developed a thematic narrative analysis of a single case based on the creative, yet non-fictional, autoethnographic stories of an Elementary 5th-grade PE teacher. Results and Discussion: Five non-fictional stories are presented in raw, narrating significant learning context events. Each story and its events are connected and analysed through the basic conditions of CL. Conclusion: The research highlights the value of narratives as a driver of educational reflection that helps reveal the complexity of implementing CL in a classroom and bridges the gap between MBP theory and its practical application.

Purpose: This study aimed to explore students’ perspectives and experiences of social and emotional learning (SEL) during physical education high school classes. Method: Using a case study design, focus group and individual interviews were implemented with 42 students. Based on the Collaborative for Academic, Social, and Emotional Learning’s SEL framework, deductive and inductive qualitative data analysis was conducted. The trustworthiness of this study was enhanced through peer debriefing process with various strategies. Result: Four themes were generated from the data analysis: Think about it more in depth, You can say how you feel, Care and support, and Different levels of buy-in. Discussion/Conclusion: Students’ SEL experiences in this study were overall aligned with the Collaborative for Academic, Social, and Emotional Learning’s SEL competencies and framework. This study suggests that more research is needed to better understand students’ SEL experiences holistically.