The Promotion of Values in Young People in Different Contexts of Sports Practice / La Promoción de Valores en los Jóvenes en los Diferentes Contextos de la Práctica Deportiva

The educational potential of sport is a wide-ly researched topic area in sports science. This potential is greater or lesser depending on the focus given to sports. The objectives of this study are to: (i) Establish the reference values and their hierarchy in participants in the RMF’s Socio-sporting Basketball Schools compared with secondary school students; (ii) Identify whether there are differences according to sex and age group; (iii) To determine if there are differences in the relationships between dimensions comparing the RMF athletes and the group of secondary school students. The study includes 304 participants. Of these, 80 have engaged in sports at the RMF’s Socio-sporting Basketball Schools and 224 are secondary school students who had not played sports in the RMF’s schools. All participants are aged between 12 and 16 (M = 13.94; SD = 1.35). The instrument used is the Questionnaire on Values in Team Sports, in Spanish Cuestionario sobre Valores en los Deportes de Equipo (CUVADE) (12-16 years). This tool allows the researcher to establish the reference values of participants in team sports as well as the hierarchy in which they place these values, both inside and outside the educational and/or sports club setting. The athletes at the RMF Socio-sporting Schools exhibit a greater appreciation of the dimensions of sportsmanship, fair play, and peaceful behaviour. In addition, the boys and girls who play basketball at the RMF Socio-sporting Schools do not display significant differences in any of the six dimensions. However, the secondary school students display differences in the dimensions of personal and team success. According to the data obtained, the sporting-educational model of the RMF can be regarded as contributing to young athletes’ optimal personal development.(AU)

Efecto de un Programa de Baloncesto Educativo sobre la Deportividad / Effect of an Educational Basketball Program on Sportsmanship / Efeito de um programa educacional de basquete no espírito esportivo

El objetivo del presente estudio fue conocer cómo influye el modelo deportivo de la Fundación Real Madrid (FRM) en los factores personales y sociales de la deportividad. La muestra de estudio estaba formada por 413 jugadores pertenecientes a las Escuelas Sociodeportivas de Baloncesto de la FRM de la Comunidad de Madrid (281 chicos y 132 chicas) de las categorías benjamín, alevín, infantil y cadete. Se utilizó la Escala Multidimensional de Orientaciones hacia la Deportividad. Entre los principales resultados, se detectaron valores más altos en los factores personales que en los factores sociales. Las chicas mostraron valores más elevados en los factores personales (p < .024). Los deportistas que participaban en las competiciones internas de la FRM presentaron actitudes más deportivas que los que no lo hacían (p < .007). Los jugadores pertenecientes a las categorías más pequeñas mostraron mayor orientación hacia la deportividad. Finalmente, se observó una correlación positiva entre ambas dimensiones (rs = 0.542, p < .001). Los datos mostraron que el modelo deportivo de la FRM contribuye al desarrollo de la deportividad de los jóvenes deportistas

The aim of this study was to know how the sports model of the Real Madrid Foundation (FRM) influences the personal and social factors of sportsmanship. The study sample consisted of 413 players from Social-Sports Basketball Schools of the FRM in the Community of Madrid (281 boys and 132 girls) belonging to U10, U12, U14 y U16 categories. The Multidimensional Scale of Orientations towards Sportsmanship was used. Among the main results, higher values were detected in personal factors than in social factors. The girls showed higher values in personal factors (p < .024). Athletes participating in the FRM's internal competitions had more sporting attitudes than those who did not (p < .007). Players in the smaller categories showed a greater orientation towards sportsmanship. Finally, a positive correlation was observed between both dimensions (rs = 0.542, p < .001). The data showed that the FRM's sports model contributes to the development of sportsmanship among young athletes

O objetivo do presente estudo foi conhecer como o modelo esportivo da Fundação Real Madrid (FRM) influencia os fatores pessoais e sociais do esportivismo. A amostra de estudo foi formada por 413 jogadores pertencentes às Escolas de Basquete Sócio-esportivas da FRM da Comunidade de Madri, 281 meninos e 132 meninas, pertencentes às categorias Benjamin, alevín, infantil e cadete. A Escala de Orientação Multidimensional para o Esportismo foi usada. Entre os principais resultados, valores mais altos foram encontrados em fatores pessoais do que em fatores sociais, e as meninas apresentaram valores mais altos em fatores pessoais (p < .024). Os atletas participantes das competições internas do FRM apresentaram mais atitudes esportivas do que aqueles que não participaram deles (p < .007). Os atletas pertencentes às categorias menores mostraram maior orientação para o espírito esportivo. Finalmente, correlação positiva foi observada entre as duas dimensões (rs = 0.542, p < .001). Os resultados mostraram que o modelo esportivo do FRM contribui para o desenvolvimento do espírito esportivo de jovens atletas

Analysis of the Perception of the Effort Between Players and Coaches in Minibasket Competition / Análisis de la Percepción de Esfuerzo entre Jugador y Entrenador en Competición de Minibasket / Análise da percepção do esforço entre jogador e treinador em competição de minibasket

This article analyzed the existing relationship between the subjective perception of effort (RPE) expressed by players and coaches during mini-basket competition and assess the perception of coaches based on the characteristics of the competition. One hundred and fifty players (67 boys and 83 girls) and 25 coaches (19 men and 6 women) participed in this study. For the record of the RPE, the pictorial scale (Eston and Parfitt, 2007) was used. The records were made individually to the players and coaches (at the end of each game period), and to the coaches (at the end of the game). A cross-sectional, descriptive, ex post-fact study was designed using a survey to collect information on the characteristics of training and competition. The results described that players expressed mean RPE = 4.41 ± 1.6 AU. On the other hand, coaches on the RPE of their players as moderate (M = 4.66 ± 1.82 AU), not observing significant differences in RPE according to the sex of the athletes (U = 5060.00; p = .060), the phase of the championship (X2 = .535; p = .765) and the degree of equilibrium of the period (X2 = 5.532; p = .063). However, significant differences were found in the coach's perception of victory (M±SD = 3.91 ± 1.46) or defeat (M±SD = 4.98 ± 1.59) in the match (U = 5265.00; p < .05; d = 0.34). Therefore, we can conclude that the RPE expressed by the coaches agrees with the RPEaverage of the participants of the competition

El presente trabajo ha analizado la relación existente entre la percepción subjetiva del esfuerzo (RPE) que expresan los jugadores y los entrenadores en una competición de minibasket. Los participantes fueron 150 jugadores (67 niños y 83 niñas) y 25 entrenadores (19 hombres y 6 mujeres). Para el registro de la RPE se utilizó la escala pictórica de Eston y Parfitt (2007). Los registros se realizaron de forma individual a los jugadores y jugadoras al final de cada periodo de juego, y a los entrenadores y entrenadoras al final del partido. Se diseñó un estudio transversal, descriptivo, ex post-facto, para el análisis de la RPE de los jugadores y jugadoras, utilizando una encuesta para la recogida de información sobre las características generales y las características del entrenamiento (Thomas, Nelson, Silverman, 2011). Los datos fueron analizados a través de un análisis descriptivo, inferencial y correlacional. Los resultados describen que los jugadores expresaron una media de RPE= 4.41 ± 1.6. Por su parte, los entrenadores valoraron la RPE de sus jugadores como moderada (M= 4.66 ± 1.82 UA), no observando diferencias significativas en RPE en función del sexo de los y las deportistas (U = 5060.00; p = .060), la fase del campeonato (X2 = .535; p = .765) y el grado de equilibrio del partido (X2 = 5.532; p = .063). Sin embargo, si se encontraron diferencias significativas en la percepción del entrenador en función de la victoria (M= 3.91 ± 1.46) o derrota (M= 4.98 ± 1.59) en el partido (U = 5265.00; p < .05; d = 0.34). Por tanto, podemos concluir que la RPE expresada por los entrenadores coincide con la RPEmedia expresada por los participantes de la competición

O presente trabalho analisou a relacao existente entre a percepcao subjetiva do esforco (RPE) que expressam os jogadores e os treinadores numa competicao de minibasket e avaliar a percepcao dos treinadores em funcao das caracteristicas da competicao. Os participantes foram 150 jogadores (67 meninos e 83 meninas) e 25 treinadores (19 homens e 6 mulheres). Para o registro do RPE foi utilizada a escala pictorica de Eston Parfitt (2007). Os registros foram realizados de forma individual aos jogadores e jogadoras no final de cada periodo de jogo, e aos treinadores e treinadoras no final do jogo. Desenvolveu-se um estudo transversal, descritivo, ex post facto, utilizando uma pesquisa para coletar informacoes sobre as caracteristicas do treino e da competicao. Foi realizada uma analise descritiva, inferencial e correlacional. Os resultados descrevem que os jogadores expressaram uma media de RPE= 4.41 ± 1.6. Por sua vez, os treinadores valorizaram a RPE dos seus jogadores como moderada (M= 4.66 ± 1.82 U.A), nao observando diferencas significativas no RPE em funcao do sexo dos e das deportistas (U= 5060.00; p=.060), a fase do campeonato (X2 = .535; p = .765) e o grau de equilibrio do jogo (X2= 5.532; p=.063). No entanto, foram encontradas diferencas significativas na percepcao do treinador em funcao da vitoria (M= 3.91 ± 1.46) ou derrota (M= 4.98 ± 1.59) no jogo (U = 5265.00; p < .05; d=.34). Portanto, podemos concluir que a RPE expressada pelos treinadores coincide com a RPEmedia dos participantes da competicao