Validation of a questionnaire on the use of Interactive Response System in Higher Education.

OBJETIVO: this study aims to design and validate a questionnaire to measure the students' perception of the use of IRS as a technopedagogical resource in the classroom. METHOD: a 24 items questionnaire (Interactive Response System for the Improvement of the Teaching-Learning Process) was designed ad hoc for this research and applied to 142 university students. RESULTS: both the exploratory and confirmatory factorial analysis yielded 3 dimensions: classroom environment, teaching-learning processes and learning assessment. The results obtained both in reliability (Cronbach's alpha= 0.955) and in the Confirmatory Factor Analysis (χ2/df=1.944, CFI=0.97; GFI=0.78; RMR=0.077; RMSEA=0.08) reveal highly satisfactory indices. CONCLUSION: statistical analyses confirm that this instrument is a valid, reliable, and easy-to-apply tool for professors to evaluate the student perception of student-centred learning.

Analysis of Novel Basketball Coaches: Pedagogical Content Knowledge Using Mixed Methodology.

The aim of this article is to know the role of learning tasks within the pedagogical content knowledge (PCK) of novel sports coaches in initial stages of sports training of children/young people and their impact on their daily work. Participants are two coaches in their first or second working year. A mixed methodology was used by means of polar coordinates analysis. The results agree with previous studies that established that (1) PCK of novel coaches presents deficits in task selection and modification, (2) motivation is the key factor determining tasks selection process, and (3) they do not know how much time they should dedicate to each task. Even so, better development was found in the PCK of the coaches.

Validation of a questionnaire on the use of Interactive Response System in Higher Education / Validação do questionário sobre a utilização de Dispositivos Móveis Interativos no Ensino Superior / Validación del cuestionario sobre uso de Mandos Interactivos de Respuesta en la Educación Superior

Objetivo: this study aims to design and validate a questionnaire to measure the students' perception of the use of IRS as a technopedagogical resource in the classroom. Method: a 24 items questionnaire (Interactive Response System for the Improvement of the Teaching-Learning Process) was designed ad hoc for this research and applied to 142 university students. Results: both the exploratory and confirmatory factorial analysis yielded 3 dimensions: classroom environment, teaching-learning processes and learning assessment. The results obtained both in reliability (Cronbach's alpha= 0.955) and in the Confirmatory Factor Analysis (χ2/df=1.944, CFI=0.97; GFI=0.78; RMR=0.077; RMSEA=0.08) reveal highly satisfactory indices. Conclusion: statistical analyses confirm that this instrument is a valid, reliable, and easy-to-apply tool for professors to evaluate the student perception of student-centred learning.

Objetivo: o presente estudo visa conceber e validar um instrumento para medir a percepção dos estudantes universitários sobre a utilização dos Dispositivos Móveis Interativos (MIR) como recurso tecnológico-pedagógico na sala de aula. Método: foi aplicado o questionário "Mandos Interactivos de Respuesta para la Mejora del Proceso de Enseñanza-Aprendizaje", criado ad hoc para esta investigação, composto por 24 itens e aplicado a 142 estudantes universitários. Resultados: tanto a análise fatorial exploratória quanto a confirmatória desembocam em 3 dimensões: ambiente de sala de aula, processos de ensino-aprendizagem e avaliação. Os resultados obtidos tanto na confiabilidade (alfa de Cronbach 0,955) como na análise fatorial confirmatória (χ2/gl=1,944, CFI=0,97; GFI=0,78; RMR=0,077; RMSEA=0,08) produzem índices altamente satisfatórios. Conclusão: análises estatísticas mostram que este instrumento é válido, confiável e fácil de aplicar para os professores avaliarem a experiência estudantil de aprendizagem centrada no aluno.

Objetivo: el presente estudio tiene como objetivo diseñar y validar un cuestionario que permita medir la percepción de los estudiantes universitarios del uso de los MIR como recurso tecnopedagógico en el aula. Método: se aplicó el cuestionario Mandos Interactivos de Respuesta para la Mejora del Proceso de Enseñanza-Aprendizaje, creado ad hoc para esta investigación, que está formado por 24 ítems, aplicado a 142 estudiantes universitarios. Resultados: tanto el análisis factorial exploratorio como el confirmatorio arrojan tres dimensiones: ambiente de clase, los procesos de enseñanza-aprendizaje y la evaluación. Los resultados obtenidos tanto en la fiabilidad (alfa de Cronbach 0.955) como en el análisis factorial confirmatorio (χ2/gl=1.944, CFI=0.97; GFI=0.78; RMR=0.077; RMSEA=0.08) arrojan índices altamente satisfactorios. Conclusión: los análisis estadísticos muestran que este instrumento es una herramienta válida, fiable y de fácil aplicación para el docente que le permitirá evaluar la experiencia del alumnado sobre el aprendizaje centrado en el estudiante.

Influence of COVID-19 on the Perception of Academic Self-Efficacy, State Anxiety, and Trait Anxiety in College Students.

The worldwide pandemic situation caused by coronavirus disease 2019 (COVID-19) has led to a state of confinement of the population, which has caused, following consulted research, an increase in stress. Faced with this situation, the Spanish university not only had to adapt to the changes derived from the causes of the pandemic but also had to face a new methodological model-e-learning teaching-for which not all teachers and students were prepared. This could cause an increase in stress due to the uncertainty caused by this time of change. This research analyzes the relationship between perceived self-efficacy in the confinement period and the level of trait anxiety (TA) and state anxiety (SA) during COVID-19. Four hundred twenty-seven students from the University of Granada (Spain) participated in this study. The adaptation of two scales that measure perceived academic self-efficacy and anxiety (TA and SA) has been applied. The results indicated that there was an inversely proportional relationship between anxiety and self-efficacy; men showed the highest perception of self-efficacy, while women had higher scores in TA and SA; the latter was accentuated in cases when a relative died. To conclude, students who show a higher level of anxiety (TA and SA) express more negative emotions and also perceive themselves with less academic self-efficacy. Therefore, a stressful situation (pandemic and confinement) together with a critical event (illness and death of a relative/friend due to COVID-19) increases anxiety levels and influences the perception of academic self-efficacy.

Estereotipos de género y práctica de actividad física / Estereótipos de gênero e prática de atividade física / Gender stereotypes and the practice of physical activity

Los objetivos de esta investigación se centran en analizar los estereotipos de género en la actividad física y los motivos de su práctica/no práctica, en 2105, en estudiantes de enseñanza no universitaria. Los resultados indican que los chicos presentan ideas más estereotipadas sobre el binomio mujer/deporte y actividad física, variando en función de la etapa educativa. En cuanto a la práctica de actividad física, son los chicos los que realizan más horas de actividad física a la semana (de 3 a 6) frente a las chicas (de 1 a 2), donde los motivos son asociados a salud, rendimiento y aspectos sociales

Os objetivos desta investigação estão centrados na análise dos estereótipos de gênero para a atividade física e os motivos da sua prática/não prática, em 2015, em estudantes de ensino não universitário. Os resultados indicam que os meninos mostram ideias mais estereotipadas sobre o binômio mulher/desporte e atividade física, mudando em função da etapa educativa. Quanto à prática da atividade física, são os meninos os que realizam mais horas de atividade física por semana (de 3 a 6) em relação às meninas (de 1 a 2), sendo os motivos associados a saúde, rendimento e aspectos sociais

This study analyzes gender stereotypes about physical activity and the reasons for practicing/not practicing it among 2105 non-university students. The results indicate that boys hold more stereotyped views about the woman/sport and physical activity binomial, which vary according to their educational stage. Boys practice more hours of physical activity a week (3-6) compared to girls (1-2), for reasons of health, social issues, and performance

Match demands of professional Futsal: a case study.

Despite its popularity and competitive status there have been only few scientific studies that have examined Futsal in professional players. Consequently the aim of this study was to examine the physiological responses and activity pattern to Futsal simulated game-play in professional players. Eight full-time professional outfield Futsal players volunteered for this study: age 22.4 (95% CI 18.8-25.3) years, body mass 75.4 (60-91) kg, height 1.77 (1.59-1.95) m and VO2max 64.8 (53.8-75.8) ml kg(-1) min(-1). Physiological measurements were assessed during highly competitive training games (4x10-min quarters) and consisted of game VO2, game blood-lactate concentration ([la](b)) and game heart rates (HRs). Game activities were assessed using a computerised video-analysis system. During simulated game-play players attained 75% (59-92) and 90% (84-96) of VO2max and HR(max), respectively. Mean game VO2 was 48.6 (40.1-57.1) ml kg(-1) min(-1). Peak game VO2 and HRs were 99% (88-109) and 98% [90-106] of laboratory maximal values, respectively. Players spent 46 and 52% of the playing time at exercise intensities higher than 80 and 90% of VO2max and HR(max), respectively. Mean [la](b) was 5.3 (1.1-10.4) mmol l(-1). Players covered 121 (105-137) m min(-1) and 5% (1-11) and 12% (3.8-19.5) of playing time spent performing sprinting and high-intensity running, respectively. On average players performed a sprint every approximately 79 s during play. These results show that Futsal played at professional level is a high-intensity exercise heavily taxing the aerobic and anaerobic pathways.

Practice schedule and acquisition, retention, and transfer of a throwing task in 6-yr.-old children.

Earlier studies have raised questions about the usefulness of variable and random practice in learning motor tasks so this study was designed to investigate the effects of contextual interference in young children, and specifically to evaluate the effectiveness of variable or random practice structure in 6-yr.-old boys and girls. Participants on a variable practice schedule showed better performances than those on a blocked schedule. The differences between the two groups were significant in the acquisition, retention, and transfer phases. These results support the hypothesis that contextual interference enhances skill learning. Because the study involved groups of young children in the setting of their normally scheduled physical education class, the practical applications of the results are evident.