• Energy Research

The world, society and education are constantly evolving, and to respond to these changes, the main governmental institutions have been proposing different global strategies to focus efforts in the same direction. Currently, the United Nations and its 17 Sustainable Development Goals (SDG) have presented a series of indicators that could help to minimise the environmental, economic and social instability we are experiencing. In this sense, Education for Sustainable Development (ESD) has been described as a fundamental factor. Specifically, in previous work, we argued that physical education (PE) could be a good tool to contribute to SDGs. Based on this, no research analysing the voices of Physical Education Teachers (PET) on how this contribution could be made has been identified in previous literature. Therefore, the objectives of this research are: (1) to analyse the voices and opinions of active PETs in terms of the knowledge they have about Sustainable Development (SD); (2) to determine their opinions about the contribution that PE could make to SDGs; and finally, (3) to identify the challenges and limitations of pedagogical action of SD in PE. For this purpose, a qualitative analysis through a semi-structured interview with 41 active PETs was carried out. The main findings will be presented and discussed around four themes: (a) agreement on the concept of sustainability; (b) PE can contribute to the achievement of SDGs; (c) ambiguity in applying SDGs to PE lessons; and (d) teachers’ constraints on how to implement SDGs in PE. It seems to indicate that PETs do not have a multidimensional vision of sustainable development. While they recognise the potential of PE to contribute to SDGs through awareness raising and student learning, they point to its pedagogical and formative constraints as the main barriers to being able to contribute. They pointed to a lack of knowledge on how to do so, guidelines on how to integrate ESD, lack of involvement, shortage of time or resources in school physical education.

Amateur football is played by millions of individuals worldwide, but it has been scarcely researched (almost no studies have targeted this sport). There seems to be a need to fill this gap, because it has an impact in these individuals’ health status. The aim of our research was to uncover amateur football players’ physical and psychological traits to understand the impact of this sport in their health (physical, mental, and social well-being). Two-hundred footballers (17–40 years) from four regions in Spain (north, central, southwest, southeast), enrolled in 16 different football teams participated. They completed a questionnaire to assess their motives for sport participation, their intention to continue playing football, and their exercise addiction. To objectively measure their physical activity levels, accelerometers were used during practice sessions. Ratings of perceived exertion (RPE) were obtained from coaches prior to and after every practice session and players at the end of every practice. Results showed a mean 140.1 moderate-to-vigorous physical activity (MVPA)/minutes/week. Players’ RPE scores were similar in the “fairly light” range (6–20 scale) at pre (11.38 ± 1.64) and post training (11.83 ± 1.39), and it was not different between players and coaches (11.50 ± 1.52). Enjoyment was the highest-ranked motive to practice amateur football (6.34 ± 0.67; 1–7 range), followed by fitness (5.68 ± 0.97; 1–7 range), social (4.80 ± 0.85; 1–7 range), and appearance (4.04 ± 1.21; 1–7 range). Players had some symptoms of exercise addiction (21.09 ± 4.53; 1–30 range) and their intentions to continue playing were very high (4.31 ± 1.08; 1–5 range). Moreover, enjoyment was the strongest predictor of these intentions (R2 = 0.260). In conclusion, a weekly amateur football practice almost allows players to meet international MVPA recommendations for health benefits. Enjoyment was their strongest motive to practice, and the players showed some symptoms of exercise addiction. These two variables were the strongest predictors of the participants’ intention to continue playing amateur football. This sport could be considered adequate to help adults maintain an active, healthy lifestyle.

The sustainability requirements of the planet in recent years have made it necessary for everyone to reflect on new lifestyles. For this purpose, the United Nations has established an agenda for change organised into 17 Sustainable Development Goals (SDGs) that claim to be achieved by 2030. The demands of this sustainable development are organised into three main dimensions: social, environmental, and economical. To achieve these goals, the educational system is fundamental. This new context demands new areas of study centred on the educational sphere; for example, in a holistic Health Physical Education (HPE), there are precedents in the literature that show a relationship of the characteristics to enhance sustainable development. Based on these references, it is suggested that the characteristics of holistic HPE could contribute to the three dimensions of sustainability and the SDGs. Therefore, the aim of this paper is to deepen through a series of reflections and comments on the elements that compose a holistic HPE to contribute to the sustainable development of the planet. The paper begins with a justification of the delimitation of the problem it seeks to solve through this research area. This is followed by a detailed analysis of the specific SDG targets related to holistic HPE and the sustainability competencies to be developed. The epistemological foundations that a holistic HPE contribution could have on the three dimensions of sustainable development, are also added. Finally, the document closes with orientations for future research and teaching methodology proposals and teaching approaches that would fit within the holistic HPE for sustainable development. The contributions made in this document will allow researchers to find a baseline from which to begin to conduct research that confirms the virtues of holistic HPE in contributing to a more sustainable world. This work was supported by the University of Alicante. Through the project: ODSEF PROJECT. Design and implementation of the Sustainable Development Goals for Physical Education (REDES ICE-2021-5489).