A World Through Glass: A Narrative Around the Family Experiences During the Confinement of COVID-19.

COVID-19 was declared a pandemic in March 2020, and the world has witnessed significant changes since then. Spain has been forced to go into extreme lockdown, cancelling all school classes and outdoor activities for children. Our study explores how parents of a group of school children aged 7 to 8 years have experienced confinement due to the COVID-19 health crisis. Following a narrative methodology, the results have been organized around a story that takes as a reference the period of confinement for a mother and worker in times of confinement. The conclusions of our study suggest that participants have experienced significant changes in their routines, having faced numerous personal and professional dilemmas in a climate of great emotional burden. This study is the first of its kind in investigating how the COVID-19 pandemic has influenced the ways that children and their families live and its possible implications for their futures.

Research on Cooperative Learning in Physical Education: Systematic Review of the Last Five Years.

Purpose: A systematic review of the research conducted on Cooperative Learning in Physical Education in the last 5 years (2014-2019). Method: Seven databases were used to select those articles that included information on the implementation of Cooperative Learning in the different educational stages. After the exclusion criteria, 15 articles were fully assessed based on eight criteria: (1) year and author; (2) country; (3) number of participants, educational level, and duration of implementation; (4) type of research; (5) curricular content; (6) purpose of the research; (7) most relevant results; and (8) learning environment. Results: Results showed how research focused more on secondary education, mainly in short-term interventions. Most studies used qualitative and/or mixed methods, and dealt evenly with sports, motor skills, and physical abilities, leaving body expression underrepresented. Regarding the goals of the studies, social learning was the most frequently assessed, focusing on motivation, group climate, and teacher-student interaction. Criticisms regarding the shortness of the experiences and their fragmentation can still be considered valid. Conclusion: This review can help researchers and practitioners conduct Cooperative Learning intervention programs in primary and secondary Physical Education. They must be rigorous when they claim that they implement this pedagogical model in schools.

Experiences of a Teacher in Relation to the Student's Feelings of Learned Helplessness.

This paper is based on the concern of a novice physical education teacher to reinforce the self-esteem and motor competence sensations of students during lessons. This concern arises from the experiences gained as a student. I draw on autobiographical narratives to delve into how these experiences led me to develop a feeling of learned incompetence, a sense of failure within the educational system and, consequently, an obvious difficulty to shape my personal and professional identity. However, it is these same experiences that condition professional development and teaching practice. Thus, I attempt to break from pedagogical models and to offer a dignified and democratic education to students. I attempt to engage the reader by communicating the subjectivity of different moments in a provocative, fragmented, physical, and emotional manner. Thus, I share the concerns, reflections, and manner of working, as a teacher, in the form of autobiographical reports and class journals. The intention is to understand how this manner of working responds to the feelings of incompetence learned by school children.

Brain Activity during Different Throwing Games: EEG Exploratory Study.

The purpose of this study is to explore the differences in brain activity in various types of throwing games by making encephalographic records. Three conditions of throwing games were compared looking for significant differences (simple throwing, throwing to a goal, and simultaneous throwing with another player). After signal processing, power spectral densities were compared through variance analysis (p ≤ 0.001). Significant differences were found especially in high-beta oscillations (22-30 Hz). "Goal" and "Simultaneous" throwing conditions show significantly higher values than those shown for throws without opponent. This can be explained by the higher demand for motor control and the higher arousal in competition situations. On the other hand, the high-beta records of the "Goal" condition are significantly higher than those of the "Simultaneous" throwing, which could be understood from the association of the beta waves with decision-making processes. These results support the difference in brain activity during similar games. This has several implications: opening up a path to study the effects of each specific game on brain activity and calling into question the transfer of research findings on animal play to all types of human play.

The Application of the Teaching Games for Understanding in Physical Education. Systematic Review of the Last Six Years.

A systematic review of the research conducted on Teaching Games for Understanding in Physical Education in the last six years (2014-2019), updating and expanding with new categories the last published review by Harvey and Jarret in 2014. Four databases were used to select those articles that included information on the implementation of Teaching Games for Understanding in different educational stages. According to PRISMA guidelines and including the PICO strategy after the exclusion criteria, 12 articles were fully assessed based on eight criteria: (1) year and author; (2) country; (3) number of participants, educational level, and duration of implementation; (4) type of research; (5) curricular content; (6) purpose of the research; (7) most relevant results; and (8) learning environment. The results showed how research focuses on both primary and secondary education, primarily in short-term interventions. Quantitative, qualitative and mixed research is used almost equally, and dealt evenly with sports and games, leaving motor skills, physical abilities and body expression underrepresented. Regarding the goals of the studies, motor and cognitive learning were the most frequently assessed, focusing on improvement of game development, such as tactical aspects, decision-making, technical skills or level of physical activity. The implementation of the model is carried out in too short a time to achieve significant outcomes. This review can help researchers and practitioners conduct Teaching Games for Understanding intervention programs in primary and secondary Physical Education. They must be rigorous when they claim that they implement this pedagogical model in schools.

Evaluación formativa con los estudiantes en prácticas, para reducir la brecha teoría-práctica en la formación inicial del profesorado / Formative Assessment with Students in Practice, to Reduce the Theoretical-Practical Gap in Initial Teacher Training / Avaliação formativa com os alunos na prática, para reduzir a lacuna teórico-prática na formação inicial de professores

Entre los docentes en formación inicial, hoy en día existe una apreciación generalizada respecto a que hay una brecha demasiado amplia entre los conocimientos teóricos que se transmiten en el aula universitaria, y la práctica real a la que se enfrenta el docente en sus primeros acercamientos al aula escolar. En España, los planes de estudio universitarios orientados a la formación inicial del profesorado, permiten al docente tomar contacto con la realidad educativa a través de la asignatura del Prácticum. No obstante, es justamente en este proceso de prácticas donde el alumnado puede experimentar ese abismo entre teoría y práctica. En el presente artículo, se plantea la evaluación formativa como un medio idóneo y necesario para unir lo aprendido en el aula universitaria, con las demandas diarias que acontecen en el ámbito escolar.

There is today among teachers in initial training a generalized appreciation of the existence of too wide a gap between the theoretical knowledge transmitted in the university classroom and the actual practice faced by teachers in their first approaches to the school classroom. In Spain, university study plans aimed at initial teacher training allow teachers to contact educational reality through the Practicum course. However, it is precisely in this process of practice where students can experience the existence of a gap between theory and practice. In this article, the formative assessment is presented as an ideal and necessary means to unite what has been learned in the university classroom with the daily demands existing in the school environment.

Há hoje entre os professores em formação inicial uma apreciação generalizada da existência de uma lacuna muito grande entre o conhecimento teórico transmitido na sala de aula da universidade e a prática real enfrentada pelos professores em suas primeiras aproximações à sala de aula da escola. Currículos universitários em Espanha, visando à formação inicial dos professores permitem que eles possam entrar em contato com a realidade educativa através da disciplina nomeada Prácticum. Contudo, é precisamente no estágio que os alunos podem experimentar a existência de uma lacuna entre a teoria e a prática. Neste artigo, a avaliação formativa é apresentada como um instrumento ideal e necessário para unir o que foi aprendido na sala de aula universitária com as demandas diárias existentes no ambiente escolar.

La foto-elicitación como instrumento para profundizar en la construcción de las subjetividades corporales de maestros de educación física en formación / A foto-elicitação como um instrumento para aprofundar a construção das subjetividades corporais de professores de educação física em formação / Photo-elicitation as a tool to look into bodily subjectivities of physical education students

El objetivo del presente estudio fue conocer la influencia que tienen los medios de comunicación en la construcción de las subjetividades corporales de futuros docentes de Educación Física (EF). Participaron ocho futuros maestros (cinco hombres y tres mujeres). Se empleó la foto-elicitación como técnica de análisis y las entrevistas como instrumentos de recogida de datos. Los resultados reflejaron cómo la manera de concebir la materia de EF está claramente condicionada por el prototipo de cuerpo que tenga el docente. Es el musculado en hombres y el esbelto y definido en mujeres el más valorado, algo que se asocia con el modelo ideal ensalzado en los medios de comunicación. Reconocen que el cuerpo es su herramienta de trabajo y su tarjeta de presentación hacia los demás. Se destaca la importancia de analizar el cuerpo desde un enfoque pedagógico que se vincule a la creación de identidad profesional de los futuros docentes

O objetivo do presente estudo foi conhecer a influência que a mídia tem sobre a construção das subjetividades corporais dos futuros professores de Educação Física (EF). Participaram oito futuros professores (cinco homens e três mulheres). A foto-elicitação foi utilizada como técnica de análise e as entrevistas foram usadas como instrumentos de coleta de dados. Os resultados refletiram como a maneira de conceber o assunto da EF é claramente condicionada pelo protótipo do corpo do professor. É o músculo nos homens e o delgado e definido nas mulheres o mais valorizado, algo que está associado ao modelo ideal exaltado na mídia. Eles reconhecem que o corpo é sua ferramenta de trabalho e sua maneira de se apresentar a outros. Enfatizamos a importância de analisar o corpo a partir de uma abordagem pedagógica ligada à criação da identidade profissional dos futuros professores

This study was aimed at knowing the media's influence on the construction of future Physical Education (PE) teachers' bodily subjectivities. Participants were eight future teachers (five male and three female). Photo-elicitation was used for analysis and interviews were used as data collection instruments. The results reflected how PE conceptions are clearly conditioned by teachers' body prototypes. The most valued ones are muscular for men and slender and well-defined for women ­ something that is associated with the ideal model promoted by the media. They recognize that their bodies are their work tools and their ways to introduce themselves to others. We stress the importance of analyzing the body under a pedagogical approach linked to the creation of future teachers' professional identities

Perspectiva cualitativa y cuantitativa del autoconcepto físico y la imagen corporal de los diferentes profesionales de la actividad física y del deporte / Perspectiva qualitativa e quantitativa da imagem de diferentes profissionais em actividade física e do desporto auto e corpo físico / Qualitative and quantitative perspective on the physical self-concept and body image of the different fitness and sport professionals

El objetivo del estudio fue analizar, desde un enfoque mixto cuantitativo-cualitativo, de qué manera el autoconcepto físico y la imagen corporal determinan el desarrollo de la identidad de los profesionales de la actividad física y el deporte: entrenadores personales, monitores, maestros y profesores de Educación Física. 481 personas cumplimentaron on-line un cuestionario de autoconcepto físico y 18 de ellas fueron entrevistadas en profundidad. Los resultados cuantitativos mostraron que existen diferencias significativas en la imagen corporal, la competencia deportiva, la condición física o la competencia física general entre estos grupos y la población general, aunque no entre ellos; a nivel global hubo diferencias significativas a favor de los varones en todas ellas. Los resultados cualitativos se analizaron en torno a tres temas: los rasgos físicos identitarios de la profesión, el vínculo entre la imagen corporal y la profesión y la relación entre la cultura del consumo, la imagen corporal y la profesión. Mostraron que hay diferencias entre los profesionales del fitness y los docentes, ya que para los primeros la imagen corporal es un rasgo identitario mucho más fuerte que depende de ellos, pero también de factores externos a ellos y que son muy dependientes de la cultura del consumo (AU)

The main goal of this study was to assess, from a mixed quantitative-qualitative perspective, how physical self-concept and body image determine the identity development of the sport and physical activity professionals: personal trainers, coaches, and physical education teachers (primary and secondary education). 481 individuals completed and on-line questionnaire on physical self-concept and 18 of them were interviewed. Quantitative results showed that there are significant differences regarding body image, sport competence, physical conditioning and global physical competence among these groups and general population, but not among them; globally, significant differences favoured males in all variables. Quantitative results were analyzed around three themes: identity traits of the profession, link between body image and the profession, and the connection between the consumer culture, body image and profession. They showed differences between fitness professionals and teachers; for the first ones, body image is a strong indentify trait that depends on them, but also on external factors to them, and they are very dependent of the consumer culture (AU)

O objetivo do estudo foi analisar, desde uma perspectiva mixta quantitativa e qualitativa, de que maneira o autoconceito físico e a imagem do corpo determinam o desenvolvimento da identidade dos profissionais da atividade física e desporto: instrutores pessoais, treinadores, professores de educação física. Questionários on-line de autoconceito físico foram preenchidos por 481 pessoas e com 18 delas foram realizadas entrevistas em profundidade. Os resultados quantitativos mostraram que existem diferenças significativas quanto à imagem corporal, à competência esportiva, aptidão física ou competência física geral entre estes grupos e a população em geral, porém não entre eles mesmos; globalmente houve diferenças significativas em favor dos homens em todas elas. Os resultados qualitativos foram analisados ao redor de três temas: as características físicas identitárias da profissão, o vínculo entre a imagem corporal e a profissão e a relação entre cultura de consumo, imagem corporal e a profissão. Eles mostraram que existem diferenças entre profissionais de fitness e professores, porque para os primeiros a imagem do corpo é um traço de identidade muito mais forte que depende de sí mesmos, mas também de fatores que lhe são externos e que são muito dependentes da cultura de consumo (AU)

Valoración física, condición física y calidad de vida en pacientes con diferentes tratamientos renales sustitutivos / Physical assessment, fitness and quality of life in patients with different renal replacement therapies

La actividad física es de vital importancia en pacientes con enfermedad renal crónica, ya que mejora la capacidad funcional de los sujetos e incrementa notablemente su calidad de vida. Para mejorar la calidad de vida en pacientes con tratamiento renal sustitutivo, dializados o trasplantados, deberían ser incluidos programas de actividad física planificados y supervisados por profesionales. Existen varios estudios sobre entrenamiento aeróbico y de fuerza en pacientes con enfermedad renal crónica en hemodiálisis pero pocos sobre la condición física relacionada con la salud en estos pacientes y escasos los referentes a condición física en trasplantados y en pacientes con diálisis peritoneal. El objetivo principal del estudio fue evaluar el nivel de actividad física, condición física y calidad de vida de enfermos renales crónicos con diferentes tratamientos sustitutivos. Material y métodos: 25 enfermos renales crónicos varones de entre 59 y 72 años, que participaron voluntariamente en este estudio, fueron divididos en 3 grupos: trasplantados renales: N=11, hemodializados: N=6, y en tratamiento de diálisis peritoneal: N=8. Se les administró el cuestionario de cuantificación de actividad física YALE, el cuestionario de calidad de vida KDQoL y realizaron la batería de tests Senior Fitness Test (SFT). Resultados: No se encontraron diferencias significativas entre grupos en ninguno de los cuestionarios ni en los tests realizados. Los 3 grupos mostraron valores inferiores que otras poblaciones sanas de referencia de la misma edad. Conclusiones: El tipo de tratamiento sustitutivo en los pacientes con enfermedad renal crónica no influye sobre el nivel de actividad física, condición física ni calidad de vida (AU)

Introduction: Physical activity has been shown very helpful in chronic renal patients (CKD) because it improves the subject’s physical fitness and therefore their quality of life. To improve the quality of life in patients with substitute renal treatment, dialysated or transplanted, they should be included in physical activity programmes carefully planned and supervised by experts and professionals. There are several researches in literature about aerobic and strength training with patients with CKD in hemodialysis, but a few about physical condition related to health in this patients, and less than a few, the related researches about the physical condition in transplanted and peritoneal dialysis patients. This study aimed to assess the physical activity, physical fitness and quality of life levels in chronic renal patients with different alternative treatments. Material and methods: 25 male chronic renal patients aged between 59 and 72 years old were divided in 3 groups: renal transplant (Tx): N= 11, hemodialysis (HD): N = 6, and peritoneal dialysis (DP): N=8. The YALE physical activity survey was administrated along with KDQoL questionnaire of quality of life. Furthermore, subjects performed the Senior Fitness Test (SFT). Results: Significant differences between groups were not found concerning neither the questionnaires nor the physical tests. The three experimental groups showed lower values than same-age healthy individuals regarding both, the questionnaires and the physical tests. Conclusion: Alternative treatments in ERC do not have influences on the level of physical activity, fitness and quality of life (AU)

Influence of "in series" elastic resistance on muscular performance during a biceps-curl set on the cable machine.

This study aimed to investigate the role of elastic resistance (ER) applied "in series" to a pulley-cable (PC) machine on the number of repetitions performed, kinematics parameters, and perceived exertion during a biceps-curl set to failure with a submaximal load (70% of the 1 repetition maximum). Twenty-one undergraduate students (17 men and 4 women) performed, on 2 different days, 1 biceps-curl set on the PC machine. Subjects were randomly assigned to complete 2 experimental conditions in a cross-over fashion: conventional PC mode or ER + PC mode. Results indicate ER applied "in series" to a PC machine significantly reduces (p < 0.05) the maximal number of repetitions and results in a smooth and consistent decline in mean acceleration throughout the set, in comparison to the conventional PC mode. Although no significant differences were found concerning intrarepetition kinematics, the ER trended to reduce (18.6%) the peak acceleration of the load. With a more uniformly distributed external resistance, a greater average muscle tension could have been achieved throughout the range of movement, leading to greater fatigue that could explain the lower number of maximal repetitions achieved. The application of force in a smooth, consistent fashion during each repetition of an exercise, while avoiding active deceleration, is expected to enhance the benefits of the resistance exercise, especially for those seeking greater increases in muscular hypertrophy.

Interset stretching does not influence the kinematic profile of consecutive bench-press sets.

This study was undertaken to examine the role of interset stretching on the time course of acceleration portion AP and mean velocity profile during the concentric phase of 2 bench-press sets with a submaximal load (60% of the 1 repetition maximum). Twenty-five college students carried out, in 3 different days, 2 consecutive bench-press sets leading to failure, performing between sets static stretching, ballistic stretching, or no stretching. Acceleration portion and lifting velocity patterns of the concentric phase were not altered during the second set, regardless of the stretching treatment performed. However, when velocity was expressed in absolute terms, static stretching reduced significantly (p <0.05) the average lifting velocity during the second set compared to the first one. Therefore, if maintenance of a high absolute velocity over consecutive sets is important for training-related adaptations, static stretching should be avoided or replaced by ballistic stretching.