Table 2
Explanation of the main characteristics of each LS implemented during the course
| Content | Sessions | Hybridized PM | Experimental group | Control group |
| Popular and traditional games | 10-12 sessions | TPSR + Attitudinal style | In the first sessions, the teacher introduced a series of traditional and popular games. From the fourth session, pairs of students introduced games to their classmates. During the presentation of the games, comments were made about the dynamics, and variants were suggested to modify aspects that participants felt did not work well or could be improved. At the end of each game, the presenters were assessed through peer-, self-, and teacher-evaluations. | In each session, the teacher presented three games and introduced variants that he or she considered appropriate without taking into account the students’ opinions. |
| Colpbol | 10-12 sessions | TPSR + SEM | The Sport Education Model was used. Students were grouped into four permanent teams throughout the LS, with specific roles agreed upon within each group. The basic structure of a sports season was followed (preseason, regular competition, and final stage). At the end of the course, as a final activity, a tournament was organized between the different teams of each class. | In each session, the teacher presented three or four games to improve technical and tactical aspects. |
| Endurance | 10-12 sessions | MRPS + health-related PE | This LS aimed to teach students to maintain a steady pace to improve endurance. To this end, they were set a collective challenge: for the whole class (collective scoreboard) to reach 250 km, which is the distance polar bears have to travel each year to survive due to the thaw caused by climate change. They had to complete this distance over the five stages planned during the LS and with sessions outside school hours. During the first sessions, the CALADU-CAPAS 2.0 program was used; later, students had to maintain a steady pace on their own. Each session was monitored with a heart rate monitor to track fluctuations. In order to promote healthy habits, a “health passport” was created with challenges students had to complete (sleep hours, PA outside school, healthy breakfast, etc.) | The teachers presented activities or games to work on endurance. No heart rate monitors or health passports were used. |
| Acrosport | 10-12 sessions | TPSR + cooperative learning | In stable groups, in which each student had a role to perform (photographer, equipment manager, secretary…), during the first sessions they were asked to create ten figures where two, three, four, and five members of the group had to participate equally, and everyone had to rotate through the roles of photographer, spotter, top, and base. From the fourth session, each group had to prepare a performance to be presented to the class on the final day. This performance had to include at least 10 figures, with everyone rotating through the roles of base, flyer, and spotter. | The teachers planned the 10 figures to be performed in pairs, trios, quartets, quintets, and sextets. Students had two full sessions to complete the figures. |
| Striking and fielding & racket sports | 10-12 sessions | TPSR + cooperative learning | Each group specialized in one striking and fielding & racket sport (tennis, table tennis, badminton, baseball, or hockey). Moreover, each member created a task for their sport, and then the group selected the activity they liked most. Once they had their final proposal, they shared it with the other groups, who practiced it. | Two sessions were dedicated to the practice of tennis, table tennis, badminton, baseball, and hockey. In this case, the teacher was responsible for proposing the activities to be carried out in the different sessions. |
| Physical and sport challenges | 10-12 sessions | TPSR + cooperative learning | A similar approach to PACER (Performer and Coach Earn Rewards; Barrett, 2005) was followed. The teacher presented 15 physical and sport challenges, each with three difficulty levels. In each class, several challenges were set up in stations, with 15 minutes per station. Within each group, students helped each other complete the challenges, while the teacher checked their performance. If the whole group managed to complete a challenge at the highest level, they earned benefits for other challenges where they struggled more. | The same 15 physical and sport challenges were proposed, but in this case, students worked individually and could move on to the next challenge after completing one. |
