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Resumen Los objetivos de este estudio han sido dos: (a) analizar si los factores del aprendizaje cooperativo discriminan las diferentes metas de aproximacion del modelo de metas de logro 3 × 2 y, en consecuencia, (b) valorar el papel que pueda desempenar la etapa educativa. Participan un total de 1292 estudiantes (660 hombres y 632 mujeres) pertenecientes a las etapas educativas de primaria (580), secundaria (531) y bachillerato (181), con edades comprendidas entre los 10 y los 19 anos (M = 13.05, DT = 2.45). Se administran los cuestionarios CAC y CML 3 × 2-EF como instrumentos de recogida de datos. Los resultados del analisis discriminante han mostrado que los factores del aprendizaje cooperativo son predictores de las metas de aproximacion, destacandose el factor responsabilidad individual para las metas de aproximacion-tarea (MAT) y aproximacion-yo (MAY), siendo este mismo el menos discriminante para la meta de aproximacion-otros. Ademas, los resultados del analisis de arbol de decisiones indican que en educacion primaria, educacion secundaria y bachillerato, los estudiantes con el nivel mas alto en MAT y MAY son aquellos que puntuan mas elevado en responsabilidad individual. Estos hallazgos reflejan la importancia de la responsabilidad individual para que el alumnado de educacion fisica muestre patrones mas adaptativos, como lo son MAT y MAY.

The aim of the present study is two-fold: (a) to analyze whether the cooperative learning (CL) factors discriminate the different approach goals of the 3 × 2 achievement goals model and, consequently, (b) to assess the role that can play educational stage. A total of 1292 students participate (660 men and 632 women) belonging to the educational stages of primary (580), secondary (531) and baccalaureate (181), with ages between 10 and 19 years (M = 13.05, SD = 2.45). The CAC and CML 3 × 2-EF questionnaires are administered as data collection instruments. The results of the discriminant analysis have shown that the cooperative learning factors are predictors of the approach goals, highlighting the individual responsibility factor for the task-approach goals (TAG) and self-approach goals (SAG), this being the least discriminant for the other-approach goals (OAG). In addition, the results of the decision tree analysis indicate that in primary education, secondary education and baccalaureate, the students with the highest level in TAG and SAG are those that score the highest in individual responsibility. These findings reflect the importance of individual responsibility so that physical education students show more adaptive patterns such as TAG and SAG.

El presente estudio ha sido contextualizado desde la problematica que supone los bajos niveles de actividad fisica durante la adolescencia, teniendo en cuenta el papel que desempenan los padres, como modelo conductual, para el fomento de la actividad fisica de los hijos. Por consiguiente, el objetivo de este estudio fue analizar en que medida inciden los padres para la practica de la actividad fisica de los hijos. Participaron un total de 487estudiantes, chicos ( n = 262) y chicas ( n = 225), con edades comprendidas entre los 14 y 16 anos ( M = 15.02 DT = 0.87), y se emplearon el cuestionario PAQ-A y tres items de elaboracion propia, previamente consensuados por los investigadores. Se llevaron a cabo estadisticos descriptivo, correlaciones, pruebas T y regresiones. El analisis de regresion mostro una influencia importante del animo que ejercen los padres para la actividad fisica de los hijos. A modo de conclusion, se demuestra la importancia de los padres en el fomento de la practica de actividad fisica en los hijos. Abstract. The present study has been contextualized from the problematic that low levels of physical activity suppose during adolescence, taking into account the role that parents play, such as as behavioral models, for the promotion of their children´s physical activity. Therefore, the aim of this research was to test the extent to which parents influence their children`s physical activity habits. The sample was formed by 487 students, both boys ( n = 262) and girls ( n = 225), ranging in age from 14 to 16 years old ( M = 15.02; SD = 0.87). The PAQ-A questionnaire, as well as three items of own elaboration, previously established by the researchers, were employed. Descriptive statistics, correlations, T tests and regressions were run. The regression analysis showed an important impact of the encouragement to be physically activity that parents provide to their children. In conclusion, the importance of parents in promoting children`s physical activity practices is demonstrated.

Cooperative learning is a pedagogical framework extensively used in educational contexts worldwide, but some scholars warn that we do not know much about how its claimed outcomes are delivered. The aim of this study was to uncover the connections between cooperative learning contexts and students’ task and self-approach goals in physical education. We hypothesized that those students who perceived a stronger cooperative learning context in their classes would also show higher task and self-approach goals. A total of 1328 students (648 females and 680 males) from three different educational stages: primary education (n = 584), secondary education (n = 550) and baccalaureate (n = 194), agreed to participate. Participants’ ages ranged between 10 and 20 years ( M = 13.11; SD = 2.45). An ex-post-facto, cross-sectional research design was followed. Results showed a direct and significant connection between high-perceived cooperative learning contexts and high students’ task and self-approach goals. The odds ratio tests verified this positive association, indicating a 4-times greater probability for students who perceived a strong cooperative learning context in the classroom of having high task and self-approach goals. In the same line, we observed that, as the perception of a cooperative learning context increased, task and self-approach goals also increased. This means that a small change in the class context to make it more cooperative had an impact on the students’ achievement goals. Teachers should try to create class contexts where students perceive a strong cooperative learning climate, because it has been connected to adaptive motivational patterns, task and self-approach goals, and these are associated with positive outcomes.

Interest in analyzing physically active behaviors during school recesses has grown in recent years as the school environment has consolidated (recess, physical education classes, lunch-time, before and after school) as a crucial space to bring these levels towards those recommended through intervention programs and improvements in the school environment. Unfortunately, in most of these studies, children do not achieve the 60 min a day of moderate to vigorous physical activity (MVPA) recommended by the World Health Organization. The aim of this systematic review is to analyze the cross-sectional, longitudinal, and intervention studies objectively measured with accelerometers that have emerged in recent years to determine the amount of MVPA of children at recess. This systematic review followed the PRISMA guidelines. The extraction process for the studies included in this systematic review yielded a total of 43 articles. The studies were classified according to the methodological nature of the research: cross-sectional (n = 34), longitudinal (n = 3) and quasi-experimental (n = 6). The results of the studies confirm that during the recess period younger children are physically more active than older ones and that in general, boys are more physically active than girls. In addition, the data show that the school contributes to more than 40% of the total MVPA. The intervention programs led to an increase in MVPA of up to 5%. Providing schools with equipment and facilities shows that intervention programs are beneficial for raising children&rsquo, s levels of physical activity.

The present research had two complementary aims: (a) to examine the associations between cooperative learning (CL) and emotional intelligence (EI) in physical education (PE) and (b) to explore and compare the use of CL in PE in primary education (PED), secondary education (SED) and baccalaureate (BA). A total of 1332 students (682 males, 650 females) took part in the study. All participants were aged between 10 and 20 years old (M = 13.09, SD = 2.47) and belonged to 13 different schools in Southwest Spain. They completed the cooperative learning questionnaire (CLQ), referring to the PE classes, in addition to the emotional intelligence questionnaire in physical education (EIQPE). Positive and significant associations were found between CL and EI in all school stages. In addition, moderately strong associations were uncovered between CL and the different dimensions of EI: emotional recognition, emotional control and regulation and emotional empathy. Participants belonging to classrooms with larger cooperation indices presented higher levels of EI. Results also highlighted a greater use of CL in PE classes during the PED stage in comparison to the SED and BA stages. These outcomes are discussed in light of the existing literature and methodological implications are derived for teaching PE. The use of CL in PE is recommended because of its positive contribution to the affective domain through IE. This will be especially important during the SED and BA stages, where lower rates of CL were observed.

The purpose of this study was to examine the link between physical activity (PA) and mental health (MH) in children in terms of gender. A total of 750 subjects (52.9% boys, Mage = 10.88, SD = 0.75) reported the level of PA they were performing by means of a self-report questionnaire, and they also completed the Spanish version of the Strengths and Difficulties Questionnaire (SDQ). Results revealed statistically significant differences in regard to gender in the physical activity index (PAI), the externalizing of problems, and prosocial behavior. Boys presented high scores on the PAI and externalizing problems. Girls obtained higher values on the prosocial scale. In the prediction analysis, the PAI revealed a statistically significant relationship in linear models for externalizing and internalizing problems, as well as in both the linear and quadratic models in the prosocial scale for the case of male gender. For girls, the PAI revealed a statistically significant relationship in the quadratic model for internalizing problems and in both the linear and quadratic models for the prosocial scale. These findings are discussed in terms of previous research literature on PA and MH in children. Some important educational implications for teaching and learning physical education are suggested.

In childhood, the perception of body image is in the construction phase and emerges linked to the aesthetic ideals of society, which is well differentiated according to gender. In this way, according to people&rsquo, s interpretations of the environment and how to manage it emotionally, greater or lesser body satisfaction may be generated, which could have irreversible consequences for children. Therefore, our interest lies in how body image satisfaction and gender can act as modulating variables of emotional intelligence in childhood, analyzing differences in the intrapersonal, interpersonal, stress management, adaptability, and mood dimensions of emotional intelligence, according to the degree of body image satisfaction and the child&rsquo, s gender. A total of 944 Primary Education students selected by multistage cluster sampling, 548 boys and 396 girls aged between 9 and 12 years from different schools in Extremadura (Spain), participated in the research. The study design was descriptive, and questionnaires to measure emotional intelligence, self-perception, and body image satisfaction were used. An analysis of descriptive statistics, a Chi-square test to measure the variance/invariance of the participants&rsquo, distribution according to their satisfaction with body image and gender, and a MANOVA to determine the possible effects of satisfaction with body image as well as of gender on emotional intelligence were conducted. Regardless of gender, children who were satisfied with their body image showed higher interpersonal intelligence, greater adaptability, and better mood. With respect to gender, girls showed higher stress management than boys. Throughout Compulsory Education, it is necessary to promote campaigns imparted by specialists to prevent body image dissatisfaction, so that the benefits can reach the entire educational community (students, teachers, and parents). In this work, several possibilities are described to meet the demands of contemporary society.

Background: The aim of this systematic review was to examinemotivational interventions based on physical activity as precursor of psychosocial benefits inside of the scholar context. Method: studies were identified in seven databases (Web of Science, Sport Discuss, Scopus, Eric, Pubmed, Psycinfo and Google Scholar). The search process was from June 2011 to September 2019. A total of 41 articles met the inclusion criteria. Results: 23 studies showed psychological effects after intervention and also 10 studies showed psychosocial effect after the intervention. The rest of the studies, although they presented changes, did not become significant.Conclusions: this systematic review showed the importance of motivational processes for the performance of physical activity and sport as a precursor of psychosocial changesand highlights the importance of strategies and the temporal nature of studies to maintain significant changes over time.Likewise, the study shows the future trend of motivational interventions, highlighting the female gender as participants of special interest, and changing the methodology through web-based interventions and active breaks or mental breaks during traditional subject classes.

[Resumen] El propósito de esta investigación fue analizar el rol predictivo de la inteligencia emocional y la importancia concedida a la realización de la actividad física, sobre el autoconcepto físico en escolares. Tomaron parte en el estudio un total de 838 sujetos con edades comprendidas entre los 9 y los 12 años. Se usaron los instrumentos AF-5 (Autoconcepto), EQ-i: YV “Inteligencia emocional para niños y adolescentes”, y una pregunta diseñada concretamente para el estudio en el que se valora la importancia que los escolares otorgan a la actividad física. El análisis discriminante llevado a cabo encontró que el estado de ánimo y la importancia de la actividad física predecían de forma significativa el autoconcepto físico. Se sugiere la contribución de los contextos educativos y sociales en el desarrollo de la inteligencia emocional, así como la promoción de la actividad física, por la relevancia en el proceso de construcción del autoconcepto físico. [Abstract] The purpose of this research was to analyze the predictive role of emotional intelligence and the importance given to the realization of physical activity, on the physical self-concept in children. A total of 838 subjects aged between 9 and 12 years participated in the study. The instruments AF-5 (Self-Concept), EQ-i:YV “Emotional Intelligence for children and teenagers”, and an item specifically designed for the study, which assesses the importance which schoolchildren give to physical activity, were used. The discriminant analysis carried out found that the state of mind and the importance of physical activity significantly predicted the physical self-concept. It is suggested the contribution of educational and social contexts in the development of emotional intelligence, as well as the promotion of physical activity, by the relevance in the process of construction of physical self-concept.

This study aims to analyze the psychophysiological stress response of a helicopter crew using portable biosensors, and to analyze the psychophysiological stress response differences of experienced and non-experienced crew members. We analyzed 27 participants (33.89 &plusmn, 5.93 years) divided into two different flight maneuvers: a crane rescue maneuver: 15 participants (three control and 12 military) and a low-altitude maneuver: 12 participants (five control and seven military). Anxiety, rating of perceived exertion, subjective perception of stress, heart rate, blood oxygen saturation, skin temperature, blood lactate, cortical arousal, autonomic modulation, leg and hand strength, leg flexibility, spirometry, urine, and short-term memory were analyzed before and after both helicopter flight maneuvers. The maneuvers produced a significant increase in stress and effort perception, state of anxiety, and sympathetic modulation, as well as a significant decrease in heart rate, blood oxygen saturation, leg and inspiratory muscle strength, and urine proteins. The use of biosensors showed how a crane rescue and low-altitude helicopter maneuvers produced an anticipatory anxiety response, showing an increased sympathetic autonomic modulation prior to the maneuvers, which was maintained during the maneuvers in both experienced and non-experienced participants. The crane rescue maneuver produced a higher maximal heart rate and decreased pulmonary capacity and strength than the low-altitude maneuver. The psychophysiological stress response was higher in the experienced than in non-experienced participants, but both presented an anticipatory stress response before the maneuver.

Parenting styles have been used to explain the effects of family socialization on children’s learning skills. In this research, we have considered build an instrument for evaluating academic goals in the primary school stage, that allows us determine the relationships between the different types of goals and the different ways of establishing and policing the rules that the participants perceive from their parents. Those participating in this research were 550 pupils from of primary education. The Questionnaire on Academic Goals (QAG) has highly acceptable psychometric characteriztics. The analysis has shown the existence of four solid, well-defined factors. The relationships between the different types of goals and the different ways of establishing and policing the rules are verified. The pupils classified in the groups concerning the goals of social evaluation and reward were characterized by a more indulgent parenting style, determined by an absence of rules and limits for their children’s behavior. On the other hand, those pupils classified in the groups concerning the goals of learning and achievement were characterized by parents with an inductive style, determined by the use of reasoning and explanations towards their children in so far as the consequences of breaking the rules.

Framed within Self-Determination Theory, the objective of this study was to analyze the relationship between satisfaction and frustration of basic psychological needs, levels of motivation, physical activity, and satisfaction with life. Methods: A total of 487 students participated, comprising males (n = 262) and females (n = 225), aged between 14 and 16 years (M = 15.02, SD = 0.87), from different secondary schools. Results: A regression analysis was carried out (structural equation modeling) that revealed the existence of two theoretical lines, one positive and the other negative, where the satisfaction of basic psychological needs was positively related to autonomous motivation and physical activity, which predicted satisfaction with life. On the other hand, the frustration of basic psychological needs was positively related to controlled motivation, whereas controlled motivation (introjected regulation and extrinsic regulation) was inversely associated with physical activity and satisfaction with life. Conclusion: The results show the importance of motivational processes in physical activity, and the effects of physical activity on satisfaction with life in adolescents who spend more time engaged in physical activity.

Minors’ mental health is a subject of high global concern. Understanding the factors that influence their mental health is essential to improving the health of future generations. In this study, an analysis of the Strengths and Difficulties Questionnaire’s usefulness is carried out, as a validated tool, recognized in Spain and internationally, for the measurement of minors’ mental health. In turn, the influence of the variables of gender, age, and physical health, along with the occupational social class of parents on Spanish minors’ mental health, has been analyzed. Spanish minors with good physical health and of parents with middle and higher education, as well as in an occupational social class, are less likely to suffer mental health problems. On the other hand, it seems that internalizing symptoms are more likely in girls, and externalizing symptoms are more likely in boys. However, when a global measure of mental health is made without specific subscales, the effects of gender and age diverge greatly, according to the studies. Although there are examples of current research using the same measurement tool, there is still a need for many more international studies that are coordinated using the same methodology. This study identifies the factors which the international and Spanish scientific literature has revealed as being determinants in minors’ mental health. Finally, it is essential that the influence of these factors be assessed in the areas of primary care and mental health to facilitate better detection, intervention, or prevention of mental health problems in today’s children, as well as the children of future generations.

Aim: Taking into account Bar-On’s postulations about social-emotional intelligence, the aim of the current work is to find out the differences in the five dimensions of this intelligence between children that practice organized sport and those children that do not practice it at the elementary school level. Method: A randomly selected sample of 940 children from elementary schools, ranging in age from 6 to 12 years old, attending different schools from the Autonomous Community of Extremadura (Spain), was used. Results: The results showed that children who practiced organized sport had better abilities at the intrapersonal and interpersonal level, better adaptability and mood states, and greater emotional intelligence than those who did not. The findings regarding gender and age indicated greater values in girls of emotional intelligence, highlighting the interpersonal dimension, as well as mood state scores, whereas younger children showed greater intrapersonal intelligence and less stress management. Moreover, children who practiced for three or more hours per day had a greater ability to cope with stress than those children who practiced for fewer hours a day. Conclusions: To conclude, it is important to promote federative sport practice in elementary education in order to ensure that children learn to better regulate and manage their emotions.

Previous research highlighted the effectiveness of cooperative learning in the four learning domains: physical, cognitive, social and affective. However, recent reviews have called for more empirical research on social and emotional learning based on contemporary theories, frameworks and assessment tools. Little is known about the links between cooperative learning and two strong contemporary frameworks: the achievement goal theory and the four-branch model of emotional intelligence. The goal of this study was to assess the connections between cooperative learning, task and self-approach goals, and emotional intelligence in physical education classes. Forty primary education students (21 girls, 19 boys), 10&ndash, 12 years (Mage = 10.87, SD = 0.85), enrolled in two different classes in only one school, participated. None of them had experienced cooperative learning as a pedagogical model before. The study followed a one group, pre-test-post-test, pre-experimental design. Both classes experienced the same cooperative learning intervention programme conducted in physical education, which included two consecutive learning units for a total of 16 sessions (2 per week/50 min each). The same physical education teacher, an expert in cooperative learning, conducted all sessions. Results showed that the cooperative learning framework helped increase students&rsquo, self-approach goals and their emotional control and regulation, and empathy. In conclusion, the present study reinforced the use of cooperative learning in physical education, because it can guide students to more adaptive motivational patterns and to develop their emotional intelligence. Furthermore, it contributes to the students&rsquo, social and emotional learning building quality relationships, learning to manage stressors, and evolve individually and in groups.

espanolEl objetivo de esta investigacion fue construir y validar la escala de gestion de aprendizaje cooperativo en una muestra de maestros y profesores de ensenanza secundaria en Espana. La muestra estuvo formada por 376 maestros y profesores, pertenecientes a ensenanza infantil (n=136), primaria (n=159) y secundaria (n=71), tanto de genero masculino (n=110) como femenino (n=266), y de centros publicos (n=269), concertados (n=106) y privados (n=1) de la Region de Extremadura. Los resultados obtenidos mostraron que el instrumento presenta una adecuada validez factorial y consistencia interna, mediante la generacion de 3 factores: Diseno, Seguimiento y Evaluacion. Finalmente, se concluye que este trabajo aporta evidencias cientificas de que la escala de gestion de aprendizaje cooperativo se muestra valida y fiable para analizar esas estrategias a desarrollar en el aula en profesores y maestros espanoles. EnglishThe aim of this research was to validate the management of cooperative learning scale in a sample size of teachers from Primary and Secondary schools in Spain. The sample was composed of 376 teachers belonged to Childhood (n=136), Primary (n=159) and Secondary (n=71) schools, both male (n=110) and female (n=266), from public (n=269), state (n=106) and private (n=1) schools from the Region of Extremadura. Results showed that the instrument had an adequate factorial validity and internal consistency, revealing a structure of 3 factors: Design, Follow-Up and Evaluation. Finally, this work gives empiric evidences that the management of cooperative learning scale is valid and reliable to examine these behaviors in Spanish teachers.

Cooperative learning are being used increasingly in the university classroom, in order to promote teamwork among students, improve performance and develop interpersonal competences. Responsibility and cooperation are two fundamental pillars of cooperative learning. Team members’ responsibility is a necessary condition for the team’s success in the assigned tasks. Students must be aware that they depend on each other and should make their maximum effort. On the other hand, in efficient groups, the members cooperate and pool their efforts to achieve the proposed goals. In this research, we propose to create a Questionnaire of Group Responsibility and Cooperation in Learning Teams (CRCG). Participants in this work were 375 students from the Faculty of Teacher Training of the University of Extremadura (Spain). The CRCG has very acceptable psychometric characteristics, good internal consistency, and temporal reliability. Moreover, structural equation analysis allowed us to verify that the latent variables in the two factors found are well defined and, therefore, their assessment is adequate. Besides, we found high significant correlations between the Learning Team Potency Questionnaire (CPEA) and the total score and the factors of the CRCG. This tool will evaluate cooperative skills and offer faculty information in order to prepare students for teamwork and conflict resolution.

Cooperative, collaborative learning and other forms of group learning methods are increasingly used in classrooms. Knowing students’ attitudes towards teamwork has great value since they influence the students’ learning results as well as their social development. So it is necessary to have robust instruments to provide a better understanding of these attitudes and preferences concerning teamwork. Such instruments also help to identify the factors that promote positive or negative attitudes within the context of group activities. Using a sample of 750 first and second year university students studying a degree in Kindergarten, Primary and Social Education, an instrument measuring attitudes towards team learning has been developed. Two distinct factors were obtained through various factorial analyses and structural equations: Academic attitudes and Social and emotional attitudes. Our study reveals that the instrument is both valid and reliable. Its application is both simple and fast and it has important implications for planning teaching and learning activities that contribute to an improvement in attitudes as well as the practice of teaching in the context of learning through teamwork.

The purpose of this study was to explore the differences in satisfaction with body image depending on whether the subject practices organized sport or not, as well as the gender of the children. In addition, the study aims to examine the role of body image and the practice of organized sport on the process of building the academic, social, emotional, family and physical dimensions of self-concept in childhood. To do so, a sample of 944 pupils was used. These children were attending primary school in different centers of the Autonomous Community of Extremadura (Spain) and were between 9 and 12 years of age. The main results of the study show that three out of every four children participating in this study were not satisfied with their figure and one out of every five was very dissatisfied. The satisfaction or dissatisfaction with the figure was similar in boys and girls, although it could be appreciated that the ideal body image is partly conditioned by gender stereotypes. The children most satisfied with their body image had a greater academic and physical self-concept. The children that practiced organized sports had a greater physical and emotional self-concept. The children most dissatisfied with their body image and practiced organized sports had a lower family self-concept. All these findings are discussed with reference to previous research literature.

El objetivo de este estudio fue analizar el poder de predicción de las creencias implícitas de habilidad, las orientaciones de meta y la percepción de competencia deportiva sobre el conocimiento procedimental en jugadores de baloncesto. En la investigación participaron 339 jugadores de edades comprendidas entre los 12 y 15 años. Se les midió la orientación motivacional (POSQ), las creencias de habilidad en el deporte (CNAAQ-2), la competencia deportiva y el conocimiento procedimental en baloncesto (CCPB). Los resultados mostraron que la creencia incremental de habilidad predecía positivamente el conocimiento procedimental, mientras que la creencia de entidad lo hacía de forma negativa. La relación entre las creencias de habilidad y el conocimiento procedimental fue directa, sin mediación de las orientaciones de meta y la competencia percibida. Los resultados se discuten en relación al papel de la motivación sobre el conocimiento procedimental en el deporte.

The objective of this research is to analyze the preception that have the judokas of different levels of expertise regarding the general and daily activities. The study sample consisted of regional level judo (n = 9), national (n = 27) and international (n = 40). For data collection questionnaire was used as a measuring instrument, through which the subjects rated each activity from four dimensions: concentration, physical exertion, fun and performance. The international judokas stressed the diet as the most important activity to improve performance within the overall activities. With regard to daily activities sleep all judokas highlighted as the most important activity to improve performance. Key words: Deliberate practice, performance, expertise, judo. El objetivo de esta investigación es analizar la precepción que tienen los judocas de diferente nivel de pericia respecto a las actividades generales y cotidianas. La muestra de estudio estuvo compuesta por judocas de nivel regional (n = 9), nacional (n = 27) e internacional (n = 40). Para la recogida de datos se utilizó el cuestionario como instrumento de medida, a través del cual los sujetos valoraron cada actividad desde cuatro dimensiones: concentración, esfuerzo físico, diversión y rendimiento. Los judocas de nivel internacional destacaron la dieta como la actividad más importante para mejorar el rendimiento dentro de las actividades generales. En cuanto a las actividades cotidianas todos los judocas destacaron dormir como la actividad más importante para mejorar el rendimiento. Palabras clave: Práctica deliberada, rendimiento, pericia, judo.

Background: The purpose of this study was to analyse the relation between the number of hours of organized sports practice and self-concept, considered from a multidimensional approach (physical, emotional, academic, social and family self-concept). The relation between these variables as a function of gender was also investigated. Methods: We used a sample of 840 students from fifth and sixth grade of Elementary Education (494 boys and 346 girls), aged 9 to 12 years, from Spain. To assess the students&rsquo, self-concept, we used the AF-5 Self-Concept Form 5 questionnaire. Results: The results show that children who practice organized sport, present a better physical self-concept (0 h a day [h/d]: M = 5.20, SD = 1.82, 1 h/d: M = 5.90, SD = 1.82, 2 h/d: M = 5.99, SD = 1.56, 3 h/d: M = 6.00, SD = 1.42). Boys present a higher emotional self-concept than girls (p &lt, 0.05). Moreover, children&rsquo, s sports practice is beneficial for the academic and family self-concept but in the case of girls, a high number of hours of daily practice may be decreasing these potential benefits. Conclusions: The findings suggest that organized sports practice could have a positive effect on self-concept. We underline the importance of encourage children to practice sport and paying particular attention to gender differences in the development of the emotional self-concept during elementary education.

The analysis of the mental health in children under 14 years has become a research topic of global interest where the family can be a key factor for protection or risk against mental health problems. With this work, we intend to determine, employing binary logistic regression analysis, whether parental acceptance-rejection perceived by boys and girls can predict their mental health. Seven hundred sixty-two students participated, the average age was 12.23 years, 53.8% (n = 410) girls and 46.2% (n = 352) boys. We have used the Strengths and Difficulties Questionnaire (SDQ), self-reported version and the Affection Scale children version (EA-H) for parental acceptance-rejection to assess mental health. The odds ratio (OR) of the logistic models reports that there is a greater probability of having mental health problems in boys and girls when they perceive that they are highly criticized and rejected by their parents. With our work, we highlight the importance of the environment and family affection on mental health. The perception of the children about the rejection, aversion, and criticism of their parents constitutes a risk factor in the manifestation of mental health problems.

Este trabajo pretende estudiar no solo algunos de los factores cognitivos implicados dentro del tenis, sino establecer las relaciones existentes entre distintos factores cognitivos fundamentales como el conocimiento y la toma de decisiones. De esta forma, se han evaluado 12 tenistas de distinto nivel de pericia en variables como el conocimiento declarativo y procedimental general de juego (medidos a traves de cuestionarios), toma de decisiones y ejecucion (evaluados a traves de observacion sistematica). Podemos destacar fundamentalmente la relacion observada entre el conocimiento, tanto declarativo como procedimental, y la toma de decisiones, destacando en mayor medida la que se produce entre el conocimiento procedimental general y la toma de decisiones tanto en el servicio como en el resto de golpeos, que plantean la importancia del conocimiento sobre los aspectos tacticos y decisionales que los jugadores de tenis desarrollan durante el juego. Palabras clave : conocimiento; toma de decisiones; pericia; tenis. Abastract This work tries to study nonsingle some of the cognitive factors implied in tennis, but to establish the existing relations between different fundamental cognitive factors as the knowledge and the decision making. Of this form, 12 tennis players of different skill level in variables like declarative and procedural knowledge (measured through questionnaires), decision making and execution (evaluated through systematic observation) have evaluated themselves. We can emphasize the relation observed between the knowledge (declarative and procedural), and decision making, emphasizing in greater measurement the one takes place between the procedural knowledge and decision making in service as in the game play, that raise the importance of the knowledge on the tactical and decisional aspects that tennis players develop during the game. Key words : knowledge; decision making; expertise; tennis. doi:10.5232/ricyde2009.01705 Texto completo en PDF --------------------------------------------------------------------- Anderson, J. R. (1982). Acquisition of cognitive skill. Psychological Review, 89, 369-406. doi:10.1037/0033-295X.89.4.369 Anderson, J. R. (1987). Skill acquisition: Compilation of weak-method problem solutions. Psychological Review, 94, 192-210. doi:10.1037/0033-295X.94.2.192 Del Villar, F.; Garcia, L.; Iglesias, D.; Moreno, M.P., y Cervello, E.M. (2007) Expert-Novice Differences in Cognitive and Execution Skills During Tennis Competition. Perceptual and Motor Skills, 104 (2), 355-365. doi:10.2466/pms.104.2.355-365 PMid:17566424 McPherson, S. L. (1999a).Expert-novice differences in performance skills and problem representations of youth and adults during tennis competition. Research Quarterly for Exercise and Sport, 70, 233-251. PMid:10522282 McPherson, S.L. (1999b). Tactical differences in problem representations and solutions in collegiate varsity and beginner women tennis players. Research Quarterly for Exercise and Sport, 70, 369-384. PMid:10797895 McPherson, S. L., y Thomas, J. R. (1989). Relation of knowledge and performance in boys´ tennis: age and expertise. Journal of Experimental Child Psychology, 48, 190-211. doi:10.1016/0022-0965(89)90002-7 Nielsen, T.M., y McPherson, S.L. (2001).Response selection and execution skills of professionals and novices during singles tennis competition. Perceptual and Motor Skills, 93, 541-555. PMid:11769911 Poulton, E. C. (1957).On prediction in skilled movement. Psycological Bulletin, 54, 467 – 478. doi:10.1037/h0045515 PMid:13485273 Turner, A., y Martinek, T. J. (1999). An investigation into teaching games for understanding: Effects on skill, knowledge, and game play. Research Quarterly for Exercise and Sport, 70, 286-296. PMid:10522286

The purpose of this study was to modify the verbal behaviour of volleyball coaches during competition. Three beginner volleyball coaches were included in a formative program that included supervisory feedback plus systematic analysis of the coaches’ verbal feedback, as well as the coaches’ own observations and self-corrections of their behaviour during the competitive season. The outcome variable of interest was the verbal behaviour of the coach during timeouts during games, with consideration given for two specific dimensions of behaviour: the type of information provided to the team and the team to which the coach made reference. The results revealed a change in the verbal behaviour of the coaches, which was principally demonstrated in an increase in amount of tactical information and information provided about the opponent. Key words / palabras clave : mentoring through reflection | verbal behaviour | coach | volleyball | competition | supervision reflexiva | conducta verbal | entrenador | voleibol | competicion Resumen El proposito de este estudio fue modificar la conducta verbal del entrenador de voleibol durante la competicion. Tres entrenadores de voleibol fueron sometidos a un programa formativo (feedback de supervision con analisis sistematico de la conducta verbal del entrenador, y visionado de la actuacion) durante una temporada de competicion. La variable dependiente de la investigacion fue la conducta verbal del entrenador durante los tiempos muertos, considerandose dos dimensiones en la misma: tipo de informacion, equipo al que hace referencia la informacion. Los resultados obtenidos muestran una modificacion en la conducta verbal de los entrenadores, manifestada fundamentalmente en el incremento de informacion tactica y sobre el equipo contrario. doi:10.5232/ricyde2007.00802 --------------------------------------------------------------------- References/referencias More, K.G. and Franks, I.M. (1996). Analysis and modification of verbal coaching behaviour: The usefulness of a data-driven intervention strategy. Journal of Sports Sciences, 14, 523-543. doi:10.1080/02640419608727739 PMid:8981291 Smith, R.E.; Zane, N.; Smoll, F.L. and Coppel, D. (1983). Behavioral assessment in youth sports: Coaching behaviors and children’s attitudes. Medicine and Science in Sports and Exercise, 15, 208-214. PMid:6621307 Smoll, F.L.; Smith, R.E.; Curtis, B. and Hunt, E. (1978). Toward a mediational model of coach-player relationships. Research Quarterly, 49, 528-541. PMid:741090 Woods, A. and Lynn, S. (2001). Through the years: A longitudinal study of physical education teachers from a research-based preparation program. Research Quarterly for Exercise and Sport, 72(3), 219-231. PMid:11561387

Este estudio ex post facto analiza desde la perspectiva social-cognitiva de las metas de logro las relaciones existentes entre climas motivacionales, orientaciones de meta disposicionales y conductas pertenecientes a estilos de vida saludables (realización de práctica deportiva extraescolar, además de mantener una alimentación equilibrada, respetar el horario de las comidas y adecuados hábitos de descanso) de 402 estudiantes de Educación Física de 14 a 18 años de edad. Para ello se utilizó un análisis de ecuaciones estructurales. Los resultados muestran que la orientación a la tarea y la percepción del clima motivacional implicante a la tarea predicen positivamente la práctica deportiva extraescolar. Además, dicha práctica predice de forma positiva y significativa la alimentación equilibrada y el respeto al horario de las comidas y, sin llegar a la significatividad, los hábitos de descanso. De este modo, la práctica de actividad física y deportiva extraescolar actúa de mediadora entre el clima implicante a la tarea y las conductas saludables, siendo estas asociaciones consistentes con la perspectiva teórica de las metas de logro.

The cognitive aspect is one of the domains in which the sport performance is based (Janelle y Hillman, 2003). This component is more important in high strategy sports, as the volleyball, so to the uncertainty in which the players are unrolled in a real ga- me environment (Thomas, 1994). The purpose of this study was to know the declarative knowledge in youth volleyball players and the experience and age influence in the declarative kno- wledge. Participants in this study were volleyball players of two differents sport contexts (federative and scholl) and 13-16 ye- ars old (N=485). The declarative knowledge was assessed on a McGee and Farrow adapted test (1987). These results show that the high experience and age reveal higher levels of declarative knowledge. ANOVAs show significant differences existed in de- clarative knowledge according to the years of experience (F=97.87; p

Nuestro trabajo se encuadra dentro de las investigaciones relacionadas con los factores que median la eficacia del aprendizaje y pretendemos encontrar, a través de un análisis de ecuaciones estructurales, un modelo explicativo de la eficacia en situaciones de aprendizaje cooperativo mediante la comunicación del grupo, la interdependencia de los miembros del equipo y la responsabilidad. Participan 120 estudiantes de edades comprendidas entre 18 y 44 años, elegidos al azar de un total de 425 estudiantes de primer curso de los Grados Maestro en Educación Infantil y Maestro en Educación Primaria. Hemos diseñado los siguientes cuestionarios: Escala de Comunicación e Interdependencia en Aprendizaje Cooperativo y la Escala de Eficacia Grupal. Los resultados del modelo de ecuaciones estructurales indican que la comunicación entre los miembros del equipo predice la interdependencia y la responsabilidad (b=.85). Asimismo, nuestros datos verifican la importancia de la responsabilidad y de la interdependencia en la eficacia del equipo (b=.82). This study is part of the research on factors which mediate in the effectiveness of learning. Through an analysis of structural equations we expect to find an explanatory model of the efficiency in cooperative learning situations through group communication, and interdependence and responsibility of team members. 120 students aged 18 to 44 were involved. They were randomly selected from a total of 425 first-year students in the degrees Pre-School Education and Primary Education. We designed the following questionnaire: Scale of Communication and Interdependence in Cooperative Learning and Scale of Group Efficiency. The results of the model of structural equations show that communication between team members predicts interdependence and responsibility (b =.85). Furthermore, the data show the importance of responsibility and interdependence in team efficiency (b=.82).

Iglesias D, Garcia-Gonzalez L, Garcia-Calvo T, Leon B, Del Villar F. Expertise development in sport: contributions under cognitive psychology perspective. J. Hum. Sport Exerc. Vol. 5, No. 3, pp. 462-475, 2010. The aim of this paper has been that of revising and updating research about expertise development in sport under the cognitive psychology approach. At first, the structure of sport action in open contexts is analysed, differentiating cognitive and execution components. Secondly, having as a reference frame Anderson’s cognitive theory, it is possible to remark the importance of the process of building knowledge as a forerunner variable of ability. Finally, the most relevant and consistent findings about the role of knowledge, technical ability and experience are exposed, as well as their inter-relation effect. Departing from the current state of this matter, the necessity to propose new studies deepening about this area of investigation is suggested, especially about the characterization of practice quality that may contribute to

Resumen tomado de la publicación Se pretende analizar las estrategias cognitivas utilizadas por jugadores de tenis durante el juego real de competición, comparando la planificación táctica desarrollada en función del nivel de pericia de los sujetos. La investigación fue realizada con 6 tenistas, 3 jugadores noveles y 3 jugadores expertos. Los deportistas fueron entrevistados nada más terminar la acción de juego para que verbalizaran sobre qué estaban pensando en ese momento. El análisis de contenido de los informes verbales se ha realizado mediante un sistema de categorías propuesto originalmente por McPherson. Los resultados muestran que los expertos poseen una estructura de conocimiento mayor, más compleja y más sofisticada, que les permite planificar mejor sus posteriores decisiones durante el juego. Cataluña Universidad Pública de Navarra. Biblioteca; Campus de Arrosadía; 31006 Pamplona; Tel. +34948169060; Fax +34948169069; bupna@unavarra.es ESP

El aspecto cognitivo es uno de los dominios en los que se basa el rendimiento en el deporte (Janelle y Hillman, 2003). Este componente se manifiesta en mayor medida en deportes de alta estrategia, como el voleibol, debido a la incertidumbre en la que se desenvuelven los jugadores en un entorno de juego real (Thomas, 1994). El propósito del presente estudio fue conocer la influencia de la experiencia y la edad sobre el conocimiento declarativo en jóvenes jugadores de voleibol. La muestra de estudio estuvo compuesta por jugadores de voleibol pertenecientes a dos contextos deportivos diferentes (federado y escolar) y en edades comprendidas entre los 13 y los 16 años (N=485). Se midió el nivel de conocimiento declarativo de cada uno de ellos a través de un cuestionario elaborado para tal fin, adaptado de McGee y Farrow (1987). Los resultados determinaron que a mayor nivel de experiencia y a mayor edad se experimentaba un mayor nivel de conocimiento declarativo. El análisis de varianza realizado reflejó diferencias significativas en el conocimiento declarativo en relación a las variables experiencia (F=97,87; p