Journal articles on the topic 'Sport educativo'
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Abad Robles, Manuel Tomás. "Propuesta de enseñanza del Tenis de Mesa en Educación Primaria y Secundaria (Proposal to the table tennis teaching in primary and secondary school)." Retos, no. 13 (March 28, 2015): 33–38. http://dx.doi.org/10.47197/retos.v0i13.35025.
Full textAbstract:
El Tenis de Mesa es un deporte que cada vez se practica más en todo el mundo, tanto en el campo federativo y competitivo como en el educativo y recreativo. La utilización, cada vez más frecuente, del Tenis de Mesa como contenido en las clases de Educación Física en centros de enseñanza Primaria y Secundaria, hace que cobre especial importancia su adecuada enseñanza, puesto que a través de su práctica se puede formar a la persona en los distintos ámbitos: motor, afectivo, cognitivo y social. Enseñanza que, en nuestra opinión, debe partir de las características del deporte y de sus potencialidades educativas, aunque como es bien sabido, el deporte puede ser, o no, educativo, dependiendo de la utilización que hagamos del mismo. Por lo que, y siguiendo a Tabernero, Márquez, y Llanos (2002), la figura clave de la iniciación deportiva va a ser el técnico/profesor. Por este motivo, abogamos por una práctica educativa del Tenis de Mesa.Abstract: The table tennis is a sport which is practised increasingly in the world, so much in the federative and competitive fields as educative and recreative ones. The frequent use of the table tennis as content in the physical education lessons makes that its suitable teaching receives special importance, because with its practice we can educate people in different fields: motor, affective, cognitive and social. We think that this teaching must begin from characteristics of the sport and its educational possibilities, even though, as it is known, sport can be, or not, educative, depending on the use that we made of it. Following to Tabernero, Márquez, y Llanos (2002), the main person will be the coach/teacher in the sports initiation. For this reason we defend an educational practice of the table tennis.
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Giménez Fuentes-Guerra, Fco Javier, and José Mª Rodríguez López. "Buscando el deporte educativo, ¿cómo formar a los maestros?" Retos, no. 9 (March 28, 2015): 40–45. http://dx.doi.org/10.47197/retos.v0i9.35057.
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La escuela, cada vez más, ha de completar su función instructiva para asumir plenamente la función educativa o formativa. La posibilidad de integrar los contenidos de la Educación Física y especialmente los de la práctica deportiva, en la formación y educación en valores de los escolares, se ha convertido en una necesidad. Por ello, intentamos reflexionar sobre la búsqueda de ese deporte educativo que tanto nos interesa y en la forma en que podemos hacerlo asequible a los profesores y profesoras en formación.Summary: the school, every time with more frequency, has to complete its training function in order to assume completely the educative and formative function. The possibility of integrating the Physical Education contents and specially those related to sport practice in the training and education in moral values has been converted into a necessity. That’s the reason why, we are trying to reflect about the search of that educative sport which we are so interested in and how to make it easier to teachers in training.
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Monjas Aguado, Roberto, Andrés Ponce Garzarán, and Juan Manuel Gea Fernández. "La transmisión de valores a través del deporte. Deporte escolar y deporte federado: relaciones, puentes y posibles trasferencias (The transmission of values through sports. School and federated sports: relationships, bridges and possible transfers)." Retos, no. 28 (May 7, 2015): 276–84. http://dx.doi.org/10.47197/retos.v0i28.35650.
Full textAbstract:
La relación deporte-educación en valores tiene muchos focos que merecen la pena ser considerados. En el presente artículo se parte de considerar la necesidad de ser conscientes de la importante presencia del deporte a nivel social, para posteriormente analizar su influencia como agente transmisor de valores, teniendo en cuenta que es necesario promover intencionadamente la relación deporte-educación en valores. No podemos pensar que la simple práctica deportiva favorece el desarrollo de valores adecuados, es necesario trabajar de forma intencionada este aspecto para que la relación sea positiva. Una vez fijado el marco de referencia se analiza un modelo de deporte escolar, el programa de deporte escolar del municipio de Segovia (PIDEMSG) como ejemplo de propuesta formativa que se viene desarrollando con éxito la última década y tomando como base el mismo se valora la posibilidad de cambiar la dirección habitual de la influencia entre deporte escolar y deporte federado, desarrollando transferencias desde el modelo de deporte escolar, habitualmente más formativo, al modelo de deporte federado, más competitivo y menos educativo. Se pretende, de este modo, hacer realidad el potencial del deporte como herramienta educativa. Siguiendo esta línea, se exponen alternativas de acción relacionadas con el desarrollo de competiciones formativas que pueden suponer un interesante cambio en la concepción y desarrollo del deporte.Abstract. The relation between sport and social and moral education has many spots that are worth to be considered. In the present article we begin by considering the need to be aware about the significant presence of sport on a social level and how to analyze the influence it has as a social and moral agent, taking into account the need to intentionally promote the relationship sport – social and moral education. We cannot think that the simple sport promotes the development of appropriate values, it is necessary to work intentionally this aspect so that the relationship is positive. Once set the framework a model of school sports is analyzed, the Comprehensive Program Township School Sports in the municipality of Segovia (PIDEMSG) as an example of training proposal that has been developed successfully the last decade and based on it, we assess the possibility of changing the usual direction of influence between school sport and federated sport, developing transfers from the school sports model, usually more formative, to the more competitive and less educational federated sport. In this way we try to realize of sport as an educational tool reality. Following this line, alternative actions related to the development of training competitions that may pose an interesting change in the conception and development of sports are exposed.
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Latorre Román, Pedro Ángel, Jose Carlos Cámara Pérez, and Antonio Pantoja Vallejo. "Percepción del riesgo en las actividades físico deportivas escolares (Risk and accident perception in sport and physical activities in school)." Retos, no. 27 (March 5, 2015): 93–97. http://dx.doi.org/10.47197/retos.v0i27.34354.
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El propósito de este estudio ha sido el análisis de la percepción del riesgo en niños de diferentes ciclos educativos en el contexto de las actividades físico deportivas escolares, en función del sexo y ciclo educativo. Participaron 1130 niños de Educación Primaria, Secundaria y Bachillerato de 10 centros educativos de la provincia de Jaén y 82 profesores de Educación Física de estos ciclos educativos. Se desarrolló una escala de percepción del riesgo, teniendo como reactivos imágenes de instalaciones, equipamientos deportivos y situaciones lúdicas, ajustada a los tópicos de validez y fiabilidad científica. No se encontraron diferencias significativas en percepción del riesgo entre niños y niñas, pero sí en cuanto al ciclo educativo, siendo la percepción del riesgo menor en Bachillerato y Secundaria que en Primaria, este último grupo valora el riesgo de forma semejante al percibido por los profesores. El instrumento desarrollado presenta validez y fiabilidad científica y la percepción del riesgo se reduce conforme se avanza en el ciclo educativo.Palabras clave. niños, percepción, riesgo, accidente, deporte.Abstract. The purpose of this study was to analyse the perceived risk of children of different educational levels in the context of school sports, identifying differences by gender and educational level. 1130 children of Primary School and Secondary Education in 10 schools in the province of Jaen, and 82 Physical Education teachers of these educational levels participated. We have developed a scale of risk perception, taking pictures of sport facilities and recreational situations adjusted to the topics of scientific validity and reliability as resources. There were no significant differences in risk perception between boys and girls, but in terms of educational level, risk perception is lower in High School and Secondary than in Primary, with this latter group showing similar risk perceptions as teachers. The instrument of risk perception has scientific validity and reliability and risk perception decreases as one moves up in the educational cycle.Key Words. children, perception, risk, accident, sport.
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Gutiérrez-García, Carlos, Luz Amelia Hoyos Cuartas, Monica Yuri Takito, and Ángel Pérez-Pueyo. "Perfil profesional de los educadores de deporte escolar en Bogotá (Professional profile of school sport educators in Bogota)." Retos, no. 26 (March 6, 2015): 60–65. http://dx.doi.org/10.47197/retos.v0i26.34400.
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Este estudio tuvo como objetivo principal analizar el perfil profesional de los educadores deportivos que trabajan en programas de deporte escolar en Bogotá, y secundariamente contrastarlo con el perfil de los educadores deportivos españoles que muestran otros estudios. Se contó con una muestra de 233 educadores de instituciones educativas públicas y privadas y de los seis estratos socioeconómicos reconocidos en Colombia. Para la recogida de datos se utilizó el Cuestionario para la caracterización del deporte escolar en Bogotá (CCDE). Los datos fueron analizados mediante estadística descriptiva y test paramétricos y no paramétricos, dependiendo de su naturaleza. Los resultados mostraron el siguiente perfil general: hombre, edad media de 37 años, formación académica inicial a nivel de licenciatura, que realiza habitualmente actividades de formación continua, acumula entre 6 y 20 años de experiencia total en la profesión, y entre 1 y 10 en su institución actual. Los contratos más frecuentes son el anual y el indefinido, a tiempo completo. Los salarios presentaron importantes variaciones, y la mayor parte de educadores trabajaban también como profesores de educación física. Es precisamente este último hecho el que hace que existan importantes diferencias en el perfil profesional de los educadores deportivos bogotanos y españoles en la gran mayoría de aspectos analizados. Se concluye que no es posible definir claramente una carrera profesional para los educadores deportivos bogotanos, al igual que sucede en España.Palabras clave: Deporte escolar, deporte educativo, educadores deportivos, profesores, entrenadores, monitores, técnicos deportivos, carrera profesional.Abstract: This study aimed mainly to analyze the professional profile of sports educators working in school sports programs in Bogota, and secondarily to compare it with the profile of sport educators in Spain as it is shown in other studies. The sample was constituted by 233 educators of public and private educational institutions and the six socioeconomic strata recognized in Colombia. The Questionnaire for Characterization of School Sports in Bogota (QCSS) was used for data collection. Data were analyzed using descriptive statistics and a variety of parametric and nonparametric tests, depending on the nature of the data. The results showed the following general profile: male, mean age of 37 years, initial academic training at the graduate level, which typically does continuing education activities, has between 6 and 20 years of experience as school sports educator, and between 1 and 10 in his current position. The most common contracts are annual full-time and full-time indefinite. Salaries varied widely, and the majority of educators also worked as physical education teachers in the same institution. It is precisely this latter fact what differentiates, in most of the analysed factors, the profile of school sport educators in Bogota with respect to the profile of sport educators in Spain. We conclude that it is not possible to clearly define a career for sports educators of Bogota, as it also happen in Spain.Key words:School sports, educational sport, sport educators, teachers, coaches, instructors, career
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Bernabé Martín, Javier, and Francisco Javier Fernández-Río. "Integrando Facebook en el Modelo de Educación Deportiva: Una experiencia práctica (Integrating Facebook in Sport Education: A practical experience)." Retos 41 (March 3, 2021): 718–27. http://dx.doi.org/10.47197/retos.v41i0.82876.
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El aumento del uso educativo de las redes sociales se debe a que ofrecen recursos que facilitan tanto el seguimiento de la actividad académica como los aspectos sociales inherentes al proceso educativo; sin embargo, estas plataformas no son empleadas habitualmente como un recurso para la educación. Facebook ofrece diversos canales de comunicación y ha mostrado su potencialidad para vehicular las actividades colaborativas entre estudiantes. En esta experiencia se empleó Facebook como entorno para desarrollar las características del modelo de educación deportiva (temporada, afiliación, competición formal, registro sistemático, ambiente festivo y celebración final) en el área de Educación Física, empleando los recursos propios de la red social. Cada una de las características del modelo pedagógico se desarrolló a través de las herramientas de la red social en un grupo creado como recurso complementario a la acción educativa de aula. Los progenitores del alumnado participante se inscribieron y pudieron participar a distancia en la actividad, que se extendió fuera del centro educativo gracias al empleo de Facebook. Los resultados muestran un mayor seguimiento, implicación parental y la construcción de una comunidad de práctica. El modelo educativo utilizado pudo desarrollarse de forma más completa, logrando que el alumnado se mantuviera pendiente de la actividad fuera del centro educativo.
Abstract. The increased educational use of social networks is due to the fact that they offer resources that facilitate both the monitoring of academic activity and the social aspects inherent in the educational process; however, these platforms are not usually used as a resource for education. Facebook offers various channels of communication and has shown its potential for channeling collaborative activities between students. In this experience, Facebook was used as an environment to develop the characteristics of the sports education model (season, affiliation, formal competition, systematic registration, festive atmosphere and final celebration) in the area of Physical Education, using the resources of the social network. Each of the characteristics of the educational model was developed through the tools of the social network in a group created as a complementary resource to the educational action in the classroom. The parents of the participating students registered and were able to participate in the activity from a distance, which was extended outside the school thanks to the use of Facebook. The results showed increased monitoring, parental involvement, and the building of a community of practice. The educational model used was fully developed, helping the students “keep an eye” on the activity outside the school.
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Robles Rodríguez, Andrés, and José Robles Rodríguez. "La participación en las clases de educación física la ESO y Bachillerato. Un estudio sobre un deporte tradicional (Balonmano) y un deporte alternativo (Tchoukball) (Physical education involvement in middle and high School. Comparison between a traditional." Retos, no. 39 (May 19, 2020): 78–83. http://dx.doi.org/10.47197/retos.v0i39.78129.
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El deporte como contenido dentro de la formación del alumnado de la E.S.O. y Bachillerato debe ser utilizado como instrumento educativo que contribuya al desarrollo del currículum, además de inculcar en el alumnado hábitos de práctica deportiva. Numerosos estudios afirman que parte del alumnado de los centros educativos tienen como único contacto con el deporte, el realizado en las clases de Educación física. El principal objetivo del estudio es analizar la percepción de la participación de los alumnos/as en un deporte tradicional (balonmano) respecto a otro alternativo (tchoukball), atendiendo a factores como el sexo, y la etapa educativa (secundaria y bachillerato). La muestra está formada por 184 alumnos de dos centros educativos con edad comprendidas entre los 12 y los 18 años. 104 alumnos/as (56,5%) pertenecientes a la etapa educativa de 1º Ciclo de Secundaria, y 80 alumnos/as (43.5%) pertenecientes a la etapa educativa de Bachillerato. La distribución por sexo fue el 53.8% (n = 99) chicos y el 46,2% (n = 85) chicas. El instrumento utilizado fue un cuestionario para analizar la participación en las clases de educación física. Para el análisis estadístico se utilizaron pruebas no paramétricas (U de Mann-Whitney y wilcoxon), se calculó el tamaño del efecto y, para determinar si existían asociaciones entre las distintas dimensiones se utilizó el coeficiente de correlación de Pearson. Los resultados mostraron que el tchoukball aumentaba la participación de los alumnos, respecto al balonmano, y no se apreciaron diferencias respecto a la participación en tchoukball atendiendo al sexo o a la etapa educativa del alumnado.
Abstratc. At middle and high school education, sports should be used as an educational instrument contributing to the development of the curriculum, in addition establishing sports habits in students. Numerous studies affirm that some students at high school only practice sport within the school environment. The main objective of this study was to analyze gender and school year of students interested in a traditional sport (handball), and compare them with students interested in an alternative one (tchoukball). The sample consisted of 184 students from two educational centers aged between 12 and 18 years, of which 104 students (56.5%) belonged to middle school, whereas 80 (43.5%) belonged to high school. Sex distribution was 53.8% (n = 99) boys and 46.2% (n = 85) girls. The instrument used was a questionnaire to analyze participation in physical education classes. For the statistical analysis, non-parametric tests (Mann-Whitney and Wilcoxon U) were used, the effect size was calculated and, to determine if there were associations between the different dimensions, Pearson's correlation coefficient was used. The results showed that tchoukball increased students’ participation compared to handball, whilst there were no differences between both sports by students’ sex and school year.
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Carter-Thuillier, Bastian, Víctor Manuel López Pastor, and Francisco Gallardo Fuentes. "Inmigración, deporte y escuela. Revisión del estado de la cuestión (Immigration, sport and school. A review of the state of the art)." Retos, no. 32 (November 23, 2016): 19–24. http://dx.doi.org/10.47197/retos.v0i32.51514.
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El presente artículo tiene por objeto analizar y exponer la relación entre inmigración, deporte y escuela, examinando las posibilidades pedagógicas que ofrece la convergencia de estos tres elementos desde el escenario educativo formal. Para ello se desarrolla una discusión basada en diferentes antecedentes teóricos. La revisión ha sido llevada a cabo en diferentes bases de datos y fuentes de indización internacional: WOK, SCOPUS, ERIC, SCIELO, DIALNET, REDALYC, SPORTDISCUS y GOOGLE ACADÉMICO, además de libros especializados en campos próximos a la temática. La revisión indica que existen diferentes enfoques teóricos respecto a inmigración, deporte e interacción social, especialmente en lo relacionado con la inmigración y la integración social en la escuela. Se describen las ventajas y desventajas encontradas en la literatura sobre las prácticas deportivas como herramientas para la integración e inclusión social, así como para el desarrollo educativo. Precisamente en la relación entre deporte educativo e inmigración es donde encontramos la mayor cantidad de antecedentes teóricos y experiencias positivas al respecto. En las conclusiones se aportan algunas consideraciones finales sobre el tópico investigado, así como posibles implicaciones prácticas asociadas a procesos de intervención y prospectiva.Abstract. This paper aims to analyze and explain the relationship between immigration, sport, and school, by examining the educational possibilities offered by the convergence of these three elements within the formal educational setting. A discussion based on different theoretical background is carried out. The review has been performed through different databases and international indexing sources: WOK, SCOPUS, ERIC, SCIELO, DIALNET, REDALYC, ACADEMIC GOOGLE, SPORTDISCUS, and also in specialized books in the field. The review indicates the existence of different theoretical approaches related to immigration, sport, and social interaction, especially in relation with immigration and social integration in school. Furthermore, this research describes the advantages and disadvantages of sports practices as a tool for social integration and inclusion, as well as for educational development, as they were highlighted in the existent literature. The greatest amount of theoretical background and useful lessons were found precisely on the relationship between educational sport and immigration. In the conclusion some final remarks on the topic investigated are given, as well as practical implications associated with intervention processes and possible future studies.
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Ruiz Cazorla, Luis Javier, José Luis Chinchilla Minguet, and Manuel Ruiz Cazorla. "La vejez y el deporte como objeto de representaciones sociales (The old age and the sport like object of social representations)." Retos, no. 17 (March 9, 2015): 118–21. http://dx.doi.org/10.47197/retos.v0i17.34690.
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En el presente trabajo analizamos la función social de la Educación Física y el deporte respecto a las personas mayores. Se trata de una relación mediatizada por las representaciones sociales que los agentes implicados poseen sobre la vejez, el cuerpo, la salud y el deporte, no exentas de estereotipos y prejuicios que condicionan sus prácticas sociales. Constituye un problema social y a la vez un reto para las instituciones erradicar las prácticas sociales de exclusión a que dan lugar. Para ello resultan imprescindibles dos pasos. En primer lugar denunciar los contenidos de las representaciones sociales sobre la vejez y las actividades físico-deportivas que favorecen la exclusión social, especialmente desde el Sistema Educativo y los medios de comunicación. En segundo lugar promover los medios materiales y condiciones estructurales necesarias para el cambio social.Palabra clave: Vejez, deporte, educación física, representación social, función social.Abstract: In the present work we analyzed the social function of the Physical Education and the sport with respect to the elderly people. One is a relation hyped by the social representations that the implied agents own on the old age, the body, the health and the sport, nonfree of stereotypes and prejudices that condition their social practices. It constitutes a social problem and simultaneously a challenge for institutions to eradicate the social practices of exclusion to that they give rise. For it two steps are essential. In the first place to denounce the contents of the social representations on the sport old age and activities physical that favor the social exclusion, especially from the Educative System and mass media. Secondly to promote the average materials and necessary structural conditions for the social change.Key words: Old age, sport, physical education, social representation, social function.
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Murillo Fuentes, Alfonso, Gonzalo Ramírez Macías, José Pascual Sanchís Ramírez, and Fátima Palacios Rodríguez. "Satisfacción de docentes-responsables de la gestión deportiva en centros escolares andaluces (Satisfaction of teachers-managers of sport at Andalusian schools)." Retos, no. 24 (March 7, 2015): 85–90. http://dx.doi.org/10.47197/retos.v0i24.34533.
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El centro educativo se está convirtiendo en el eje de las políticas en materia de deporte en edad escolar en su vertiente educativa, situando a los docentes como encargados no solo de la planificación, sino de la gestión de los recursos del centro escolar. Con este estudio se persigue conocer el grado de satisfacción de los docentes-responsables del programa Escuelas Deportivas que se desarrolla en centro educativos, atendiendo a sus diferentes formas de gestión (ayuntamientos, empresas de servicios o asociaciones de madres y padres de alumnos). La investigación se llevó a cabo con la participación de 440 docentes a los que se aplicó un cuestionario diseñado específicamente para conocer su grado de satisfacción. Los resultados obtenidos presentan diferencias significativas en los indicadores de Personal Técnico (p= .004), con una mejor satisfacción por parte de los ayuntamientos, y de Seguimiento y Control por parte de la Administración (p= .017), reflejando una mayor satisfacción en el caso de la gestión a través de empresas.Palabras clave: deporte en edad escolar, gestión deportiva, docentes-responsables, satisfacción.Abstract: The school is becoming the focus of policies on sport at school age in their educational aspect, placing teachers as responsible not only for planning, but management of school resources. This study aims to determine the degree of satisfaction of teachers-managers of Escuelas Deportivas that educational centers develop, according to different ways of management (municipalities, utility companies or associations of parents of students). The research was conducted with the participation of 440 subjects who were administered a questionnaire designed specifically to know their satisfaction. The results show significant differences in indicators of Technical Staff (p = .004), with a better appreciation for the councils, and Monitoring and Control by the Administration (p = .017), reflecting greater satisfaction in those cases where management was performed by utility companies.Key worlds: sport at school age, Sports Management, teachers-managers, satisfaction.
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Castejón Oliva, Javier. "La investigación en iniciación deportiva válida para el profesorado de educación física en ejercicio (Research on sports initiation valid for physical education teachers in-service )." Retos, no. 28 (May 7, 2015): 263–69. http://dx.doi.org/10.47197/retos.v0i28.35535.
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La finalidad del presente artículo es presentar propuestas actuales sobre la enseñanza del deporte en Educación Física en el marco de la Enseñanza Comprensiva (que es como habitualmente se denomina en España al modelo Teaching Games for Understanding). Estas propuestas suponen cambios significativos en la iniciación deportiva con el fin de que el deporte tenga sentido educativo al incidir en los ámbitos cognitivo, afectivo-social y motor. Para llegar a dichas propuestas se expone cómo la investigación ha aportado argumentos suficientes para una adecuada puesta en práctica de la Enseñanza Comprensiva. Nuevas líneas de investigación han mostrado cambios en la perspectiva de enseñanza, de forma que se intenta una mayor implicación del alumnado en su autonomía y auto-responsabilidad. Para demostrar en qué sentido se están desarrollando estas perspectivas, hemos elegido algunas de las propuestas, a nuestro entender, más relevantes: (a) una mayor implicación del alumnado en los procesos cognitivos; (b) diseño y puesta en práctica de actividades deportivas por iniciativa del alumnado; y (c) aplicación de la evaluación con estrategias de interacción entre el alumnado. Se incluyen ejemplos prácticos que ayudan al profesorado de EF en ejercicio a aplicar con más profundidad el modelo y obtener mayores y mejores aprendizajes, según se demandan en el currículo educativo. Se concluye con algunas de las tendencias más significativas que servirían para futuras investigaciones y de apoyo al profesorado.Abstract. The purpose of this article is to present current proposals on the teaching of sport in physical education with the Teaching Games for Understanding (Comprehensive Education in Spain). These proposals involve significant changes in the sport initiation to the sport have educational sense to influence in the domains cognitive, affective and motor. To get to these proposals exposed how the research has provided sufficient arguments for an adequate implementation of the TGfU. New lines of research have shown changes in teaching perspective, so that a greater involvement of students in their autonomy and self-responsibility. To demonstrate how they are developing these perspectives, we have chosen some of the proposals, in our opinion, more relevant: (a) greater involvement of students in cognitive processes; (b) design and implementation of sports at the initiative of students; and (c) application of evaluation strategies of interaction among students. Practical examples that help PE teachers in-service to apply the model more deeply and get more and better learning are included, as demanded in the educational curriculum. It concludes with some of the most significant trends that would serve to further research and support for teachers.
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Prat Grau, María, Gonzalo Flores Aguilar, and Laura Carbonero Sánchez. "El rol del árbitro y su implicación en el fomento del juego limpio. Análisis y propuestas de intervención en el contexto de deporte universitario (The role of the referee and his involvement in the promotion of fair play. Analysis and proposals of interve." Retos, no. 24 (March 7, 2015): 72–78. http://dx.doi.org/10.47197/retos.v0i24.34531.
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La figura del árbitro y su función en las competiciones deportivas ha sido objeto de numerosos estudios, pero pocos analizan el rol del árbitro desde su vertiente más formativa. En este artículo, se analiza la función del arbitraje en el ámbito del deporte universitario, partiendo de la idea que la intervención arbitral puede contribuir al desarrollo de la deportividad y el juego limpio. El estudio se centra en la liga interna de fútbol 7 del Servicio de Actividad Física de la Universidad Autónoma de Barcelona, y los objetivos de la investigación se centran en analizar la realidad actual de este colectivo, detectar posibles problemáticas, y elaborar propuestas de mejora destinadas a la búsqueda de una actuación arbitral más educativa. Los instrumentos utilizados son la entrevista, la observación y el análisis de documentos. Los resultados obtenidos aportan directrices sobre las funciones principales de los árbitros, poniendo de manifiesto la necesidad de fomentar una función formativa del arbitraje dentro del ámbito educativo; determinan la importancia de establecer un compromiso ético que permita cumplir con los decálogos y códigos de conducta; y señalan la falta de la figura femenina dentro de este colectivo arbitral. Palabras clave: Rol Árbitro; Juego Limpio; Deporte Universitario; Deporte Educativo; Deportividad.Abstract: The figure of referees and their role in sports competitions have been the object of numerous studies, but few have analysed the role of referees from a more training based perspective. This article analyses the function of the referee in the area of university sports, based on the idea that the intervention of referees can help with the development of sportsmanship and fair play. The study examines the internal 7-a-side football league played by the Physical Activity Service (SAF) at the Universidad Autónoma de Barcelona (UAB), and the research objectives are focused on analyzing the current reality of this group, detecting possible problems, and generating proposals for improvement aimed at seeking more educational refereeing. The instruments used are interviews, observation and document analysis. The results obtained reveal the need for referees to be trained pedagogically in the university environment; the establishment of ethical commitments that enable compliance with possible decalogues and codes of conduct; and the introduction of women to the refereeing collective.Keywords: Referee Role; Fair Play; University Sport; Educational Sport; Sportsmanship.
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Merino Orozco, Abel, Ana Arraiz Pérez, and Fernando Sabirón Sierra. "From the historical inheritance of motor game to the educational potential of the sport." cultura_ciencia_deporte 13, no. 38 (June 1, 2018): 175–82. http://dx.doi.org/10.12800/ccd.v13i38.1073.
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Benetton, Mirca. "LA FORMAZIONE DELL’IDENTITÀ CORPOREA FEMMINILE NELLE PRATICHE SPORTIVO-MOTORIE OGGI: PER UNA PARITÀ DI GENERE." Revista Tempos e Espaços em Educação 12, no. 28 (January 1, 2019): 77–94. http://dx.doi.org/10.20952/revtee.v12i28.10158.
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Il contributo intende analizzare l’influenza dell’attività motoria e sportiva, quale modello culturale, sulla costruzione dell’identità corporea della persona, in particolare della donna. Tale problematizzazione va letta in relazione all’agire pedagogico che intende indagare e chiarire a quali condizioni lo sport femminile possa definirsi educativo-formativo, in ordine ad un processo di emancipazione e di espressione libera e originale della donna d’oggi.
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Menéndez Santurio, José Ignacio, and Javier Fernández-Río. "Hibridación de los modelos de Educación Deportiva y Responsabilidad Personal y Social: una experiencia a través de un programa de kickboxing educativo (Hybridizing Sport Education and Teaching for Personal and Social Responsibility: an experience through." Retos, no. 30 (April 28, 2016): 150–58. http://dx.doi.org/10.47197/retos.v0i30.38772.
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La Educación Física actual demanda planteamientos innovadores, tanto desde el punto de vista de la metodología como del contenido, que enganchen a los estudiantes y hagan suyo el proceso de enseñanza-aprendizaje. El presente artículo presenta una experiencia práctica de hibridación de dos modelos pedagógicos, Educación Deportiva y Responsabilidad Personal y Social, a través de un contenido novedoso: el kickboxing educativo (sin contacto). Esta se desarrolló a través de una unidad didáctica de 16 sesiones aplicada a cinco grupos naturales de 4º de la ESO (15-17 años). Se describen profundamente todos los elementos fundamentales de la experiencia llevada a cabo para que pueda ser analizada, valorada y desarrollada en otros contextos de Educación Física. Lo observado durante la experimentación permite afirmar que la combinación o hibridación de los modelos de Educación Deportiva y Responsabilidad Personal y Social posibilita transformar el aula en un contexto centrado en el estudiante. Así mismo, el kickboxing educativo (sin contacto) se ha mostrado como un contenido muy válido para la Educación Física. Abstract. Contemporary Physical Education demands innovative approaches, both from the methodological and from the content point of view, to catch the attention of students and give them ownership over the teaching-learning process. This article presents a practical experience on the hybridization of two pedagogical models, Sport Education and Teaching for Personal and Social Responsibility, through a novel content: educational kickboxing (contactless). The practical experience was developed through a learning unit of 16 sessions applied to five intact groups in grade 10 (15-17 years). The main elements of the experience are fully described so they can be analyzed, assessed and implemented in other physical education contexts. Observations of the experience allows us to say that the combination or hybridization of the Sport Education and Teaching for Personal and Social Responsibility models allows teachers to transform the class in a student-centered context. Educational kickboxing (contactless) has proven to be a very relevant content area for Physical Education.
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Serra-Olivares, Jaime. "Examinando las posibilidades del Modelo de Educación Deportiva sobre la convivencia escolar: Ejemplo en La Araucanía (Examining the Sport Education Model possibilities on school life: An example in La Araucanía (Chili))." Retos, no. 31 (May 12, 2016): 227–31. http://dx.doi.org/10.47197/retos.v0i31.49038.
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Se examinan y exponen las posibilidades del Modelo de Educación Deportiva sobre el clima escolar de convivencia. Se fundamentan las bases de esta novedosa metodología utilizando el contexto educativo chileno, concretamente el ejemplo de la región de La Araucanía, caracterizado por la amplia diversidad social, económica, cultural y étnica de sus ciudadanos. Se desarrolla la revisión del entorno educativo seleccionado, las características que componen el modelo, y las ventajas que representa sobre el establecimiento de dinámicas adecuadas para la convivencia en el aula. Como conclusión, se subraya que mediante perspectivas socioeducativas de la Educación Física adaptadas a un mundo globalizado, se pueden fomentar no solamente la motivación o la participación del alumnado o el profesorado, también se puede mejorar la convivencia o la inclusión. No obstante, es necesario seguir profundizando en el conocimiento de áreas como la actividad física y el deporte frente a las necesidades sociales actuales de países como Chile.Abstract: The possibilities the Sport Education Model affords regarding the school climate of coexistence are discussed and presented in this review. The foundations of the model are reviewed using the educational context of Chili, specifically using an example in the region of the La Araucania, characterized by the broad social, economic, cultural and ethnic diversity of its citizens. A comprehensive review of the specific educational environment, the characteristics that make up the model and of the advantages for the establishment of a suitable dynamic for healthy coexistence climates is developed. In conclusion, it is emphasized that using socio prospects (also in Physical Education) adapted to a globalized world, it is possible to promote motivation and participation of students / teachers, and also the coexistence or inclusion. However, further knowledge is necessary in relation to areas such as physical activity and sport, adapted to current social needs of countries such as Chili.
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Mujica Johnson, Felipe Nicolás, and Ana Concepción Jiménez Sánchez. "Emociones positivas del alumnado de Educación Secundaria en las prácticas de baloncesto en Educación Física (Positive emotions of the students of Secondary Education in the practices of basketball in Physical Education)." Retos, no. 39 (August 24, 2020): 556–64. http://dx.doi.org/10.47197/retos.v0i39.80112.
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La investigación de las emociones en Educación Física se debe a la necesidad de comprender los diferentes significados que dichos estados psicológicos pueden representar. El objetivo de esta investigación fue interpretar la percepción y atribución del alumnado sobre las emociones positivas para el bienestar subjetivo durante la práctica de baloncesto en Educación Física, en función del tipo de tarea motriz, el género y el centro educativo. Para aproximarse al fenómeno emocional, se ha decidido utilizar una metodología cualitativa. Participaron 20 alumnas y 24 alumnos pertenecientes a dos centros educativos de la Comunidad de Madrid. Los datos fueron recogidos por medio de entrevistas semi-estructuradas y diarios personales, los cuales se sometieron a un análisis de contenido deductivo-inductivo con ayuda del programa informático Atlas.ti 7.5. Los resultados muestran 18 códigos o atribuciones emocionales que se refieren a la alegría, el entusiasmo, la seguridad y la diversión. Según el tipo de tarea motriz, el género y el centro educativo se identificaron diferencias y similitudes, destacando el rol de la competencia y la relación con una cultura deportiva de baloncesto en cada centro educativo. Se concluye que, para promover el bienestar subjetivo del alumnado en las prácticas de baloncesto en Educación Física, podría ser adecuado aplicar modelos de enseñanza alternativos del deporte, estrategias adaptativas y un clima de logro orientado a la tarea.
Abstract: Investigation of emotions in Physical Education is due to the need to understand the different meanings that these psychological states can represent. The objective of this research was to interpret the perception and attribution of the students about the positive emotions for the subjective well-being during the practice of basketball in Physical Education, depending on the type of motor task, gender and educational center. To approach the emotional phenomenon, it has been decided to use a qualitative methodology. 20 girls and 24 boys from two educational centers in the Community of Madrid participated. The data was collected through semi-structured interviews and personal diaries, which have been subjected to a deductive-inductive content analysis with the help of the Atlas.ti 7.5 software. The results indicated 18 emotional codes or attributions found for joy, enthusiasm, security and fun. According to the type of motor task, gender and educational center, differences and similarities are identified, highlighting the role of competition and the relationship with a basketball sports culture in each educational center. It is concluded that, to promote the subjective well-being of the students in the practices of basketball in Physical Education, it could be appropriate to apply alternative teaching models of sport, adaptive strategies and a climate of achievement oriented to the task.
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González Víllora, Sixto, Luis Miguel García López, Onofre Ricardo Contreras Jordan, and David Sánchez-Mora Moreno. "El concepto de iniciación deportiva en la actualidad (The concept of sport initiation nowadays)." Retos, no. 15 (March 28, 2015): 14–20. http://dx.doi.org/10.47197/retos.v0i15.34992.
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En este artículo se presenta un amplio análisis de la bibliografía sobre la conceptualización del término Iniciación Deportiva, dando una nueva visión del concepto de iniciación deportiva bajo tres perspectivas. En primer lugar, respecto al tipo de metodología, se aborda el giro que está sufriendo este concepto del producto al proceso, debido a la corriente de Enseñanza Comprensiva del Deporte. En segundo lugar, el concepto de iniciación deportiva ha evolucionado en cuento al número de deportes que abarca, puesto que tradicionalmente se abordaba la enseñanza de un solo deporte y actualmente se tiende a enseñar varios deportes de una misma categoría al mismo tiempo. En tercer lugar, el ámbito deportivo donde se realiza, destacando los ámbitos recreativo-salud, educativo-formativo y competitivo-alto rendimiento. Finalmente, concluimos que conviven dos corrientes al relacionar las tres perspectivas, una más tradicional, que sigue centrando la Iniciación Deportiva en el producto, enfoca su enseñanza centrada en una sola especialidad y orientada en cierta forma al rendimiento, y una segunda corriente que de forma más abierta se orienta al proceso, a planteamientos horizontales y con fines más educativos o recreativos.Abstract: TIn this paper a wide analysis of bibliography related to the definition of sport initiation in the last decades is presented for this reason we have carried out a new view of the concept of games teaching in the early years from three points of view. First, teaching methods that have focused now on product, rather than on results. Second, teaching games concept has evolved from vertical to thematic approaches. Third, the context where sport is carried out, outlining leisure-health, education and competition-high performance. Finally we state that coexist as a result of linking this three points of view. One is more traditional, focusing games teaching on product, one sport and, in a certain way, on performance. On the other hand, second perspective is more focused on process, on thematic approaches and educational or leisure goals.
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Latorre Román, Pedro Ángel, José Carlos Cámara Pérez, and Antonio Pantoja Vallejo. "Efectos de un programa de educación para la seguridad en el deporte en escolares de secundaria (Effects of an education program for safety in sport in secondary school students)." Retos, no. 25 (March 6, 2015): 5–8. http://dx.doi.org/10.47197/retos.v0i25.34475.
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El objetivo del estudio es analizar los efectos de la implantación de un Programa de Educación para la Seguridad en las actividades físico-deportivas escolares (ESAFE) sobre los factores psicológicos y de personalidad relacionados con el accidente deportivo en escolares de Educación Secundaria. Los participantes de este estudio son escolares de Educación Secundaria de un IES de la provincia de Jaén. El total de sujetos fue de 149 alumnos (Edad= 13.62 años, DT= 1.22). Mediante un ensayo controlado fueron distribuidos en un grupo control (73 participantes, Edad= 13.60 años, DT= 1.22) y otro experimental (76 participantes, Edad= 13.64 años, DT= 1.24). Las variables analizadas han sido la búsqueda de sensaciones, la percepción del riesgo, propensión al accidente y por otro lado el número de lesiones y accidentes. Los resultados muestran que tras la intervención, las diferencias postest-pretest son significativamente mayores (p<0.001) en seguridad pasiva y activa y en la escala total de seguridad en el grupo experimental. El programa ESAFE ha sido capaz de reducir de manera significativa (p<0.05) la búsqueda de sensaciones en el deporte. El programa ESAFE se puede emplear como un recurso educativo en la sensibilización sobre los riesgos presentes en las actividades físico-deportivas escolares y por lo tanto en la educación de la seguridad. Sería interesante su incorporación en la práctica de los docentes de Educación Física, tanto en la evaluación inicial como durante el proceso de enseñanza y aprendizaje.Palabras clave: educación, seguridad, deporte escolar, búsqueda de sensaciones, percepción del riesgo.Abstract: The purpose of the study is to analyze the effects of the implementation of an Education Program for Safety in physical and sport activities on psychological and personality factors related to accidents as a result of sport of Secondary Education students. Participants in this study were Secondary School students, students who were in 1st and 3rd year from a Secondary School in the province of Jaen. The total number of participants were 149 students (age= 13.62 years, SD = 1.22). By means of a controlled trial they were divided into a control group (73 participants, age = 13.60 years, SD = 1.22) and into an intervention group (76 participants, age = 13.64 years, SD = 1.24). The variables analyzed were sensation seeking, risk perception, propensity of accident and the number of injuries and accidents. Results show that after the intervention of the ESAFE program, pretest-posttest differences are significantly higher (p<0.001) in the two scales of safety and in the full scale of the intervention group. The ESAFE program has been able to reduce significantly (p<0.05) sensation seeking in sport. In conclusion, the ESAFE program can be used as an educational resource in raising awareness of the risks involved in physical and sports activities in school and, therefore, in safety education. So it would be interesting to incorporate it into the practice of PE teachers both in the initial evaluation and during the whole process of teaching and learning.Keywords: education, safety, school sport, sensation seeking, risk perception.
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Madrera Mayor, Eduardo, Andrés Garrido González, and Luis Esteban González. "La formación de profesionales de las actividades físico-deportivas en la enseñanza no-universitaria (Teaching professionals of sports and physical activities of non-degree education)." Retos, no. 27 (March 5, 2015): 152–58. http://dx.doi.org/10.47197/retos.v0i27.34369.
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Las nuevas y diferentes demandas de la sociedad española en relación a la práctica de actividad física y deportiva, requiere formar personal cualificado en diferentes niveles y ámbitos. Alternadas leyes educativas y deportivas en estos últimos años han intentado contribuir a incorporar enseñanzas no universitarias específicas del deporte al sistema educativo. A partir de esta voluntad de ordenación académica se establecen nuevas estructuras, certificaciones y titulaciones, siendo necesario revisar y analizar el actual sistema de formación de técnicos, la legislación estatal y autonómica que aborda este ámbito, y su relación también con el marco europeo. En el contexto de esta situación quizás las necesidades y ajustes se muestren carentes o insuficientes frente a la elevada demanda de usuarios que acceden a prácticas de actividad física y deporte por falta de coordinación, ordenación y regulación estatal y/o autonómica. Con este trabajo, en el contexto sociojurídico del deporte y la enseñanza, se especifican algunas propuestas de mejora que redunden en beneficio de la gestión de aquellos organismos competentes en la materia.Palabras clave. Enseñanza, Formación deportiva, Titulaciones, Competencias.Abstract. The new and different demands of the Spanish society concerning sport and physical activities require the instruction of qualified staff in different levels and fields. We have seen, over these last years, that different teaching reforms have tried to improve the incorporation of specific non university teaching to the educational system. From this basis we have established new structures, qualifications and degrees, being necessary to revise and analyse the current instruction of teachers and the government legislation referring to this particular area and the relationship within the European framework. In this current setting, perhaps the actual steps taken have proved to be insufficient considering the increasing demand of users that can not access to the right sports training education since the lack of coordination and government/autonomic regulation is a clear problem. With this Project, always within the legal teaching framework, we specify some improvement proposals that will have a positive effect on those who are in charge of this particular subject.Keywords. Teaching, Sport Instruction, Coaching Cualifications, Competences.
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Верітов, О. І. "ФОРМУВАННЯ МАРКЕТИНГОВИХ КОМПЕТЕНЦІЙ БАКАЛАВРІВ ІЗ ФІЗИЧНОЇ КУЛЬТУРИ І СПОРТУ." Теорія та методика навчання та виховання, no. 49 (2020): 29–42. http://dx.doi.org/10.34142/23128046.2020.49.03.
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Blank, S. (2009). Building a Company with Customer Data – Why Metrics Are Not Enough. Retrieved from: https://steveblank.com/category/marketing/ page/2/. Blank, S. (2017). Don‟t let process distract you from finding the strategy. Retrieved from: https://steveblank.com/category/customer-development/ page/3/. Blank, S. (2020). Rising out of the Crisis: Where to Find New Markets and Customers. Retrieved from: https://steveblank.com/category/customer-development/. Kilkist zareiestrovanykh bezrobitnykh ta kilkist vakansii u 2019 rotsi (za danymy derzhavnoi sluzhby zainiatosti). (2019). [The number of registered unemployed and the number of vacancies in 2019 (according to the state employment service)]. URL: http://www.ukrstat.gov.ua/. (in Ukrainian). Osvitno-profesiina prohrama «Fizychna kultura i sport. Trenerska diialnist z vydu sportu pershoho rivnia vyshchoi osvity za spetsialnistiu 017 Fizychna kultura i sport. (2019). [Educational and professional program "Physical Culture and Sports. Coaching activities in the sport of the first level of higher education in the specialty 017 Physical culture and sports]. Berdiansk: Berdianskyi derzhavnyi pedahohichnyi universytet. 16 p. URL: http://bdpu.org/wp-content/uploads/2020/03/017_FKS_Sport-1.pdf. (in Ukrainian). Osvitno-profesiina prohrama «Fizychna kultura i sport» pershoho (bakalavrskoho) rivnia vyshchoi osvity. (2019). [Educational and professional program "Physical Culture and Sports" of the first (bachelor's) level of higher education]. Kherson: Khersonskyi derzhavnyi universytet. 22 p. URL: http://www.kspu.edu/FileDownload.ashx/OPP% 20017%20FIZYChNA%20KULJTURA%20I%20SPORT%20 BAKALAVR%20(1).pdf?id=8e8ede49-e4aa-4104-956d-7538f5830f66. (in Ukrainian). Osvitno-profesiina prohrama «Fizychna kultura i sport» pershoho (bakalavrskoho) rivnia vyshchoi osvity. (2019). [Educational and professional program "Physical Culture and Sports" of the first (bachelor's) level of higher education]. Ternopil: Ternopilskyi natsionalnyi pedahohichnyi universytet imeni Volodymyra Hnatiuka. 19 p. URL: http://tnpu.edu.ua/about/public_inform/akredytatsiia%20 ta%20litsenzuvannia/osvitni_prohramy/bakalavr/fizvyh/017_Fizychna_kultura_i_sport_bak alavr_2019.pdf. (in Ukrainian). Osvitno-profesiina prohrama «Trenerska diialnist v obranomu vydi sportu» pershoho rivnia vyshchoi osvity za spetsialnistiu 017 Fizychna kultura i sport. (2017). [Educational and professional program "Coaching in the chosen sport" of the first level of higher education in the specialty 017 Physical Culture and Sports]. Kharkiv: Kharkivska derzhavna akademiia fizychnoi kultury. 12 p. URL: https://khdafk.kh.ua/wp-content/uploads/ 2019/04/017- Fizychna-kuljtura-i-sport-1.pdf. (in Ukrainian). Osvitno-profesiina prohrama pidhotovky bakalavra pershoho rivnia vyshchoi osvity za spetsialnistiu 017 Fizychna kultura i sport. (2017). [Educational and professional bachelor's program of the first level of higher education in the specialty 017 Physical culture and sports]. Mykolaiv: Mykolaivskyi natsionalnyi universytet imeni V. O. Sukhomlynskoho. 14 p. URL: http://sport.mdu.edu.ua/fks/wp-content/uploads/2017/OPP_017_FKiS.pdf. (in Ukrainian). Potapiuk, I. P. (2011). Osoblyvosti zastosuvannia kompleksu marketynhu na pidpryiemstvakh sfery fizychnoi kultury i sportu. [Features of application of a marketing complex at the enterprises of sphere of physical culture and sports]. Ekonomichnyj chasopys-XXI – Economic JournalXXI. № 11-12. URL: http://soskin.info/ea/2011/11-12/201122.html. (in Ukrainian). Razumovskyi, S. O. (2013). Marketynh fizychnoi kultury yak element sotsialnoi sfery suspilstva (sotsialno-filosofskyi analiz). [Marketing of physical culture as an element of the social sphere of society (socio-philosophical analysis)]. Slobozhanskyi naukovo-sportyvnyi visnyk – Slobozhansky scientific and sports bulletin. № 2. P. 199-203. (in Ukrainian). Samodai, V. (2013). Aktualni pytannia shchodo vprovadzhennia marketynhu u sferu fizychnoi kultury i sportu. [Current issues regarding the introduction of marketing in the field of physical culture and sports]. Moloda sportyvna nauka Ukrainy – Young sports science of Ukraine. T. 4. P. 158-165. (in Ukrainian). Standart vyshchoi osvity Ukrainy. Stupin vyshchoi osvity bakalavr. Haluz znan 01 osvita/pedahohika. Specialnist 017 Fizychna kultura i sport. (2019). [Standard of higher education in Ukraine. Bachelor's degree. Field of knowledge 01 education / pedagogy. Specialty 017 Physical culture and sports]. Kyiv: Ministerstvo osvity i nauky Ukrainy. 12 p. URL: https://mon.gov.ua/storage/app/media/vishcha-osvita/zatverdzeni%20standarty/2019/ 04/25/017-fizichna-kultura-i-sport-bakalavr.pdf. (in Ukrainian). Tanklevska, N. S. & Vybranskyi, V. V. (2019). Osnovy marketynhu v sportyvnii sferi. [Fundamentals of marketing in sports]. Socialno-ekonomichni problemy suchasnoho periodu Ukrainy – Socio-economic problems of the modern period of Ukraine. Vypusk 6 (140). P. 20-25. (in Ukrainian). Tyshchenko, T. B. (2010). Osoblyvosti formuvannia hotovnosti maibutnikh fakhivtsiv fizychnoho vykhovannia ta sportu do marketynhovoi diialnosti. [Features of formation of readiness of future specialists of physical education and sports for marketing activity]. Naukovyi chasopys [Natsionalnoho pedahohichnoho universytetu imeni M. P. Drahomanova]. Seriia 15: Naukovo-pedahohichni problemy fizychnoi kultury (fizychna kultura i sport): zb. nauk. pr. – Scientific journal [National Pedagogical University named after MP Drahomanov]. 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Cerro Herrero, D., MA Tapia Serrano, M. Vaquero Solis, J. Prieto Prieto, and PA Sánchez Miguel. "Revisión sistemática sobre los beneficios psicosociales obtenidos con intervenciones para promover el desplazamietno activo al colegio." SPORT TK-Revista EuroAmericana de Ciencias del Deporte 10, no. 1 (January 1, 2021): 95–105. http://dx.doi.org/10.6018/sportk.461711.
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El desplazamiento activo al centro educativo ha disminuido en los últimos años. Los objetivos principales de esta revisión fueron determinar qué intervenciones se están llevando a cabo para promover el desplazamiento activo, conocer la calidad de las investigaciones y analizar qué parámetros psicosociales se han estudiado. La búsqueda bibliográfica se realizó en las bases de datos de Medline, Sport Discus, Scopus, Web of Science y Google Scholar. Finalmente, se seleccionaron 23 investigaciones que desarrollaban intervenciones para fomentar el desplazamiento activo. La intervención más frecuente es implementar programas para promover el desplazamiento activo (91.30%). Existen pocos estudios con intervenciones, y aproximadamente la mitad de los estudios no logran mejorar los datos de niveles de desplazamiento activo (47.83%). La salud psicosocial no ha sido apenas estudiada, tan solo en 1 estudio se midieron las variables de salud psicosocial. Es importante aumentar el número de estudios, aleatorizarlos, controlar contaminantes externos, aumentar la duración y desarrollar estudios de salud psicosocial. Active commuting to schools has decreased in the last few years. The main objectives of this review were to determine which interventions are being carried out to promote active commuting, to know the quality of the research, and to analyze which psycosocial parameters can be improved. The bibliographic search was carried out in the databases of Medline, Sport Discus, Scopus, Web of Science, and Google Scholar... Finally, there were selecting a total of 23 investigations. The most frequent action is to implement programs to promote active commuting (91.30%). There are few data as yet on interventions, and approximately half of the studies fail to improve active commuting data (47.83%). Psychosocial health is not just studied only 1 study tested variables of psychosocial health. It is important to increase the number of studies, to randomize them, control external contaminants, increase the duration, and increase the psychosocial health studies.
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González-Coto, Víctor A., José M. Gamonales, Víctor Hernández-Beltrán, and Sebastian Feu. "El Quidditch como herramienta para la asignatura de Educación Física. Revisión sistemática (Quidditch as a tool for the subject of Physical Education. Systematic review)." Retos 47 (January 2, 2023): 994–1007. http://dx.doi.org/10.47197/retos.v47.96732.
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El objetivo del presente estudio es realizar una revisión sistemática de la literatura en torno al juego y deporte alternativo del Quidditch. Para ello, se realizó una búsqueda en cuatro bases de datos: Web of Science, SportDiscus, PubMed y Scopus, donde se introdujo la palabra clave “Quidditch”, considerándose los documentos publicados hasta junio de 2022. Para limitar la búsqueda y obtener manuscritos científicos válidos, se establecieron una serie de criterios de inclusión y exclusión, favoreciendo así el éxito en la búsqueda y extrayendo conclusiones más relevantes. Finalmente, fueron seleccionados un total de 22 documentos relacionados con el Quidditch, los cuales fueron clasificados en base a diferentes variables: Variables generales, Variables específicas del documento, Variables relacionadas con la temática de estudio y Variables de calidad de los documentos. Como resultado, la mayoría de los manuscritos obtenidos son Artículos de revista, cuyas temáticas principales son la Sociología del deporte, Información del deporte y Medicina deportiva. En cuanto a las lesiones que se destacan en los trabajos seleccionados, se mencionan las conmociones cerebrales. Por último, esta revisión sirve de base para futuras investigaciones sobre el Quidditch y su aplicación en el ámbito educativo, puesto que ha permitido conocer los principales hallazgos relacionados con la asignatura de Educación Física. Palabras clave: Actividad física, Deporte, Educación Física, Lesión. Abstract. The aim of the present study is to carry out a systematic review of the literature on the alternative game and sport of Quidditch. To this end, a search was carried out in four databases: Web of Science, SportDiscus, PubMed and Scopus, where the keyword "Quidditch" was entered, considering documents published up to June 2022. To limit the search and obtain valid scientific papers, a series of inclusion and exclusion criteria were established, thus favoring the success of the search, and drawing more relevant conclusions. Finally, a total of 22 papers related to Quidditch were selected, which were classified based on different variables: General variables, Specific variables of the paper, Variables related to the subject of studies and Quality variables of the papers. As a result, most of the documents obtained are Journal articles, whose main topics are Sports Sociology, Sports Information and Sports Medicine. As for the injuries that stand out from the papers, concussions are mentioned. Finally, this review serves as a basis for future research on Quidditch and its application in the educational field, since it has allowed knowing the main findings related to the Physical Education subject. Key words: Physical activity, Sport, Physical education, Injury.
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Figueras Comas, Sara. "Rúbrica para evaluar la capacidad educativa de la actividad físico-deportiva en la población en edad escolar en entidades no formales (Rubric for evaluating the educational capacity of physical activity and sports in the school-age population at non-formal entities)." Retos 46 (July 28, 2022): 292–300. http://dx.doi.org/10.47197/retos.v46.94050.
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El presente artículo se enmarca en el proyecto de transferencia de conocimiento promovido por la Gerència de Serveis d’Esports de la Diputació de Barcelona (ref. 2020/001556). El proyecto tiene como objetivo elaborar una rúbrica de evaluación para identificar la capacidad educativa de la actividad físico-deportiva practicada por la población en edad escolar en entidades deportivas de educación no formal de la provincia de Barcelona. A tal efecto, se realizó un análisis documental del deporte educativo y un trabajo de campo a través de tres grupos de discusión con los diferentes agentes implicados en las actividades. A partir del análisis cualitativo y de la triangulación de los datos, se extrajeron las dimensiones y los indicadores de la rúbrica que se graduaron en cuatro niveles de desempeño. Posteriormente, se llevó a cabo la validación del instrumento de evaluación por personas expertas. La versión resultante se pilotó en cinco entidades deportivas de distintos municipios de la provincia de Barcelona. Abstract. This article is part of the knowledge transfer project promoted by the Gerència de Serveis d’Esports de la Diputació de Barcelona (ref. 2020/001556). The purpose of this project was to develop an assessment rubric to identify the educational capacity of the physical activity and sports practiced by the school-age population in non-formal educational sports entities in the province of Barcelona. To this end, a documentary analysis of educational sport and a fieldwork were carried out through three focus groups with the different agents involved in the activities. From the qualitative analysis and the triangulation of the data, the dimensions and indicators of the rubric were extracted, which were graduated in four performance levels. Subsequently, the validation of the evaluation instrument was carried out by experts. The resulting version was piloted in five sports entities in different communities in the province of Barcelona.
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Rubio, Katia. "From olymp to post-olympism: topics for a reflexion on contemporary sport." Revista Paulista de Educação Física 16, no. 2 (December 20, 2002): 130. http://dx.doi.org/10.11606/issn.2594-5904.rpef.2002.138705.
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O esporte tem refletido a forma como a sociedade vem se organizando, espelhando as diferenças entre Estados, povos e classes sociais, além de se tornar um dos principais elementos da indústria cultural contemporânea. Constituído como um dos principais fenômenos sociais contemporâneos, o esporte tem se estabelecido como. um campo privilegiado de estudo e intervenção, não só nos aspectos específicos de sua prática tática e técnica mas também do ponto de vista educativo e socio-cultural. Uma das justificativas para o esporte usufruir da condição de um dos principais fenômenos culturais da atualidade reside no fato dele congregar valores de sua gênese como o elemento integrador mente-corpo e a função pedagógica praticada na “paidéia” na Grécia Helênica, como por outro lado a sua porção competitiva se integra perfeitamente à condição pós-moderna, justificada pela relação de dependência estabelecida com os meios de comunicação de massa e o conseqüente ajustamento de sua prática em função das exigências e necessidades desses meios. A transformação do papel social do atleta e da organização da instituição esportiva como um todo vem possivelmente satisfazer ao conjunto de novos valores esportivos, aos quais denominamos pós-Olimpismo, onde o amadorismo é abolido do conjunto de ideais e o “fair-play” é adequado à necessidade de convivência com patrocinadores, espaço comercial e novas regulamentações.
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Lamoneda-Prieto, J. "Responsabilidad, violencia percibida y prosocialidad en adolescentes que precisan atención compensatoria." SPORT TK-Revista EuroAmericana de Ciencias del Deporte 8, no. 2 (July 28, 2019): 27–34. http://dx.doi.org/10.6018/sportk.391721.
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El presente estudio analiza en un centro público adscrito a un Programa de Compensación Educativa cómo influyen el género, el curso y las necesidades educativas de apoyo educativo (NEAE) en la responsabilidad en educación física, violencia escolar y prosocialidad. Participaron 120 estudiantes con una edad media de 14.40 años (DT = 1.67), de los cuales 62 estaban diagnosticados con alguna NEAE (51.7%) y 58 no requería atención especial (48.3%). Los resultados indican tan solo diferencias entre alumnos que precisan diferente atención educativa en la responsabilidad personal en educación física. El género y el curso mostraron ser variables influyentes en la responsabilidad social en EF y prosocialidad. No se hallaron diferencias en la violencia escolar percibida para las variables analizadas. A partir de los datos recabados se aportan consideraciones prácticas para la intervención educativa con estudiantes en riesgo de exclusión social. This work analyses, in a public educational centre associated to a Compensatory Education Programme how gender, the academic year and educational needs of educational support (SNES) influence responsibility in physical education, school violence and prosociality. 120 students took part in the project, age of 14.40 years (SD = 1.67), 62 out of them had been diagnosed with some SNES (51.7%) and 58 did not require any special support (48.3%). Results showed only differences among students who needed different educational attention in personal responsibility in physical education. Both gender and the academic year showed influential variables in social responsibility in physical education and prosociality. No differences were found in perceived school violence for the analised variables. Based on the data collected, practical considerations are provided for educational intervention with students at risk of social exclusion.
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Álvarez-Álvarez, Carmen, Marcos Francisco Rodríguez-Bravo, and Alexandre Camacho-Prats. "La Alta Inspección en educación: Un servicio desconocido del sistema educativo español." education policy analysis archives 27 (July 15, 2019): 82. http://dx.doi.org/10.14507/epaa.27.3695.
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Inspection in schools is carried out by the educational inspection service dependent on the autonomous communities, which have full powers in terms of control, supervision, advice and evaluation. However, the different laws of education that have governed our educational system, include the existence of a “High Inspection” in education, a service dependent on the Ministry of Education, Culture and Sport and whose competences are explicit in our current educational law. In this article we synthesized an exploratory study on the current situation of the high inspection in Spain through interviews with key informants, whose purpose is to know the access procedure to perform the functions entrusted to the high inspection, their real skills and their coordination with the autonomous educational inspection. The results show that the control competences of this service are reduced, in addition to checking that its functions are limited to inform the Ministry about elements of the autonomic regulations that may contravene the basic regulations, the decision making about the homologation and issuance of titles, in addition to other state competences not transferred. We conclude that the high inspection is a service that develops many functions related to information or verification, which currently, with some exceptions, are not exercising those personal inspector positions and that is an unknown service for many, besides having a name that generates confusion.
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Grao-Cruces, Alberto, Alberto Nuviala, and Antonio Fernández-Martínez. "Valoración del programa Escuelas Deportivas: Composición corporal, actividad física y capacidad aeróbica en adolescentes (Assessment of the Sport Schools program: Body composition, physical activity and cardiorespiratory fitness in adolescents)." Retos, no. 27 (March 5, 2015): 105–8. http://dx.doi.org/10.47197/retos.v0i27.34357.
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Escuelas Deportivas es un proyecto educativo de actividad física (AF) extraescolar, implementado por la Junta de Andalucía (España) para fomentar la AF y prevenir la obesidad escolar. El objetivo del estudio fue observar cambios en la composición corporal, niveles de AF y capacidad aeróbica durante la aplicación del programa Escuelas Deportivas en un curso escolar (2011/2012). Estudio no experimental, con medidas al inicio y al final del curso citado. En él participaron 1713 adolescentes (12-16 años) que cursaban educación secundaria en Andalucía. Índice de masa corporal y capacidad aeróbica fueron evaluados con medidas objetivas, AF mediante un cuestionario previamente validado. El programa Escuelas Deportivas tuvo mayor aceptación entre los adolescentes varones y entre los adolescentes de ambos sexos que fueron más activos y obtuvieron mayor puntuación en la prueba de capacidad aeróbica. Durante su aplicación, se observó un descenso de los niveles de AF y capacidad aeróbica de las chicas que sólo fue significativo entre aquellas que no participaron en el programa.Palabras clave. Adolescente, condición física, educación física, ejercicio, programas extraescolares, promoción de la salud.Abstract. Sport Schools is an educational project of after-school physical activity (PA) developed by the Andalusian Government (Spain) to promote PA and to prevent the obesity among school-aged children. The aim of this study was to observe changes in body composition, PA levels, and cardiorespiratory fitness during application of the Sport Schools program in one school year (2011/2012). Non-experimental study design with measures taken at the beginning and at the end of the mentioned school year. The sample was 1713 teenagers (12-16 yr.) who were attending secondary education in Andalusia (Spain). Body mass index and cardiorespiratory fitness were evaluated with objective measures, PA using a validated questionnaire. The Sport Schools program had greater acceptance among boys than girls, and among the adolescents of both sexes with higher levels of PA and cardiorespiratory fitness than those with lower levels of this variables. During their implementation, we observed a decrease of PA levels and cardiorespiratory fitness in girls that was significant among those who did not participated in the program. Suggestions for improvement are offered in the Discussion section.Key words. After-school programs, exercise, health promotion, physical education, physical fitness, teenager.
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Ferrando Félix, Sergio, Óscar Chiva-Bartoll, and Carmen Peiró Velert. "Realidad de la Educación Física en la Escuela Rural: una revisión sistemática (Reality of Physical Education in the Rural School: a systematic review)." Retos, no. 36 (April 29, 2019): 604–10. http://dx.doi.org/10.47197/retos.v36i36.68766.
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I: Esta revisión pretende analizar la investigación publicada a nivel nacional e internacional en el ámbito de la EF en el contexto educativo rural. M: El procedimiento de investigación se centró en la revisión de los artículos publicados en las bases de datos WoS, Scopus, ERIC, Sportdiscus y Dialnet. Los artículos contaron con los siguientes criterios de inclusión y exclusión para asegurar la relevancia y el ajuste temático de la revisión área de conocimiento, fecha de publicación, idioma y tipo de documento. Además, se combinaron diferentes términos de búsqueda vinculados con el campo de estudio: rural school, physical education and sport. Tras aplicar los criterios de selección, se analizaron las 62 publicaciones resultantes. R y D: La Educación Física en la escuela rural es un tema de investigación olvidado a nivel internacional. Los escasos estudios se vinculan a la mejora de la salud y del bienestar de una sociedad considerada con menores recursos y apenas se encuentran referencias sobre cuestiones educativas. En la escena nacional, todos los estudios examinados presentan análisis teórico-descriptivos y algunos relatan experiencias prácticas. Esta falta de estudios evidencia la necesidad de realizar investigaciones que indaguen en las potencialidades educativas de la EF en la escuela rural. I: This review aims to analyze the research published nationally and internationally in the field of PE in the rural educational context. M: The research procedure focused on the review of the articles published in the WoS, Scopus, ERIC, Sportdiscus and Dialnet databases. The articles had the following inclusion and exclusion criteria to ensure the relevance and thematic adjustment of the review area of knowledge, date of publication, language and type of document. In addition, different search terms linked to the field of study were combined: rural school, physical education and sport. After applying the selection criteria, the 62 resulting publications were analyzed. R and D: Physical Education in the rural school is a forgotten research topic at an international level. The few studies are linked to improving the health and well-being of a society considered to have fewer resources and there are hardly any references to educational issues. In the national scene, all the studies examined present theoretical-descriptive analysis and some relate practical experiences. This lack of studies evidences the need to carry out research that inquiries into the educational potential of PE in rural schools.
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Brandl-Bredenbeck, Hans Peter, and Ralf Sygusch. "Highway to Health - an innovative Way to address Health in Physical Education Teacher Education (PETE) (Highway to Health - una forma innovadora de abordar la salud en la formación de profesores de Educación Física (PETE))." Retos, no. 31 (November 24, 2016): 321–27. http://dx.doi.org/10.47197/retos.v0i31.53543.
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In the last two decades the German educational system has experienced significant changes. The new generation of curricula is no longer input-oriented, but its targets are output-oriented. A central characteristic of these new curricula is the fact that learning targets are described in terms of competences students have to acquire. Taking the example of health as a content the following article presents theoretical, conceptual as well as practical aspects of how competence-oriented teaching-learning processes in Physical Education Teacher Education as well as in PE lessons in school are conceptualized and implemented. On the background of the theoretical “Erlanger Model for Competence Orientation in Sport (ECSpo)” the article gives answers to the following guiding questions: Which sport-related health competencies should be conveyed to pupils in physical education (PE) and how should this be done? Which competencies do PE teachers need in order to address the topic health in PE lessons? Specific learning objectives and learning tasks developed and applied in a joint project seminar between university and school are presented and discussed.Resumen. En las últimas dos décadas el sistema educativo alemán ha experimentado cambios significativos. La nueva generación de programas de estudio no es más “input-oriented”. Sus objetivos son orientados a los productos. La característica central de estos nuevos currículos es el hecho de los objetivos de aprendizaje son descritos en términos de competencias que los estudiantes tienen que adquirir. Tomando el ejemplo de la salud como contenido, este artículo presenta los aspectos teóricos, conceptuales, así como aspectos prácticos de cómo los procesos de enseñanza-aprendizaje orientado competencia son conceptualizados en la formación del profesorado de Educación Física, así como en clases de educación física en la escuela. En la base teórica del "Erlanger Model for Competence Orientation in Sport (ECSpo)" el artículo da respuestas a las siguientes preguntas orientadoras: ¿Qué competencias para la salud relacionadas con el deporte deben ser comunicadas a los alumnos de educación física (PE) y cómo deberá ser esto hecho? ¿Qué competencias necesitan los profesores de educación física con el fin de abordar el tema de la salud en las clases de educación física? Son presentados y discutidos objetivos específicos de aprendizaje y tareas de aprendizaje desarrollado y aplicado en un seminario conjunto entre la universidad y la escuela.
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Gutiérrez Díaz del Campo, David. "Revisión y propuestas de intervención sobre el Efecto de la Edad Relativa en los ámbitos educativo y deportivo (Review of relative age effects and potential ways to reduce them in sport and education)." Retos, no. 23 (March 7, 2015): 51–63. http://dx.doi.org/10.47197/retos.v0i23.34568.
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La diferencia de edad cronológica entre los sujetos de un mismo grupo de edad es conocido como edad relativa (relative age) y sus consecuencias como efecto de la edad relativa (RAE: Relative age effect). Esta expresión ha sido en diversos trabajos mal traducida al castellano como efecto relativo de la edad. En el presente trabajo se exponen las investigaciones más relevantes realizadas en torno a este tema tanto en el ámbito deportivo como en el educativo a nivel mundial, con especial atención a los estudios en español. Se ha elegido realizar una revisión conjunta de los ámbitos educativo y deportivo por existir nuemerosos puntos en común, así como de tratarse en ocasiones de los mismos sujetos los incluidos en unos y otros estudios, pues todos los deportistas han formado parte del ámbito educativo en su etapa obligatoria. Este trabajo no pretende ser una revisión exahustiva del RAE, sino de aquellos trabajos más representativos en cada uno de los ámbitos revisados y los subámbitos que aparecen en cada uno de llos. En la parte final del artículo se exponenen y analizan las hipótesis barajadas como origen de este problema, así como las soluciones propuestas en la bibliografía, además de propuestas propias elaboradas por el autor. Más allá de aportar soluciones genéricas, se pretende generar sensibilidad hacia este problema y voluntad de intervención en educadores y responsables deportivos.Palabra clave: efecto de la edad relativa; efecto relativo de la edad; detección de talentos; procesos de selección.Abstract: Differences on chronological age within a peer/age group are known as Relative Age, and its consecuences as Relative Age Effec (RAE). This article is a review of the most relevant publications in both the educative and sportive contexts. The decision of reviewing both contexts in the same article is based on the existence of many points in common between them. Furthermore when research is made on youth sport, all the participants are at the same time in the educational system. The hypothesis of the origin of RAE and possible solutions are discussed and analysed at the end of the paper. Besides the objective of compiling and analyse what literature says about RAE, this article has the aim of raisig awareness about this problem and wish of intervention in educators and sportive managers.Key words: relative age effect; season-of-birth bias; selection processes; talent identification.
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Sans Osanz, Joana, and Eduard Inglés Yuba. "Análisis comparativo de la legislación en materia de las titulaciones de Técnico Deportivo y Técnico Deportivo Superior en la especialidad de deportes de invierno en España (Comparative analysis of the legal system in the field of Sports Instructor certi." Retos, no. 37 (October 19, 2019): 351–61. http://dx.doi.org/10.47197/retos.v37i37.72606.
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Estudios previos describen un auge en las actividades físicas en el medio natural y la consecuente necesidad de formar personal cualificado para dirigirlas. Aun así, el sistema educativo de profesionales de estas actividades aún hoy está siendo ordenado y estructurado. El presente artículo pretende comparar las normativas vigentes en las formaciones técnicas (técnico deportivo y técnico deportivo superior) de los deportes de invierno (esquí alpino, esquí de fondo y snowboard) y analizar las diferencias en la regulación en la España de las comunidades autónomas. Se ha analizado el contenido de la normativa estatal y el desarrollo normativo vigente de cada comunidad en materia de las titulaciones técnicas de la especialidad de deportes de invierno. En el año 2018, ocho comunidades han desarrollado normativa específica relativa a las titulaciones técnicas en la especialidad de los deportes de invierno, 18 años después de la publicación de la normativa estatal. Por lo general, se observa heterogeneidad en la regulación entre las diversas comunidades y también en comparación con la normativa estatal en aspectos tan relevantes como las capacidades profesionales, el ejercicio de la actividad profesional, las asignaturas cursadas, la distribución horaria, la carga lectiva total y la proporción de horas teóricas y prácticas. Es necesaria una homogeneización entre comunidades autónomas de la regulación de las titulaciones técnicas en deportes de invierno, con el objetivo de asegurar una línea convergente para el ejercicio profesional de estas modalidades en todo el territorio estatal.Abstract. Previous studies describe a height of outdoor sports and the consequent need to train qualified instructors. Even so, the educational system of instructors of these activities is still being ordered and structured. This article aims to compare the regulations in the professional certifications of winter sports (alpine skiing, cross-country skiing, and snowboarding) and analyze the differences in regulations of the autonomous communities of Spain. The content of the state regulations and the current regulatory development of each autonomous regions regarding professional certifications in winter sport modalities were analyzed. In 2018, eight communities developed specific regulations regarding professional certifications in winter sport modalities, 18 years after the publication of the country regulation. In general, heterogeneity is observed in the regulations between the different communities and also in comparison with the country regulations in aspects as important as professional capacities, exercise of the professional activity, subjects, time distribution, total teaching hours, and proportion of theoretical and practical hours. A homogenization of the regulations of professional certifications in winter sports is necessary among autonomous communities, with the aim of ensuring a convergent line for the professional practice of these modalities throughout the country territory.
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Peter, Vijay Francis. "Relationship among Culture, Education and Sports." International Research Journal of Management, IT & Social Sciences 2, no. 11 (November 1, 2015): 53. http://dx.doi.org/10.21744/irjmis.v2i11.81.
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The purpose of this article is to place sport in a social, cultural and educational context. This implies definitions of culture, education and sport, and the academic association of each to the others. However, it is seen that culture, education and sport have commonly-held meanings which, in some cases, eradicate the need for further clarification. So, apart from defining these important concepts, this article will also deal with the pervading nature of sports in society, sport as a system of sub-cultures and the degree to which sport has become an important symbol for individuals and societies worldwide. Sports has a variety of functions for different segments of society and therefore different meanings to those different populations. Everyone knows what a culture is. Everyone knows what education is. And everyone knows what sports is. But everyone has slightly different definitions of culture, education and sports.
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Eperthener, Amy S. "Financial and Management Barriers to Safety Education in Youth Sports in the United States." Athens Journal of Sports 9, no. 2 (May 12, 2022): 101–13. http://dx.doi.org/10.30958/ajspo.9-2-3.
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A problem exists with the lack of mandated health and safety training for youth sport coaches in the United States. Youth sport organizations rely heavily on volunteers to staff their programs, and lack of education leaves coaches unprepared to handle health and safety situations that arise. This study explored current practices in safety education for youth sport coaches in northwestern Pennsylvania. Youth sport coaches and administrators at three sites were interviewed. The results of the study showed an overall lack of consistency in health and safety education in the region. Youth sport coaches whose sport has a governing body or with additional coaching experiences had more health and safety education than those who did not. Administrators cited concerns that additional required training would deter volunteers from coaching, citing financial and management barriers. The coaches unanimously indicated additional education would not deter them from coaching. The participants viewed health and safety education as important and valuable for youth sport coaches to possess, as it increases the overall safety of youth sports. Keywords: youth sports, coach education, sports injuries, sports administration, injury prevention
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Di Palma, Davide. "Promote the learning of life skills in primary school through an innovative didactics’ proposal of motor-sports education." Form@re - Open Journal per la formazione in rete 22, no. 3 (December 31, 2022): 123–43. http://dx.doi.org/10.36253/form-13662.
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The research work aims to emphasize the importance of motor and sports education in the training of people, starting from primary school, through the acquisition of life skills. In this regard, this work proposes an experimental motor education program to be developed in just 20 hours in primary schools, with the aim of increasing the educational level of young students in five key thematic area useful for stimulating the learning of the main life skills. The research methodology is based on an empirical approach, in line with several studies in the pedagogical field, which allows to observe and evaluate in detail the progress made by the students from the motor, social-relational and educational point of view. The results are measured by creating an evaluation protocol that is applied both before and after the administration of the experimental project. The research carried out fulfills the initial research purpose and it is the basis for future studies in the field of educational sciences aimed at the growth of the individual through a suitable institutional and didactic restructuring of motor and sport education in the school system.
Promuovere l’apprendimento delle life skills nella scuola primaria attraverso una proposta didattica innovativa di educazione motorio-sportiva.
Il lavoro di ricerca ha lo scopo di sottolineare l’importanza dell’educazione motoria e sportiva nella formazione delle persone, a partire dalla scuola primaria, attraverso l’acquisizione delle life skills. A tal proposito, questo lavoro propone un programma sperimentale di educazione motoria da sviluppare in sole 20 ore nelle scuole primarie, con l’obiettivo di aumentare il livello di istruzione dei giovani studenti in cinque aree educative utili a stimolare l’apprendimento delle principali life skills. La metodologia di ricerca si basa su un approccio empirico e osservativo, in linea con i principali studi in ambito pedagogico, che permette di analizzare nel dettaglio i progressi compiuti dagli studenti dal punto di vista motorio, socio-relazionale ed educativo. I risultati vengono misurati attraverso la realizzazione di un protocollo di valutazione che viene applicato nella fase precedente e successiva alla somministrazione del progetto sperimentale. La ricerca soddisfa lo scopo di ricerca iniziale, ed è la base per futuri studi nel campo delle scienze della formazione volti alla crescita dell’individuo attraverso una adeguata ristrutturazione istituzionale e didattica dell’educazione motoria e sportiva nel sistema scolastico.
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Jorquera García, José Luis, Alejandro Leiva Arcas, Juan Manuel Molina Morote, and Antonio Sánchez Pato. "Proyecto educativo Olimpízate: objetivos, metodología y actividades para enseñar olimpismo en los centros de educación secundaria (Olimpízate, an educational project: objectives, methodology and activities to teach Olympism in secondary schools)." Retos, no. 33 (September 15, 2017): 286–92. http://dx.doi.org/10.47197/retos.v0i33.52205.
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Nuestra actual forma de practicar y entender el deporte, en cuanto a valores asociados se refiere, ha sido fijada principalmente por el Movimiento Olímpico. El Comité Olímpico Internacional reconoce tres valores fundamentales que definen el Olimpismo moderno: excelencia, amistad y respeto. Olimpízate es una iniciativa interdisciplinar, a la que se han adherido todos los departamentos didácticos de un centro de enseñanza secundaria, con el ánimo de incidir, desde diversas perspectivas, en la adquisición y proyección de los valores olímpicos. Los materiales se han presentado como una forma de promover el aprendizaje y la participación, estimular el pensamiento crítico, contribuir al desarrollo personal y social del alumno, descubrir la realidad olímpica, su historia y simbología y fomentar e inculcar los valores olímpicos en la comunidad educativa. Esta experiencia nos ha permitido explorar y poner en práctica las enormes posibilidades que tiene un centro educativo para incentivar la educación olímpica en los alumnos y alumnas de secundaria.Abstract. Our current way to practice and understand the sport, in terms of associated values, has been set primarily by the Olympic Movement. The International Olympic Committee recognizes three fundamental values defining modern Olympism: excellence, friendship, and respect. Olimpízate is an interdisciplinary initiative that has joined all teaching departments of secondary schools, with the aim to foster the acquisition and projection of the Olympic Values from various perspectives. Materials have been presented as a way to promote learning and participation, to encourage critical thinking, to contribute to personal and social development of students, to discover the Olympic reality, its history and symbolism, and to promote and inculcate the Olympic values within the education community. This experience has allowed us to explore and implement the vast opportunities that schools have to encourage Olympic education in high school students.
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Quiroz Moreira, Jonathan Fabricio, and Luis Alberto García Salmon. "DIAGNÓSTICO DE LA ENSEÑANZA DEL BALONMANO EN EL NIVEL BÁSICO DE LOS CENTROS EDUCATIVOS PÚBLICOS DEL CANTÓN MANTA." Revista Cognosis. ISSN 2588-0578 5 (August 31, 2020): 63. http://dx.doi.org/10.33936/cognosis.v5i0.2445.
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Jugar es parte de la propia naturaleza del individuo. Su importancia a través de la práctica deportiva ha permitido que se constituya en instrumento clave dentro de la práctica en la pedagogía actual, que lo considera un elemento estructural en la interacción enseñanza – aprendizaje. El Balonmano, es un deporte que a nivel cognitivo genera en quien lo practica condiciones necesarias de respuesta ante la elección de elementos técnicos y procedimientos tácticos en la búsqueda de soluciones que el juego lo amerita, por lo que se le atribuye el desarrollo equitativo que integra los psíquico y lo motriz. En el Distrito Educativo 13D02, provincia de Manabí, Ecuador, los docentes del área de Educación Física ejecutan el currículo propuesto por el Ministerio de Educación con todas sus herramientas pedagógicas, sin embargo, el presente artículo se plantea como objetivo diagnosticar el estado actual de la enseñanza del balonmano en las instituciones fiscales del cantón Manta a través de la aplicación de un instrumento de investigación, constituido por un banco de preguntas con opciones diseñadas en escala Likert, aplicado a los 103 docentes del área de Educación Física , lo que permitió la, sistematización, el análisis e interpretación de los resultados obtenidos. Esta investigación, además de justificar el uso didáctico del balonmano, concluye que, aunque el estado actual de la práctica del balonmano es limitado, el fomento de esta disciplina contribuirá de manera integral en el fortalecimiento del ámbito psicomotriz dentro del proceso de enseñanza/aprendizaje.
PALABRAS CLAVE: Educación Física ; enseñanza; pedagogía; deporte.
DIAGNOSIS OF TEACHING HANDBALL AT THE BASIC LEVEL OF PUBLIC EDUCATIONAL CENTERS IN CANTON MANTA
ABSTRACT
Playing is part of the individual's own nature. Its importance through sports practice has allowed it to become a key instrument within practice in current pedagogy, which considers it a structural element in the teaching-learning interaction. Handball is a sport that, on a cognitive level, generates in those who practice it the necessary conditions of response to the choice of technical elements and tactical procedures in the search for solutions that the game deserves, for which it is attributed the equitable development that integrates the psychic and the motor. In Educational District 13D02, province of Manabí, Ecuador, teachers in the physical education area execute the curriculum proposed by the Ministry of Education with all its pedagogical tools, however, this article aims to diagnose the current state of the teaching handball in the fiscal institutions of the Manta canton through the application of a research instrument, consisting of a bank of questions with options designed on the Likert scale, applied to the 103 teachers in the area of physical education, which allowed the systematization, analysis and interpretation of the results obtained. This research, in addition to justifying the didactic use of handball, concludes that, although the current state of handball practice is limited, the promotion of this discipline will contribute in an integral way to the strengthening of the psychomotor field within the teaching / learning process.
KEYWORDS: physical education; teaching; pedagogy; sport.
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Bates, Samantha, and Stacy Kratz. "Integration, Creation, and Growth: A Path Forward for Sport Social Work Education." Sport Social Work Journal 1, no. 1 (February 1, 2022): 115–35. http://dx.doi.org/10.33043/sswj.1.1.115-135.
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Sports fans and the public alike have seen athletes and sport organizations spark conversations focused on equity, mental health, and human rights. Social workers also are professionals that engage in advocacy to destigmatize mental health and to address complex social issues. To align advocacy efforts at the intersection of social work and sport, a small coalition of social workers and interdisciplinary partners convened to create the Alliance for Social Workers in Sports (ASWIS) in 2015. The ASWIS is leading the way in preparing social workers for practice in sport by offering the first Sport Social Work Certificate Program (SSW Certificate). Despite the development of the SSW Certificate, the demand, need, and interest in the sport social work specialization is growing. The purpose of this article is to outline a path forward for sport social work education by discussing strategies to (a) integrate sports into existing coursework; (b) create sport social work courses and field placements; and (c) develop specialization tracks that grow the sport social work workforce and platform for advancing social change through sport. Improving access to education and training can strengthen the specialization of sport social work, and will ultimately benefit athletes, teams, communities, and sport organizations.
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Castellar Otín, Carlos, Francisco Pradas de la Fuente, Marta Rapún López, Irene Coll Risco, and Sergio Pérez Gómez. "Aula en bici: un proyecto longitudinal de intervención docente en Ed. Primaria (Class by Bicycle: a longitudinal project of educational intervention in primary school)." Retos, no. 23 (March 7, 2015): 5–9. http://dx.doi.org/10.47197/retos.v0i23.34558.
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El desarrollo y la aplicación didáctica de un proyecto educativo que articule un contenido asociado a la utilización de la bicicleta, como recurso con amplias posibilidades educativas, es el objetivo del presente trabajo. El proyecto docente realizado se denomina el Aula en bici. Se trata de una experiencia didáctica piloto, en la que se efectúa un tratamiento pedagógico de carácter longitudinal, al vertebrar los objetivos y contenidos de trabajo a lo largo del segundo y tercer ciclo de Educación Primaria (de 3º a 6º curso). La vinculación con los bloques de contenido del Área de Educación Física establecidos por el Gobierno de Aragón (DGA) sitúa esta experiencia en el bloque de las habilidades motrices y en el de actividad física, salud y educación en valores. Esta experiencia ha logrado aproximar el contenido de la bicicleta desde una triple perspectiva: como medio de transporte urbano, como modalidad deportiva ecológica y saludable, y como herramienta para descubrir el medio natural. Palabra clave: Bicicleta, intervención didáctica, educación primaria, transversalidad, proyecto longitudinal.Abstract: The purpose of this study is the development and application of a program based on the use of the bicycle as educational tool. This project, named the Class by Bicycle was based on a longitudinal pedagogical treatment structuring the objectives and contents of work throughout Primary School (8-9 years old to 11-12 years old). This experience is included into the motor skill block, as well as into the physical activity, health and education values blocks according to the content blocks of Physical Education established by the Aragón Government (DGA). This experience approached the cycling contents from a tripled perspective: as a mean of urban transport, as an healthy and ecological sport, and as a tool to discover the natural environment.Key words: Bicycle, didactics intervention, primary school, methodology, longitudinal project.
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Merino Orozco, Abel, Fernando Sabirón Sierra, and Ana Arraiz Pérez. "Análisis del escenario de competición en fútbol prebenjamín: Un estudio de caso (Analysis of competition space in under 6’s football: A Case Study)." Retos, no. 28 (March 23, 2015): 26–32. http://dx.doi.org/10.47197/retos.v0i28.34815.
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El deporte escolar en el inicio de la educación primaria implica escenarios no formales con potencial para generar excelentes oportunidades formativas. La motivación del estudio es indagar en los escenarios del fútbol prebenjamín. La finalidad se concreta en la comprensión del escenario de la competición reglada; construido en los partidos que juegan los niños de seis años, acompañados por familiares y entrenadores. Se aplica un diseño de estudio de caso, modalidad etnográfica, a través de la observación participante. El análisis de los datos narrativos y de imagen pone de manifiesto la tensión entre el referente de competición y el educativo. La importancia del resultado y la competitividad en el juego destacan como significados atribuidos al escenario; a la vez que condicionan la participación y la instrucción. El modelo del deporte profesional se filtra en las dinámicas organizativas. La intensidad emocional acompaña el desarrollo del partido. Se discuten las implicaciones de la competición reglada en el fútbol prebenjamín como actividad de educación no formal y la necesidad de dar mayor protagonismo al niño y su grupo de iguales.Abstract. The school sport in the beginning of primary education involves non-formal settings with the potential to generate excellent learning opportunities. The main goal of the study is to research within the football training contexts of six-year old infants. This goal is achieved through the understanding of the framework of the ruled competition, which is built up taking into account the children’s football matches performed in the presence of family and coaches. An ethnographic case study design is applied through participant observation. The analysis of image and narrative data spotlights the stress between the competitive reference and the educational one. The importance of the result and game competitiveness stand out as features inherent to the framework; in the same way, they influence participation and instructional development. The model of professional sport leaks into the organizational dynamics. Emotional load goes along with the progress of the match. Furthermore, the study deals with the implications of regulated competition in under 6’s football as non-formal education and it states the necessity to give more importance to the role of the child and his peer group.
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Constantin, Pompiliu-Nicolae, Rares Stanescu, Florin Pelin, Marius Stoicescu, Monica Stanescu, Vassilis Barkoukis, Kornelia Naidenova, Vania Yordanova, Carole Gomez, and Pim Vershuuren. "How to Develop Moral Skills in Sport by Using the Corruption Heritage?" Sustainability 14, no. 1 (December 31, 2021): 400. http://dx.doi.org/10.3390/su14010400.
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This paper examines how the corruption heritage of South-Eastern European sport can be used as content for educational strategies designed to improve the ethics and integrity in today’s sport. Hidden or dark history is useful when considering an education for a sustainable development approach to improving athletes’ moral skills. In education, examining mistakes can be a useful tool for preventing their recurrence as they provide examples for study and content for evidence-based learning. At the same time, it is a useful process, aiming to develop critical thinking and the decision-making skills in the area of sports. This paper provides examples on how narratives can be used in the field of sport moral education and what patterns reflecting the lack of integrity in sport can be identified. Because it has perpetuated and altered the image and principles of sports competition, diminishing trust in sport sustainability, it is important to identify how this effect can be approached from the perspective of the education for sustainable development (ESD), as applied to the area of sports. However, it is essential that sports integrity be valued by society and that all sports actors (athletes, coaches, officials) promote ethics and fair play.
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Cullarin-Bernales, Jovi Jane. "Implementation of School-Based Sports Management Program of Private Higher Education Institution." International Multidisciplinary Research Journal 3, no. 2 (June 16, 2021): 237–43. http://dx.doi.org/10.54476/iimrj305.
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Sports management programs should provide students with a hands-on and experience education which will provide them with the necessary preparation for real-world sports settings. As such schools’ sports programs should focus on providing students with the training they needed. The study investigated the implementation of the school-based sports management programs of private higher education institutions in the Province of Batangas. A cross-sectional survey of data collection was used to gather the data on 104 PE teachers and 30 sports coordinators. Implementation of the program was assessed in terms of objectives, administrative support, resources, activities and monitoring and evaluation, while the participation of the coordinators was assessed relative to collaboration, mechanisms, and decisionmaking. Alongside that, the issues and challenges of managing the program were also assessed. The study's findings revealed that sports coordinators' implementation and participation were highly visible. Respondents strongly agreed that there were issues and challenges in managing the program. The results also confirmed that the assessments of the sports coordinators and the PE teachers in terms of implementation and participation of the sports coordinators in managing the school-based sports management program were not significantly different. A prototype sports management program was designed by the researcher for private higher education institutions in the Province of Batangas.Physical education, Physical activity, School based, Commission on Higher Education, Sport coordinator, World Health Organization, Prototype College of Teacher Education, Progressive relaxation training, Implementation, Participation, Philippines, Management program, Sports coordinators, Decision making, Foundational premises, Sports program, Pe teacher, Administrative support, Private high education institution, Sport management program, Physical Education and Sport, Sport Value Framework”.
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Marín-Montín, Joaquín. "Educational values of sports in films." Comunicar 12, no. 23 (October 1, 2004): 109–13. http://dx.doi.org/10.3916/c23-2004-18.
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This paper presents an analysis of sports in films emphasizing educational values. Along history cinema as social media has witnessed the transformation of sports. As a didactic resource the documentary genre has been essential in sports evolution. However, we can not forget narrative movies referring to the sport phenomena around world. Este artículo presenta un análisis sobre el deporte en el cine e incide en sus valores educativos. A lo largo de la historia, el cine como medio de comunicación social ha sido testimonio de la transformación del deporte. Como recurso didáctico la función documental del cine ha sido clave para la evolución deportiva aunque sin olvidar aquellas obras argumentales que han tomado de referencia fenómenos generados en torno al deporte.
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Galimov, Almaz. "Conceptual fundamentals of comprehensive integration of sport training and education at a sports-related university." SCIENCE AND SPORT: current trends 7, no. 3 (September 2019): 66–73. http://dx.doi.org/10.36028/2308-8826-2019-7-3-66-73.
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Purpose of the research. Substantiation of the pedagogical value and determination of the general principles for the integration of sport training and educational process of highly qualified student-athletes enrolled in coach training programs. Research methods. Theoretical analysis, comparison, modeling and generalization. Results and discussion. Currently, the increasing importance of non-formal education is one of the essential trends in the modern system of higher education. It is one of the forms of implementing the concept of lifelong education. The analysis of top world practice and domestic scientific resources revealed a new value aspect of sports activity. This is non-formal education of future coaches based on their sport experience and active involvement in sport activities. We have demonstrated that the use of sport situations and conditions for coach training at a sports-related university creates a new concept of non-formal education, which is professional education by professional sports. We revealed and substantiated general principles for delivery of the concept of the comprehensive integration of sport training and educational process at sports-related universities. Conclusion. Intersection of expected outcomes of mastering of coach training programs and acquiring of knowledge, skills and labor effects, which are essential for highly qualified athletes, contains enormous educational potential for sport activities of student-athletes studying at a sports-related university. At the same time, the major problem of delivery of this potential is development and application of the organizational and pedagogical model of comprehensive integration of educational process and sport training at a particular university.
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Lott, Gregory Harrison, and Brian A. Turner. "Collegiate Sport Participation and Student-Athlete Development through the Lens of Emotional Intelligence." Journal of Amateur Sport 4, no. 2 (January 22, 2019): 1–28. http://dx.doi.org/10.17161/jas.v4i2.7111.
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A continued debate persists over the place of sport within institutions of higher education. Proponents of sport champion its ability to contribute to a holistic notion of education and develop an array of competencies touted in institutional missions. There is however a dearth of empirical data examining the educational impact of athletic participation at the college level. This paper assessed the educational ability of collegiate sport participation in a unique manner, through the lens of Emotional Intelligence (EI). Student-athletes and students at five NCAA Division III institutions completed online assessments prior to and after the completion of the winter sports seasons. Evidence was produced that participation in a single season of collegiate sport does not develop interpersonal, intrapersonal, and leadership capacities significantly differently from the collegiate experience of students not participating in athletics. Institutions are advised to explore EI interventions as way to maximize the educative potential of sport.
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Miljan, Goran. "Fascism, Sport, and Youth – Idea and Role of Physical Education and Sport in Educating and Organizing the Ustasha Youth, 1941-1945." Radovi Zavoda za hrvatsku povijest Filozofskog fakulteta Sveučilišta u Zagrebu 46 (2014): 361–82. http://dx.doi.org/10.17234/radovizhp.46.10.
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Kvasnytsya, Iryna. "Analysis of Experience in Professional Training of Future Specialists in Physical Culture and Sport in Higher Eductional Establishments of Norway and Sweden." Comparative Professional Pedagogy 9, no. 2 (June 1, 2019): 64–73. http://dx.doi.org/10.2478/rpp-2019-0020.
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AbstractThe article analyzes experience of professional training of future specialists in physical culture and sports in higher educational establishments of Norway and Sweden. Research papers dealing with practice of realization of professional training of specialists in physical culture and sports abroad have been analyzed. Topicality of the research of professional training of future sports coaches in Scandinavian higher educational establishments has been proven. The fact that Scandinavian countries actively promote sports, advantages of physical culture, healthy lifestyle, health improving motor activity, and quality training of staff have been taken into account. The aim of the article is to define basics of the system of professional training of future specialists in physical culture and sport, namely sports coaches, in leading higher educational establishments of Norway and Sweden. The objectives of the research lie in the analysis of present-day state of physical-culture and sports education in Norway and Sweden; qualification trends and organizational peculiarities of professional training of specialists in the sphere of physical culture and sports in higher educational establishments of the aforementioned countries. Curricula of training program bachelors and masters of sports profile in Norway and Sweden have been characterized in the article. Peculiarities of educational programs of professional training of sports coaches in leading physical education and sport higher educational establishments of these countries have been defined. Curricula programs of Norwegian University for Sport and Swedish School of Sport and Health Sciences have been presented. It has been revealed that the systems of higher sport education in Norway and Sweden are characterized with educational trajectory of specialists training being expressed in succession of stages of education that a student has to complete in order to acquire knowledge, skills, competences, and has a tendency to profile specialization. Analysis of differences and application of leading experience of professional training of future coaches in Norway and Sweden will have positive impact on the improvement of national system of higher sports education and will promote improvement of efficiency of future specialists’ education in the sphere of physical culture and sport/
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Llanos Muñoz, Rubén, Francisco Miguel Leo Marcos, Miguel Ángel López Gajardo, Enrique Cano Cañada, and David Sánchez Oliva. "¿Puede el Modelo de Educación Deportiva favorecer la igualdad de género, los procesos motivacionales y la implicación del alumnado en Educación Física? (Can the Sport Education Model promote gender equality, motivational processes and student engagement in Physical Education?)." Retos 46 (September 28, 2022): 8–17. http://dx.doi.org/10.47197/retos.v46.92812.
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El entorno educativo se establece como el contexto donde el alumnado, independientemente de su género, tenga equidad de oportunidades ante la práctica deportiva. El objetivo de este estudio fue analizar el impacto de una unidad didáctica (UD) en Educación Física (EF) de Ultimate Frisbee a través del Modelo de Educación Deportiva (MED) en variables psicosociales del alumnado de bachillerato, así como examinar las posibles diferencias en función del género. Se desarrolló un diseño cuasi-experimental pre-post con un único grupo experimental. La intervención tuvo una duración de 9 clases de 2 horas de duración cada una. Los participantes (n = 85; 47 chicos y 38 chicas; Medad = 16.72, DT = 0.75) pertenecían a un centro de Educación Secundaria. Se midieron las variables de percepción de desigualdad y diferencia de género, satisfacción y frustración de la necesidad de novedad, motivación intrínseca, desmotivación, así como la implicación conductual y emocional. Se apreciaron valores significativamente inferiores en la percepción de desigualdad y diferencia de género, frustración de la necesidad de novedad y desmotivación, así como significativamente superiores en satisfacción de la novedad e implicación conductual y emocional. Además, se encontraron diferencias significativas entre chicos y chicas en la percepción de desigualdad y diferencia de género. El presente estudio sugiere que este modelo pedagógico podría ser de utilidad como estrategia para favorecer un entorno educativo inclusivo, en equidad de condiciones entre el alumnado y que las chicas puedan sentirse en un ambiente donde puedan potenciar sus habilidades y cambien su percepción hacia la EF. Abstract. The educational environment is established as the context where students, regardless of their gender, have equal opportunities to practice sport. The aim of this study was to analyse the impact of a didactic unit in Physical Education (PE) of Ultimate Frisbee through the Sports Education Model (SEM) on psychosocial variables of high school students, as well as to examine possible differences according to gender. A quasi-experimental pre-post design was developed with a single experimental group. The intervention lasted 9 classes of 2 hours each. The participants (n = 85; 47 boys and 38 girls; Mage = 16.72, SD = 0.75) belonged to a secondary school. The variables of perceived inequality and gender difference, satisfaction and frustration of the need for novelty, intrinsic motivation, demotivation, as well as behavioural and emotional involvement were measured. Significantly lower values were found for perceived inequality and gender difference, frustration of the need for novelty and demotivation, and significantly higher values for satisfaction of novelty and behavioural and emotional involvement. In addition, significant differences were found between boys and girls in perceptions of inequality and gender difference. This study suggests that this pedagogical model could be useful as a strategy to promote an inclusive educational environment, with equal conditions among students, and that girls can feel in an environment where they can enhance their skills and change their perception of PE.
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Barrera M., Miguel A. "Aprendizaje autorregulado y metas Que persiguen los alumnos en la Clase de educación física." Foro Educacional, no. 19 (July 17, 2014): 121. http://dx.doi.org/10.29344/07180772.19.857.
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RESUMEN Este trabajo pretende profundizar en una temática que día a día ha ido cobrando interés en el ámbito educativo, situando su contenido, motivación y autorregulación, en una de las materias del currículo escolar más desprovista de investigación y reflexión teórica respecto a cómo aprenden los estudiantes; nos referimos a la actividad física realizada al interior de la escuela (educación física). El aprendizaje autorregulado ocurre cuando el estudiante activa y mantiene conductas sistemáticamente orientadas hacia la consecución de objetivos; en este sentido, la adquisición de conocimientos, incluidos los conocimientos prácticos como lo son aquellos referidos al ejercicio físico y al deporte, implica actividades dirigidas por metas, que los estudiantes son capaces de poner en marcha, mantener y modificar. Palabras clave: Motivación, autorregulación, actividad física. ABSTRACT The aim of this article is to explore an issue that has been growing interest within the scope of education day after day, placing its content, motivation and self-regulation, into one of the areas in the school curriculum lacking research and theoretical reflection on how students learn; the author refers to the physical activity carried out within the school (Physical Education). Self-regulated learning takes place when students actively and systematically maintain behaviours aimed towards the achievement of objectives. Likewise, the acquisition of knowledge, including practical skills, such as those relating to physical exercise and sport, involves goal-directed activities, which students are able to implement, maintain and modify. Key Words: Motivation, self-regulation, physical activity.
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Merino Orozco, Abel, Ana Arraiz Pérez, and Fernando Sabirón Sierra. "Estudio descriptivo sobre el entrenador de fútbol sala prebenjamín en La Rioja: perfil, motivaciones, cualidades y dificultades (Descriptive study of under 7s indoor football coach in La Rioja: profile, motivations, qualities and difficulties)." Retos, no. 31 (November 12, 2016): 164–70. http://dx.doi.org/10.47197/retos.v0i31.49811.
Full textAbstract:
El entrenador de fútbol sala prebenjamín se erige como un mediador social, formativo y deportivo en un escenario en vigente vorágine y masificación. Debe atender las tensiones de clubes, familias y niños para promover un sentido educativo de la competición deportiva; por ello, su figura es foco de estudio emergente. En esta investigación se desea conocer descriptivamente el perfil del entrenador, sus motivaciones, cualidades y dificultades para considerar la relevancia de su formación para la mejora del escenario formativo-deportivo en prospectiva. El estudio forma parte de la fase descriptiva de un estudio de modalidad etnográfica. Tras el análisis cualitativo del trabajo de campo de una observación participante con ocho equipos prebenjamines (ocho entrenadores varones) durante toda la temporada 2014/15, se categoriza un cuestionario que se generaliza a una muestra de 52 formadores (47 varones y cinco mujeres). Los resultados muestran un joven entrenador con escasa formación inicial relacionada con la Educación Física, un desempeño de la actividad motivada por su arraigo al fútbol a lo largo de su vida y una priorización de partida por atender a cuestiones educativas y de mediación social sobre el referente estrictamente competitivo. Se discute sobre el interés en la profesionalización y el reconocimiento social de la actividad. El apoyo formativo del entrenador se presenta como una necesidad para la mejora en el fútbol base, priorizando competencias para la mediación en escenarios formativos-deportivos y claves psico-socio-pedagógicas para gestionar la educación de sus jugadores prebenjamines.Abstract. The under 7s indoor football coach stands as a social, educational and sports mediator in a scenario in current massification. He must work between the tensions of clubs, families and children to promote an educational sense of the sport competition; therefore, he is an emerging focus of study. The aim of this research is to determine descriptively the profile of the coach, their motivations qualities and difficulties to consider the relevance of his formation for the improvement of the training-sports area in prospective. The study forms part of the descriptive phase of a study of ethnographic mode. After the qualitative analysis of the fieldwork in a participant observation with eight under 7s football teams (eigth male coaches), we construct a questionnaire, that is generalized to a sample of 52 coaches (47 men and five women) along the season 2014/15. The results show a young coach with poor initial formation related to physical education, that works motivated by its roots in football throughout his life and a prioritization to answer to educational issues and social mediation before of the strictly competitive reference. The research discusses about the interest in the professionalization and the social recognition of the activity. The training support for the coach is presented as a need to improve the youth football, prioritizing skills for mediation in training-sports contexts and psycho-socio-pedagogical keys to manage the education of their under 7s players.