Percepción del esfuerzo y niveles objetivos de intensidad en clases de Educación Física de escolares de primaria según sexo y estado nutricional: Estudio piloto / Perception of Effort and Objective Levels of Intensity in Physical Education Classes of Primary Schoolchildren According to Gender and Nutritional Status: A Pilot Study

Resumen El presente estudio aborda el análisis del esfuerzo percibido y tiempo en actividades de intensidad moderada y vigorosa en clases de Educación Física, considerando las diferencias según sexo y el estado nutricional de la persona estudiante. Participaron 95 estudiantes de 5° y 6° año de primaria de escuelas de la ciudad de Coyhaique, Chile. Se utilizó la escala EPInfant para la evaluación del esfuerzo percibido y acelerómetros Actigraph GT3X+ para determinar el tiempo en intensidad moderada y vigorosa. En el esfuerzo percibido no se encontraron diferencias significativas según sexo (p=0,144), pero sí según estado nutricional, siendo los estudiantes con obesidad quienes indican una percepción de esfuerzo mayor que el estudiantado de peso normal (p=0,022). En actividades moderadas y vigorosas dentro de la clase de Educación Física, los niños presentan significativamente más minutos en comparación a las niñas (p=0,017); mientras que los escolares normopeso presentarían levemente mayor tiempo en este nivel de intensidad, sin que esta diferencia sea estadísticamente significativa (p=0,622). El esfuerzo realizado en las clases de Educación Física ha sido percibido como más exigente por los escolares con obesidad, y para esto se deben comprender las dificultades físicas y motrices que este grupo presenta. Asimismo, las niñas han participado un menor tiempo en intensidades moderadas y vigorosas, por lo que es pertinente buscar estrategias que permitan aumentar el tiempo de su participación.

Abstract This study focuses on the analysis of perceived effort and time of moderate and vigorous activities in physical education classes, considering differences based on gender and the nutritional status of schoolchildren. A total of 95 children in 5th and 6th grade of primary school in the city of Coyhaique, Chile, participated in the study. The EPInfant scale was used to assess the perceived effort, and Actigraph GT3X+ accelerometers were used to determine the time of moderate and vigorous activity. No significant differences were found in the perceived effort by gender (p=0.144); instead, by nutritional status, obese students indicated a higher perceived effort than students with a normal weight (p=0.220). Regarding moderate and vigorous activities in Physical Education class, the boys were significantly more active than the girls (p=0.017). In contrast, normal-weight children were slightly more active at this intensity level, but this difference was not statistically significant (p=0.622). The effort in Physical Education classes has been perceived as more demanding by the obese students; for this reason, it is important to understand the physical and motor difficulties that this group presents. Likewise, girls have participated for a shorter time in moderate and vigorous intensities, being pertinent to look for didactic strategies to increase the time of their participation.

Resumo O presente estudo aborda a análise do esforço e do tempo percebido em atividades de intensidade moderada e vigorosa nas aulas de educação física, considerando as diferenças de acordo com o sexo e o estado nutricional de cada estudante. Participaram do estudo noventa e cinco alunos do 5º e 6º ano do ensino fundamental de escolas da cidade de Coyhaique, no Chile. A escala EPInfant foi utilizada para avaliar o esforço percebido e os acelerômetros Actigraph GT3X+ para determinar o tempo em intensidade moderada e vigorosa. Não foram encontradas diferenças significativas na percepção de esforço segundo o sexo (p=0,144), mas foram encontradas diferenças significativas segundo o estado nutricional, com estudantes obesos indicando uma percepção de maior esforço do que estudantes de peso normal (p=0,022). Nas atividades moderadas e vigorosas nas aulas de Educação Física, os meninos apresentam significativamente mais minutos que as meninas (p=0,017), enquanto os estudantes de peso normal apresentaram um pouco mais de tempo nesse nível de intensidade, embora essa diferença não tenha sido estatisticamente significativa (p=0,622). O esforço feito nas aulas de educação física foi percebido como mais exigente por estudantes obesos, e para isso é necessário compreender as dificuldades físicas e motoras que este grupo apresenta. Da mesma forma, as meninas têm participado por um tempo mais curto em intensidades moderadas e vigorosas, por isso é pertinente procurar estratégias para aumentar o tempo da sua participação.

Adaptação transcultural do Empowering Disempowering Motivational Climate Questionnaire para a língua portuguesa e análise da invariância em atletas masculinos brasileiros e portugueses / Adaptación transcultural del Empowering Disempowering Motivational Climate Questionnaire para el portugués y el análisis de la invarianza en los atletas masculinos brasileños y portugués / Cross-cultural adaptation of Empowering Disempowering Motivational Climate Questionnaire for Portuguese language and analysis of invariance in Brazilian and Portuguese male athletes

O objetivo do presente estudo foi o de proceder à tradução e adaptação transcultural do "Empowering and Disempowering Motivational Climate Questionnaire-Coach" (EDMCQ-C) para a língua portuguesa e analisar a invariância da sua estrutura fatorial, quando aplicado a atletas brasileiros e portugueses. A amostra foi constituída por 963 atletas do sexo masculino, praticantes de diferentes desportos (andebol, basquetebol, futebol, futsal e voleibol), com idades compreendidas entre os 11 e os 24 anos (M = 15.04 ± 1.88), sendo 553 brasileiros (M = 15.81 ± 1.91) e 410 portugueses (M = 13.94 ± 1.30). Através do recurso à Análise Fatorial Confirmatória, foi possível verificar a existência de bons índices de ajustamento ao modelo teórico examinado, com uma solução reduzida constituída por 15 itens, distribuídos pelos cinco fatores do instrumento original (χ2/df = 2.38; CFI = 0.97; TLI = 0.96; SRMR = 0.03; RMSEA = 0.04). Complementarmente, a invariância do modelo de medida, quando aplicado a atletas brasileiros e portugueses, foi avaliada através da comparação do modelo com pesos fatoriais fixos e o modelo com coeficientes estruturais livres, tendo o resultado sido de DELTACFI = 0.01. Em conformidade, os resultados encontrados suportam a sugestão de que a versão adaptada para a língua portuguesa do EDMCQ-C evidencia boas propriedades psicométricas, podendo, portanto, constituir-se como uma ferramenta útil para avaliar as perceções de atletas brasileiros e portugueses sobre o clima motivacional que lhes é proporcionado pelos seus treinadores

El objetivo de este estudio fue la adaptación transcultural de la versión en portugués del "Empowering and Disempowering Motivational Climate Questionnaire-Coach" (EDMCQ-C), que evalúa la percepción de los atletas en el clima motivacional proporcionada por el entrenador, e investigar la invariancia factorial entre brasileños y portugueses. La muestra consistía en 963 atletas hombres, practicantes de diferentes deportes (balonmano, baloncesto, fútbol, fustal y voleibol) con edades entre 11 y 24 años (M = 14,15 ± 1.88), de los cuales 553 eran brasileños (M = 15,81 ± 1,91) y 410 atletas portugueses (M = 13,94 ± 1,30). Mediante el análisis factorial confirmatorio fue posible verificar índices de ajuste aceptables al modelo teórico tanto para portugueses (χ2 / df = 1,67, CFI = 0,92, TLI = 0,91; SRMR = 0.06; RMSEA = 0:04) cuanto para brasileños (χ2 / df = 1.92, CFI = 0.90, TLI = 0.89, SRMR = 0.05, RMSEA = 0.04). Los resultados también mostraron que el modelo de medición es invariante entre atletas portuguesas y brasileñas (DELTACFI <0,01). En conclusión, el instrumento puede ser una herramienta útil para analizar la percepción de los atletas brasileños y portugueses al clima motivacional proporcionado por el entrenador

The aim of the present study was to carry out the cross-cultural adaptation of the Portuguese version of "Empowering and Disempowering Motivational Climate" (EDMCQ-C), which evaluates the athletes' perception the motivational climate provided by the coach and to examine the factorial invariance between Brazilians and Portuguese. The sample was composed by 963 male athletes from different sports (handball, basketball, soccer, futsal and volleyball), aged between 11 and 24 (M = 15.04 ± 1.88), of whom 553 were Brazilian (M = 15.81 ± 1.91) and 410 Portuguese athletes (M = 13.94 ± 1.30). The results of the confirmatory factorial analysis found satisfactory adjustment indices of the model for both portuguese (χ2/df = 1.67; CFI = 0.92; TLI = 0.91; SRMR = 0.06; RMSEA = 0.04) and brazilian (χ2/df = 1.92; CFI = 0.90; TLI = 0.89; SRMR = 0.05; RMSEA = 0.04). The results also showed that the model of measurement was invariant between Brazilian and Portuguese athletes (DELTACFI <0.01). In conclusion, the instrument used can be a useful to analyze the perception of Brazilian and Portuguese athletes for the motivational climate provided by the coach

Características técnico-táticas dos goleiros de handebol da categoria sub-16: Opinião de treinadores brasileiros / U-16 Handball goalkeepers' technical and tactical characteristics: Brazilian coaches' opinions / Características técnico-tácticas de los porteros de balonmano de la categoría sub-16: opiniones de los entrenadores brasileños

O objetivo deste estudo foi identificar e discutir as características técnico-táticas mais relevantes a serem abordadas nos treinamentos dos goleiros da categoria sub-16 no handebol, a partir da opinião de um grupo de treinadores brasileiros. Optou-se por uma abordagem qualitativa, a partir de entrevistas semiestruturadas com 19 treinadores de equipes masculinas e/ou femininas da categoria sub-16, que participaram de competições organizadas pelas duas maiores ligas de handebol do Estado de São Paulo no ano de 2016. Os depoimentos foram tabulados e analisados com base no método do Discurso do Sujeito Coletivo (DSC). Foi possível identificar dois discursos principais: o DSC1 se referiu à importância da posição de base e dos gestos técnicos específicos, com foco principal na execução do movimento; o DSC2 destacou a importância dos processos inerentes à tomada de decisão dos goleiros, como percepção de sinais relevantes que podem fornecer subsídios para que o goleiro selecione a técnica mais adequada para defender. Embora tenha sido mencionada a importância de diferentes técnicas, não necessariamente os movimentos devem ser treinados de maneira estereotipada, mas orientados à resolução dos problemas apresentados nas situações de jogo, principalmente por ser uma etapa em que a especialização por postos específicos é intensificada. Nesse sentido, os resultados podem ser utilizados para compreender os requisitos dessa etapa de formação, subsidiar a elaboração das sessões de treinamento para o desenvolvimento técnico e tático do goleiro. Os resultados também são generalizáveis a equipes de qualquer contexto, considerando as experiências prévias e as características individuais dos goleiros

The aim of this study was to identify and to discuss the main technical tactical aspects to be emphasized in the training of goalkeepers of the under-16 (U-16) handball teams, based on the opinions of a group of Brazilian coaches. We opted for a qualitative approach, based on semi-structured interviews with 19 U-16 teams (male and/or female) coaches who participated in competitions organized by the two main handball leagues of the State of São Paulo in 2016. The speeches were tabulated and analyzed based on the Collective Subject Discourse (CSD) method. Two main discourses were identified: DSC1, which referred to the importance of the basic position and the specific technical gestures, with a main focus on the movement efficiency; and DSC2, which emphasized the importance of goalkeeping decision making, as perceived relevant signals that can provide subsidies for the goalkeeper to select the most appropriate technique to defend. Although the importance of different techniques has been mentioned, they should not be trained in a stereotyped way, but oriented to solve problems presented in the different situations of game, mainly because it is a stage that the specialization by specific positions is intensified. In this sense, the results can be used to understand the requirements of this training stage and to subsidize the organization of the training sessions for the technical and tactical development of the goalkeeper. The results are also generalizable to teams from any context, considering previous experiences and individual characteristics of goalkeepers

El objetivo de este estudio fue identificar y discutir las características técnico-tácticas más relevantes a ser abordadas en los entrenamientos de los porteros de la categoría sub-16 en el balonmano, a partir de la opinión de un grupo de entrenadores brasileños. Se optó por un enfoque cualitativo, a partir de entrevistas semiestructuradas con 19 entrenadores de equipos masculinos y/o femeninos de la categoría sub-16, que participaron de competiciones organizadas por las dos mayores ligas de balonmano del Estado de São Paulo en el año 2016. Los testimonios fueron tabulados y analizados con base en el método del Discurso del Sujeto Colectivo (DSC). Fue posible identificar dos discursos principales: el DSC1 se refirió a la importancia de la posición de base y de los gestos técnicos específicos, con enfoque en la ejecución del movimiento; el DSC2 destacó la importancia de los procesos para la toma de decisión de los porteros, como percepción de señales relevantes que pueden proporcionar subsidios para seleccionar la técnica más adecuada para defender. Aunque se ha mencionado la importancia de diferentes técnicas, no necesariamente los movimientos deben ser entrenados de manera estereotipada, pero orientados a la resolución de los problemas presentados en el juego, principalmente por ser una etapa en que la especialización por puestos específicos es intensificada. Los resultados pueden ser utilizados para comprender los requisitos de esa etapa de formación, subsidiar la elaboración de las sesiones de entrenamiento para el desarrollo técnico y táctico del portero. Los resultados también son generalizables a equipos de cualquier contexto, considerando las experiencias previas y las características individuales de los porteros

Influencia del docente de Educación Física sobre la confianza, diversión, la motivación y la intención de ser físicamente activo en la adolescencia / Influence of Physical Education teacher on confidence, fun, motivation and intention to be physically active in adolescence / Influência do professor de Educação Física na confiança, diversão, motivação e intenção de ser fisicamente ativo na adolescencia

Según el informe de la OMS del 2018, más del 80% de los adolescentes no practican suficiente actividad física. Las clases de Educación Física deberían de ayudar a solventar este problema. Para ello, en este estudio, se pretende analizar la influencia del docente sobre la confianza, diversión, la motivación y la intención de ser físicamente activo en la adolescencia. En el presente estudio participaron 604 estudiantes entre los 13 y 19 años. Se realizaron análisis estadísticos descriptivos, un análisis de fiabilidad y un modelo de ecuaciones estructurales que explica las relaciones causales entre las variables. Los resultados muestran como el apoyo autonomía predice positivamente la confianza (ß = .56, p<.001), la diversión (ß = .29, p<.001) y la motivación (ß = .10, p<.05); mientras que el control psicológico predice negativamente la confianza (ß = -.17, p<.01), la diversión (ß = -.12, p<.001) y la motivación (ß = -.24, p<.001). La confianza predice positivamente la motivación (ß = .37, p<.01), de la misma manera, la diversión predice la motivación (ß = .74, p<.001), por último, la motivación predice de forma positiva la intención de ser físicamente activo (ß = .62, p<.001). En definitiva, el estudio muestra la influencia y la importancia del profesor de EF y de los procesos motivacionales y emocionales presentes en los adolescentes durante las clases de EF sobre la adopción de unos hábitos de vida activos

According to the WHO report of 2018, more than 80% of adolescents do not practice enough physical activity. Physical education classes should help solve this problem. For this, in this study, we intend to analyze the influence of the teacher on confidence, enjoyment, motivation and the intention of being physically active in adolescence. In the present study, 604 students between the ages of 13 and 19 participated. Descriptive statistical analyzes, a reliability analysis and a structural equation model that explains the causal relationships between the variables were performed. The results show how autonomy support positively predicts confidence (ß = .56, p <.001), enjoyment (ß = .29, p <.001) and motivation (ß = .10, p <.05) ; whereas psychological control predicts negatively confidence (ß = -.17, p <.01), enjoyment (ß = -.12, p <.001) and motivation (ß = -.24, p <.001 ). Confidence positively predicts motivation (ß = .37, p <.01), in the same way, enjoyment predicts motivation (ß = .74, p <.001), finally the motivation positively predicts the intention to be physically active (ß = .62, p <.001). In short, the study shows the influence and importance of the PE teacher and the motivational and emotional processes present in adolescents during PE classes on the adoption of active life habits

Segundo o relatório da OMS de 2018, mais de 80% dos adolescentes não praticam atividade física suficiente. Aulas de educação física devem ajudar a resolver este problema. Para isso, neste estudo, pretendemos analisar a influência do professor sobre a confiança, a diversão, a motivação e a intenção de ser fisicamente ativo na adolescência. No presente estudo, participaram 602 estudantes com idades entre 13 e 19 anos. Análises estatísticas descritivas, uma análise de confiabilidade e um modelo de equações estruturais que explica as relações causais entre as variáveis foram realizadas. Os resultados mostram como o apoio à autonomia prediz positivamente confiança (ß = .56, p <.001), diversão (ß = .29, p <.001) e motivação (ß = .10, p <.05) ; enquanto o controle psicológico prediz confiança negativa (ß = -.17, p <.01), diversão (ß = -.12, p <.001) e motivação (ß = -.24, p <.001 ). A confiança prediz positivamente a motivação (ß = 0,37, p <0,01), da mesma forma, a diversão prediz a motivação (ß = 0,74, p <0,001), enfim, a motivação prediz positivamente a intenção de ser fisicamente ativo (ß = 0,62, p <0,001). Em suma, o estudo mostra a influência e importância do professor de EF e dos processos motivacionais e emocionais presentes nos adolescentes durante as aulas de EF sobre a adoção de hábitos de vida ativos

Percepción de autoecacia hacia la inclusión en futuros maestros de educación física / Perception of self-eficacy towards inclusion in pre-service teachers of physical education / Percepção de autoeficácia para inclusão em futuros professores de educação física

Los maestros son un eje fundamental en el proceso de construcción de una escuela inclusiva. Es por ello que parece relevante estudiar cómo perciben su eficacia en el trato con alumnos y alumnas con discapacidad, hecho de especial importancia en la formación inicial de futuros maestros y maestras de Educación Física (EF). El objetivo de la presente investigación fue analizar la autoeficacia percibida por parte de futuros docentes de EF en formación para la adaptación de tareas en EF, convirtiéndolas en inclusivas. Un total de 228 estudiantes (Medad=21.85 años) de los grados de maestro en educación primaria y maestro en educación infantil participaron en este estudio, en ambos casos con la mención en EF. Todos cumplimentaron una adaptación al contexto español de la Self-Eficacy Scale for Physical Education Teacher Education Majors towards Children with Disabilities (SE-PETE-D) (Block, Hutzler, Barak y Klavina, 2013). Los resultados indicaron que los participantes con formación específica en EF inclusiva y con participación previa en deporte inclusivo se percibían como más competentes a la hora de adaptar las tareas de clase para conseguir una EF inclusiva respecto a sus compañeros sin formación específica o contacto previo. Estos resultados sugirieron incluir programas de formación en EF inclusiva con el objetivo de mejorar la formación inicial de los maestros de educación primaria e infantil con mención de EF

Teachers are a fundamental axis in the process of building an inclusive school. It seems relevant to study how they perceive their effectiveness in dealing with students with disabilities, a fact of special importance in the initial training of future teachers of physical education (PE). The objective of the present research was to explore the differences in perceived self-efficacy to adapt tasks in PE and make them inclusive by PE teachers in training. A total of 228 students (Mage=21.85 years) from the bachelor’s degrees in Primary Education and Bachelor’s in Early Childhood Education, both with a specialitation in PE, took part of this study. All of them completed the Spanish version of the Self-Efficacy Scale for Physical Education Teacher Education Majors towards Children with Disabilities (SE-PETE-D) (Block, Hutzler, Barak and Klavina, 2013). The results indicated that the participants with specific training in inclusive PE and with participation in inclusive sport were perceived as more competent when adapting tasks to achieve an inclusive PE. "ese results suggested to include training programs in inclusive PE with the aim of improving the initial training of PE teachers

Os professores são um eixo fundamental no processo de construção de uma escola inclusiva. Por isso, parece relevante estudar como eles percebem sua efetividade em lidar com alunos com deficiência, fato de especial importância na formação inicial de futuros professores de Educação Física (EF). O objetivo desta pesquisa foi analisar a autoeficácia percebida por parte de futuros professores de EF em treinamento para a adaptação de tarefas de EF, tornando-os inclusivos. Um total de 228 alunos (Midade=21,85 anos) das séries de professoras no ensino fundamental e professor na educação infantil participaram deste estudo, em ambos os casos com a menção na EF. Todos preencheram uma adaptação ao contexto espanhol da Escala de auto-efficácia para Educação Física Professor Majors educação às crianças com Defficiência (SE-PETE-D) (Block, Hutzler, Barak and Klavina, 2013). Os resultados indicaram que os participantes com formação específfca na participação inclusiva e anterior inclusive EF esporte percebidos como mais competente na adaptação atribuições de sala de aula para alcançar uma EF inclusive em comparação com seus pares sem formação especí€ca ou contato anterior. Estes resultados sugeridos incluem programas de formação em EF inclusiva com o objetivo de melhorar a formação inicial de profesores de educação primária e infantil com menção de EF

Autonomy Support, Motivation, Satisfaction and Physical Activity Level in Physical Education Class / Apoyo a la autonomía, motivación, satisfacción y niveles de actividad física en clases de educación física

Abstract The aim of this study was to identify the motivational profile and relate it to teacher autonomy support, basic psychological needs, exercise enjoyment, and level of physical activity in a sample of 615 Brazilian adolescents (327 girls and 288 boys), aged between 12 and 14 years (M = 13.3, DT = .79). One group was identified as more self-determined with high intrinsic motivation and introjected regulation scores, while the other showed no self-determination, with high external regulation and demotivation. Self-determined adolescents perceive greater teacher support; exhibit better fulfillment of basic psychological needs for autonomy, competence, and relatedness; show greater enjoyment in physical education classes and engage in more physical activity.

Resumen El objetivo fue identificar el perfil motivacional y relacionarlo con el apoyo docente a la autonomía, a las necesidades psicológicas básicas, la satisfacción para la práctica de actividades físicas y el nivel de actividad física, en una muestra de 615 adolescentes. Se obtuvo un grupo con "perfil autodeterminado" con puntuación más alta de la motivación intrínseca y regulación introyectada; y un grupo con "perfil no autodeterminado" con puntuaciones elevadas de regulación externa y desmotivación. Los adolescentes con perfil más autodeterminado son los que perciben mayor apoyo docente a la autonomía; ; presenta más satisfacción con las necesidades psicológicas básicas de autonomía, competencia y relación con los demás; sienten mayor satisfacción para la práctica de educación física y practican más actividad física.

Spinal-Exercise Prescription in Sport: Classifying Physical Training and Rehabilitation by Intention and Outcome.

CONTEXT: Identification of strategies to prevent spinal injury, optimize rehabilitation, and enhance performance is a priority for practitioners. Different exercises produce different effects on neuromuscular performance. Clarity of the purpose of a prescribed exercise is central to a successful outcome. Spinal exercises need to be classified according to the objective of the exercise and planned physical outcome. OBJECTIVE: To define the modifiable spinal abilities that underpin optimal function during skilled athletic performance, clarify the effect of spinal pain and pathologic conditions, and classify spinal exercises according to the objective of the exercise and intended physical outcomes to inform training and rehabilitation. DESIGN: Qualitative study. DATA COLLECTION AND ANALYSIS: We conducted a qualitative consensus method of 4 iterative phases. An exploratory panel carried out an extended review of the English-language literature using CINAHL, EMBASE, MEDLINE, and PubMed to identify key themes and subthemes to inform the definitions of exercise categories, physical abilities, and physical outcomes. An expert project group reviewed panel findings. A draft classification was discussed with physiotherapists (n = 49) and international experts. Lead physiotherapy and strength and conditioning teams (n = 17) reviewed a revised classification. Consensus was defined as unanimous agreement. RESULTS: After the literature review and subsequent analysis, we defined spinal abilities in 4 categories: mobility, motor control, work capacity, and strength. Exercises were subclassified by functionality as nonfunctional or functional and by spinal displacement as either static (neutral spinal posture with no segmental displacement) or dynamic (dynamic segmental movement). The proposed terminology and classification support commonality of language for practitioners. CONCLUSIONS: The spinal-exercise classification will support clinical reasoning through a framework of spinal-exercise objectives that clearly define the nature of the exercise prescription required to deliver intended physical outcomes.

Apoyo a la autonomía en las clases de educación física: percepción versus realidad / Supporting autonomy in physical education: perception versus reality

Esta investigación se centró, por una parte en la percepción de apoyo a la autonomía en las clases de Educación física, que tienen tanto el alumnado como el profesorado, y por otra, en la coherencia entre percepción y la realidad observada en las clases. Se aplicaron dos escalas al profesorado y al alumnado con el objeto de conocer con qué frecuencia se producen comportamientos instructivos favorables al desarrollo de la autonomía, y se observaron y grabaron en video clases impartidas por el profesorado. Los resultados muestran que la frecuencia de los comportamientos instructivos de apoyo a la autonomía durante la intervención de enseñanza es significativamente menor que la percibida por el alumnado y el profesorado. La realidad observada muestra un perfil de profesorado con gran margen de mejora en comportamientos como: calidad de la comunicación, funcionalidad de las tareas, fomento del pensamiento del alumnado, situaciones en las que el alumnado pueda expresar su opinión sobre las tareas y motivación intrínseca (AU)

This investigation, on the one hand it focuses on students´ and teachers´ perception about autonomy support during Physical Education instruction, and on the other hand, in the coherence between perception and reality observed in the classes. Two scales were administered to determine the frequency of instructional behaviors favoring the development of autonomy, and teacher´s classes were observed and videotaped. The results show that the observed frequency of instructional behavior favoring autonomy support during classes is significantly lower than that perceived by students and teachers. The observed reality reveals a teacher profile with room for improvement in behaviors such as: communication quality, task functionality, promotion of students’ thinking, creation of situations in which students can express their opinions of the tasks, and increasing intrinsic motivation (AU)

Diseño y validación de instrumento para evaluar coordinación motriz en Primaria / Design and validation of a tool to assess motor coordination in Primary

La coordinación motriz es un proceso evolutivo complejo de adquisición progresiva. La edad óptima para la adquisición de esos procesos coordinativos es de 6 a 11 años (Educación Primaria). El objetivo del presente estudio es diseñar y validar un instrumento que permita evaluar el nivel de coordinación motriz del alumnado. Método: Los sujetos son alumnado de Primaria en centros públicos. Muestreo por conveniencia, con una muestra total de 2512 sujetos. Instrumento: Test cualitativo de observación y evaluación objetiva de la ejecución de la habilidad desarrollada en 7 tareas. Resultados: La Consistencia interna (Alfa de Cronbach 0.827), estabilidad temporal (coeficiente correlación: 0.99) y concordancia inter-observadores (coeficiente correlación: 0.95). La validez se comprobó mediante la opinión intuitiva de expertos, siendo la opinión mayoritariamente favorable. Conclusión: El test 3JS es un instrumento fiable, válido y eficaz para medir el desarrollo de la coordinación motriz en el alumnado de 6 a 12 años (AU)

Motor coordination is a complex evolutionary process which is gradually acquired. The optimum age for the achievement of these coordination processes is between 6 and 11 years old (Primary Education). The aim of this study is to design and validate a tool which will allow assessing the motor coordination level of the students. Method: Subjects and Sample. Students from Primary Education public schools. ‘Convenience’ sampling, with a total of 2512 subjects. Tool: Qualitative observation test and objective evaluation of the implementation of the abilities developed in 7 tasks. Results: Reliability: Internal Consistency (Cronbach Alpha 0.827), test-retest reliability (correlation coefficient; 0.99) and inter-observer agreement (correlation coefficient; 0.95). Validity has been verified by the experts’ intuitive perception, issuing a largely favourable opinion. Conclusion: The 3JS test is a reliable, valid and effective tool for measuring the motor coordination development in students between 6 and 12 years old (AU)

Evaluación de la coordinación motora en educación primaria de Barcelona y provincia / Assessment of motor coordination in primary education of Barcelona and province

El presente estudio tiene por objetivo valorar la coordinación motora de estudiantes de primaria de Barcelona y provincia. Para la evaluación se ha utilizado el test KTK en el que participaron 1254 personas, 670 niños y 584 niñas, de edades entre 7 y 10 años. Se realizó el análisis descriptivo y la comparación entre género y edad. Los resultados indican que más del 40% de la población estudiada presenta una coordinación por debajo de la normalidad, cerca de un 57% de la muestra fue clasificado con coordinación normal y solamente el 4,6% lo ha sido por encima de esta clasificación. Los chicos han presentado resultados significativamente mejores que las chicas. Los datos del estudio no permiten generalizar los resultados, sin embargo como es una muestra representativa, nos lleva a creer que la población de alumnos en educación primaria de Barcelona y su provincia tiene un nivel coordinativo por debajo del esperado para su edad (AU)

The present study aims to assess motor coordination of primary-school students of Barcelona and its province. For evaluation we used the KTK test. 1254 people, 670 boys and 584 girls with ages between 7 and 10 years participated in the study. Descriptive analysis and the comparison between gender and age were performed. The results indicate that about 40% of the population studied presents results below normal, around 57% were classified with normal coordination and only 4.6% has been above this rating. The boys have presented significantly better results than girls. The study data do not permit to generalize the results, however as a representative sample, it leads us to believe that the student population in elementary education from Barcelona and its province has a coordinative level below expected for their age (AU)

Incidence of type of game mode in player participation in minibasket / Indicencia del tipo de modalidad de juego en la participación del jugador en minibasket

Young basketball players have unique development features that make it necessary to adapt the competition techniques to them. Minibasket competition must provide a high level of participation, many 1-on-1 situations and opportunities to shoot and score. The aim of this research was to compare, in Benjamin minibasket players (aged between 8 and 10 years old) in Extremadura, the competition game mode 4-on-4 with the 3-on- 3 game mode and to compare how player ́s participation is in each game mode. The design of this research is classified as an empirical study with quantitative methodology, with an independent variable and random groups. Results showed that in 3-on-3 game mode, a significantly higher number of possessions and 1-on-1 situations were produced as well as more efficient at the end of possessions than in the 4-on-4 game mode (p < .05). Furthermore, weighted average (weighted by the number of players who play for each team) of players ́s contacts with the ball and players involved in each possession suggested a greater participation in the 3-on-3 game mode. According to these results, it was concluded that the 3-on-3 game mode is more formative and adapted to the features of minibasket players in Benjamin category

Los jugadores jóvenes de baloncesto tienen unas características evolutivas propias que hacen necesario que la competición sea debidamente modificada para ajustarse a las mismas. La competición en minibasket debe proporcionar un alto nivel de participación además de un número elevado de situaciones de 1 contra 1 y de oportunidades de lanzar a canasta y anotar. El propósito del presente estudio fue comparar, en jugadores de minibasket de categoría benjamín (8-10 años), la modalidad de juego de competición de 4 contra 4, con una modalidad de juego más reducida, el 3 contra 3, para estudiar la incidencia que el número de jugadores tiene sobre la participación de estos en el juego. El diseño de esta investigación se clasifica como un estudio empírico con metodología cuantitativa, con una variable independiente y grupos aleatorios. Los resultados mostraron que en la modalidad de 3 contra 3 se produjeron un mayor número de posesiones de los equipos y de situaciones de 1 contra 1 así como una mayor eficacia en la finalización de las posesiones de forma significativa (p < .05) respecto a la modalidad de 4 contra 4. Además, las medias ponderadas del número de contactos por posesión y del número de jugadores que entran en contacto con el balón por cada posesión sugieren que hay una mayor participación de los jugadores en la modalidad de 3 contra 3. Sobre la base a estos resultados se concluye que la modalidad de 3 contra 3 es más formativa y adaptada a las características de los jugadores de minibasket en categoría benjamín

La atención psicológica al deportista en el Centro Andaluz de Medicina del Deporte / The psychological attention to the sportsman in the Andalusian Center of Medicine of the Sport

El presente trabajo revisa el tipo de asistencia que se da a los deportistas en el Centro Andaluz de Medicina del Deporte de Sevilla (CAMD). Se ofrece una visión del contexto en el que se realiza dicha asistencia psicológica, en un centro donde trabajan especialistas en medicina del deporte de diferentes especialidades. se presenta el modelo de intervención directo e indirecto, así como la carazterísticas de los diferentes usuarios por deporte, por sexo y tipo de demanda, enfatizando la importancia que tiene en el CAMD la investigación y publicación de trabajos científicos y las intervenciones en el ámbito de salud y la Actividad Física. Se hace alusión a las diferentes técnicas y estrategias psicológicas que se usan, entre las que destaca la intervención en algunos casos desde la persprctiva de la psicoterapia a corto plazo o de tiempo limitado, algo novedoso en el ámbito de la Psicología del Deporte(AU)

The present work checks the type of assistance that is given to the sportsmen in the Andalusian Center of Medicine of the Sport of Seville (CAMD). There offers a vision of the context in which the above mentioned psychological assistance is realized, in a center where specialists are employed at medicine of the sport of different specialities. There appears the direct and indirect model of intervention, as well as the carazterísticas of the different users for sport, for sex and type of demand, emphasizing the importance that has in the CAMD the investigation and publication of scientific works and the interventions in the area of health and the Physical Activity. Allusion is done to the different technologies and psychological strategies that are used, between that the intervention stands out in some cases from the persprctiva of the short-term psychotherapy or of limited time, something new in the area of the Psychology of the Sport (AU)

Educação Física como Linguagem / Physical Education seen as Language

Este artigo tem como assunto a Educação Física inserida na área de Humanidades e mais especificamente considerada como linguagem. O objetivo deste é refletir acerca da classificação da Educação Física como uma linguagem de acordo com os Parâmetros Curriculares Mais, a consequente mudança nos seus referenciais teóricos e suas implicações nos modos de observar os fenômenos do corpo. Para isso recorreu-se a uma bibliografia própria das Ciências Humanas. A conclusão é que os movimentos e os gestos corporais possuem uma dimensão simbólica significativa.

This article has as issue the Physical Education inserted in Humanity study area and more specifically considered as language. The aim of this article is to ponder over the Physical Education as a language like proposed in the ‘Parâmetro Curriculares Mais’, the following changes in theorical referencials and its implications in the way of observing bodies phenomenals. Thus so resorted to a bibliography belonging to Human Sciences. The conclusion is that the body movements and gestures has a significative symbolic dimension.

Development of a Physical Education-Related State Policy Classification System (PERSPCS).

BACKGROUND: As policy-based approaches are increasingly proposed to address childhood obesity, this paper seeks to: (1) present the development of a system to systematically and reliably assess the nature and extent of state physical education (PE) and recess-related policies; (2) determine the inter-rater agreement in using the system; and (3) report on the variability in state policies using a December 31, 2003 baseline. METHODS: The PE and Recess State Policy Classification System (PERSPCS) was developed from a conceptual framework and was informed by reviewing the scientific and gray literatures and through consultations with an expert panel and key experts. Statutes and regulations enacted as of December 31, 2003 were retrieved from Westlaw (data retrieved and analyzed in 2004-2005). RESULTS: PERSPCS addresses five areas: PE time requirements, staffing requirements for PE, curriculum standards for PE, assessment of health-related fitness, and recess time (elementary schools only). The inter-rater agreement ranged from 0.876 (PE staffing requirements) to perfect agreement (recess time). Staffing requirements had more restrictive policies, followed in decreasing order by time requirements, curriculum standards, assessment, and recess time. Overall, state policies met minimal requirements across areas and grade levels as of December 2003. CONCLUSIONS: Extending PERSPCS to address other aspects of childhood obesity is a critical first step in understanding the range of state policy approaches in this area and their impact. PERSPCS should be examined in conjunction with school district-level policies to determine the overall effects of policies on school environmental and behavioral outcomes. PERSPCS is not designed to set policy guidelines.

¿Una luz al final del camino? / Light at the end of the road?

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Causas de absentismo en educación física en ESO / Causes of absenteeism to Physical Education clases in Secondary Schools

Fundamento: El presente estudio valora la incidencia de las lesiones invalidantes en las clases de Educación Física en los alumnos de Educación Secundaria de la Comunidad de Madrid. Métodos: Se registran la no participación y sus causas en 38 grupos (926 alumnos) de 1º y 3º de ESO de la Comunidad de Madrid durante un mes del curso escolar. Resultados: Aparecen 8 (0,86%) alumnos lesionados en Educación Física y 31 (3,35%) alumnos lesionados fuera de las clases de Educación Física. Conclusiones: Los resultados demuestran la escasa incidencia de lesiones invalidantes producidas durante las clases de Educación Física, frente al número total de participaciones en clase. Las faltas de asistencia e inactividad debidas a enfermedades comunes y a lesiones producidas en actividades fuera de la clase de Educación Física superan a las producidas en las clases (AU)

Background: This research tries to evaluate the incidence of disabling injuries during Physical Education (PE) classes in Secondary school students living in the Autonomous Region of Madrid. Methods: A total of 925 students (38 classes) attending grades 1 to 3 in Secondary Schools participated in the study. During one month, all events related to attendance or absence were analysed. Results: There was an 0.86% (8 students) injury incidence in PE classes compared to a 3.35% (31 students) injury incidence outside the PE classes. Conclusion: The results show a low injury incidence during PE classes at school. School non- attendance due to common diseases and injuries occurred during PE classes was in a relationship 4:1 (AU)

Incidence, risk, and prevention of hamstring muscle injuries in professional rugby union.

BACKGROUND: The incidence of hamstring muscle injuries in professional rugby union is high, but evidence-based information on risk factors and injury-prevention strategies in this sport is limited. PURPOSE: To define the incidence, severity, and risk factors associated with hamstring muscle injuries in professional rugby union and to determine whether the use of hamstring strengthening and stretching exercises reduces the incidence and severity of these injuries. STUDY DESIGN: Cohort study (prevention); Level of evidence, 3. METHODS: Team clinicians reported all hamstring muscle injuries on a weekly basis and provided details of the location, diagnosis, severity, and mechanism of each injury; loss of time from training and match play was used as the definition of an injury. Players' match and training exposures were recorded on a weekly basis. RESULTS: The incidence of hamstring muscle injuries was 0.27 per 1000 player training hours and 5.6 per 1000 player match hours. Injuries, on average, resulted in 17 days of lost time, with recurrent injuries (23%) significantly more severe (25 days lost) than new injuries (14 days lost). Second-row forwards sustained the fewest (2.4 injuries/1000 player hours) and the least severe (7 days lost) match injuries. Running activities accounted for 68% of hamstring muscle injuries, but injuries resulting from kicking were the most severe (36 days lost). Players undertaking Nordic hamstring exercises in addition to conventional stretching and strengthening exercises had lower incidences and severities of injury during training and competition. CONCLUSION: The Nordic hamstring strengthening exercise may reduce the incidence and severity of hamstring muscle injuries sustained during training and competition.

La medicina del deporte en Cataluña: estado actual / Sports Medicine in Catalonia: State of the art

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Aplicación parcial de la metodología Q.F.D. en el diseño de colchonetas para la gimnasia / Partial implementation of the Q.F.D. methodology for gymnastic mats desing

El presente estudio ha permitido identificar y jerarquizar por orden de importancia, las necesidades y los problemas que gimnastas y entrenadores encuentran actualmente en las colchonetas de gimnasia artística, así como también, analizar si las distintas normativas en materia de colchonetas: E.N 12503 y F.I.G. 2000, establecen criterios y metodología de ensayo para dichos aspectos. Para ello, se empleó de manera parcial la metodología Q.F.D., junto con una herramienta denominada “paneles de usuarios y expertos”. Los resultados muestran como los aspectos más importantes en las colchonetas para gimnasia son la amortiguación, la absorción de energía, la estabilidad, los acabados de la superficie y la facilidad de limpieza y transporte. Sin embargo, se observa cómo, pese a la existencia distintas normas, distintos aspectos no son analizados tales como la velocidad de recuperación tras el impacto (relacionado con la absorción de energía) y el comportamiento areaelástico de la superficie (relacionado con la estabilidad), lo cual podría ser motivo de lesión durante la recepción del gimnasta (AU)

This research allows us to identify and arrange in order of importance the needs and problems gymnasts and coaches currently face with regard to gymnastic mats. It also helps us analyze if the different standards regarding mats: E.N. European Standard 12503 and F.I.G. International Gymnastics Federation. 2000, establish any criteria and tests on that score. To achieve this aim, the Q.F.D. methodology was partially implemented, together with a tool called ‘User panel’. The results show that the most important features of gymnastic mats are cushioning, shock absorption, deflection and surface finish. They must also be easy to clean and portable. Nevertheless, it is observed that in spite of the different existing regulations, several aspects such as resilience after the impact (related to shock absorption) and aerolastic behaviour of the surface (related to deflection) are not analysed, which could mean the cause of injuries during gymnasts landing (AU)

Student interest in activities in a secondary physical education curriculum: an analysis of student subjectivity.

Situational interest is defined as a student's perception of interest inherent in an activity. Holding interest is conceptualized as a specific situational interest perceived by a student based on his or her subjective understanding of the activity's meaningfulness. It motivates the student to continuously participate in that activity. This research was designed to examine the patterns of holding interest for physical activities in a state physical education curriculum for secondary schools. A group of college students (N = 35) who completed their entire secondary education in the state was invited to construct their perceptions of interest in the activities selected from their secondary physical education curriculum. Q methodology was used to determine and analyze patterns of the interest. Four patterns of holding interest were determined: fitness, socialization, activity variation, and self-expression. Specific activities associated with each pattern were identified, and relationships among the four patterns were described. Findings (a) support the notion that holding interest is based on students' subjective understanding and valuing of the unique meanings in physical activities and (b) suggest that holding interest is person- and activity-specific, implying that physical educators should focus on student-activity matching when making curricular decisions.