El objetivo de este estudio fue describir el cambio producido en la intervención docentes del profesorado de Educación Física como consecuencia de la cuarentena por COVID-19. Los datos de la investigación procedieron de una encuesta online realizada a 191 docentes en activo. La encuesta se compuso de 15 preguntas agrupadas en tres dimensiones principales, la reorganización de los contenidos, el análisis de la evaluación y los cambios metodológicos realizados. Los principales resultados del estudio indican que la mayoría de los docentes no han continuado con el horario de docencia previo a la cuarentena. La evaluación se destacó como la dimensión de mayor controversia, existiendo un alto porcentaje de docentes que no tenían previsto como evaluar e incluso no lo veían factible. El bloque de contenidos relacionado con la condición física y la salud fue el más utilizado por el profesorado. Adicionalmente, se describen una serie de dificultades detectadas con la implementación de la enseñanza virtual. Finalmente, la gran mayoría de encuestados consideró que la cuarentena ha podido suponer un problema psicológico y de salud a su alumnados. Estos resultados pueden servir de referencia para futuras investigaciones que se realicen relacionadas con la docencia virtual de la Educación Física.  Abstract. The aim of this study was to describe the changes in teaching intervention in Physical Education because of the quarantine caused by COVID-19. Data was collected from 191 active teachers by an online questionnaire, which consisted of 15 questions grouped into three main dimensions: contents reorganization, evaluation analysis and methodological changes. The main results of this study indicated that most of the teachers did not continue with the teaching hours prior quarantine. Regarding the evaluation, a high percentage of teachers neither planned it nor found it feasible. Contents of Physical condition and health were the most commonly used among teachers. Additionally, several difficulties were detected regarding the implementation of virtual teaching. Finally, the majority of teachers answered that quarantine could involve psychological and health problems for their students. These results could be considered for future research focused on Virtual Physical Education.

The UN Sustainable Development Goals (SDG) show how education is essential for creating values in students. In particular, SDG 4 (quality education) and SDG 5 (gender equality) indicate how co-education should be a sustainable benchmark. Co-educational methodologies have been studied for decades. Among them, cooperative learning is considered a valid technique for developing social relations and competences. This study aims to describe and characterize the gender differences between university students regarding their impressions and behaviors when working cooperatively. One hundred and seventy-seven university students (98 women and 79 men), from Physical Education and Primary Education degree courses, worked with Aronson’s Jigsaw technique. After its completion, they completed a questionnaire to analyze cooperative work in higher education (ACOES). The results are organized into seven dimensions. The main gender differences found show that women gave a higher evaluation to relating cooperative learning to future teaching roles (p = 0.017) and to understanding the need for cooperative tasks (p = 0.035). Additionally, female students prefer groups to be organized according to academic criteria and that they should remain stable throughout the academic period. Both genders value Aronson’s Jigsaw as a good method for developing social competences, although they are more neutral when considering it effective at improving academic performance. These findings help to generate a gender-cooperation profile that will enable future research to discuss results more accurately.

Adolescent leisure contexts in which alcohol are abused have undergone changes in recent decades, with the incorporation of girls/women to more intensive forms of consumption and with new forms of gender-based violence becoming more visible. This article studies the gender differences in the use and enjoyment of time in leisure contexts, the differences in the consumption of alcohol, and the vulnerabilities to which girls/women are subjected to in order to create proposals for Spanish social work intervention. We present empirical data from a qualitative study in which a sample of students from southern Spain have been interviewed in depth with the aim of establishing the connections between alcohol use and abuse and the instances of gender violence that occur in leisure contexts. Our final objective is to reflect upon and make innovative proposals for the role of Spanish professional social workers in prevention and intervention with young alcohol users and in the gender violence that is produced in the spaces of consumption.

In European countries, there is a high incidence of alcohol consumption among the young. Taking a gender perspective, the aim of this study is to find out what factors act as motivations in Spanish young people’s alcohol consumption. We carried out a qualitative investigation using in-depth interviews of 24 young people. The results show that peer pressure and family permissiveness can have an influence on their alcohol consumption patterns, while easy access to alcohol and the positive social view of alcoholic drinks in Spain are factors that also bring about heavy drinking.

This paper aims to assess the opinions of Physical Education teachers (PET) about their teaching intervention at a coeducational level. A further objective was to analyse PETs self-perceptions of their mixed and training interventions to describe possible training gaps. The qualitative study involved 191 high school PET from Andalusia (Spain). Some questions were conducted about three dimensions: gender stereotypes and attitudes in PE; teaching performance in coeducation, and coeducational teachers’ professional development in PE. The study's main results indicated that most teachers had neither different expectations of boys and girls nor a different way of treating them and, more than half of the participants considered themselves to be competent in coeducation. They preferred to receive training other than coeducational training. However, almost three-quarters of the sample had not received any coeducation training, or it was self-taught. The main conclusion is that PET consider that they have proper coeducational behaviour. The results showed that current teachers had improved their teaching intervention regarding gender equality compared to previous studies. The present study has had a contribution to the Sustainable Development Goals (SDG )goals 4 and 5, quality education and gender equality, respectively and can be a reference for future research related to coeducation for teachers. Keywords: gender; teacher intervention; physical education; sustainable development goals; professional development