# An Analysis of Methodological Aspects in the Practice of Nautical Activities in Educational Centers
## 1 Introduction  
In today's society, a significant portion of the population, particularly in developed countries, lacks sufficient physical and sports activity, leading to sedentary lifestyles [1]. This phenomenon is especially important among children and adolescents, who spend a large amount of time on activities such as watching television, using mobile phones, using computers, and playing video games [2]. Sedentary lifestyles contribute to an increase in health problems, leading to diseases such as obesity and cardiovascular conditions [2; 3; 4; 5]. This lack of regular activity contributes to childhood diseases such as obesity, diabetes, and asthma [6; 7; 8]. In response to this issue, the educational field proposes that physical-sports activities in the natural environment (PSANE) be integrated into the physical education curriculum itself [9]. PSANE offer countless educational opportunities [10]. In fact, more and more teachers are including PSANE content in their lesson plans to motivate students [11]. A study has emphasized the importance of the natural environment in improving the quality of life [12], even highlighting its therapeutic effects in reducing stress, leading to tangible functional improvements such as decreased heart rate, relief of muscle tension, and reduction in blood pressure, among other benefits [13]. It is important to note that these types of activities can help develop knowledge, skills, and abilities, ensuring safe and respectful use of the natural environment where they are practiced [14]. Children and adolescents are disconnected from their natural environment, especially those living in urban areas, making it essential to offer them PSANE linked to their educational curriculum. Among the various forms of participation in these activities are nautical activities and sports (NAS), which, when conducted in natural settings, can be stimulating in compulsory education. This is not only because they are uncommon in school programs; this is also due to the motivation fostered by practicing NAS outside the conventional context of physical education classes [15]. For this reason, the analysis of the practice of nautical activities and sports in schools has become a topic of growing interest in educational centers [16]. Its potential for the holistic development of students has been demonstrated [17], as it offers countless educational opportunities [10]. These environments have intrinsic potential, as they can become motivating and rewarding activities [18]. Even so, there are several reasons why PSANE and NAS have not yet been fully integrated as prominent resources within the physical education curriculum's lesson plans. These include a lack of time, the limited flexibility of the school schedule to manage these activities, the distance to suitable practice spaces, and the need for specific equipment [19]. Additionally, other important factors that hinder the development of these activities are the limited training of teachers, as well as issues related to the methodology and organization of these activities [20]. While previous studies have examined nautical activities in educational settings, they have largely focused on single-country perspectives or isolated stakeholder views. This limited scope has resulted in fragmented understanding of how to effectively implement nautical activities in educational contexts. To address this gap, our study presents a novel cross-cultural analysis incorporating perspectives from three different European countries (Spain, Portugal, and England), each with distinct maritime traditions and educational approaches. Furthermore, this study is unique in its comprehensive stakeholder approach, synthesizing insights from  
* Educational professionals (primary- and secondary-school teachers);
* Technical experts (nautical sports instructors);
* Administrative stakeholders (program managers and entrepreneurs).