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Plantar pressure is related to injuries in the lower extremities, and can be influenced by certain individual factors. However, the pressures of complex but important actions in team sports, such as rugby scrum, have not yet been analyzed. The aim of the study was to examine whether there is a relationship between plantar pressure and individual factors such as age, height, weight or foot size during the rugby scrum gesture. The plantar pressures of 24 men and 20 women, all healthy rugby players, were recorded using the BioFoot® system, during various scrum situations. Positive correlations were found with weight, height and foot height (rho> 0.33 and p <0.05), especially in the forefoot and toes area. These results can serve to better understand the behavior of plantar pressure in a gesture that has not been studied so far., La presión plantar está relacionada con lesiones en las extremidades inferiores, pudiendo ser influida por ciertos factores individuales. Sin embargo, las presiones de acciones complejas pero importantes en deportes de equipo, como la melé del rugby, todavía no han sido analizadas. El objetivo del estudio fue examinar si existe relación entre la presión plantar y factores individuales como la edad, la altura, el peso o la talla del pie durante el gesto de la melé de rugby. Se registraron las presiones plantares de 24 hombres y 20 mujeres, todos jugadores de rugby sanos, mediante el sistema BioFoot®, durante diversas situaciones de melé. Se hallaron correlaciones positivas con el peso, la altura y la talla del pie (rho>0,33 y p<0,05), sobre todo en la zona del antepié y los dedos. Estos resultados pueden servir para entender mejor el comportamiento de la presión plantar en un gesto hasta ahora no estudiado.

Dance is an artistic discipline that combines the skill of body movement with the expressiveness of emotions, feelings, and ideas. However, expressiveness generally remains in the background both in the teaching process and in its evaluation. In this sense, the objective of the present study was to design and validate a rubric to evaluate the expressiveness in dance in general, as well as to assess its inter-evaluator reproducibility and its application in two groups of dancers. Both groups learned the same choreography with the difference that only one of them was aware of the rubric. This choreography was videotaped to later be evaluated by two types of evaluators, with and without experience in dance. The rubric consisted of 4 items and showed good validity (Cronbach's alpha = 0.94) and reproducibility (intraclass correlation coefficient > 0.76). In addition, the knowledgeable group obtained a better score in each of the expression patterns that make up the rubric (p < 0.05). By way of conclusion, the rubric designed here allows the evaluation of the expressiveness in dance, it can contribute positively both in the teaching-learning process, as well as in the evaluation of the dancers, and also, it can be used by both dancers and people without experience in this discipline., La danza es una disciplina artística que combina la destreza del movimiento corporal con la expresividad de emociones, sentimientos e ideas. Sin embargo, generalmente la expresividad queda en segundo plano tanto en el proceso de enseñanza como en su evaluación. En ese sentido, el objetivo del presente estudio fue diseñar y validar una rúbrica para evaluar la expresividad en la danza en general, así como valorar su reproducibilidad inter-evaluador y su aplicación en dos grupos de bailarines/as. Ambos grupos se aprendieron una misma coreografía con la diferencia de que solo uno de ellos fue conocedor de la rúbrica. Dicha coreografía fue grabada en vídeo para posteriormente ser evaluada por dos tipos de evaluadores, con y sin experiencia en danza. La rúbrica estuvo compuesta por 4 ítems y mostró buena validez (alfa de Cronbach = 0,94) y reproducibilidad (coeficiente correlación intraclase > 0,76). Además, el grupo conocedor obtuvo mejor puntuación en cada una de las pautas que conforman la rúbrica (p < 0,05). A modo de conclusión, la rúbrica aquí diseñada permite la evaluación de la expresividad en la danza, puede contribuir positivamente tanto en el proceso de enseñanza-aprendizaje, como en la evaluación de los bailarines, y además, puede ser utilizada tanto por bailarines como por personas sin experiencia en esta disciplina.

[EN] Oral presentation is one of the fundamental competences in the teaching-learning process for most of the university students and rubrics could be used as a useful tool in this process. Therefore, the main objective was to determine the perception of validity and utility of a rubric for students of the Physical Education and Sports Sciences degree, considering also if they were involved or not in the rubric’s development. 115 students participated, in two groups. The teacher of the subject gave to both groups the same rubric to evaluate their oral presentations. So, one of the groups modified and prepared the rubric´s elements. After oral presentations, both groups completed a rubric's validity perception questionnaire. Moreover, the academic performance of the two groups was recorded. Students positively assessed the rubric´s validity as a method of preparing and evaluating the oral presentation. The results non-show to the possible effect on this perception in the students that could be involved in the modification and preparation of the rubric. However, academic performance could have a greater influence., [ES] Una de las competencias transversales fundamentales en el ámbito universitario es la exposición oral. Las rúbricas pueden ser una herramienta especialmente útil para promover su desarrollo y alinear los procesos enseñanza-aprendizaje y la evaluación de la misma. El objetivo principal del estudio ha consistido en determinar la validez y utilidad que los estudiantes de la titulación de Ciencias de la Actividad Física y el Deporte conceden a una rúbrica desarrollada al efecto, considerando adicionalmente su implicación o no en la elaboración de la misma. En el estudio participaron un total de 115 estudiantes divididos en dos grupos. El profesor de la asignatura facilitó la misma rúbrica a ambos grupos para guiar el desarrollo y evaluar sus posteriores exposiciones orales, aunque solo un grupo pudo participar en la elaboración y modificación de los elementos que componen la rúbrica. Una vez realizadas las exposiciones orales, ambos grupos respondieron a un cuestionario de percepción de validez de la rúbrica. Además, se tuvo constancia del rendimiento académico de los dos grupos. Ambos grupos valoraron positivamente la validez y utilidad de la rúbrica como método de preparación y evaluación de la exposición oral. Sin embargo, los resultados no muestran efectos significativos de la implicación o no en la modificación y elaboración de la rúbrica sobre la misma, a diferencia del rendimiento académico que sí que pudo tener una mayor influencia.

[EN] One of the most used applications as a strategy of gamification in the classroom for the improvement of the learning process is KAHOOT. However, there are not many studies that have evaluated the repercussion of the application of sessions of this game at the end of the subject in the results of the final evaluation. In this way, the application of two complete sessions of KAHOOT was carried out at the end of the subject "Physiology of the Organs of Language and Hearing" of the Degree in Speech Pathology of the Universitat de València (course 2016-2017), with the objective of reviewing the contents related to the learning objectives of the subject. Two questionnaires, one for each session, were created consisting of 24 test questions with a duration of 1 and a half hour. The approval number of students of the subject was compared with the implementation of the KAHOOT session with respect to the two previous courses without innovation, observing an increase of 8%. More specifically, the percentage of students with higher qualifications increased, while that of lower qualifications decreased. The analysis of this implementation in the qualifications of the present and future results will corroborate the results of this work., [ES] Una de las aplicaciones más utilizadas como estrategia de gamificación en el aula para la mejora del proceso de aprendizaje es el KAHOOT. Sin embargo, no existen muchos estudios que hayan evaluado la repercusión de la aplicación de sesiones de este juego al final de la asignatura en los resultados de la evaluación final. De esta forma, se llevó a cabo la aplicación de dos sesiones completas de KAHOOT al final de la asignatura “Fisiología de los órganos del lenguaje y la audición” del Grado de Logopedia de la Universitat de València (curso 2016-2017), con el objetivo de repasar los contenidos relacionados con los objetivos del aprendizaje de la asignatura. Se desarrolló en cada sesión un cuestionario compuesto de 24 preguntas tipo test con una duración de 1 hora y media. Se comparó el número de aprobados con la implementación de la sesión de KAHOOT respecto a los dos cursos anteriores sin innovación, observándose un aumento de un 8%. De forma más específica, el porcentaje de alumnado con calificaciones altas aumentó, mientras que el de calificaciones bajas disminuyó. El análisis de dicha implementación en los resultados del presente y futuros cursos permitirá corroborar los resultados de este trabajo.

En la finca donde se ha realizado este estudio, el principal problema de plagas en los cultivos son los pulgones. Debido a la importancia de estos insectos y la gravedad de los daños que producen, se plantea el siguiente TFC que tiene como objetivos: 1. Identificar las diferentes especies de pulgón que podemos encontrar en determinadas plantas hortícolas a lo largo de un periodo de 6 meses en un cultivo ecológico en el municipio de Alcàsser, Valencia. 2. Determinar la densidad de población de los pulgones que tiene una planta o cultivo. 3. Conocer los meses en los que podemos encontrar pulgones en los diferentes cultivos 4. Determinar los enemigos naturales de las especies de pulgones 5. Proponer un diseño de manejo del hábitat para aumentar el número de insectos beneficiosos que puedan contribuir al control de la plaga del pulgón

[EN] The use of rubrics in the evaluation of oral presentations has been associated with several benefits for students. However, it is unknown whether students with better academic marks and greater self-regulation find the use of rubrics more useful or not. This paper aims to assess the relationship between how students perceive the use of a rubric and their academic characteristics, and to analyze the congruence between the professor’s and students’ evaluations when using the rubric. Eighty-five students studying for a Degree in Sport Sciences participated in this study. A rubric for oral presentations was used to assess the students’ performance. The students then filled out a questionnaire about their perception of the validity of the rubric, an assessment of academic performance, and a self-regulation questionnaire. Inverse correlations were observed between the academic record and two items of the rubric validity perception (r < −0.24). Direct correlations were also found between learning oriented self-regulation and four items of the rubric validity perception (r > 0.22). There was very good congruence between the professor’s and students’ marks when using the rubric (ICC = 0.78). The results suggest that the rubric used is a good instrument to ensure fair and consistent evaluations, despite possible differences between evaluators.

[EN] Foot orthoses are one of the most used strategies by healthy runners in injury prevention and performance improvement. However, their effect on running kinematics throughout an intense prolonged run in this population is unknown. Moreover, there is some controversy regarding the use of custom-made versus prefabricated foot orthoses. This study analysed the effect of different foot orthoses (custom-made, prefabricated and a control condition) on spatio-temporal and angular (knee flexion and foot eversion) kinematic parameters and their behaviour during an intense prolonged run. Twenty-four recreational runners per- formed three similar tests that consisted of running 20 min on a treadmill at 80% of their maximal aerobic speed, each one with a different foot orthosis condition. Contact and flight time, and stride length and stride rate were measured every 5 min by an optical measure- ment photoelectric cell system. Knee flexion and foot eversion kinematic parameters were measured by two high-speed cameras. No significant differences were found between the different foot orthoses in any of the time points studied and between the interaction of foot orthosis and behaviour over time, in any of the variables studied (P > 0.05). The use of cus- tom-made and prefabricated foot orthoses during an intense prolonged run does not pro- duce changes in spatio-temporal and kinematic parameters in healthy runners. These results suggest that a healthy runner maintains its ideal movement pattern throughout a 20 minute prolonged run, regardless the type of foot orthosis used

[EN] The main instruments to assess foot eversion have some limitations (especially for field applications), and therefore it is necessary to explore new methods. The objective was to determine the relationship between foot eversion and skin temperature asymmetry of the foot sole (difference between medial and lateral side), using infrared thermography. Twenty-two runners performed a running test lasting 30 min. Skin temperature of the feet soles was measured by infrared thermography before and after running. Foot eversion during running was measured by kinematic analysis. Immediately after running, weak negative correlations were observed between thermal symmetry of the rearfoot and eversion at contact time, and between thermal symmetry of the entire plantar surface of the foot and maximum eversion during stance phase (r = −0.3 and p = 0.04 in both cases). Regarding temperature variations, weak correlations were also observed (r = 0.4 and p < 0.05). The weak correlations observed in this study suggest that skin temperature is not related to foot eversion. However, these results open interesting future lines of research