Efecto de 3 métodos de enseñanza en soporte vital básico en futuros maestros de Educación Primaria. Un diseño cuasiexperimental / Effect of 3 basic life support training programs in future primary school teachers. A quasi-experimental design

OBJETIVO: Evaluar el aprendizaje en soporte vital básico (SVB) en personal lego tras 3 experiencias formativas diferentes. Dise˜no: Se trata de un estudio cuasi experimental antes-después de muestreo no probabilístico, sin grupo control. Ámbito: Estudiantes de formación de profesorado de educación primaria de la Universidad de Santiago de Compostela. PARTICIPANTES: Un total de 124 estudiantes (68,8% mujeres y 31,2% hombres) de entre 20 y 39 años (M = 22,23; DE = 3,79), cuyo criterio de inclusión fue el no tener conocimientos previos sobre SVB. INTERVENCIONES: Se aplicaron 3 programas formativos sobre SVB a estudiantes universitarios: curso tradicional, métodos audiovisuales y dispositivos de retroalimentación. Variables de interés principales: En masaje continuo: profundidad media de la compresión, porcentaje de reexpansión correcta, ratio de compresiones por minuto, porcentaje de compresiones correctas. Con el desfibrilador externo semiautomático: tiempo empleado en aplicar una descarga antes y después de la formación. RESULTADOS: Existen diferencias significativas en los resultados obtenidos tras 2 min de masaje continuo en función de los programas formativos recibidos, favorables al método de retroalimentación: ratio de compresiones por minuto (p < 0,001), profundidad media de la compresión (p < 0,001), porcentaje de compresiones correctas (p < 0,001) y porcentaje de reexpansión correcta (p < 0,001). En cuanto al desfibrilador externo semiautomático, se encontraron diferencias estadísticamente significativas en el T después (p = 0,025). CONCLUSIONES: El programa de formación con dispositivos de retroalimentación obtuvo los mejores resultados de calidad de compresiones cardíacas, seguido del curso tradicional y del método audiovisual. Sus superiores resultados se manifestaron tanto en hombres como en mujeres. Los 3 métodos formativos lograron el objetivo de reducir los tiempos de desfibrilación

AIM: To evaluate the learning of basic life support (BLS) measures on the part of laypersons after 3 different teaching programs. DESIGN: A quasi-experimental before-after study involving a non-probabilistic sample without a control group was carried out. Scope: Primary school teacher students from the University of Santiago (Spain). PARTICIPANTS: A total of 124 students (68.8% women and 31.2% men) aged 20-39 years (M = 22.23; SD = 3.79), with no previous knowledge of BLS, were studied. INTERVENTIONS: Three teaching programs were used: a traditional course, an audio-visual approach and feedback devices. Main variables of interest: Chest compressions as sole cardiopulmonary resuscitation skill evaluation: average compression depth, compression rate, chest recoil percentage and percentage of correct compressions. Automated external defibrillator: time needed to apply a shock before and after the course. RESULTS: There were significant differences in the results obtained after 2 minutes of chest compressions, depending on the training program received, with feedback devices having a clear advantage referred to average compression depth (p < 0.001), compression rate (p < 0.001), chest recoil percentage (p < 0.001) and percentage of correct compressions (p < 0.001). Regarding automated external defibrillator, statistically significant differences were found in Tafter (p = 0.025). CONCLUSIONS: The teaching course using feedback devices obtained the best results in terms of the quality of chest compressions, followed by the traditional course and audio-visual approach. These favorable results were present in both men and women. All 3 teaching methods reached the goal of reducing defibrillation time

Effect of 3basic life support training programs in future primary school teachers. A quasi-experimental design. / Efecto de 3métodos de enseñanza en soporte vital básico en futuros maestros de Educación Primaria. Un diseño cuasiexperimental.

AIM: To evaluate the learning of basic life support (BLS) measures on the part of laypersons after 3different teaching programs. DESIGN: A quasi-experimental before-after study involving a non-probabilistic sample without a control group was carried out. SCOPE: Primary school teacher students from the University of Santiago (Spain). PARTICIPANTS: A total of 124 students (68.8% women and 31.2% men) aged 20-39 years (M=22.23; SD=3.79), with no previous knowledge of BLS, were studied. INTERVENTIONS: Three teaching programs were used: a traditional course, an audio-visual approach and feedback devices. MAIN VARIABLES OF INTEREST: Chest compressions as sole cardiopulmonary resuscitation skill evaluation: average compression depth, compression rate, chest recoil percentage and percentage of correct compressions. Automated external defibrillator: time needed to apply a shock before and after the course. RESULTS: There were significant differences in the results obtained after 2minutes of chest compressions, depending on the training program received, with feedback devices having a clear advantage referred to average compression depth (p<0.001), compression rate (p<0.001), chest recoil percentage (p<0.001) and percentage of correct compressions (p<0.001). Regarding automated external defibrillator, statistically significant differences were found in Tafter (p=0.025). CONCLUSIONS: The teaching course using feedback devices obtained the best results in terms of the quality of chest compressions, followed by the traditional course and audio-visual approach. These favorable results were present in both men and women. All 3teaching methods reached the goal of reducing defibrillation time.

Programas de deporte escolar en España e implicación de los agentes educativos / School sport programs in Spain and the participation of the educational personnel

Las Comunidades Autónomas de España (CCAA) tienen competencias en la promoción deportiva escolar. La participación de agentes educativos en sus planes y programas es necesaria para una correcta pedagogía del deporte. Este trabajo presenta como objetivo el análisis de los agentes involucrados en la gestión, organización y puesta en práctica de los planes deportivos escolares, así como la implicación de agentes del ámbito educativo. Se realizó un estudio transversal sobre una muestra de 15 CCAA. Los datos fueron extraídos a través de diferentes técnicas de investigación cualitativa. Los resultados muestran una falta de uniformidad en la gestión de los planes autonómicos de deporte escolar, detectándose una importante ausencia de implicación de agentes educativos (AU)

The Autonomous Communities in Spain (CCAA in Spanish) have the competency to promote sports in schools. The participation of educational personnel in their programs is necessary for the correct tutoring ability of any sport. This study’s objective was to analyze the personnel involved in the management, organization and putting into practice the school sports programs, as well as the involvement of the personnel within the educational realm. We carried out a transverse study in a sample of 15 CCAA. The data were obtained through different qualitative investigation methods. The results showed a lack of uniformity in the management of the autonomous school sports programs, detecting an important absence of implication of the educational personnel (AU)

Variables predictoras de la percepción del éxito: aspectos diferenciales en corredores de ruta / Predictor variables of the perception of success: differential aspects in route runners

Se pretendía conocer qué relaciones predictivas presentaban la motivación, el compromiso a correr, la adicción negativa a correr y la ansiedad precompetitiva, sobre la percepción del éxito en una amplia muestra de 1795 corredores de fondo en ruta (1105 españoles, 690 mexicanos). De ellos el 85.65% fueron hombres con una edad de M=38.98 (DT=10.45), y 14.35% mujeres, con una edad M=37.88 (DT=9.80). La recogida de datos se llevó a cabo mediante las adaptaciones al castellano del Perception of Success Questionnaire (POSQ),Motivations of Marathoners Scales-34 (MOMS-34), Commitment to Running Scale-11 (CR-11) y Revised Competitive State Anxiety Inventory-2 (CSAI-2R). Se obtuvo que los valores en las orientaciones de meta de los corredores son medios y similares, aunque significativamente mayores en la muestra mexicana, debido a su mayor compromiso y motivaciones, así como a las diferencias culturales entre ambas nacionalidades. Los modelos predictores de la percepción del éxito obtenidos resultaron muy similares por nacionalidades, pero diferenciados por sexos, obteniendo altas varianzas explicativas (AU)

We pretended to find out which predictive relationships would be introduced by motivation, commitment to run, negative addiction to run and pre-competition anxiety, concerning the winning perception of a broad sample of 1795 track long-distance runners (1105 Spanish, 690 Mexicans). Of them, 85.65% were men, ages M=37.88 (SD=10.45) and 14.35% were women, ages M=37.88 (SD=9.80). The data was obtained by adapting to Spanish the following: "Perception of Success Questionnaire" (POSQ), "Motivations of Marathoners Scales-34 (MOMS-34)", Commitment to Running Scale-11 (CR-11) and Revised Competitive State Anxiety Inventory-2 (CSAI-2R). The values obtained on the winning orientations of the runners were average and similar, although significantly higher in the Mexican sample, due to their higher commitment and motivation, as well as the cultural differences between these nationalities. The predicting models of the success perception obtained were very similar by nationality, but differentiated by sex, obtaining high explicatory variances (AU)