Background
I trained as a specialist teacher in Physical Education at the Universidade de Vigo (2006–2009). Two master's degrees later — in Sport, Leisure and Social Change (Universitat Ramon Llull, Barcelona) and in Project Management with a specialisation in leisure and sport (UVigo and UDC) — it became clear to me that PE had more to do with social transformation than sporting technique.
In 2014 I qualified as a Tibetan yoga and meditation instructor through the Tibetan Yoga Alliance and opened my own centre in Pontevedra — one of the first in Spain specialised in that discipline. I closed it in 2017. Three years that taught me what it means to build something from scratch, what holds and what does not.
I have trained public administration teams, psychopedagogical centres and schools in emotional management, mindfulness, and digital and STEM skills. Every session brought back the same question: why are the tools for this so scarce, so expensive, or so removed from real classroom practice?
I have directed sporting events such as the 1st Open Water Crossing between Combarro and Illa de Tambo, and the MARALBA Running Fest — coordinating operations, safety and full event design. A school for managing the unexpected in real time.
The Five Worlds that organise EDUmind are not my own idea. They stem from the work of Irene Pellicer Royo and her NeuroEF proposal, which identifies five dimensions of the human being that Physical Education can accompany. The adaptation is mine. The intellectual debt is hers.
Identity
The project is maintained by a classroom teacher who prototypes, applies and revises tools in day-to-day educational settings.
Limited prep time and mixed student rhythms every week.
Need for activities that can run with different device availability.
Pressure to decide quickly while keeping pedagogical quality.
Importance of reflection after use, not just delivery.
Convert practical classroom constraints into reusable educational resources.
Make tool decisions easier for teachers through transparent metadata.
Document what works, what fails and what should change next.
The Five Worlds
The Five Worlds is the pedagogical framework that organizes EDUmind. It is not an academic taxonomy: it is a way of viewing the whole student.
Physical World
El cuerpo como punto de partida del aprendizaje. Actividad física, movimiento, salud y competencia motriz. La Educación Física como área vehicular y no solo curricular.
Mind World
Cognition, strategy, and thinking. Learning how to learn, metacognition, problem-solving, and the ability to transfer what is known to new situations.
Emotional World
Recognizing, naming, and managing emotions. Emotional well-being as a condition for learning, not an add-on.
Social World
Community living, cooperation, and values. The classroom as a community where students practice skills needed outside: listening, negotiating, and contributing.
Inner World
Self-knowledge, silence, and presence. Mindfulness, relaxation, and the most intimate dimension of personal development that the classroom can accompany with respect.
Pedagogical framework
EDUmind organizes learning through neuroeducation: five dimensions connecting body, emotion, thought, and relationships.
“Each app is born from a situation that it sought to solve”
EDUmind combines resources, tools and lab entries so teachers can move from decision to classroom action with less friction. The author layer keeps this process transparent and grounded.
Small editorial bridge to posts and notes that deepen the author context.
