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La investigación de las emociones en Educación Física se debe a la necesidad de comprender los diferentes significados que dichos estados psicológicos pueden representar. El objetivo de esta investigación fue interpretar la percepción y atribución del alumnado sobre las emociones positivas para el bienestar subjetivo durante la práctica de baloncesto en Educación Física, en función del tipo de tarea motriz, el género y el centro educativo. Para aproximarse al fenómeno emocional, se ha decidido utilizar una metodología cualitativa. Participaron 20 alumnas y 24 alumnos pertenecientes a dos centros educativos de la Comunidad de Madrid. Los datos fueron recogidos por medio de entrevistas semi-estructuradas y diarios personales, los cuales se sometieron a un análisis de contenido deductivo-inductivo con ayuda del programa informático Atlas.ti 7.5. Los resultados muestran 18 códigos o atribuciones emocionales que se refieren a la alegría, el entusiasmo, la seguridad y la diversión. Según el tipo de tarea motriz, el género y el centro educativo se identificaron diferencias y similitudes, destacando el rol de la competencia y la relación con una cultura deportiva de baloncesto en cada centro educativo. Se concluye que, para promover el bienestar subjetivo del alumnado en las prácticas de baloncesto en Educación Física, podría ser adecuado aplicar modelos de enseñanza alternativos del deporte, estrategias adaptativas y un clima de logro orientado a la tarea. Abstract: Investigation of emotions in Physical Education is due to the need to understand the different meanings that these psychological states can represent. The objective of this research was to interpret the perception and attribution of the students about the positive emotions for the subjective well-being during the practice of basketball in Physical Education, depending on the type of motor task, gender and educational center. To approach the emotional phenomenon, it has been decided to use a qualitative methodology. 20 girls and 24 boys from two educational centers in the Community of Madrid participated. The data was collected through semi-structured interviews and personal diaries, which have been subjected to a deductive-inductive content analysis with the help of the Atlas.ti 7.5 software. The results indicated 18 emotional codes or attributions found for joy, enthusiasm, security and fun. According to the type of motor task, gender and educational center, differences and similarities are identified, highlighting the role of competition and the relationship with a basketball sports culture in each educational center. It is concluded that, to promote the subjective well-being of the students in the practices of basketball in Physical Education, it could be appropriate to apply alternative teaching models of sport, adaptive strategies and a climate of achievement oriented to the task.

Las emociones experimentadas por los estudiantes universitarios en sus asignaturas obligatorias de formación profesional, son una parte fundamental del proceso educativo, las cuales se relacionan con diferentes factores como el bienestar subjetivo, las metas de logro, la motivación intrínseca o la experiencia deportiva. Con la finalidad de abordarlas desde una perspectiva pedagógica, se ha desarrollado un estudio que tuvo por objeto analizar la percepción de las emociones positivas y negativas para el bienestar subjetivo en los estudiantes de la asignatura de Baloncesto del Grado en Ciencias del Deporte, en función de la experiencia deportiva. Su diseño responde al paradigma interpretativo y sus participantes son 19 estudiantes con un rango de edad de 19 a 28 años. Los datos fueron recogidos a través de un diario personal y entrevistas semi-estructuradas. Para el análisis de contenido, se utilizó el programa Atlas.ti 7.5. Los principales resultados indican que los estudiantes atribuyen sus emociones positivas y negativas a motivos similares en función de la experiencia deportiva, pero al mismo tiempo, existen motivos independientes sobre la facilidad de realizar las tareas de baloncesto, la colaboración en la clase, el resultado de los juegos con competencia y el deseo de practicar baloncesto. Por lo tanto, se concluye que para abordar la dimensión afectiva en la asignatura de baloncesto, es preciso diagnosticar el nivel de aprendizaje en baloncesto, los recuerdos afectivos en la práctica de baloncesto y las expectativas en relación a los objetivos de la asignatura.

Competition during the sports training process should aid young athletes’ overall development. The aim of this study was to ascertain the levels of competitive anxiety in athletes who practice basketball at the Real Madrid Foundation (RMF)’s Social-Sports Schools, and to analyze whether any differences exist in regard to anxiety in the various subscales that take into account gender, participation in the RMF’s internal competitions, and basketball modalities (mini basketball/basketball). The study sample consisted of 320 players (224 boys and 96 girls) belonging to the following di erent age groups: 8–9-year-olds, 10–11-year-olds, 12–13-year-olds, and 14–15-year-olds (M = 10.54; SD = 1.92). The Sport Anxiety Scale-2 (SAS-2) was used in the version translated and validated in Spanish. It was found that the athletes displayed low levels of competitive anxiety in all three subscales. No significant di erences were observed between the genders, nor between basketball modalities (mini basketball/basketball). Finally, a positive correlation was observed between the various subscales.

El objetivo del presente estudio fue analizar las preferencias de interacción social de los chicos y chicas de la de las Escuelas Sociodeportivas de Baloncesto de la Fundación Real Madrid. La muestra estaba formada por 413 jugadores, 68% (n=281) chicos y 32% (n=132) chicas. La distribución por categorías fue, el 31,2% pertenecían a la categoría Benjamín (n=129), el 36,1% a la categoría alevín (n=149), el 25,2% a la categoría infantil (n=104) y, el 7,5% a la categoría cadete (n=31). El instrumento utilizado fue la Escala Graupera/Ruiz de Preferencias de Interacción Social (GR-SIPPEL), que explora cuatro dimensiones de preferencia de aprendizaje: Cooperación, competencia, afiliación e individualismo. Para el análisis estadístico se utilizaron pruebas no paramétricas (U de Mann-Whitney y Kruskal-Wallis), se calculó el tamaño del efecto y, para determinar si existían asociaciones entre las distintas dimensiones se utilizó el coeficiente de correlación de Spearman. Los resultados mostraron que el Proyecto Deportivo-Educativo de la Fundación Real Madrid contribuye a que no existan diferencias acentuadas en función del sexo. Además, los chicos y chicas presentaban una mayor inclinación hacia las actitudes cooperativas frente a las competitivas. Por otro lado, se detectaron diferencias entre las categorías de minibasket (benjamín y alevín) y las categorías de baloncesto (infantil y cadete).Abstract. The aim of this study was to analyze the social interaction preferences of boys and girls at the Real Madrid Foundation's Socio-Sports Basketball Schools. The sample consisted of 413 players, 68% (n=281) boys and 32% (n=132) girls. The distribution by category was 31. 2% in the Benjamin category (n=129), 36. 1% in the alevin category (n=149), 25. 2% in the infants’ category (n=104) and 7. 5% in the youths’ category (n=31). The instrument used was the Graupera/Ruiz Scale of Social Interaction Preferences (GR-SIPPEL), which explores four dimensions of learning preference: Cooperation, competence, affiliation and individualism. Non-parametric tests (Mann-Whitney U-test and Kruskal-Wallis) were used for statistical analysis, the size of the effect was calculated, and Spearman's correlation coefficient was used to determine if there were associations between the different dimensions. The results showed that the Real Madrid Foundation's Sports-Educational Project contributes to the fact that there are no marked differences according to gender. In addition, boys and girls were more inclined towards cooperative attitudes than competitive ones. On the other hand, differences were detected between the categories of minibasket and the categories of basketball.

Competitive sport is one of the key contexts in the development of values through sport, given the very significant ambivalences and contradictions involved within sport. Since the 2008-09 season the Real Madrid Foundation has launched in its basketball schools an educational project of transmission of values called "For a REAL Education: Values and Sport", which has led to the development of different teaching materials including the "White Card" program, an educational resource that tries to encourage good sportsmanship and moral development of participants. The aim of this work is to analyze how useful the program is to both trainers and families. The program has been applied to 338, 356 and 334 players aged between 8 and 17, by 16, 15 and 18 teachers in 2010-11, 2011-12 and 2012-13 seasons respectively. The methodology used in intervention has been action research and the instruments used for data collection were group discussion, questionnaire, survey and our own white cards given to players in tournaments. The assessment of this resource has been very positive from the coaches, and a high percentage, of parents of the young athletes.

Professional female Basketball players, apart from their ta- lent, have had to carry on an effective training process which has allowed them to get excellent results. This study is focused on the self-perception Spanish professional female Basketball players have, regarding the most decisive elements of their trai- ning process. The knowledge of these factors has been carried out interviewing these players; afterwards, these interviews ha- ve been recorded, transcribed, classified and analyzed based on some dimensions and codes that were established before. The results emphasize the importance of the family and the quality trainers have, as well as the hope of winning and learning and the ability to work. As far as the Basketball court is concerned, the ability to make a decision, the speed and the shot have be- en underlined as very important elements in order to be the best players.

Decision-making play a very important role in basketball. While the game is taking place, players are constantly choosing what to do. In order to carry out this research work, two questions have been formulated: 1) how do high level female basketball players make a decision while they are competing? 2) which key components do they use to make the best decisions?The twelve players who make up the Spanish female basketball team have taken part in this project. They all participated in the 2008 FIBA World Olympic Qualifying Tournament, which took place in Madrid. This tournament allowed them to qualify and take part in the 2008 Olympic Games, where they finished in fifth place.A questionnaire and an interview have been used to make this research possible. The matches of the 2008 FIBA World Olympic Qualifying Tournament have also been analyzed. Those aspects in terms of the team’s performance in 1x1 and2x2 attack situations, and more specifically in pick actions, have been recorded and analyzed. In order to include these data, a system of specific categories and variables has been established.The results show that players are expert on making decisions during the competition. In order to come to this conclusion, their opinions, style of decision-making, as well as the way they move in 1x1 and 2x2 situations, were very useful.This research has also confirmed that decisions made by playmakers, forwards and centers are different.

Con la intención de promover la enseñanza y aprendizaje del baloncesto desde una perspectiva educativa en las etapas de formación, las Escuelas de Baloncesto de la Fundación Real Madrid, a través del proyecto de investigación denominado “Por una Educación REAL: Valores y Deporte”, ha elaborado una serie de materiales didácticos que permitan ayudar a los entrenadores y jugadores a desarrollar la práctica del baloncesto en el mejor contexto educativo. Dichos materiales ofrecen a los entrenadores la posibilidad de mejorar su calidad como docentes, tanto en los entrenamientos como la competición, incluyendo los valores educativos en la práctica diaria, haciendo también partícipes a los jugadores y sus familias. El objetivo principal de este estudio, después de varias temporadas de desarrollo del proyecto, ha sido analizar el uso que los entrenadores hacen de los diferentes materiales didácticos. La población de estudio ha sido 15 entrenadores de la Escuelas de baloncesto de la Fundación Real Madrid, con una experiencia media de 4,7 años. Estos docentes han entrenado a un total de 580 jugadores y jugadoras de las categorías benjamín, alevín, infantil y cadete. El instrumento utilizado fue un cuestionario diseñado ex profeso con preguntas vinculadas al objetivo del estudio. Los resultados indican que el material más usado, por ser considerado muy útil, ha sido un libro-manual denominado “Iniciación al Valorcesto” (68%); le siguen el programa “Tarjeta Blanca” (41%) y el documento de “Evaluación Trimestral” (38,5%). ABSTRACT: : In order to promote the teaching and learning of basketball from an educational perspective in the formative stages, Real Madrid Foundation Basketball Schools, through the research project entitled “For a REAL Education: Values and Sport”, has developed a series of teaching materials available to assist coaches and players develop the practice of basketball in the best educational context. These materials offer coaches the opportunity to improve their quality as teachers, both in training and competition, including the educational values in daily practice, making also participants the players and their families. The main objective of this study, after several seasons of project development, has been analyzed the use that the coaches make from the different didactic materials. The study population was 15 basketball coaches from Real Madrid Foundation Basketball Schools, with an average experience of 4.7 years. These teachers have trained a total of 580 male and female players from the youngest categories, U10, U12, U14 and U16. The instrument used was a questionnaire designed expressly with questions related to the study objective. The results indicate that most used material, to be considered useful, it has been a manual book called “Introduction to Basketvalues” (68%); followed by the “White Card” program (41%) and the paper “Quarterly Player Assessment” (38.5%). RESUMO: Com a intenção de promover o ensino e aprendizagem do basquetebol sob o ponto de vista educativo nas etapas de formação, as Escolas de Basquetebol da Fundação Real Madrid, através do projeto de investigação denominado “Por uma educação REAL: Valores e Desporto”, elaborou uma série de materiais didáticos que permitem ajudar os treinadores e jogadores a desenvolver a prática do basquetebol no melhor contexto educativo. Estes materiais oferecem aos treinadores a possibilidade de melhorar a sua qualidade como docentes, tanto nos treinos como a nível de competição, incluindo valores educativos na prática diária, envolvendo os jogadores e as suas famílias. O objetivo principal deste estudo, depois de várias temporadas no desenvolvimento do projeto, consiste em analisar o uso que os treinadores fazem dos diferentes materiais didáticos. A população visada foram 15 treinadores das Escolas de Basquetebol da Fundação Real Madrid, com uma experiência média de 4,7 anos. Estes docentes treinaram um total de 580 jogadores e jogadoras das categorias de Infantil, Iniciado, Juvenil e Júnior. Como instrumento utilizou-se um questionário desenhado ex profeso com perguntas vinculadas ao objetivo do estudo. Os resultados indicam que o material mais usado, por ser considerado muito útil, foi o livro-manual denominado de “Iniciação ao Basquetevalor” (68%); seguido do programa “Cartão Branco” (41%) e ao documento de “Avaliação Trimestral” (38,5%).