The goal of this study was to assess hybridizations conducted among pedagogical models (PMs) from 1st to 12th grade (six–18 years) in physical education (PE). Research articles selected were found through Web of Science, Medline, Scopus, SportDiscus (EBSCO), ERIC (ProQuest) and Google Scholar databases. The keywords associated with PMs (e.g. models-based practice and sport education (SE)), hybridization (e.g. hybrid), PE and educational levels (e.g. middle school) were used in different combinations. The articles were selected using the following criteria: (a) peer-reviewed studies in international journals indexed in JCR/Scopus; (b) PM hybridizations; (c) quantitative and/or qualitative methods and findings; (d) school context research; and (e) published in English or Spanish. 20 articles were identified as being of moderate/high quality. Results showed that the PMs used in the hybridizations determined the outcomes, and these were grouped in two major categories: (a) game-related skills (physical/motor and cognitive domains), which included game understanding and tactical–technical skills; and (b) psychosocial variables (social and affective domains), which included psychological, social and personal development. The combination of SE and sport initiation models favoured the first category, while the hybrid models which included cooperative learning and/or teaching for personal and social responsibility favoured the second one. There seems to be an advantage for hybrid over isolated PM implementation, because the former can promote outcomes in many different domains, overcoming the constraints of single PMs. Teachers’ commitment, training and experience of PMs were key features for a successful hybridization.

PubMed, Medline, and PsycInfo databases. It was observed that physical activities and sport practice engagement are closely related to psychological factors. In particularly, intrinsic motivation was able to determine the active participation in any activity, including physical activity and sport practice during the implementation of Small-Sided Games and other kinds of pedagogical strategies (e.g., Pedagogical Models). Motivation was also closely related to flow state. Finally, these variables should be considered in order to organize effective programs to promote an active and healthy lifestyle in Physical Education classes.

Grouping people according to chronological age is popular in fields such as education and sport. Athletes who are born in the first months of the year usually have cognitive and physical development differences in contrast to those born in the last months of the same year. That is why competitive teams tend to select older players more often than youngsters. Age differences between athletes born in the same year as well as an over-representation of older players are known as the Relative Age Effect. This effect is extensively described in young and elite team sports such as basketball, volleyball or, ice-hockey, as well as in soccer. The purpose of this study is to examine the state-of-the-art of the Relative Age Effect in youth and elite soccer players. This review summarizes recent research articles on the Relative Age Effect related to competitive soccer from 2010 to 2016. The systematic literature search was conducted in four databases: SPORTDiscus, Medline, EBSCO host and Google Scholar. Although causes and final solutions have not been clearly achieved yet, it is necessary to continue investigating this phenomenon in order to provide a starting point for future research.

Este estudo consistiu em oferecer uma revisão atualizada das implementações mais recentes do Modelo de Sport Education (SEM) do primeiro ao 12º ano (6-18 anos), incluindo as mais novas tendências de pesquisa para estudos futuros. Uma revisão sistemática de 2013 a 2017 foi realizada utilizando os bancos de dados de maior referência e os artigos originais que incluíam informações sobre as implementações do SEM em qualquer grau escolar. A implementação do SEM expandiu-se enormemente nos últimos cinco anos para incluir todos os diferentes domínios de aprendizagem: físico, social, cognitivo e afetivo. Entretanto, a implementação do SEM não é fácil e precisa de formação específica de professores. O SEM parece ser uma abordagem pedagógica adequada para praticar esporte, ao mesmo tempo em que desenvolve habilidades motoras, conhecimento técnico-tático e valores.

There is a concern to implement games that will be able to increase the students’ motor and sport competence during the sport contents in Physical Education. Some games encompassed in Models-Based Practice (MsBP) are more beneficial for physical and physiological development than others. The main purpose of this study is to compare the degree of physical and physiological performance in several futsal games that have been implemented through two MsBP: the Teaching Games for Understanding (TGfU) and the Contextualized Sport Alphabetization Model (CSAM). The second objective is to analyze the relationship between physical and physiological variables. A quasi-experimental and cross-sectional study with pre- and post-test evaluations had been carried out. The sample was composed of 112 Primary Education students from First to Sixth grade (9.35 ± 1.76 years). Polar Team Pro ® technology was implemented to compare and analyze the physical and physiological variables. Data was analyze comparing both models with a two-step cluster model. Afterward, Student’s t -test was executed to compare the progression of both models. Besides, two-level multilevel model (MANOVA-ANOVA, followed by MANCOVA- ANCOVA) were also executed by means of applying a 4 versus 4 Small-Sided and Conditioned Game (SSCG). Finally, Pearson correlation between physical and physiological variables was calculated. Results showed that physical and physiological performance was higher in CSAM groups. In this regard, throughout the intervention of both models, results showed significant differences in physical and physiological variables at SSCGs implemented in the CSAM over the games implemented during the TGfU. Additionally, multilevel and MANCOVA post-test analyses shows significant differences in the physical and physiological performance during the post-test 4 vs. 4 SSCG at the CSAM students, in contrast to the TGfU students ( p < 0.001). These results demonstrate that both physical (e.g., distance covered) and physiological performance (e.g., Edwards’ TRIMP) are significantly higher during CSAM in contrast to TGfU. Moreover, relationship between physical and physiological variables help teachers to adapt sessions to the features of the context.