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Assessment is a key element in the teaching–learning process in physical education (PE). In 2020, the Association Internationale des Écoles Supérieures d'Éducation Physique (AIESEP) published a position statement on PE assessment, in which it reviews the current state of the field and establishes the current yet forward-looking main lines of research on this topic. The most widely used approach, which this article reviews in depth, is assessment for learning (AfL). In Spain, the most widespread approach employed in PE throughout primary and secondary education in the last 25 years has been formative and shared assessment, which clearly aligns with the AIESEP position statement. The objective of this study was to gain an understanding of the main contributions of the formative and shared assessment model in PE and PE teacher education (PETE). Four databases (ERIC, SCOPUS, WOS and DIALNET) were explored, and 51 documents were selected on which an inductive thematic analysis was conducted. The evidence obtained at different educational levels and contexts seems to show a positive influence of formative and shared assessment on learning outcomes, which has favoured the expansion of the model, especially in PETE. Research on the transfer of PETE to educational practice has indicated that adequate continuing professional development seems necessary to help teachers integrate formative and shared assessment in their PE classroom. In conclusion, this model can provide an answer to some of the current questions being raised at an international level about PE assessment, especially in relation to students' involvement in the assessment process and its role in PETE. [ABSTRACT FROM AUTHOR]

The purpose of the current study was to explore social interaction preferences for learning in Physical Education (PE) among Spanish secondary students. The sample consists of 6,654 students (3,500 girls and 3,154 boys, aged 12-17 years) from public and private urban and rural schools in two communities in Spain. All participants completed the Graupera/Ruiz Scale of Social Interaction Preferences in PE Learning (GR-SIPPEL) which explores four learning preference dimensions: cooperation, competition, affiliation, and individualism. Results indicated that the ordinal profile of students' preferences in PE classes was: cooperative (very high preference), competitive and affiliate (high-moderate preference), and individualistic (moderate-low preference). Gender differences emerged: girls were less competitive and individualistic than boys, and slightly more cooperative and affiliate. Weak grade level differences were also observed. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Medicine & Science of Physical Activity & Sport / Revista Internacional de Medicina y Ciencias de la Actividad Física y del Deporte is the property of Revista Internacional de Medicina y Ciencias de la Actividad Fisica y del Deporte and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study analyzes the level of importance perceived by individuals who work in physical activity and sport occupations in Spain on specific professional competences, mainly Graduates in Science of Physical Activity and Sport. The methodology consisted in a sectional survey of 2500 individuals. The results were that these graduates consider it is very important have all the specific professional competences studied for a highly professional performance. This perception is higher than other people working in physical activity and sport and increases with more than ten years of professional experience. Furthermore, according to occupation, the same perception of the great majority of these competences is maintained. Therefore, these competences should be the core of the training program of these graduates. [ABSTRACT FROM AUTHOR]

The paper analyses the integration of immigrant students through Physical Education (PE) classes using a sample of 322 students in the second and third stage at two primary schools aged between 9 and 14. They answered a questionnaire designed to gather information concerning their opinions about PE and the existence of problems of discrimination, inequality and integration in both PE classes and in other subjects. A descriptive study and a relationship study were performed in which statistically significant differences were found (p<.05) between sex, educational level, the origin of the students in the sample and the assessment of the items in the questionnaire. [ABSTRACT FROM AUTHOR]

Currently there is little research that examines the profile of youth football sports coaches and for this reason we have conducted a descriptive and inferential study. We drew up a questionnaire which was given to a group of 20 football sports coaches working at the introduction to sports stage in the academies of First Division clubs. The main objective was to analyse whether the level of training of the coaches influenced the way they performed their work. The findings show that universitytrained sports coaches attach more importance to the educational purpose of the education and training, include more content related to Physical Education and give more prominence to inclusive methodologies than those coaches who have only studied sports education. In conclusion, the presence of graduates in the field of physical activity and sport who work as football sports coaches needs to be increased in order to implement proper training for young athletes at the introduction to sports stage. This is because they have received much more extensive training in aspects of teaching and hence are able to implement a teaching and learning process for the sport that is much more suited to the introduction to sports stage. [ABSTRACT FROM AUTHOR]

Copyright of Apunts: Educació Física i Esports is the property of Institut Nacional d'Educacio Fisica de Catalunya and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Apunts: Educació Física i Esports is the property of Institut Nacional d'Educacio Fisica de Catalunya and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cuadernos de Psicología del Deporte is the property of Cuadernos de Psicologia del Deporte and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

An introduction is presented in which the author discusses the role of the publication as a strategic project of the Institut Nacional d’Educació Física de Catalunya (National Institute of Physical Education of Catalonia), or INEFC, in Spain.