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The Relative Age Effect (RAE) refers to the advantage that relatively older athletes within the same age group may have in sports. While this phenomenon has been widely documented in numerous disciplines, its presence in orienteering remains largely unexplored. This study aimed to analyse the existence of RAE among Spanish orienteers selected for international competitions organised by the International Orienteering Federation (IOF) between 1987 and 2023. A total of 384 participations (225 male, 159 female) were examined across the European Youth Orienteering Championships (EYOC), Junior World Orienteering Championships (JWOC), and the European and World Orienteering Championships (EOC + WOC). The distribution of birth dates by quartiles and semesters was compared using chi-square tests, Cramér’s V, Z-tests, and odds ratios with 95% confidence intervals. The results revealed a significant RAE in male athletes, particularly in JWOC, where those born in the first quartile were up to 3.77 times more likely to be selected than those in the third quartile. In contrast, no significant associations were found in female athletes, which may reflect structural or developmental differences related to sex. These gender-based disparities highlight the importance of integrating sex-specific considerations into selection policies. Overall, the findings suggest a selection bias favouring relatively older males, which may hinder the development of late-born talent. Therefore, it is recommended that selection criteria be reassessed to ensure fairer and more inclusive talent identification and development in youth and elite orienteering.

This study investigates the relative age effect (RAE) in Spanish orienteering, comparing birth distributions between the general population and federated athletes, as well as across different age groups. A cross-sectional and retrospective observational analysis was conducted on data from 34,718 athletes federated (female: n = 12,338; male: n = 22,380) with the Spanish Orienteering Federation (FEDO) between 2005 and 2023. Birth distributions by quartiles and semesters were compared with birth data from the Spanish National Institute of Statistics. Chi-square tests, Z-tests for proportions, and odds ratio (OR) analysis were used to assess differences and the magnitude of the RAE. A significant RAE was found in the total population of federated athletes and the youth and male elite subgroups, with an over-representation of athletes born in the first semester of the year. The effect was small in magnitude but persistent in youth categories and intensified in the male elite category. In contrast, no significant RAE was observed in the female elite category. The RAE exists in Spanish orienteering, although its magnitude is smaller compared to other sports. The persistence of the RAE in the male elite category suggests that advantages accumulated in formative stages influence access to higher levels. Strategies to mitigate the impact of the RAE in talent identification and development are recommended.

Within the context of pedagogical renewal in Physical Education, Game-Based Learning (GBL) has emerged as a pedagogical model that can foster students’ motivation and engagement. This study explored university learners’ perceptions of a playful activity in a natural environment, entitled Autolycus’ Game, and its perceived contributions to their holistic development. A total of 114 undergraduate students enrolled in Early Childhood and Primary Education degrees participated in a two-hour session designed as a Breakout EDU in a university park. After the experience, their perceptions were collected through an online semi-structured questionnaire and analysed using qualitative coding techniques in Atlas.ti. Findings indicated that participants perceived Autolycus’ Game as motivating, creativity-enhancing, and supportive of social interaction and cooperative work. Most participants highlighted that this methodology helped them strengthen social and communication skills, while also valuing the use of the natural environment as a didactic resource. At the same time, participants identified areas for improvement—such as repetitive tasks, uneven difficulty across challenges, and limited supervision—that may reduce engagement if not carefully planned. Overall, participants described Autolycus’ Game as a valuable pedagogical strategy that may enrich learning experiences in Physical Education and support socio-emotional and motor competences, although the findings should be interpreted in light of the study’s limitations (single-institution sample, self-reported data, intact class groups taught by the researchers). Future work could examine outdoor Breakout EDU with mixed-methods and longitudinal designs to assess motivational processes and learning outcomes over time.

Background This study investigates gender differences in sustainability awareness among adolescents, focusing on how these differences may influence education for sustainable development (SD). Based on an analysis of existing literature, which presents varied perspectives on the impact of gender on sustainability awareness, this work seeks to address a significant gap in the current knowledge. Methods A cross-sectional quantitative study was carried out on adolescents in the province of Alicante (Spain) through the completion of the SCQ-S questionnaire in the period from March 2022 to May 2023. Results The results reveal higher sustainability awareness among female adolescents compared to males, except for in one dimension where no significant differences were detected. Employing a cross-sectional questionnaire-based study conducted in person as the methodology, with 1,192 participants (48.33% male and 51.67% female), the SQS-S questionnaire was used to measure awareness about sustainability. Conclusions This study not only contributes to the understanding of how gender equality can be integrated into educational systems, in line with SDGs 4 and 5, to promote SD, but also proposes the establishment of benchmark scores based on percentiles. These scores will enable the assessment of sustainability awareness levels among adolescents, thereby offering educators a tool to accurately identify the specific needs of their students. We argue that educational interventions must be meticulously designed to be inclusive and sensitive to gender differences, thereby enhancing sustainability awareness in all students and contributing to the development of a more equitable and sustainable society. This body of research underscores the importance of adopting a holistic approach to sustainability education, recognising the crucial role of the educational environment in supporting this learning and the adoption of sustainable behaviours.

Students are becoming less motivated towards current education. For this reason, teachers are investigating several innovative methodologies to learn how they affect student motivation, such as gamification. The purpose of this study was to analyze the effects of gamification on the motivation of elementary physical education students. A total of 72 elementary school students from two different Spanish elementary schools participated (38 boys and 34 girls), separated into a gamified group (n = 35) and a control group (n = 37). Ten gamification sessions were performed using a technological app called ClassDojo. The gamified proposal was based on both a PBL model and an MDA model. A questionnaire, “Motivation Questionnaire in Physical Education” (CMEF-EP) was used to measure the motivation of the students before and after the intervention. An increase was observed in all the variables for the gamified group: intrinsic motivation (p < 0.001), identified regulation (p < 0.001), introjected regulation (p = 0.001), and external regulation (p = 0.002), except for the amotivation (p = 0.120). No changes were observed in the control group. A significant interaction effect over time was seen only for intrinsic motivation for the gamified group versus the control group (F(1) = 5.263; p = 0.025; η2 = 0.070). The results show the efficacy of gamification to increase the motivation of elementary physical education students. However, it does not decrease amotivation. This will enable the subject to contribute to achieving the United Nations’ proposed Sustainable Development Goal 4, which is to ‘Improve Quality Education’.

The ubiquity of digital technology in society and school demands that teachers and students explore various pedagogical approaches to make use of those technologies in a fruitful way in order to enhance students’ educational outcomes. One approach emerging in the field of physical education (PE) is the pedagogical approach called flipped classroom (FC). The first purpose of this study was to assess the effects of the application of an FC approach on 284 Spanish secondary PE students regarding learning of the conceptual content of the activity itself, in this case volleyball. The second purpose was to assess how this intervention affected their motivation from an SDT perspective. Through a quantitative approach, positive results were found regarding the positive development of autonomous motivation and cognitive learning among students following an FC approach. These results were compared to a control group following a traditional approach to PE, highlighting the relevance of the methodology applied. The findings of the present study would be valuable for policymakers and stakeholders looking to promote the integration of digital technology into PE as part of enhancing the outcomes of PE for all students and thus contributing to quality and sustainable education.

The application of gamified learning in physical education is becoming increasingly popular. The aim of this work was to compare the effects of gamification versus traditional methodology to check whether there were differences in the attitudes of the students. A quasi-experimental design study was carried out. The sample consisted of 66 students in Secondary Education. Three questionnaires, POSQ (Perception of Success), BPN (Basic Psychological Needs) and CCDEF (Disruptive Behaviour in Physical Education), were used in both groups before and after carrying out each proposal. Firstly, an independent samples Student’s t-test was performed. The results showed significant final differences in all variables except two: competence (p = 0.068) and aggressiveness (p = 0.136). Secondly, a paired samples t-test was performed. In this case, the control group showed a significant decrease in the variables task orientation (p = 0.004) and autonomy (p < 0.001). According to the experimental group, all variables showed significant differences (p < 0.05), except for two, competence (p = 0.223) and aggressiveness (p = 0.056). Therefore, it was concluded that, with the gamified learning, the students expressed higher levels of task orientation, all BPNs and lower levels of disruptive behaviours than the students who were subjected to the traditional methodology. This kind of intervention can help to improve the quality of education as set out in the SDGs through Quality Education.

Physical Education has been described as a subject with unique characteristics that can contribute to achieving Sustainable Development Goals. However, an analysis of PE teachers’ (PETs) sustainability consciousness has not yet been conducted. For this purpose, a total of 203 PETs completed the validated SCQ-S instrument to measure the three dimensions of sustainable development in three components of consciousness (attitudes, knowledge and behaviours). The results obtained show that the PETs have a high consciousness for sustainable development (SD), except for attitudes within the economic dimension. Sex has been identified as a variable that determines awareness in sustainability with significantly higher scores for women in all the variables evaluated, except for knowledge and behaviour in the social dimension. These findings provide new knowledge within the Physical Education and SD paradigm, serving as a link for future research that aims to harness the benefits of Physical Education for the sustainability of the planet.

This study analyses the relationship between the physical education (PE) curriculum in secondary education in Spain and the Sustainable Development Goals (SDGs). The Physical education curriculum of compulsory secondary education, as well as the complementary materials, were analysed through document analysis. Although there is no explicit relationship, the analysis reveals links between curricular elements and SDGs targets, particularly with SDG 4 (Quality Education), 3 (Health and Well-being), and 5 (Gender Equality). Other SDGs, such as 10 (Reducing Inequalities) and 12 (Responsible Consumption), are less related. The social dimension of sustainable development is most closely linked to PE. A historical analysis of the treatment of sustainable development in PE curricula in Spain is also presented, examining how they have evolved over time. The manuscript helps clarify how teachers and researchers can mobilize competencies to address global challenges in students’ lives as individuals and world citizens, fostering commitment and social responsibility. Furthermore, this work highlights the importance of integrating the SDGs into education and how PE can be a key tool in this process.

Today’s youth navigate a complex balance between traditional and modern values in a changing world. In this context, education plays a crucial role in transforming society and promoting values that align with the Sustainable Development Goals, such as justice and equality, with Ethics and Christianity supporting these principles. Moreover, Physical Education (PE) is highlighted as a tool for promoting moral development and social inclusion; however, gaps exist in studies focusing on the integration of Ethics and Christian values in PE and sports. The aim of this study was to evaluate the impact of an intervention in the subjects of Ethics and Christianity on social responsibility among university students in PE Sciences. The design of this study was quasi-experimental with quantitative pre- and post-test measures and three groups (one Control Group). The sample comprised 95 students who responded to the University Social Responsibility Scale. Experimental Group 1 participated in Christianity class, and Experimental Group 2 in Ethics class. A Mann–Whitney U, Wilcoxon test, and ANOVA were used. The effect associated with the group variable was confirmed. We have partially affirmed that ethical and religious intervention positively influences students’ perception and practice of social responsibility. Future studies should explore pedagogical models that effectively enhance social responsibility among university students.