Conceptual physical education: A course for the future.

The conceptual physical education (CPE) innovation began in the mid-20th century as an alternative approach to college-level, activity-only basic instruction classes. In addition to physical activity sessions, CPE courses (classes) use text material and classroom sessions to teach kinesiology concepts and principles of health-related fitness and health-enhancing physical activity. CPE courses are now offered in nearly all college programs as either required or electives classes. Two decades later, the high school CPE innovation began, and Kindergarten-8 programs followed. In this commentary, I argue that historian Roberta Park was correct in her assessment that physical education has the potential to be the renaissance field of the 21st century. Scientific contributions of researchers in kinesiology will lead the way, but science-based CPE and companion fitness education programs that align with physical education content standards and fitness education benchmarks will play a significant role. CPE courses have been shown to be effective in promoting knowledge, attitudes, and out-of-school physical activity and have the potential to elevate physical education as we chart the course of our future.

Sistemas Complejos y Deporte / Complex Systems and Sport

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Educación Deportiva versus Enseñanza Tradicional: influencia sobre la regulación motivacional en alumnado de Bachillerato / Educação Desportiva versus Ensino Tradicional: influência sobre a regulação motivacional de alunos do Ensino Médio / Sport Education versus Traditional Teaching: influence on motivational regulation in High School students

El objetivo de esta investigación fue analizar el impacto de una intervención basada en el Modelo de Educación Deportiva (MED), en comparación con el Modelo de Enseñanza Tradicional (MET), sobre la regulación motivacional en alumnado de bachillerato en clase de Educación Física. Participó un total de 44 estudiantes (22 hombres y 22 mujeres, Medad = 16.32, DT = 0.57) de bachillerato. El diseño fue un estudio cuasi-experimental con medidas pre- y post-test y comparaciones intra- e inter-grupo. El programa de intervención consistió en 12 sesiones para la enseñanza del baloncesto, siguiéndose las directrices recomendadas por la literatura tanto para el grupo MED como para el grupo MET. Los resultados han indicado que el MED, respecto al MET, mejoró significativamente el nivel de motivación intrínseca y de regulación identificada. Los hallazgos también han mostrado como el MED redujo significativamente el nivel de regulación externa y desmotivación comparado con el MET. Como conclusión, el MED es un modelo de enseñanza deportiva que favorece el desarrollo de las regulaciones de motivación más autodeterminadas (motivación intrínseca y regulación identificada) en el proceso de enseñanza-aprendizaje en el contexto escolar, lo que podría suscitar el interés en el alumnado por la práctica deportiva de modo regular en el tiempo libre (AU)

O objetivo dessa investigação foi analisar o impacto de uma intervenção baseada no Modelo de Educação Desportiva (MED), em comparação com o Modelo de Ensino Tradicional (MET), sobre a regulação motivacional de alunos do Ensino Médio em aulas de Educação Física. O total de participantes foi de 44 estudantes (22 homens e 22 mulheres, Midade = 16.32, DT = .57). O desenho do estudo se configurou como quase-experimental com medidas pré - e pós-teste e comparações intra- e inter- grupo. O programa de intervenção consistiu em 12 sessões para o ensino do basquetebol, seguindo as diretrizes recomendadas pela literatura para o grupo MED e para o grupo MET. Os resultados indicaram que o MED, com relação ao MET, melhorou significativamente o nível de motivação intrínseca e de regulação identificada. As descobertas também mostraram que o MED reduziu significativamente o nível de regulação externa e desmotivação comparado com o MET. Como conclusão, o Modelo de Educação Desportiva é um modelo de ensino desportivo que favorece o desenvolvimento das regulações de motivação mais autodeterminadas (motivação intrínseca e regulação identificada) no processo de ensino-aprendizagem no contexto escolar, o que poderia suscitar o interesse dos alunos pela prática desportiva de modo regular em seu tempo livre (AU)

The objective of this research was to examine the influence of an intervention based on Sport Education Model (SEM), in comparison with Traditional Teaching Model (TTM), on motivational regulation in high school students in Physical Education class. A total of 44 high school students (22 men and 22 women, Mage = 16.32, SD = .57) participated. The design was a quasi-experimental study with pre- and post-test measures and intra- and inter-group analysis. The intervention consisted of 12 sessions for teaching of basketball, following the guidelines recommended by literature both for the SEM group and for the TTM group. The results have indicated that SEM significantly improved the level of intrinsic motivation and of identified regulation in relation to TTM. The findings have also showed that SE has significantly reduced the level of external regulation and of amotivation in the students regarding TTM. In conclusion, SEM is a teaching model of sport which encourage the development of the most selfdetermined regulations of motivation (intrinsic motivation and identified regulation) in teaching-learning process in school setting, which could arouse the interest of students for regular practice of sport in free time (AU)

Survey of Canadian human anatomy courses in Kinesiology and Physical Education

Human anatomy is a requirement for program accreditation from the Canadian Council of Physical Education and Kinesiology Administrators (CCUPEKA). Fifteen out of nineteen CCUPEKA accredited programs participated in a pan-Canadian environmental scan to determine if their human anatomy course would be classified as either regional, systemic or some combination of these two methods. Two additional raters from another university and with university anatomy teaching experience blindly rated each CCUPEKA accredited anatomy course based on a course syllabus. An intraclass correlation coefficient was calculated using the three raters to determine the reliability of such a classification system. Eight of fifteen professors classified their own course as a combination of regional and systemic anatomy. Three professors classified their course as regional and four classified their course as systemic. The reliability coefficient (ICC 2,k) was 0.48. Weak reliability is indicative of poor agreement on how each of the classification systems is defined. Future research should focus on agreement of a unified and accepted definition of these classifications. Then, more research can pursue the question of the best method to deliver this very important content to physical education and kinesiology undergraduate students

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O uso da maturação somática na identificação morfofucional em jovens jogadores de futebol / The use of somatic maturation in the morphofunctional identification in young soccer players

Objetivo. As modificações que ocorrem com os jovens nas idades anteriores ao pico de velocidade de crescimento (PVC) podem influenciar de maneira direta o seu desempenho nas atividades esportivas. Considerando esse pressuposto, o objetivo deste estudo foi analisar o efeito da maturação somática nas variáveis motoras e corporais de jovens futebolistas. Método. Os 45 sujeitos foram divididos em três grupos de acordo com a maturação somática e submetidos à avaliação antropométrica e a uma bateria de testes que analisaram a flexibilidade (banco de Wells), a potência aeróbia (Yoyo endurance teste, nível 1) e a potência anaeróbia (salto horizontal e vertical). Resultados. Os resultados da análise de variância demonstram que o desempenho no salto vertical com contra movimento (F = 5,10 e p = 0,01) e no salto horizontal (F = 7,19 e p = 0,002) é influenciado pelo nível maturacional, o mesmo ocorrendo para a flexibilidade (F = 6,83 e p = 0,02). Por outro lado, o desempenho no teste de potência aeróbia não foi afetado pelo nível maturacional. As variáveis corporais somatotipo e o recíproco do índice ponderal se mantiveram estáveis independentemente do grau de maturação; apenas foram verificadas diferenças nos valores corporais para o IMC. Conclusão: Assim, pode-se concluir que a determinação dos estágios maturacionais dada pelos anos em relação ao PVC (APVC) dentro de uma determinada faixa etária pode ser um valioso instrumento de orientação para técnicos e treinadores na adequação dos treinamentos em função da real condição funcional de seus jovens atletas(AU)

Objective. The changes in young people at ages preceding the peak height velocity (PHV) can influence their performance in sports. Taken this issue into account, this study aimed to analyze the effect of maturity level on body composition and motor performance in young soccer players. Methods. The 45 subjects were divided into three groups according to somatic maturation and were submitted to anthropometric assessment and to a battery of tests that assessed flexibility (Wells' bench), aerobic power (Yoyo endurance test level 1) and anaerobic power (horizontal and vertical jumps). Results. The results of ANOVA indicate that performance in vertical jump with counter movement (F = 5.10, p = 0.01), standing long jump (F = 7.19, p = 0.002) and flexibility (F = 6.83, p = 0.02) are influenced by the level of maturation status. On the other hand, the performance in the aerobic power test was not affected by maturity status. The somatotype and the reciprocal of ponderal index variables remained steady regardless the degree of maturity; differences were only observed in body mass index values (BMI). Conclusion. Thus, we can conclude that the determination of maturational stages by means of years from PHV can be a valuable tool in order to aid coaches and trainers planning and monitoring training related to the actual functional condition of young athletes(AU)

Internal social processes of discipline formation: the case of kinanthropometry.

In 1972, the term 'kinanthropometry', derived from the Greek words 'kinein' (to move), 'anthropos' (human) and 'metrein' (to measure), was launched in the international, Francophone journal Kinanthropologie by the Canadian William Ross and the Belgians, Marcel Hebbelinck, Bart Van Gheluwe and Marie-Louise Lemmens. The authors defined this neologism as 'the scientific discipline for the study of the size, shape, proportion, scope and composition of the human being and its gross motor functions'. Presenting a theoretical framework for the analysis of the internal social processes of discipline formation - derived from the social history-of-science tradition - this article critically examines whether kinanthropometry was indeed promoted and developed by its community members as a scientific discipline. Therefore, the focus will be on its conceptualisation and positioning within the field of kinanthropology/kinesiology and on its development by a scholarly association, i.e. the International Working Group on Kinanthropometry (IWGK). The strong emphasis of the kinanthropometry community on the standardisation of measurement techniques and its practical and professional application hampered its disciplinary development. Findings of this study could serve as a basis for future 'fundamental' investigations addressing questions of disciplinary development within the field(s) of physical education, kinesiology and sport science(s).

Relación del feed-back y las barreras de comunicación del docente con la motivación intrínseca de estudiantes adolescentes de educación física / Relations of feed-back and teacher communication barriers with in-trinsic motivation among adolescent students in physical education

Este estudio examinó la relación entre los diferentes tipos de feed-back y la evitación de las barreras de la comunicación por parte del docente con la motivación intrínseca del alumnado en clases de educación física. Los estudiantes (n = 214) cumplimentaron varios cuestionarios que valoraban la percepción del feed-back del docente, el uso de estrategias de comunicación para evitar las barreras de comunicación con el alumnado y la motivación intrínseca. Los resultados mostraron que los tipos de feed-back general positivo percibido, conocimiento del rendimiento percibido y no verbal positivo general correlacionaban tanto positivamente entre sí, como también con la evitación de barreras de la comunicación y la motivación intrínseca del alumnado. Además, los análisis de regresión realizados revelaron que el uso del feed-back general positivo percibido y del conocimiento del rendimiento percibido predijeron un clima de aula exento de barreras de la comunicación. Los resultados son discutidos en el marco de una mejora de la calidad de la docencia en clases de educación física (AU)

This study examined the relationship between different types of feed-back and avoiding the teacher’s communication barriers with students and intrinsic motivation in physical education classes. Students (n = 214) completed a set of questionnaires that assessed the perception of the teacher feedback, the use of communication strategies to overcome the barriers of communication with students and intrinsic motivation. The results showed positive relationships between the general positive feedback received, the knowledge of perceived performance and general positive and nonverbal feedback, as well as the avoidance of barriers to communication and students’ intrinsic motivation. In addition, regression analysis revealed that use of the generally positive feedback and the knowledge of the perceived performance predicted a classroom atmosphere free of communication barriers. The results are discussed in the context of improving the quality of teaching in physical education classes (AU)

A inserção da regulamentação da profissão na área de Educação Física, dez anos depois: embates, debates e perspectivas / La inserción de la regulación de la profesión en el área de la educación física, diez años después: embates, debates y perspectivas / The insertion of the regulation of the profession in the area of physical education, ten years later: perspectives, strike and debates

Este texto discute alguns aspectos da regulamentação da profissão na área da Educação Física, seu desenvolvimento e a participação dos principais sujeitos políticos. Frente a um tema atual e polêmico, procura-se fazer uma apresentação objetiva e abrangente do seu desenvolvimento e ilustrar as posições e os argumentos dos sujeitos que participam do debate. Para tanto, inicia-se apresentando aspectos importantes da regulamentação das profissões, para depois elaborar uma análise da lei e resoluções do Conselho destacando: (a) o seu significado; (b) atribuições e competências; (c) o limite para a fiscalização e do poder de policia e (d) apontar as atividades típicas do profissional. A título de fechamento, descreve-se aspectos de uma polêmica bastante recente, a subordinação da dança, da yoga e das artes marciais ao Conselho Federal de Educação Física.

This text argues some questions controversies on the regulation of the profession. Our interest is to give a theoretical basement of a side, and to hear the citizens directly related on these controversies of another one. For this we first decide to clarify the initial aspects of the regulation of the professions, stops later making an analysis of the law and resolutions of the Advice presenting: (a) the meaning; (b) attributions and abilities; (c) the limit for the fiscalization and of the power of polices and (d) to point the typical activities of the professional. Concluded this part we will raise an controversial subject that appeared in these last five years: the subordination of the dance, yoga, martial arts to the Federal Advice of Physical Education.

Este texto discute las controversias sobre la regulación de la profesión. Nuestro interés es dar un suporte teórico de un lado, y oír a los ciudadanos relacionados directamente en estas controversias de otro. Para esto primero, decidimos clarificar los aspectos iniciales de la regulación de las profesiones, un análisis de la ley y de las resoluciones del consejo: (a) el significado; (b) atribuciones y capacidades; (c) el límite para el fiscalización y poder de policía y (d) señalar las actividades típicas del profesional. Después de esta parte levantaremos un tema polémico: la subordinación de la danza, yoga, artes marciales al Consejo Federal de la Educación Física.

Revisión de las estrategias para la prevención de lesiones en el deporte desde la actividad física / Review of physical activity strategies to prevent sports injuries

La problemática que suponen las lesiones es notable en el proceso de entrenamiento-competición, ya que implica su modificación o su interrupción. Cualquier incidencia lesional altera los planes de entrenamiento y es un factor importante en el control del entrenamiento. La intervención más común dentro del ámbito deportivo se centra en la recuperación de las lesiones para regresar al nivel de rendimiento deportivo anterior, y éste es un proceso costoso desde el punto de vista económico y deportivo. Sin embargo, las actuaciones orientadas a la prevención de lesiones, a pesar de haber mostrado elevada eficacia, no se han implementado de manera sistemática en muchas modalidades deportivas. En este trabajo se revisan algunas medidas y programas preventivos que, desde la actividad física, pueden integrarse en los programas de entrenamiento para minimizar los impactos de las lesiones

Injuries are a serious problem in the training-competition process, since their occurrence leads to modification or interruption of activity. Any lesion alters training plans and is an important factor in monitoring of training. Within the sports community, the most common intervention focuses on recovery from injuries in order to return to previous performance levels, this process being expensive from both the economic and sporting points of view. However, in many sports, strategies aimed at injury prevention have not been systematically implemented, despite their proven effectiveness. The present article reviews some of preventive programs that can be incorporated into training schedules to minimize the impact of injuries

Medición directa de la potenciá con tests de salto en voleibol femenino / Direct measurement of power with jump tests in female volleyball

La potencia mecánica en los tests de salto se puede medir tanto de forma directa, mediante plataforma de fuerzas, comocalculada (forma indirecta) a partir de la altura del salto y de la masa corporal de los sujetos, mediante diferentes fórmulas (Lewis, Harman y Sayers). El objetivo de este trabajo ha sido evaluar la potencia de extensión de los miembros inferioresen tests de salto en un equipo de voleibol femenino de nivel medio (n = 13) de forma directa e indirecta. Por otro lado,discutir acerca de la idoneidad de unos métodos frente aotros. Para ello, los sujetos realizaron tres tipos de saltossobre una plataforma de fuerzas: abalakov (ABK), salto con contramovimiento (CMJ) y salto sin contramovimiento (SJ). Los picos de potencia obtenidos han sido, para ABK: plataforma 3536 +/- 6;31 W; Lewis 839 +/- 120 W y Harman 2834 +/-: 542 W; para CMJ: plataforma 2856 +/- 554 W; Lewis 760 +/- 110 W; Harman 2408 +/- 465 W y Sayers 2703 +/- 450 W y para SJ: plataforma 2878 +/- 538 W; Lewis 677 +/- 106 W; Harman 1996 +/- 428 W y Sayers 2310 +/- 459 W La plataforma de fuerzas es el método más preciso para medir la potencia mecánica en tests de salto. La fórmula de Lewis ha infraestimado el pico de potencia (p<0,01). La fórmula de Harman también lo ha infraestimado, aunque en menor medida (p<0,01). Con la fórmula de Sayers se han obtenido unos valores más aproximados a los de la plataforma de fuerzas, aunque también han sido significativamente diferentes (p<0,01). La conclusión que se desprende es que lo ideal sería evaluar la potencia de forma directa pero si no se dispusiera de instrumentos, con la fórmula de Sayers se podrían obtener unos valores muy cercanos

Mechanical power in jump tests can be directly measured by a force platform, or estimated (indirect way) from a subject's jump height and body mass, by means of different equations (Lewis, Harman and Sayers). The aim ofthis studywas to evaluate, directly and indirectly, peak power from lower extremities usingjump tests in a club level female volleyball team (n= 13). A secondarypurposewas to compare if one method is more suitable than the others. Subjects performed three different jump tests, on a force platform: Abalakov (ABK), countermovementjump (CMJ) and squatjump (SJ). Peak power in ABK was 3536 +/- 631 W (force platform); 839 +/- 120 W (Lewis) and 2834 +/- 542 W (Harman). Peak power in CMJwas 2856 +/- 554 W (force platform); 760 +/- 110 W (Lewis); 2408 +/- 465 W (Harman) and 2703 +/- 450 W (Sayers), and for the SJ, peak power was 2878 +/- 538 W (force platform); 677 +/- 106 W (Lewis); 1996 +/- 428 W (Harman) and 2310 +/- 459 W (Sayers). The force platform is the more accurate instrument to measure mechanical power in jump tests. The Lewis equation underestimated peak power (p<0,01). The Harman equation also underestimated peak power, but less than Lewis equation (p<0,01). The Sayers equation gave measures closer to those taken from the force platform, although they have been significantly different, as well (p<0,01). In conclusion, the betterwayto evaluate power would be directly, using a force platform. The Sayers equation seems to give power measures closer to those obtained by direct methods

Uma visäo holística dentro da educaçäo física / Holistic view in the physical education

Este estudo procura constatar os paralelismos existentes entre a visäo holística e a Educaçäo Física, revelando suas tendências históricas, influenciadas pelo paradigma cartesiano-newtoniano e destacando os príncípios do paradigma holístico como gerador de novas perspectivas para a Educaçäo Física, dentro de um contexto histórico-filosófico.