José Enrique Moral-García

The objective of this systematic review was to analyze the scientific evidence published between 2015 and 2025 on the impact of active tourism in reducing sedentary behavior among children and adolescents, and its implications for health promotion and the economic development of the sector. The PRISMA 2020 guidelines were followed, with searches conducted in PubMed, Scopus, and Web of Science, including 13 studies with approximately 3100 participants across school, extracurricular, and residential camp contexts. The results show a consistent decrease in sedentary time during participation in active tourism programs, with moderate reductions in short-term interventions (≈5–15% or 20–30 min/day) and substantial decreases of up to 1.5–2 h per day in immersive programs. This displacement is mainly accompanied by increases in light physical activity, more limited improvements in moderate-to-vigorous physical activity, and reductions in screen time when the use of electronic devices is restricted. Overall, active tourism emerges as an effective and safe intervention with biopsychosocial benefits to counteract sedentary lifestyles in the young population. Furthermore, it demonstrates considerable applied potential as a driver of economic development by generating demand for educational, recreational, and tourism services, fostering destination diversification, and promoting sustainable territorial growth models.

O presente estudo analisa a evolução histórica, jurídica e social do direito à educação na Espanha, contextualizando seu desenvolvimento desde a Lei Geral de Educação de 1970 até a LOMLOE de 2020 e o Real Decreto 157/2022. O objetivo principal é compreender como as transformações legislativas refletem os valores democráticos, a equidade e a adaptação do sistema educacional aos desafios tecnológicos e pedagógicos contemporâneos. Metodologicamente, realiza-se uma análise documental e normativa das principais leis educacionais espanholas, complementada por uma revisão da literatura sobre inovação docente e integração das tecnologias da informação e comunicação (TIC) no processo de ensino-aprendizagem. Os resultados indicam uma trajetória de ampliação do direito à educação, consolidação da inclusão e incorporação progressiva das metodologias ativas e das TIC como eixos estruturantes da prática pedagógica. Conclui-se que o sistema educacional espanhol passou por um processo contínuo de democratização e modernização, no qual a convergência entre tecnologia, pedagogia e equidade se configura como o principal desafio para o futuro.

Physical activity (PA) has been associated with improvements in cognitive function and psychological well-being in the school population; however, its specific impact on gifted students has been scarcely investigated. This systematic review analyzes the effects of PA, as well as the associations between PA and cognitive performance, emotional well-being, and social integration in students with high abilities (HA), also considering moderating variables such as sex and type of intervention. A total of four studies published between 2004 and 2025 were identified through searches in Web of Science, Scopus, and PubMed, including cross-sectional and quasi-experimental designs with more than 700 participants aged 8 to 13 years. The findings suggest that PA may be associated with improvements in memory, attention, and creativity, as well as lower levels of anxiety and stress. Benefits were also observed in body perception and social integration, although these effects appear to be influenced by factors such as gender and academic demands. Overall, the evidence suggests that PA may represent a potentially valuable educational resource for the comprehensive development of these students; however, further longitudinal and experimental studies are needed to establish more robust and context-sensitive intervention protocols.

This article conceptualizes active tourism as a strategy for promoting physical activity (PA) among children and adolescents and examines the literature that has analyzed its different modalities and their application across diverse settings and contexts. A systematic review (2015–2025) was conducted in accordance with PRISMA 2020, with searches performed in PubMed, Scopus, and Web of Science. Predefined inclusion and exclusion criteria were applied, alongside rigorous screening procedures and methodological quality assessment. Twelve studies were included, covering experiential and knowledge-oriented modalities implemented in curricular, extracurricular, family, and community contexts. The results show that active tourism increases PA frequency, duration, and intensity, and enhances physical fitness indicators as well as psychosocial variables (intrinsic motivation, enjoyment, autonomy, and competence). Experiential modalities and rural/natural environments predominate, generally yielding stronger effects than urban or mixed settings; however, these latter contexts broaden reach and equity by integrating activities into daily routines. Conceptual heterogeneity and the scarcity of longitudinal studies limit the estimation of sustained effects and the comparison across modalities. At present, active tourism emerges as a transversal approach to promoting meaningful PA in children and adolescents, integrating movement, learning, and well-being. Comparative and longitudinal designs capable of quantifying dose–response patterns by modality and setting are recommended, as well as policies that strengthen school–family–community linkages to enhance adherence and reduce inequalities in access to active opportunities.

Introduction: Teaching innovation experiences in the school context, particularly active methodologies such as Flipped Classroom and Cooperative Learning, enable cooperative learning in Physical Education, enhancing motivation and academic performance. Objective: To examine the effect of an intervention program based on active methodologies on motivation toward Physical Education classes and academic performance. Methodology: This study employed a pre-experimental design, involving 116 students aged 16 to 17, who were divided into an Experimental Group (n=58), participating in an active and participatory learning program through Flipped Classroom and Cooperative Learning, and a Control Group (n=58), following a more traditional teaching model. Results: Academic performance was significantly higher in the experimental group compared to the control group, with the latter being at greater risk of obtaining lower grades in Physical Education and high school subjects. Boys outperformed in Physical Education, while girls achieved better academic results in high school. Motivation was higher in the experimental group, whereas the control group showed a greater risk of demotivation in various aspects. Within the experimental group, boys exhibited higher motivation toward mastery and performance avoidance, whereas girls were more oriented toward social approval compared to the control group. Conclusions: Teaching innovation and participatory methodologies positively impact students’ motivation in class and enhance their academic performance.

This study examined the association between bullying and cyberbullying, both in victims and aggressors, and students’ perceived competence in English as a foreign language. A cross-sectional study was conducted with 444 Spanish students (50.00% boys, mean age = 13.27 ± 1.64 years). Perceived English competence was assessed using the Questionnaire of English Self-Efficacy (QESE), while involvement in bullying and cyberbullying was measured with the European Bullying Intervention Project Questionnaire (EBIP-Q) and the European Cyberbullying Intervention Project Questionnaire (ECIP-Q). Associations were analyzed using ANCOVA and binary logistic regression, controlling for age, BMI, maternal education level, and weekly physical activity. The results showed that cyberbullying victimization was consistently associated with lower self-perceived competence in all English skills, particularly among boys, who reported scores up to 12.1% lower and were up to 6.3 times more likely to report low self-efficacy in writing. Girls also showed a higher risk, with up to 5.6 times more likelihood of low scores in oral expression. As for aggression, boys involved in both traditional and cyberbullying showed significant reductions in all language domains, especially in writing and reading. Girls demonstrated a more specific pattern, with negative associations mainly in cyberaggression, showing significantly lower self-efficacy competence in all four skills. These findings highlight the need for gender-sensitive interventions that promote emotional safety and reinforce students’ self-efficacy in language learning. Educational programs involving students, teachers, and families are recommended to foster confidence, reduce fear of errors, and create supportive environments for communicative practice.

This study aimed to analyze the relationship between moderate to vigorous physical activity (MVPA) and dimensions of emotional intelligence (EI) in Spanish adolescents aged 12 to 16 years, controlling for variables such as gender, age, and body mass index (BMI). A total of 171 students (92 boys; mean age = 13.73 ± 1.34 years) were analyzed, measuring MVPA using the PACE + Adolescent PA Measure and EI using the TEIQue-SF, which includes well-being, self-control, emotionality, and sociability. Physically active adolescents (>4 days/week with ≥60 min of MVPA) showed significantly higher scores in well-being and sociability compared to their inactive peers (p < 0.05), with no differences in emotionality or self-control. Regression analyses confirmed that weekly MVPA was positively associated with well-being and sociability, independent of gender, age, and BMI. These findings suggest that regular MVPA is associated with emotional balance and social competence in adolescents, highlighting the importance of integrating structured PA programs in and out of school. Furthermore, the study underscores the potential of digital and gamified interventions, such as exergames and mobile apps, as promising tools to support the emotional and social correlates of PA by promoting motivation, social interaction, and emotional regulation, offering innovative approaches to support adolescents’ social-emotional development.

Este estudio analiza la relación entre la ansiedad competitiva y la orientación motivacional en jugadores de fútbol de 10 a 13 años (categorías alevín e infantil), utilizando una metodología empírica de carácter descriptivo y asociativo. Se aplicaron instrumentos psicométricos validados (SAS-2 y POSQ) a una muestra diversa de 127 futbolistas (94 varones y 33 mujeres), lo que proporciona datos fiables y generalizables al ámbito del fútbol formativo. Los resultados indicaron que la orientación hacia la tarea predominó sobre la orientación al ego. En cuanto a la ansiedad competitiva, la preocupación obtuvo puntuaciones más altas que la ansiedad somática y la desconcentración. Se halló que los jugadores con una motivación muy alta hacia la tarea experimentaron menor desconcentración que aquellos con motivación alta. Además, aunque no se encontraron diferencias estadísticamente significativas entre sexos ni entre categorías, las mujeres mostraron una mayor tendencia a la preocupación y desconcentración, y los jugadores infantiles presentaron niveles ligeramente más altos de ansiedad somática y desconcentración. Estos hallazgos subrayan la importancia de fomentar una orientación motivacional hacia la tarea como estrategia para reducir los efectos negativos de la ansiedad en jóvenes futbolistas. Como implicación práctica, se recomienda que entrenadores y profesionales del deporte promuevan una motivación basada en el esfuerzo personal y el aprendizaje. Futuras investigaciones deberían considerar la influencia de factores contextuales, como el apoyo de entrenadores y familias, para comprender mejor el entorno emocional del deportista y desarrollar intervenciones más completas.

In the original publication (Moral-García et al