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This study analyzes, from a social sustainability perspective, the evolution of working conditions and professional satisfaction among graduates in Physical Activity and Sport Sciences (PASS) in Spain, by comparing two representative cohorts from 2019 and 2024. Using a cross-sectional design and non-probabilistic sampling, data was collected from 1,547 professionals (918 in 2019 and 629 in 2024) through the Total Job Satisfaction questionnaire, which assesses intrinsic, extrinsic, and overall satisfaction. The results reveal a significant decline in intrinsic satisfaction, particularly in key dimensions such as autonomy, recognition, and task variety. Although extrinsic satisfaction also decreased, it remained at moderate dissatisfaction levels, with salary and contract stability being the most critical factors. Regarding contractual conditions, there was an increase in temporary contracts (from 29.6% to 47.4%) and a decrease in civil servant positions (from 20% to 4.5%). Simultaneously, there was a rise in working hours exceeding 35 per week and in the highest salary brackets.

Introduction: Dance offers multiple benefits for primary school students and can serve as a strong link between Physical Education and Music Education. However, there is limited literature analyzing the role of dance in interdisciplinary educational projects. Objective: The main objective of this study was to understand the perceptions of Physical Education and Music Education teachers regarding interdisciplinarity and the role of dance as a unifying element between these subjects. Methodology: Following a phenomenological design, semi-structured interviews were conducted with four primary school teachers of Physical Education and Music Education from a charter school. The data were analyzed using thematic analysis. Results: The findings revealed that dance provides numerous benefits for students, including improved coordination, rhythm, movement, and balance. Teachers emphasized the importance of coordination between educators, the availability of adequate spaces, and student motivation for the success of interdisciplinary projects. Discussion: The results align with previous studies that highlight the potential of dance to enhance student motivation and engagement in both Physical Education and Music Education. The integration of dance in teaching practices facilitates holistic learning experiences that encompass cognitive, physical, and emotional development. Conclusions: Dance effectively serves as an interdisciplinary link between Physical Education and Music Education, promoting student motivation and teacher collaboration. These findings contribute to the broader discourse on the educational value of dance and its role in fostering interdisciplinary learning. Introducción: La danza presenta múltiples beneficios para los alumnos de Educación Primaria y puede ser un sólido nexo de unión entre las asignaturas de Educación Física y Educación Musical. Sin embargo, existe escasa literatura que analice el papel de la danza en proyectos educativos interdisciplinares. Objetivo: Conocer las percepciones de los maestros de Educación Física y Educación Musical sobre la interdisciplinariedad y la función de la danza como nexo de unión entre ambas asignaturas. Metodología: Siguiendo un diseño fenomenológico, se llevaron a cabo entrevistas semiestructuradas con cuatro maestros de Educación Primaria de Educación Física y Educación Musical de un centro concertado. Los datos se analizaron mediante análisis temático. Resultados: Los hallazgos revelaron que la danza proporciona numerosos beneficios para los alumnos, incluyendo la mejora de la coordinación, el ritmo, el movimiento y el equilibrio. Los maestros enfatizaron la importancia de la coordinación entre educadores, la disponibilidad de espacios adecuados y la motivación de los alumnos para el éxito de los proyectos interdisciplinares. Discusión: Los resultados se alinean con estudios previos que destacan el potencial de la danza para mejorar la motivación y el compromiso de los alumnos tanto en Educación Física como en Educación Musical. La integración de la danza en las prácticas docentes facilita experiencias de aprendizaje holísticas que abarcan el desarrollo cognitivo, físico y emocional. Conclusiones: La danza sirve eficazmente como un nexo interdisciplinar entre la Educación Física y la Educación Musical, promoviendo la motivación del alumnado y la colaboración docente. Estos hallazgos contribuyen al discurso más amplio sobre el valor educativo de la danza y su papel en el fomento del aprendizaje interdisciplinar. Introdução: A dança apresenta múltiplos benefícios para os antigos alunos do Ensino Primário e pode ser um sólido nexo de união entre as atribuições da Educação Física e da Educação Musical. No entanto, existe uma escasa Sastraa que analisa o papel da dança em projetos educativos interdisciplinares. Objectivo: Conhecer as percepções dos maestros de Educação Física e de Educação Musical sobre a interdisciplinaridade e a função da dança como nexo de união entre ambas as atribuições. Metodologia: Seguindo um projeto fenomenológico, se levou a cabo entrevistas semiestruturadas com quatro maestros de Educação Primária de Educação Física e Educação Musical de um centro concertado. Os dados foram analisados ​​através de análises temáticas. Resultados: Os hallazgos revelam que a dança proporciona numerosos benefícios aos ex-alunos, incluindo a melhoria da coordenação, o ritmo, o movimento e o equilíbrio. Os maestros realçaram a importância da coordenação entre educadores, a disponibilidade de espaços adequados e a motivação dos antigos alunos para o sucesso dos projetos interdisciplinares. Discussão: Os resultados são alinhados com estudos anteriores que destacam o potencial da dança para melhorar a motivação e o empenho dos antigos alunos tanto na Educação Física como na Educação Musical. A integração da dança nas práticas docentes facilita experiências de aprendizagem holística que abrangem o desenvolvimento cognitivo, físico e emocional. Conclusões: A dança serve eficazmente como nexo interdisciplinar entre a Educação Física e a Educação Musical, promovendo a motivação do antigo aluno e a colaboração docente. Estes hallazgos contribuem para um discurso mais amplo sobre o valor educativo da dança e o seu papel no fomento da aprendizagem interdisciplinar.

People with visual impairment have greater difficulty in accessing physical activity and sport, and a lack of social interaction is also associated with a risk of exclusion. Work is currently being done to include people with visual impairment through physical activity and sport. However, there is a lack of studies examining the status and overall effectiveness of interventions in the pre- and post-COVID stage. This study aimed to provide solid evidence on the characteristics and effectiveness of interventions for the inclusion of people with visual impairment through physical activity and sport in order to address the need for dissemination on this topic. The bibliographic search was carried out with the words “Physical activity”, “Physical exercise”, “Sport”, “Physical training”, “visual disability”, “visual impairment” and “inclusion” in the databases PubMed, Scopus, Web of Science and Google Scholar from 2018 to 2021.The article selection process was according to the PRISMA protocol with a final selection of nine articles. The main results highlighted that the programmes improve the perception of people with disabilities, increase social skills and health and increase the social importance of people with disabilities in the social environment. Among the most generalised conclusions were the need for specialised training, the need for social inclusion and participation of people with visual impairment in their environments and increased physical activity.

Decision-making is one of the most important life skills for young athletes to succeed in their daily lives and can be improved through Positive Youth Development (PYD) programs. Although the application of this type of programs has increased within educational and recreational sports, there is a lack of research relating PYD through competitive sports. Therefore, the objective of this study was to determine whether an intervention with competitive female youth players improves their decision-making. A hybrid PYD program was applied (37 trainings and 14 games) using convergent mixed methods. 15 girls (8–10 years) and a male coach participated in the study. Semi-structured interviews and field notes were used to collect qualitative data and the Decision-Making Style in Sport questionnaire was used to collect quantitative data. The results showed a positive perception of the improvement in decision-making in both the players and the coach; however, there was no statistical significance between the pretest and the posttest, and the integration between qualitative and quantitative data was mostly discrepant. Despite the lack of significance in the statistical analysis, the findings suggest that the intervention program appears to have beneficial effects on the development of decision-making skills in the players.

The COVID-19 lockdown may have had collateral effects on the conditions of athletes, with possible increases in injury risks upon the return to sports. Due to the existence of multiple factors of injury risks based on the lockdown and the return to sports, the aim of this study was to analyze the injury rates after the lockdown in competitive athletes. A non-experimental quantitative design based on a survey was carried out, and 94 athletes (42 males and 52 females; 23.57 ± 6.20 years) participated. Statistical analyses were carried out using non-parametric tests. Injury rates did not increase significantly after the lockdown, and there were no statistical differences between performance levels, types of sports, the design of a specific training program by sports professionals during the lockdown, the moment of injury, and the mechanism of injury. It is important to develop injury prevention protocols to prepare athletes after such a long period of detraining.

Down syndrome (DS) is the most common genetic alteration in humans, resulting from the trisomy of chromosome 21. Individuals with DS are characterized by physical traits and limitations related to intellectual functioning and the development of motor skills. People with DS tend to have lower levels of physical activity (PA) than the general population, despite its benefits for health and quality of life, which could be caused by barriers such as the lack of adapted programs or knowledge on how to adapt them. Therefore, this systematic review aimed to examine the impact of physical activity or sports programs on autonomy and quality of life in individuals with DS. Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines were followed to search four databases (Scopus, Web of Science, PubMed, and SportDiscus), adhering to the population, intervention, comparison, and outcome strategy. A total of 13 studies were selected that followed different training programs (combined training, adapted football, technology-based, pulmonary training, gymnastics and dance, water-based, and whole body vibration). Most of the interventions provided benefits for autonomy or quality of life (physical, psychological, cognitive, emotional, and social) in people with DS. In conclusion, the benefits of physical activity and sports programs adapted to people with DS are positive.

The following educational intervention proposal arises from the importance of implementing an education based on fostering values through physical education (PE) lessons. PE has certain characteristics that contribute to enhancing learning at a social, affective and psychological level, in addition to promoting adequate physical development. The proposed design is based on Donald Hellison’s personal and social responsibility model (TPSR), whose main objective is to achieve a teaching methodology that can convey values and skills in the lives of youth at risk of exclusion. Different sports modalities are used in the initiation phase, which make up a ten-week teaching unit and in which the game takes the leading role. The application of this program focuses specifically on students in compulsory secondary education, a stage in which significant changes are experienced in many aspects and levels. However, it is completely adaptable to other developmental stages. In this way, the main objective of this work is to create an intervention proposal that aims to promote, following a set of intervention units of sessions, the development of the three main values in which this work is based: respect, equality and inclusion.