Psychological characteristics of developing excellence in talented female field hockey players.

Psychological Characteristics of Developing Excellence (PCDEs) are a range of psychological factors that play a key role in the realisation of potential. We examined PCDE profiles across a female national talent development field hockey programme in North America. Two-hundred-and-sixty-seven players completed the Psychological Characteristics of Developing Excellence Questionnaire version 2 (PCDEQ-2) prior to the competitive season. One-hundred-and-fourteen players were classified as juniors (under-18) and 153 as seniors (over-18). Eighty-five players were classified as non-selected (not-selected to their age-group national team), and 182 as selected (selected to their age-group national team). A MANOVA showed multivariate differences based on age, selection status and their interaction, within this already homogenous sample, suggesting that sub-groups within this sample vary depending on their overall PCDE profiles. ANOVA showed differences in imagery and active preparation, perfectionist tendencies and clinical indicators between juniors and seniors. Furthermore, differences in imagery and active preparation, and perfectionist tendencies, were observed between selected and non-selected players. Subsequently, four individual cases were identified for further analysis based on their multivariate distance to the average PCDE profile. The use of the PCDEQ-2 at group- and particularly at individual-levels seems an important tool to support athletes as they navigate their development journey.

Serviço-escola de psicologia da Unifesp: campos de estágio, ações e especificidades / UNIFESP's psychology service-school: internship field, actions, and specificities / Serviço-escola de psicologia de la Unifesp: campos de prácticas profesionales, acciones y especificidades

O Serviço-Escola de Psicologia (SEP) da Unifesp foi constituído com o intuito de transcender o tradicional funcionamento das clínicas-escola, superando a atomização da Psicologia em áreas e oferecendo serviços integrados à rede. Isso possibilita uma formação interdisciplinar, pluralista, generalista, não tecnicista, crítica, permitindo a compreensão e atuação do psicólogo em diversos contextos socioculturais. O objetivo do artigo é descrever, avaliar e problematizar as ações do SEP da Unifesp, em relação à oferta de campos de estágio e ações desenvolvidas neles. É um estudo transversal, baseado em metodologia predominantemente quantitativa e descritiva. O levantamento de dados foi realizado por meio de dois questionários online respondidos por todos os supervisores. Os dados quantitativos foram submetidos à análise estatística descritiva. Os resultados evidenciaram maior incidência das ações no município de Santos e, em menor grau, em outros municípios da Baixada Santista e na cidade de São Paulo. A maioria das atividades de estágios não se limita ao espaço físico de atendimento clínico do Serviço-Escola, ocorrendo junto às instituições públicas ou às instituições ligadas ao terceiro setor na região, relacionadas, direta ou indiretamente, com a promoção de políticas públicas. A pluralidade de recursos utilizados (grupos, atendimento individual, acompanhamento terapêutico, oficinas, matriciamento, entre outros) revela uma ampliação do repertório de competências e habilidades. A variedade de oferta de projetos e campos de estágio, públicos-alvo atendidos, assim como a diversidade e flexibilidade de ações e estratégias desenvolvidas, apontam um movimento de congruência em relação às diretrizes curriculares nacionais e ao inovador Projeto Pedagógico do curso.(AU)

UNIFESP's Psychology Service-School (SEP) was founded with the objective of going beyond the traditional functioning of school-clinics, overcoming the atomization of Psychology in areas and offering services integrated to the network. This enables an interdisciplinary, pluralist, generalist, non-technicist, and critical training, allowing psychologists' understanding and action in different sociocultural contexts. This article aims to describe, evaluate, and discuss the actions of UNIFESP's SEP regarding the offer of internship fields and the actions developed in those fields. It is a cross-sectional study, based on a predominantly descriptive and quantitative methodology. The data was surveyed with two online questionnaires answered by all supervisors. Quantitative data were submitted to descriptive statistical analysis. The results showed a higher incidence of actions in the municipality of Santos and, to a lesser extent, in other municipalities of the Baixada Santista and in the city of São Paulo. Most internship activities are not limited to the physical space of the service-school's clinical care and take place alongside public institutions or institutions linked to the third sector in the area, directly or indirectly related to the promotion of public policies. The plurality of resources (groups, personal care, therapeutic monitoring, workshops, matrix support, among others) reveals an expansion of competences and skills repertoire. The variety of projects and internship fields offers, of target audiences served, as well as the diversity and flexibility of the developed actions and strategies point to a congruence movement relating to national curricular guidelines and to the innovative pedagogical project of the course.(AU)

El Serviço-Escola de Psicologia (SEP) de la Unifesp (Universidade Federal de São Paulo, Brasil) buscó trascender el funcionamiento tradicional de las clínicas universitarias, superar la atomización de la Psicología en áreas y ofrecer servicios integrados a la red. Esto permite una formación interdisciplinar, pluralista, generalista, sin tecnicismos, crítica, lo que posibilita a los/las psicólogos/as comprender y actuar en diferentes contextos socioculturales. Este artículo pretendió describir, evaluar y problematizar las acciones del SEP Unifesp respecto a la oferta de campos de prácticas profesionales y acciones desarrolladas. Es un estudio transversal, con metodología predominantemente cuantitativa y descriptiva. Los datos se recolectaron de dos cuestionarios en línea respondidos por los/las supervisores/as. Se les aplicaron un análisis estadístico descriptivo. Hubo más acciones en la ciudad de Santos (Brasil) que en otros municipios de la región metropolitana de la Baixada Santista y en la ciudad de São Paulo. La mayoría de las prácticas profesionales no se limita a la atención clínica del SEP, ocurriendo en instituciones públicas o vinculadas al tercer sector en la región, directa o indirectamente, relacionadas con la promoción de políticas públicas. La pluralidad de recursos (grupos, atención individual, acompañamiento terapéutico, talleres, soporte matricial, entre otros) revela un amplio repertorio de competencias y habilidades. La variada oferta de proyectos y campos para prácticas profesionales, los públicos destinatarios atendidos, así como la diversidad y flexibilidad de acciones y estrategias desarrolladas apuntan a una congruencia respecto a los lineamientos curriculares nacionales y al innovador proyecto pedagógico del curso.(AU)

A disciplina psicologia do esporte nos cursos de psicologia e educação física / Sports psychology in psychology and physical education courses / La materia psicología del deporte en los cursos de psicología y educación física

Este discute a representatividade da disciplina Psicologia do Esporte nos cursos de Psicologia e Educação Física em instituições de ensino superior reconhecidas pelo MEC e situadas na região Sul do país. Foi realizado um estudo documental, com base nos currículos das Instituições. Os resultados revelaram que no Sul do Brasil 21,02% dos cursos de Psicologia, 41,96% dos cursos de bacharelado em Educação Física e apenas 14,83% dos cursos de licenciatura em Educação Física apresentam a disciplina Psicologia do Esporte em sua grade curricular. Observou-se que a disciplina é ofertada mais frequentemente em regime obrigatório nos cursos de bacharelado em Educação Física. Nos cursos de Psicologia, quando ofertada, costuma ser optativa. Os resultados evidenciam uma maior oferta da disciplina para os estudantes de Educação Física, em relação aos de Psicologia, o que pode estar relacionado ao próprio contexto de surgimento da disciplina e sua popularização no meio acadêmico. Para que esse panorama possa mudar e se possa oferecer uma formação adequada no curso de Psicologia para fomentar essa opção de carreira, há necessidade de se repensar o currículo e o próprio perfil do egresso, de forma a dar mais oportunidade aos estudantes para que conheçam as bases teóricas e os campos de aplicação da Psicologia do Esporte. Tal lacuna pode acarretar a fragilização da disseminação desse conhecimento aos estudantes de graduação e a consequente ocupação do mercado de trabalho.(AU)

This study discusses the representativeness of Sports Psychology in Psychology and Physical Education courses at higher education institutions from Southern Brazil. A documentary study was conducted based on the institutions' curricula. Results show that 21.02% of the Psychology major, 41.96% of the bachelor's in Physical Education, and only 14.83% of the license in Physical Education offer Sports Psychology in their curricula. Sports Psychology is most often offered as a compulsory subject in the bachelor's program in Physical Education, whereas Psychology courses offer it mainly as an elective. Physical Education students have greater contact with the discipline when compared with Psychology students, which may be explained by its context of development and popularization in the academic environment. To change this scenario and offer adequate education in the Psychology programs to foster this career option, institutions must rethink their curriculum and the graduate profile itself. This would give students better opportunity to get to know its theoretical bases and fields of application. Such a gap can hinder the dissemination of this knowledge to undergraduate students and the consequent labor market occupation.(AU)

El objetivo de este estudio es discutir la representatividad de la materia Psicología del Deporte en los cursos de Psicología y Educación Física en instituciones de educación superior de la región Sur de Brasil, reconocidas por el Ministerio de Educación (MEC). Se realizó un estudio documental, basado en los planes de estudio de las instituciones. Los resultados revelaron que, en el Sur de Brasil, el 21,02% de los cursos de Psicología, el 41,96% de los cursos de licenciatura en Educación Física y sólo el 14,83% de los cursos de profesorado en Educación tienen la materia Psicología del Deporte en sus planes de estudio. Se observó que la materia Psicología del Deporte se ofrece con mayor frecuencia como asignatura obligatoria en los cursos de licenciatura en Educación Física. Cuando se ofrece en los cursos de Psicología, es una materia optativa. Los resultados muestran una mayor oferta para los estudiantes de Educación Física en comparación con Psicología, lo que puede estar relacionado con el contexto del surgimiento de la Psicología del Deporte como materia y su popularización en el ámbito académico. Para que este escenario cambie y sea posible ofrecer una formación adecuada en el curso de Psicología con el fin de fomentar esta opción de carrera, es necesario repensar el plan de estudios y el perfil del egresado, así los estudiantes tendrán más oportunidades de conocer sus bases teóricas y sus campos de actuación. Tal brecha puede debilitar la difusión de este conocimiento a los estudiantes de grado y la consecuente ocupación en el mercado laboral.(AU)

A relação com o saber nas atividades lúdicas escolares / The relationship with knowledge in school recreational activities / La relación con el saber en las actividades lúdicas escolares

O brincar é uma atividade importante para o desenvolvimento infantil, porque melhora aspectos cognitivos, emocionais e físicos. Além disso, jogos e brincadeiras podem ser explorados como recurso educacional. Partindo do entendimento da ludicidade enquanto um processo subjetivo, este trabalho investigou a relação com o saber estabelecida durante as brincadeiras, buscando compreendê-las em suas dimensões epistêmica, social e identitária. Dezesseis estudantes do 5º ano do ensino fundamental foram entrevistados a partir de um roteiro baseado no instrumento "balanço do saber", proposto por Bernard Charlot. As questões foram adaptadas para possibilitar apreender o que as crianças dizem aprender durante as brincadeiras em que participam, com ênfase naquelas realizadas em sala de aula. Os resultados da análise de conteúdo realizada mostraram que, apesar de existirem conflitos sobre como se estabelecem as funções lúdica e educativa, quando a brincadeira infantil é utilizada como recurso pedagógico, os sujeitos podem identificar benefícios no processo de aprendizagem por meio dela. Aponta-se, também, a necessidade de considerar a condição social da criança no ambiente escolar para o sucesso ao utilizar essas atividades como práticas pedagógicas.(AU)

Child's play is an important activity for child development since it improves cognition, emotional, and physical aspects. Games can also be explored as an educational resource. Starting from the understanding that playfulness is a subjective process, this work has investigated the relationship to the knowledge stablished during games, aiming to understand it in its epistemic, social, and identitary dimensions. A group of 16 5th grade students were interviewed from a script based on the instrument "balance of knowledge," as proposed by Bernard Charlot. The questions were adapted to enable the apprehension of what children say they learn on the games they play, emphasizing those which are played in classrooms. The results of the content analysis performed have showed that, despite the conflicts on how both playful and educative functions are stablished when child's play is used as a pedagogic resource, the subjects can identify benefits on the process of learning with it. The need to consider the child's social condition in the school environment to reach success when using these activities as pedagogical practices is also pointed out.(AU)

Jugar es una actividad importante para el desarrollo de los niños, porque mejora aspectos cognitivos, emocionales y físicos. Por tanto, los juegos son explorados como recurso educativo. Partiendo de la comprensión de que lo lúdico es un proceso subjetivo, este trabajo analizó la relación con el saber que se establece durante el juego, con el objetivo de comprenderlo en sus dimensiones epistémica, social e identitaria. Se entrevistó a dieciséis estudiantes de quinto grado a partir de un guion basado en el instrumento "balance del saber" propuesto por Bernard Charlot. Las preguntas fueron adaptadas para permitir la aprehensión de lo que los niños dicen que aprenden en sus juegos, enfatizando los que se juegan en las aulas. Los resultados del análisis de contenido realizado mostraron que, a pesar de que existen conflictos sobre cómo se establecen ambas funciones lúdica y educativa cuando se utiliza el juego infantil como recurso pedagógico, los niños pueden identificar beneficios en el proceso de aprendizaje a través del juego. Se señala la necesidad de considerar la condición social del niño en el entorno escolar para alcanzar el éxito al utilizar estas actividades como prácticas pedagógicas.(AU)

Processos de reflexividade dos psicólogos do esporte e coaches: um estudo fenomenológico / Reflexivity processes of sport psychologists and coaches: a phenomenological study / Procesos de reflexividad de psicólogos del deporte y coaches: un estudio fenomenológico

O objetivo desta pesquisa é identificar e compreender fenomenologicamente, por meio de relato de Psicólogos de Esporte (PE) e de Coaches, em sua vivência prática, como ocorrem os processos reflexivos em sua atuação, conforme apreendidos a partir de relatos de experiências. O método de investigação escolhido foi a fenomenologia, pois oferece os recursos necessários para tal mergulho junto à experiência reflexiva. A amostra intencional foi delineada por PE e Coaches (profissionais de Educação Física que recorrem ao Coaching) em atividade em esportes de alto rendimento, que tenham atuado ou estejam atuando em modalidades esportivas coletivas e/ou individuais. Realizaram-se nove entrevistas (cinco com PE, quatro com Coaches). O acesso ao objeto desse estudo se deu por meio de entrevistas em profundidade e semiestruturadas, orientadas pela escuta suspensiva. As questões disparadoras foram formuladas com base no Procedimento Estruturado de Reflexão adaptado. Para análise das entrevistas, realizou-se uma síntese de cada relato, seguindo-se de cruzamento intencional. Como resultados, percebeu-se que PE e Coaches trazem algumas similaridades no que se refere aos modos de refletir sobre sua prática. No entanto, as experiências que eles fazem desses processos reflexivos é que podem tomar rumos distintos. Os(as) PE amparam-se na regulamentação da profissão e resguardam-se em seus apontamentos, trazendo suas experiências e reflexões sobre os processos vividos. Os(as) Coaches trazem em suas explanações um trabalho coerente, organizado e compatível com o método do Coaching. Problematizar os processos reflexivos desses profissionais permite diferenciar qualitativa e eticamente suas atuações, possibilitando o fomento multiprofissional no esporte.(AU)

The aim of this study consists in phenomenologically identifying and understanding, by the report of Sport Psychologists (SP) and coaches, in their practical experience, how would be the reflexive processes that take place in their performance, as learned from reports of their experiences. The research method chosen was phenomenology, since it offers the necessary resources for such a dive along with the reflective experience. The intentional sample was outlined by SP and coaches (Physical Education professionals who use coaching) active in high performance sports, who have or are working in collective and/or individual sports. Nine interviews were conducted (five with SP, four with coaches). Access to the object of this study took place by in-depth and semi-structured interviews, guided by suspensive listening. The triggering questions were formulated based on the adapted Structured Reflection Procedure. For the analysis of the interviews, a synthesis of each report was carried out, followed by the intentional crossing. As results, it was noticed that SP and coaches bring some similarities regarding the ways of reflecting on their practice. However, their experiences of these reflective processes are that they can take different directions. The SP are based on the regulation of the profession and guard themselves in their notes, bringing their experiences and reflections on the processes experienced. Coaches bring in their explanations a coherent, organized, and compatible work with the coaching method. Problematizing the reflective processes of these professionals allows to differentiate their actuation qualitatively and ethically, making the multiprofessional phenomenon in sport possible.(AU)

El objetivo de este estudio consiste en identificar y comprender fenomenológicamente, a partir de la experiencia práctica de psicólogos del deporte (PD) y coaches, cómo serían los procesos reflexivos que se llevan a cabo en su rendimiento, tal y como se desprende de los informes de experiencias. El método de investigación elegido fue la fenomenología, ya que ofrece los recursos necesarios junto con la experiencia. La muestra intencional fue delineada por PD y coaches (profesionales de la educación física que utilizan el coaching) activos en deportes de alto rendimiento, que tienen o están trabajando en deportes colectivos e/o individuales. Se realizaron nueve entrevistas (cinco con PD, cuatro con coaches). El acceso al objeto de este estudio fue entrevistas en profundidad y semiestructuradas, guiadas por escuchas suspensivas. Las preguntas se formularon desde el procedimiento de reflexión estructurado adaptado. Para el análisis de las entrevistas, se hizo una síntesis de cada informe, seguida del cruce intencional. Como resultados, se notó que los PD y coaches tienen algunas similitudes con respecto a las formas de reflexionar sobre su práctica. Sin embargo, las experiencias que hacen de estos procesos pueden tomar diferentes direcciones. Los(las) PD se basan en la regulación de la profesión y se protegen en sus notas, aportando sus experiencias y reflexiones sobre los procesos vividos. Los(las) coaches plantean en sus explicaciones un trabajo coherente, organizado y compatible con el método de Coaching. Problematizar los procesos reflexivos de estos profesionales permite diferenciar sus acciones de manera cualitativa y ética, además de posibilitar la promoción multiprofesional en el deporte.(AU)

Psicólogas(os) no sistema educacional de Boa Vista/Roraima: concepções, práticas e desafios / Psychologists in the educational system of Boa Vista/Roraima: conceptions, practices and challenges / Psicólogas(os) en el sistema educativo de Boa Vista/Roraima: concepciones, prácticas y retos

O objeto de estudo deste trabalho é a atuação de psicólogas(os) no campo da educação básica. Tivemos como objetivo investigar as práticas de atuação e os desafios enfrentados pelas(os) psicólogas(os) que trabalham na educação em Boa Vista (RR), com intuito de conhecer a inserção desses profissionais no sistema educacional. Trata-se de pesquisa qualitativa, orientada pelo referencial teórico-metodológico da Psicologia Escolar Crítica. Realizamos o processo de levantamento dos dados entre os meses de março e abril de 2018, por meio de entrevistas semiestruturadas, audiogravadas e transcritas. Encontramos 21 psicólogas e um psicólogo trabalhando em instituições educacionais e de ensino na cidade; a maioria atuava na educação básica; metade dos entrevistados ingressou por concurso público e a outra metade era contratada e comissionada; poucos(as) foram contratados(as) como psicólogos(as) escolares. Para a análise, selecionamos dez psicólogas(os) com mais tempo no cargo. Quanto às práticas de atuação, identificamos que 60% atuavam na modalidade clínica e 40% na modalidade clínica e institucional. Como desafios, encontramos melhoria das condições de trabalho; estabelecimento de relações hierárquicas e a dificuldade de fazer compreender as especificidades desse campo de trabalho; necessidade na melhoria das condições para formação continuada; atuação da(o) psicóloga(o) escolar enquanto ação institucional. Diante do exposto, compreendemos ser necessária uma mudança de paradigma na atuação das(os) psicólogas(os) que trabalham na educação na região, e a apropriação das discussões da área, principalmente, aquelas apresentadas pela Psicologia Escolar Crítica, vez que esta contribui para uma atuação que leve em conta os determinantes sociais, políticos, culturais e pedagógicos que constituem o processo de escolarização.(AU)

This work has as object of study the role of psychologists in the field of Basic Education. We aimed to investigate practices and challenges faced by psychologists who work in education in Boa Vista/RR, to know the insertion of these professionals in the educational system. This is a qualitative research, guided by the theoretical-methodological framework of Critical School Psychology. The data collection process was carried out between March and April 2018, with semi-structured, audio-recorded, and transcribed interviews. We found 21 female psychologists and one male psychologist working in educational institutions in the municipality; most worked in Basic Education; half of the interviewees had applied to work as government employee and the other half were hired and commissioned; few were hired as school psychologists. To carry out the analysis, we selected ten psychologists with more time in the position. Regarding the practices, we have identified that 60% worked in the clinical modality and 40% in the clinical and institutional modality. As challenges, we find the improvement in working conditions; the establishment of hierarchical relationships and the difficulty of making the specificities of this field of work understood; the need to improve conditions for continuing education; the practice of the school psychologist as institutional action. In view of the above, we understand that a paradigm shift in the performance of psychologists working in education in that region is necessary, and the appropriation of discussions in the area, especially those presented by Critical School Psychology, contributes to an action that considers social, political, cultural, and pedagogical determinants that constitute the schooling process.(AU)

Este trabajo tiene como objeto de estudio la actuación profesional de las(os) psicólogas(os) en la educación básica. Su objetivo es investigar las prácticas y retos que enfrentan las(os) psicólogas(os) que trabajan en la educación en Boa Vista, en Roraima (Brasil), con la intención de conocer la inserción de estos profesionales en el sistema educativo. Esta es una investigación cualitativa que se guía por el marco teórico-metodológico de la Psicología Escolar Crítica. Se recopilaron los datos entre los meses de marzo y abril de 2018, mediante entrevistas semiestructuradas, grabadas en audio y después transcritas. Las 21 psicólogas y un psicólogo trabajan en instituciones educativas de la ciudad; la mayoría trabajaba en la educación básica; la mitad de los entrevistados ingresaron mediante concurso público y la otra mitad era contratada y de puesto comisionado; pocos fueron contratados como psicólogos escolares. Para el análisis, se seleccionaron diez psicólogas(os) con más tiempo en el cargo. Con respecto a las prácticas, el 60% trabajaba en la modalidad clínica; y el 40%, en la modalidad clínica e institucional. Los retos son mejora de las condiciones laborales; establecimiento de relaciones jerárquicas y dificultad para comprender las especificidades de este campo de trabajo; necesidad de mejorar las condiciones para la educación continua; y actuación dela (del) psicóloga(o) escolar como acción institucional. En vista de lo anterior, es necesario el cambio de paradigma en la práctica profesional de las(os) psicólogas(os) que trabajan en la educación de la región y la apropiación de las discusiones del área, especialmente las presentadas por la Psicología Escolar Crítica, que contribuye a una acción que tiene en cuenta los determinantes sociales, políticos, culturales y pedagógicos que constituyen el proceso de escolarización.(AU)

Licentîa hypomnema: reflections and perceptions in teacher education / Licentîa hypomnema: reflexões e percepções na formação de educadoras(es) / Licentîa hypomnema: reflexiones y percepciones en la formación del profesorado

Student protagonism is paramount in the knowledge construction process. In this paper, we discuss a didactic-pedagogical resource called licentîa hypomnema (LH), inspired in portfolios and learning diaries in which student-teachers record their understandings and reflections regarding pedagogical topics learned at University in a meta-learning process on learning about teaching. The initial context of the research was a Psychological Development and Teaching course, offered in the Teacher Education program at Universidade de Brasília (UnB). Two of the authors, then Literacy and Languages Teaching students, produced their LH and peer assessed each other during the course. In their annotations, the student-authors recorded two pedagogical situations related to the use of LH in their own teaching practices, causing an impact on their formative path. These materials consist of the data for analysis and discussion. Moreover, we discuss possible uses of reflexive writing in teacher education and other learning contexts. Producing a LH supports knowledge production and allows students to connect theory and practice, which consequently influences the student's teaching practice. Since LH is a didactic-pedagogical resource and not a close-ended tool, both the context and individuals who use it should be considered.(AU)

O protagonismo de estudantes tem grande importância no processo de construção do conhecimento. Neste artigo, discutimos um recurso didático-pedagógico chamado licentîa hypomnema (LH), inspirado em portfólios e diários de aprendizagem, isto é, estudantes de licenciatura escrevem suas compreensões e reflexões acerca de assuntos pedagógicos vistos na universidade em um processo de meta-aprendizagem sobre aprender a ensinar. O contexto inicial da pesquisa foi um curso de Desenvolvimento Psicológico e Ensino, ministrado em cursos de Licenciatura da Universidade de Brasília (UnB). Duas das autoras eram estudantes do curso de Letras, elas produziram seus LH, realizando avaliação por pares entre si durante o curso. As estudantes-autoras trouxeram em seus registros duas situações pedagógicas relacionadas ao uso desse recurso em suas próprias práticas de ensino que causaram um impacto em suas trajetórias formativas. São esses relatos que compõem os dados para análise e discussão. Além disso, procuramos discutir possíveis desdobramentos para o uso do recurso da escrita reflexiva na formação docente e em outros contextos de aprendizagem. A produção do LH fornece suporte para a produção de conhecimento e permite ao aluno conectar teoria e prática, o que, consequentemente, reverbera na prática de ensino do aluno. O LH é um recurso didático-pedagógico e não uma ferramenta fechada, portanto, tanto o contexto quanto as pessoas que o utilizam devem ser considerados.(AU)

El protagonismo de los estudiantes tiene gran importancia en el proceso de construcción del conocimiento. En este trabajo, discutimos un recurso didáctico-pedagógico llamado licentîa hypomnema (LH), que se inspira en diarios de aprendizaje, es decir, estudiantes de profesorado escriben sus comprensiones y reflexiones sobre temas pedagógicos aprendidos en la universidad, produciendo un proceso de meta-aprendizaje sobre aprender a enseñar. El contexto inicial de la investigación fue un curso de Desarrollo Psicológico y Enseñanza, impartido en el programa de Formación de Profesores de la Universidade de Brasília (UnB). Dos de las autoras eran alumnas de la carrera de Letras que produjeron sus LH y realizaron una evaluación por pares mutua durante el curso. Las estudiantes autoras plantearon en su LH dos situaciones pedagógicas relacionadas con el uso de este recurso en sus propias prácticas de enseñanza, causando un impacto en su trayectoria formativa. Estos materiales constituyen los datos para el análisis y la discusión en esta investigación. Buscamos discutir posibles desdoblamientos para el uso del recurso de la escritura reflexiva en la formación docente y en otros contextos de aprendizaje. La producción de este recurso da soporte a la producción de conocimiento y permite al estudiante conectar teoría y práctica, lo que consecuentemente repercute en su práctica docente. El LH es un recurso didáctico-pedagógico y no una herramienta cerrada, por lo tanto, se debe considerar tanto el contexto como las personas que lo utilizan.(AU)

Exploring Characteristics of Academic General Surgery Residency Applicants: A Group Concept-Mapping Approach.

OBJECTIVE: Holistic review, which emphasizes qualitative attributes over objective measures, has been proposed as a method for selecting candidates for surgical residency in order to improve diversity in graduate medical education, and, ultimately, the field of surgery. This study seeks to articulate desirable traits of applicants as a first-step in standardizing the holistic review process. DESIGN: Using Group Concept Mapping, a web-based mixed-methods participatory research methodology, residency selection committee members were asked to 1) list desirable characteristics of applicants, 2) group these into categories, 3) rate their importance to academic/clinical success on a 5-point Likert scale (1 = not at all important, 5 = extremely important), and 4) rate the degree to which each characteristic is feasible to assess on a 3-point Likert scale (1 = not at all feasible, 3 = very feasible). Grouped characteristics submitted to hierarchical cluster analysis depicted committee's consensus about desirable qualities/criteria for applicants. Bivariate scatter-plots and pattern-matching graphics demonstrated which of these criteria were most important and reliably assessed. SETTING: A single academic general surgery residency training program in Western Pennsylvania. PARTICIPANTS: Members of the selection committee for the UPMC General Surgery Residency program who had participated in at least 1 prior cycle of applicant selection. RESULTS: Desirable characteristics of highly qualified applicants into an academic general surgery residency were clustered into domains of 1) scholarly work and research, 2) grades/formal assessments, 3) program fit, 4) behavioral assets, and 5) aspiration. Behavioral assets, which was felt to be the most important to clinical and academic success were considered to be the least feasible to reliably assess. Within this domain, initiative, being self-motivated, intellectual curiosity, work ethic, communication skills, maturity and self-awareness, and thoughtfulness were viewed as most frequently reliably assessed from the application and interview process. CONCLUSIONS: High quality applicants possess several behavioral assets that faculty deem are important to academic and clinical success. Adapting validated metrics for assessing these assets, may provide a solution for addressing subjectivity and other challenges scrutinized by critics of holistic review.

Talent development environments in elite taekwondo population: a study within an Italian context.

BACKGROUND: The aim of this study was to analyze the quality perception of the main talent development environments within the elite taekwondo population, through the Talent Development Environment Questionnaire (TDEQ-5). METHODS: The TDEQ-5 was given to 107 top level athletes from the Italian National Team and from 12 domestic clubs. An exploratory factor analysis (EFA) was carried out and the descriptive statistics were measured for all the individual item scores; for each factor the independent t-tests were carried out to identify differences in scores between the National and the Club environments. RESULTS: The EFA revealed four principal components (56.68%). These four factors reported good reliability values (α= from 0.63 to 0.93) and significant correlations. The development environments were positively perceived by the athletes, with factor 1 being the highest performing component and factor 2 the weakest. Factor 1 was identified as the strength of the Club environment, while factor 2 as the area of improvement for the National environment. The scale values of factors 1, 2 and 3 were significantly higher (P<0.01) in the Club environment. The item-by-item analysis revealed the presence of three strengths and six areas of improvement in the national environment, eleven strengths and no areas of improvement in the Club environment. CONCLUSIONS: Our study highlights the strengths and weaknesses of the different development environments surveyed and may allow to plan targeted interventions to increase the perception of quality of the talent development environments, thus allowing the stakeholders to optimize their work.

Cosmeceutical Aptitudes of Niacinamide: A Review.

BACKGROUND: The prevalence and scope of dermatological illness differ from region to region. Based upon type and severity, the conditions may vary from superficial to deep systemic skin infections. Niacinamide, an amide analog of vitamin B3 which was conventionally utilized as a food supplement, is now explored for the management of skin disorders. Being a powerhouse on its own, it is not stored inside the body naturally and has to be acquired from external sources. Areas Covered: This review is an attempt to disclose the physiology, pharmacology, and highlight the dermatological potentials of niacinamide, discussing its pharmacological mechanisms, varied commercially available treatments, and novel approaches, i.e., in research and patented formulations. RESULTS: Niacinamide has been verified in treating almost every skin disorder, viz. aging, hyperpigmentation, acne, psoriasis, pruritus, dermatitis, fungal infections, epidermal melasma, non-melanoma skin cancer, etc. It has been reported to possess numerous properties, for instance, anti-inflammatory, antimicrobial, antioxidant, antipruritic, and anticancer, which makes it an ideal ingredient for varied dermal therapies. Long term use of niacinamide, regardless of the skin type, paves the way for new skin cells, making skin healthier, brighter, and hydrated. CONCLUSION: Niacinamide possesses a variety of positive characteristics in the field of dermatology. Novel approaches are warranted over current treatments which could bypass the above shortcomings and form an effective and stable system. Hence, niacinamide has the potential to become an individual and a productive component with wide future scope.

The Mental Rotation Ability of Expert Basketball Players: Identifying On-Court Plays.

Purpose: The purpose was (1) to test a new version of a mental rotation task (MRT), which assesses mental rotation abilities of men and women for sport-specific items, and (2) to investigate potential differences in MRT performance, which are based on athletic expertise. Methods: Eighty-eight basketball experts (42 females) and 123 novices (64 females) were tested with a paper-and-pencil version of the "Mental Rotation Task-Basketball (MRT-BB)", which is similar to the original MRT. Instead of three-dimensional cubes, six different basketball plays were used as stimuli. The criterion stimulus of the 24 items was always displayed in an upright orientation (basket on top), located on the left side of the sheet. In addition, two "correct" alternatives (one stimulus rotated by 90° to the left or right and one by 180°) and two "incorrect" alternatives (either rotated mirror-images of the criterion stimulus or rotated images of a different play) were displayed in different positions of the same row. The task was to identify the "correct" alternatives. Results: Results demonstrated (a) an effect of sex, with more items solved for male participants as compared to female participants, and (b) an effect of expertise, with better performance of expert players than of novices. Conclusions: Male and female basketball experts show better mental rotation skills for sport-specific stimulus material. The MRT-BB extends standard tests of mental rotation to sport-specific stimulus material and can be used to test the sport-specific mental rotation skills of basketball players.

Understanding the "gut instinct" of expert coaches during talent identification.

Coaches are an integral part of talent identification in sport and are often used as the "gold standard" against which scientific methods of talent identification are compared. However, their decision-making during this process is not well understood. In this article, we use an ecological approach to explore talent identification in combat sports. We interviewed twenty-four expert, international-level coaches from the Olympic disciplines of boxing, judo, and taekwondo (age: 48.7 + 7.5 years; experience: 20.8 + 8.3 years). Findings indicated that when coaches identify talent they rely on "gut instinct": intuitive judgements made without conscious thought, used to direct attention to particular athletes or characteristics. Our analysis revealed four major contributors to coaches' intuition: experiential knowledge, temporal factors, seeing athletes in context, and what can be worked with. Our findings demonstrate that i) athlete selections may be influenced by the coaches' perceived ability to improve certain athletes (rather than solely on athlete ability); and ii) "instinctual" decisions are the result of years of experience, time spent with the athlete, and the context surrounding the decision. Based on these findings, we recommend that future research focuses on the duration and conditions that are required for coaches to confidently and reliably identify talented athletes.

Impact of the talent development environment on the wellbeing and burnout of Caribbean youth track and field athletes.

This study examined the perceived talent development environment (TDE) of youth track and field athletes within the Caribbean region and explores the relationship with their subjective wellbeing and burnout levels. A sample of 400 Caribbean youth track and field athletes (male = 198, and female = 202; age 13-20 years) participated in this cross-sectional study. Athletes responded to a survey which included the Talent Development Environment Questionnaire (TDEQ-5), the World Health Organization Wellbeing Index (WHO-5) and the Athlete Burnout Questionnaire (ABQ). Structural equation modelling showed that a positive and supportive TDE was associated with better athlete wellbeing and lower athlete burnout. Moreover, gender and hours of training moderated relationships of athletes' perceptions of their development environment with wellbeing and burnout levels respectively. Furthermore, there was a positive association between the support network and athlete wellbeing, while holistic quality preparation was negatively associated with athlete burnout. Development environments perceived as supportive and geared towards a holistic athlete-centred approach were associated with better athlete wellbeing and lower burnout.

"Embodied" language processing: Mental motor imagery aptitude predicts word-definition skill for high but not for low imageable words in adolescents.

Our study was designed to test a recent proposal by Cayol and Nazir (2020), according to which language processing takes advantage of motor system "emulators". An emulator is a brain mechanism that learns the causal relationship between an action and its sensory consequences. Emulators predict the outcome of a motor command in terms of its sensory reafference and serve monitoring ongoing movements. For the purpose of motor planning/learning, emulators can "run offline", decoupled from sensory input and motor output. Such offline simulations are equivalent to mental imagery (Grush, 2004). If language processing can profit from the associative-memory network of emulators, mental-imagery-aptitude should predict language skills. However, this should hold only for language content that is imageable. We tested this assumption in typically developing adolescents using two motor-imagery paradigms. One that measured participant's error in estimating their motor ability, and another that measured the time to perform a mental simulation. When the time to perform a mental simulation is taken as measure, mental-imagery-aptitude does indeed selectively predict word-definition performance for high imageable words. These results provide an alternative position relative to the question of why language processes recruit modality-specific brain regions and support the often-hypothesized link between language and motor skills.

Mindfulness e regulação emocional: uma revisão sistemática de literatura / Mindfulness and emotional regulation: a systematic literature review / Mindfulness y regulación emocional: una revisión sistemática de la literatura

OBJETIVO: este estudo de revisão sistemática de literatura buscou analisar as relações entre mindfulness e regulação emocional. MÉTODO: foram consultadas diversas bases de dado nacionais e internacionais e selecionou-se para análise 60 artigos publicados no período de 2009 a 2019. RESULTADOS: Em termos conceituais, mindfulness é prevalentemente considerado como um traço, e menos como um estado ou habilidade. Os resultados dos estudos empíricos sugerem que mindfulness mostra-se associado ao uso de estratégias de regulação emocional adaptativas favorecendo o funcionamento psíquico saudável. Apontam-se também os limites e contribuições desta revisão. CONCLUSÃO: Há a necessidade de mais estudos que considerem o aspecto processual de mindfulness e que possibilitem capturar a vivência subjetiva da prática, tendo em visto a prevalência de estudos quantitativos que fizeram uso de escalas de autorrelato.

OBJECTIVE: This systematic literature review study sought to analyze the relationship between mindfulness and emotional regulation. METHOD: Several national and international databases were consulted and 60 articles published in the period from 2009 to 2019 were selected for analysis. RESULTS: In conceptual terms, mindfulness is predominantly considered as a trait, and less as a state or skill. The results of empirical studies suggest that mindfulness is associated with the use of adaptive emotional regulation strategies favoring healthy psychic functioning. The limits and contributions of this review are also pointed out. CONCLUSION: It is concluded that there is a need for further studies that consider the procedural aspect of mindfulness and that make it possible to capture the subjective experience of the practice, considering the prevalence of quantitative studies that used self-report scales.

OBJETIVO: este estudio de revisión sistemática de la literatura buscó analizar la relación entre la atención plena y la regulación emocional. MÉTODO: se consultaron varias bases de datos nacionales e internacionales y se seleccionaron para su análisis 60 artículos publicados en el período de 2009 a 2019. RESULTADOS: en términos conceptuales, la atención plena se considera predominantemente como un rasgo, y menos como un estado o habilidad. Los resultados de los estudios empíricos sugieren que la atención plena se asocia con el uso de estrategias adaptativas de regulación emocional que favorecen el funcionamiento psíquico saludable. También se señalan los límites y las contribuciones de esta revisión. CONCLUSIÓN: se concluye que es necesario realizar más estudios que consideren el aspecto procesal de la atención plena y que permitan capturar la experiencia subjetiva de la práctica, considerando la prevalencia de estudios cuantitativos que utilizaron escalas de autoinforme.

Inference making skill in children with visual impairments.

There is a scarcity of research examining the reading comprehension skills of partially-sighted children despite evidence indicating that they lag behind their typically-sighted (TS) peers in reading comprehension ability. We compare the performance of children with visual impairments (VIs) with that of chronological-age matched TS counterparts on a task that requires them to make emotional, temporal and spatial inferences from short texts. The findings indicate that children with VIs exhibit a specific deficit in drawing inferences about spatial information in narratives as opposed to emotional or temporal information. The results are discussed in relation to the role of visual acuity in imagery skills and how this affects the construction of a mental model of a text.

Psychological characteristics of developing excellence in elite youth football players in English professional academies.

This mixed-longitudinal prospective study examined the development of psychological characteristics of developing excellence in relation to the career progression of elite youth football players. In a 20-month period, 111 academy football players aged 11-16 completed the Psychological Characteristics of Developing Excellence Questionnaire (PCDEQ) on 1-5 occasions. This combination of single and repeated assessments resulted in a mixed-longitudinal sample of 226 completed PCDEQs. Players were then prospectively tracked, and their scholarship status assessed at follow-up, at age U17. Multilevel modelling revealed that coping with performance and developmental pressures scores increased with age, and that Category 1-2 academy scholars (4.35 ± 0.61) scored higher than Category 3-4 academy scholars (3.99 ± 0.67) and non-scholars (4.02 ± 0.78) (p < .05). Evaluating performances and working on weaknesses scores increased with age for Category 1-2 academy scholars (U12-U14 vs. U15-U16 = 5.16 ± 0.48 vs. 5.38 ± 0.45), compared to non-scholars (U12-U14 vs. U15-U16 = 5.11 ± 0.59 vs. 5.03 ± 0.71) (p < .05). Imagery use during practice and competition scores decreased with age (U12-U14 vs. U15-U16 = 4.45 ± 0.66 vs. 4.29 ± 0.70) (p < .05). A blend of PCDEs may facilitate optimal career progression. Football academies should develop players' PCDEs, with a particular focus on developing their coping skills and their ability to realistically evaluate performances and work on weaknesses.

[Developing students' relational aptitudes]. / Développer les aptitudes relationnelles des étudiants.

Role-playing between peers is a pedagogical approach frequently used in training, including for student nurses. As the size of the group has been identified as potentially influencing this practice, a into the effects of role-playing in sub-groups of students on the development of relational attitudes and techniques.

Iranian Herbalists, But Not Cooks, Are Better at Naming Odors Than Laypeople.

Odor naming is enhanced in communities where communication about odors is a central part of daily life (e.g., wine experts, flavorists, and some hunter-gatherer groups). In this study, we investigated how expert knowledge and daily experience affect the ability to name odors in a group of experts that has not previously been investigated in this context-Iranian herbalists; also called attars-as well as cooks and laypeople. We assessed naming accuracy and consistency for 16 herb and spice odors, collected judgments of odor perception, and evaluated participants' odor meta-awareness. Participants' responses were overall more consistent and accurate for more frequent and familiar odors. Moreover, attars were more accurate than both cooks and laypeople at naming odors, although cooks did not perform significantly better than laypeople. Attars' perceptual ratings of odors and their overall odor meta-awareness suggest they are also more attuned to odors than the other two groups. To conclude, Iranian attars-but not cooks-are better odor namers than laypeople. They also have greater meta-awareness and differential perceptual responses to odors. These findings further highlight the critical role that expertise and type of experience have on olfactory functions.

Identification of elite performance characteristics in a small sample of taekwondo athletes.

Along with the increasing popularity of taekwondo, there is a need of evidence-based talent identification (TID) and development programs based upon profiles of future elite athletes. This study first aims to investigate the differences between elite and non-elite taekwondo athletes in anthropometry, physical performance and motor coordination. The second aim is to demonstrate the applicability of z-scores in TID research. A total of 98 Taekwondo athletes between 12 and 17 years old were tested using a generic test battery consisting of four anthropometrical (Height, Weight, Fat Percentage, BMI), six physical performance (Sit & Reach, Sprint 5m, Sprint 30m, Counter Movement Jump, Squat Jump, Endurance Shuttle Run) and three motor coordination tests (Moving Sideways, Jumping Sideways, Walking Backwards). Based on the individual success at international competition level, 18 were categorised as elite athletes and 80 were considered as non-elite. T-tests (step 1) on raw test scores and MANOVAs on z-scores (step 2) were conducted to examine differences between the elite and non-elite taekwondo athletes for anthropometry, physical performance and motor coordination tests. Finally, z-scores were reconverted to raw scores to demonstrate practical significance for coaches. Overall, elite taekwondo athletes score better compared to the non-elite group. The MANOVA analysis better scores for elites on fat percentage (-0.55 versus 0.12;p = 0.006), BMI (-0.37 versus 0,08;p = 0.067) sprint speed 30m (-0.48 versus 0.11;p = 0.029), counter movement jump (0.79 versus -0.18;p = 0.000), squat jump (0.42 versus -0.11;p = 0.041), moving sideways (0.79 versus -0.18;p = 0.000) and walking backwards (0.54 versus -0.12;p = 0.006). This study confirms our knowledge on physical profiles of elite taekwondo athletes and expands our knowledge to the domain of motor coordination. This study showed how the z-score method can be used to distinguish between elite and non-elite athletes, the former being low in number by definition.