Gender Differences in the Level of Achievement of Gymnastic and Acrobatic Skills.

Physical education should provide the opportunities to progressively integrate motor tasks with different levels of complexity from early ages to adolescence. The objective of this research was to analyze gender differences in the level of achievement of basic acrobatic skills of students of physical activity sciences in their non-university stages. This cross-sectional study with descriptive design was carried out with a total of 675 first-year Spanish university students distributed over eight academic years. An initial test of two acrobatic skills was performed. The instruments used for data collection were a video camera and observation templates. The SPSS 26.0 computer program was used for data analysis. The main results show a poor and insufficient level of technical achievement by both genders, but more pronounced for men. The most deficient phases were those related to extension movements of different segments of the body and movements that require coordination and stability in the descent phases of acrobatics, and men were less flexible in both phases. Non-university training of the content associated with basic gymnastic and acrobatic skills is being deficient within the subject of physical education with a downward trend of not only the development of sports skills but also of physical abilities such as flexibility and strength.

Learning Strategies Focused on Decision Making and Collaboration on Physical Education.

This research analyzes the voices of university students of sport sciences during the implementation of strategies to support autonomy and collaboration in gymnastic learning, from the perspectives of self-determination, self-control, and self-regulation. The methodology is qualitative and the self-reflective journals with their narrative are the tool to collect information. The strategy is well appreciated both in terms of the structure of the work plan and in the guidance of the tasks. The evolution of motivation, autonomy, collaboration, and achievements is highly valued throughout the process. However, the final assessment, despite having little effect on the grade, produces pressure and anxiety in students, so that self-control decreases, action is impaired, and the motivation achieved in the learning process is distorted. Further studies are needed to design coping strategies to help students maintain their motivation and confidence and to decrease students' resistance to assessment tasks.