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In the sports field, sports are usually classified according to the predominance of the energy system used during the competition; sports like Crossfit and ultra-marathon could be totally opposite due to the needs of athletes to achieve good places. Due to the above, the objective was established to compare the dermatoglyphic profiles of CrossFit and Ultra-marathon athletes according to the predisposition of the energy systems, aerobic and anaerobic, used in the competitions. Cross-sectional descriptive study, where the dermatoglyphic profile of 21 athletes of national presence (10 crossfit and 11 ultra-marathon runners) was determined, through the Computerized Dermatoglyphic System, brand Salus Dermatoglifia, according to the Cummins and Midlo protocol, which consists of taking the fingerprints of the 10 fingers of the hands. The fingerprint designs of the human being (arch, loop and whorl) and the elements contained in them (nucleus and delta) were analyzed, differences were established through the Analysis of Variance test in the SPSS V.25 statistical package. The results show significant differences between the average scores of the line count of both disciplines (108 and 165), being higher in ultra-marathon runners, associated with greater aerobic resistance. Another significant and relevant finding was the presence of arch-type fingerprints only in CrossFit athletes associated, along with low line count, with strength and power. It is concluded that Crossfit and Ultra-marathon athletes have dissimilar natural physical characteristics, which is why they participate and excel in different sports where they have enhanced their natural physical abilities through training. [ABSTRACT FROM AUTHOR]

The objective of this research was to characterize students who choose to study any of the undergraduate degree programs offered by the Universidad Autónoma de Chihuahua [Autonomous University of Chihuahua] in terms of the perceived self-efficacy of their academic performance. The sample consisted of 1,187 male college students, with an average age of 18.29 (DE=0.76). The approach adopted for the research was quantitative with a survey-type descriptive design. The results show that the profiles of perceived self-efficacy are very similar for students from different fields of study, and that communication-related behaviors represent an area of opportunity for incoming freshmen. [ABSTRACT FROM AUTHOR]

The teaching process and the success of learning are closely linked to cognitive and motivational factors. The purpose of this study was to test a multilevel model in higher education students on the relationship between the teaching organization and the dimensions of grit and perceived competence. Participated 3033 students, who answered utility dimension inventories and organization, competition and grit. The results show that at the individual level, the organization by the teaching staff focused on the utility and organization is positively related to the student's scream, this relationship being mediated by the perceived competence. The organizational improvement of the teacher generates student achievements through the positive impact on their competence. [ABSTRACT FROM AUTHOR]

Different international guidelines indicate the need for improving educational procedures. This study aims to contribute to the professional development training program of higher education professors from a Physical Education Teacher Education degree in México.This qualitative study used a participatory action research design through four cycles: (a) diagnosis; (b) elaboration of the action plan; (c) implementation and evaluation; and (d) feedback. The participants were the professor, six experts, and 17 students. Data were collected from semi-structured interviews with students and the professor, the analysis of the class syllabus, and nonparticipatory observations.The importance of carrying out a diagnostic cycle allowed us to identify the specific needs of the class. Similarly, the model of development and evaluation of academic competencies (M-DECA) allowed the professor to develop specific pedagogical and disciplinary competencies from the training program.A continuous professional development training program for university professors in pedagogical and disciplinary strategies generates better learning results. The inclusion of innovative content in the class syllabus was also crucial. [ABSTRACT FROM AUTHOR]