Search

This study analyzed the effects of with (WC) or without conducting a warm up on youth soccer players immediately before performing physical and cognitive tests. Fourteen youth soccer player (age 11.64 ± 0.50) participated in a counterbalanced cross-sectional study in which three conditions were tested: (a) basal lineal condition; (b) WC (immediately before the physical and cognitive tests); and (c) without WC (passive resting for 15 min between the warm-up and physical and cognitive tests). A 30-m sprint test, countermovement jump, and psychomotor vigilance task were also applied. The WC revealed significant improvements in countermovement jump (p p p

Este trabajo tuvo por objetivo realizar una revisión sistemática sobre intervenciones escolares basadas en descansos activos en contexto escolar con la intención de poder identificar las características clave (duración del DA, intensidad de las actividades, naturaleza de las mismas) que debe cumplir un descanso activo para proporcionar un mayor rendimiento cognitivo, como la concentración y la atención en el alumnado. Se realizó una revisión sistemática siguiendo el método PRISMA, estableciendo los siguientes criterios de inclusión: a) estudios publicados entre 2010 y 2020 (ambos inclusive), b) escritos en español o en inglés, c) descanso activo como tema principal, d) artículos elaborados dentro del contexto escolar. Las bases de datos Web of Science, Scopus y PubMed fueron consultadas. Un total de 19 artículos fueron incluidos, mostrando todos ellos mejoras sobre la atención y concentración de los alumnos, tras la realización de un programa de intervención de descansos activos en contexto escolar. Además, se observó la importante influencia que tienen las variables de duración, tipo e intensidad de la intervención para que los descansos activos mejoren el rendimiento cognitivo del alumnado. Finalmente, se concluyó que se encontraron mayores beneficios en descansos activos de corta duración, a una intensidad vigorosa y a través de una actividad con mayor carga cognitiva.

Mientras que un corpus teórico empieza a formarse sobre la definición de talento, identificación y desarrollo, la aplicación de estos términos a la Educación Física (EF) sigue siendo una tarea pendiente y compleja. Pese a que en los últimos años están surgiendo instrumentos de identificación del talento motor en las clases de EF, ninguno de ellos ha sido elaborado para el contexto español. Así, con el propósito de ofrecer a los docentes de EF un nuevo recurso educativo, el objetivo principal de este trabajo ha sido validar transculturalmente el instrumento de identificación denominado Scale for Identification of Sport Potential al contexto español. Un total de 11 expertos participaron en la validación transcultural de la escala. El resultado del estudio mostró un instrumento innovador para los docentes en EF, denominado EIPOTAM en su acrónimo, cuyo propósito sea realizar procesos de identificación del potencial talento motor en sus clases. Las áreas que el instrumento evalúa son: capacidad de aprendizaje deportivo, capacidad de actitud de trabajo, capacidad interpersonal, capacidad intelectual, capacidad creativa y capacidad motriz. Finalmente, se concluye la necesidad de utilizar esta escala en las clases de EF para comenzar procesos de identificación, con el objetivo de empezar un buen proceso de desarrollo del talento también desde el ámbito educativo. Futuros estudios deberán analizar si la EIPOTAM, validada transculturalmente en contexto español, cumple la misma estructura factorial que la escala original.

Actualmente se conoce la importancia que tiene la práctica de la actividad física en la salud de los niños. Sin embargo, la realidad nos muestra que la mayoría de los niños no cumplen con los mínimos de actividad física saludable diaria que proponen las recomendaciones internacionales. Por esta razón, existen evidencias que indican que desde la escuela se ha de fomentar la práctica de actividad física para que los niños puedan alcanzarlas y el recreo escolar constituye un contexto idóneo para este fin. El propósito de este estudio fue hacer una revisión sistemática de aquellas intervenciones durante el recreo escolar destinadas a incrementar la actividad física, para poder aportar unas recomendaciones de cara a futuras investigaciones e intervenciones. Para ello se realizó una búsqueda sistemática siguiendo las pautas de PRISMA y los artículos se incluyeron siguiendo los siguientes criterios: (a) estudios publicados en los últimos 13 años (desde 2007 hasta 2020); (b) escritos en inglés o en español; (c) en contexto escolar; (d) el objeto de estudio sea recreos y actividad física y/o atención; (e) programas de intervención. Finalmente se recogieron siete artículos entre los cuales se utilizaron estrategias como el aumento de espacios, marcas de colores, provisión de equipamiento, actividades estructuradas y participación del maestro. Como conclusión, intervenciones saludables durante recreos activos parece ser efectiva para incrementar la actividad física.

El objetivo de este trabajo es el estudio de la relación entre los descansos activos y el rendimiento académico en niños del segundo ciclo de educación infantil, mejorando los diversos contenidos curriculares, a través de juegos de Educación Física. La muestra estuvo compuesta por un total de 50 alumnos, divididos en grupo control (n=25) y un grupo experimental (n=25). Para la recopilación de datos se llevaron a cabo dos evaluaciones, una antes de la realización de los descansos activos, pre-test y otra posterior, post-test. Para el análisis de datos se utilizó la prueba t-Student, para medias de muestras relacionadas. Los resultados obtenidos reflejaron la importancia de la actividad física en el rendimiento académico, así como los beneficios transversales que aporta a la salud. The objective of this work is the study of the relationship between active breaks and academic performance in children preschool education, improving the curricular contents, through physical education games. The sample was formed by 50 participants, divided into a control group (n = 25) and an experimental group (n = 25). For the data collection, two evaluations were conducted, one before the programme (pre) and the other one after the programme (post). For the data analysis the t-Student test was used. The results obtained reflected the importance of physical activity in academic performance, as well as the transversal benefits it brings to health.

The physical activity has been shown to be beneficial to indicators of physical, mental, and psychosocial health in child and adolescent populations. In this way, there is a growing interest in the effect of physical activity on cognitive outcomes, because there are some evidences about the influence of physical activity and his efficacious and low-cost health behavior on cognitive and brain development in children and adolescents. However, the effects of regular physical activity on cognitive performance in children have been inconsistent in the literature and not enough study in childhood education. For this reason, the aim of this chapter will be focused in many aspects to take into account to create a proposal to increase the physical activity levels to improve the attentional and concentration levels in children from 3 to 6 years old.

The scientific literature has shown the beneficial effects of chronic Physical Exercise (PE) on a wide range of tasks that involve high-order functioning. For this reason, the present study aimed to investigate the effects of active breaks on physical fitness and vigilance performance in high school students through eight weeks of physical training. A total of 42 healthy students (age = 16.50 ± 0.59 years, height = 171.08 ± 8.07 cm, weight = 67.10 ± 13.76 kg) from one Andalusian high school (Spain) were assigned for convenience and matched into two groups, a Control Group (CG) and an Active-Break Group (ABG). The ABG performed two active breaks (based on strength and self-loading exercises) during the school day, first at 10:00 a.m. and second at 12:30 p.m. The participants were assessed before and after the training program using the Alpha-Fitness test battery and the Psychomotor Vigilance Task (PVT). Significant differences were observed in the post-training PVT results, compared with the pretraining PVT, showing ABG responding faster than CG. Thus, the presents study demonstrated that eight weeks of physical training affects vigilance performance (compared to CG) and improves the efficiency of vigilance in high school students, contributing to enhancement of quality of education.

El propósito del estudio es evaluar el conocimiento técnico-táctico en jugadores de fútbol con alto nivel de pericia. A 13 jugadores de 10 años del Albacete Balompié se les evaluó el rendimiento mediante video sobre un juego modificado de fútbol 3vs3 mediante la Herramienta de Evaluación del Rendimiento de Juego (HERJ). El objeto fue evaluar el rendimiento de los componentes individuales y grupales del juego (toma de decisiones y ejecución). A continuación se les realizaron dos entrevistas para conocer su conocimiento de base. En la primera se les preguntó por el conocimiento en los deportes de invasión, tomando referencia el fútbol. En la segunda se analizó el conocimiento procedimental a partir de secuencias de video de fútbol A-7. Los resultados revelan que los jugadores adquieren antes el rendimiento de juego (toma de decisiones y ejecución) que el conocimiento del dominio específico. A su vez poseen un rendimiento superior en la selección de las respuestas que en la ejecución. Los niños de 10 años deben hacer deporte pero la planificación de enseñanza tiene que centrarse en sus características y posibilidades The purpose of this study was to evaluate the technical and tactical knowledge of football players with high levels of expertise. the performance of 13 ten-year-old footballers from the albacete balompié team was evaluated using a modified 3vs3 football game video and the game performance assessment tool (herj in spanish). the purpose was to evaluate the performance of individual and group components during the match (decision making and execution). two interviews were then conducted to ascertain the players' knowledge base. the first inquired about the knowledge of invasion sports, using football as a reference. the second analysed procedural knowledge on the basis of a-7 football video footage. the results show that the footballers acquired game performance (decision making and execution) before they acquired the specific dominance knowledge. at the same time, they performed better in selecting responses than in execution. ten-year-old children should play sport, but educational planning needs to focus on their characteristics and possibilities

Cooperative learning (CL) is one of the pedagogical models that has had more application in the area of Physical Education (PE), being highly worked in the initial training of teachers. The aim of the study is to check to what extent future PE teachers are able to apply in the classroom the PE training they have received at university, deepening their fears, insecurities and problems when carrying it out. Thirteen future PE teachers (7 girls and 6 boys) aged 20.87 ± 1.43 participated and, after having been trained in CL in various subjects, applied it in the classroom during their internship. They were selected through purposeful non-probability sampling. A qualitative methodology was used, being the interviews, the teaching diaries and the seminars with the tutor the instruments of data collection used. Three categories of analysis were used: (a) initial expectations in the application of the CL; (b) problems encountered in its implementation; (c) reflection about its application in the future. The results showed how the future teachers did not see their expectations of success fulfilled, encountering resistance from both students and teachers in PE. Furthermore, they reflect the need to continue training in a model that has infinite nuances so that it can be implemented satisfactorily. It is necessary to continue researching a pedagogical model with so many possibilities in the area of PE and with so much transversality on a social level.

The aim of this cross-sectional study was to assess physical conditions related to health status and establish relationships with influencing factors such as family structure, educational level, and parental professional occupation in the infant stage of three to five years in a rural setting. The sample included 205 children between 3 and 5 years of age from rural areas (&lt, 10,000 inhabitants) from the region of Castilla-La Mancha (Spain). Fitness level was measured using the PREFIT battery, influencing factors were assessed with a family information questionnaire. The results showed significant differences in all the analyzed variables of physical condition and between genders at each of the educational levels except for body mass index. Boys performed better than girls on cardio-respiratory fitness tests, muscle strength in both hands, speed-agility, and longitudinal jump tests for boys aged three, while girls performed the test better at four years. The type of family structure was not correlated with any of the variables of physical condition, a lower level of education of the father and mother and the professional occupation of the mother were correlated with a higher body mass index. As a main conclusion, physical condition related to health seems to be affected by influencing factors such as educational level and family professional occupation, especially of the mother, but the type of family structure does not have as much influence. There are few studies in children from three to five years of age in exclusively rural areas, so the data in this study provides relevant and innovative information, while opening research to cater to this population group.

Several studies have linked physical fitness (PF) with improvements in health, at a physiological and psychological level, however, there is little evidence of its relationship with health in the social field. Hence, the main aim of this study was to determine the existing relationship between PF and peer relations, as an indicator of social health in Spanish pre-teens. For that purpose, 642 participants aged 9 to 12 were chosen and given the high-priority Alpha Fitness battery in order to assess the PF, as well as the Classroom Social Experiences Query (CESC) to assess their social status. The results showed that those students with a better cardio-respiratory fitness obtained more nominations from their classmates in pro-sociality and positive status, and fewer in victimisation and negative status. Additionally, although to a lesser extent, muscular fitness was also related to a higher positive status and lower victimisation. The weight condition was also related to social behaviours, although the resulting data were differentiated by sex. While females with a standard weight stood out for their positive status, underweight males obtained worse results in positive status and fewer in negative status. These results all correspond with the aesthetic models imposed by society for females and males, respectively. These results show that PF is related to social health, which makes necessary the promotion of physical activity and the development of PF within the school environment, with attention to its relationship with the social health of the students.

Objectives: The goal of this study was to shed light on the existent knowledge, internationally published over the last decade (2009−2019), on how to deal with talented children in physical education (PE). Methods: A mixed systematic review (SR) was conducted following Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines and registered in the International Prospective Register of Systematic Reviews (PROSPERO), registration number: CRD42019117211. Study eligibility criteria: The articles included were selected using the following criteria: (a) studies published in peer-reviewed international journals; (b) studies published from 2009 to 2019 (both inclusive); (c) studies that included quantitative and/or qualitative methods and findings; (d) research conducted within school contexts; (e) articles that focused on both talent/gift and PE, and (f) studies published in English or Spanish. Results: A total of 11 articles were identified. Results showed a gradual change in both methods and instruments used for talent identification (TI) in PE, focused currently on children’s health and involvement in sports. Second, there is consensus on the lack of clarity in schools’ policies and guidelines on how to deal with talented children in PE. Conclusions: Finally, there are alternative programs to elite athlete models that better fit in PE to deal with talented children and to avoid child disengagement in PE and sports.

El estado de salud en la población escolar muestra un elevado índice de sedentarismo y por ello es necesario conocer el estado de salud de los escolares para así poder realizar una adecuada intervención orientada a la actividad física saludable. El objetivo de este estudio es el conocer los niveles de condición física como referencia para orientarnos en el estado de salud de los escolares de 11 a 12 años a través de la aplicación de la Batería ALPHA-Fitness. La muestra consta de N= 79, (38 niños; 41 niñas). Los resultados muestran cómo los niveles de condición física relacionada con la salud están entre los valores muy bajos y bajos de los establecidos por los ref- erentes de la propia batería. Resulta necesario un trabajo de intervención ba- sado en la mejora de la Condición Física y más en las niñas que en los niños. The state of health in the schoolchildren shows a high rate of sedentary lifestyle and therefore it is necessary to know the state of health of schoolchildren and use the concepts in a correct way in order to be able to apply a precise intervention. he aim of this study is the health status in schoolchildren aged 11 to 12 years using the ALPHA-Fitness battery. he sample consists of 79 subjects, 38 boys and 41 girls. he results show how the levels of itness related to health are low or very low of those established for the age of 13 years. An interventional work based on the improvement of the physical condition is necessary and more in the girls than in the boys.

The objective of this study was to analyse the differences in tactical principles, decision-making and execution of the return shot and drop shot of squash players at different levels of proficiency. The sample was composed of 80 players, divided into four levels of expertise (first national category, second national category, autonomous regional level and provincial level). The Squash Performance Evaluation Tool was used for recording the level of decision-making and execution. The results revealed that reading of the context of the game improved as the level of the player’s expertise of both the return shot and the drop shot increased. The correlation between correct decision-making and better quality execution for both the return shot and the drop shot in squash also improved with the player’s level of expertise. According to these results, improvements in situational tactical principles and the application of tactical principles, correct decision-making and high-quality execution are essential to develop the athletic performance level among squash players.

The aim of this study was to analyze the effect of different small-sided and conditioning games (SSCG) with different tactical contents on heart rate responses, technical performance and collective organization of youth basketball players of different performance levels. Twenty male basketball players from U14 (13.7 ± 0.8 years old; 4.2 ± 1.4 years of practice) and U16 (15.3 ± 1.1 years old; 6.4 ± 2.1 years of practice) participated in this research study. The two-way MANOVA revealed that the sports level (p = 0.009; η p 2 $ \eta_\rm p^2 $ = 0.151), format (p = 0.001; η p 2 $ \eta_\rm p^2 $ = 0.246) and task condition (p = 0.023; η p 2 $ \eta_\rm p^2 $ = 0.104; small effect size) had significant main effects on heart rate responses. It was also found that the format (p = 0.001; η p 2 $ \eta_\rm p^2 $ = 0.182) had significant main effects on technical performance. A smaller format significantly increased the heart rate, volume of play, efficiency index and collective density during attacking plays. The SSCG with attacking content statistically increased the heart rate, efficiency index and performance score. Therefore, this study revealed that different SSCGs with tactical content influenced the physiological responses of youth players.

Background The purpose of this study was to examine the effectiveness of a six months' physical activity programme for overweight and obese adolescents, in order to improve the perception of their own body image and composition between two groups of adolescents, and to check possible gender differences. Aims The aim is to improve the body perception and composition in overweight adolescents with a physical activity programme. Methods It was a quasi-experimental design, with a control group and intervention group. Measures of pre-test and post-test were taken. A total of 38 adolescents that belong to the first cycle of Compulsory Secondary aged 12–15, with a body mass index (BMI) higher than the 85th percentile according to the WHO (World Health Organization), participated in the intervention. The anthropometric variables, height, weight, BMI, body fat percentage, and the circumference of the waist, hip, arm and medial calf, were measured pre- and post-treatment. The body image perception was measured using the Gardner test. The experimental group participated in the physical activity programme for a six months period. The physical activity intervention consisted of three sessions of 90 minutes each week in a sports centre. The structure of the sessions consisted of a warm-up (5–10 minutes), a main activity (60–70 minutes), combineding strength and cardiovascular training and a cool-down (7–10 minutes). Results After physical activity intervention the results showed significant improvements in the experimental group compared to the control group in the circumference of the waist, the hip, the arm, the medial calf (p

Whilst in other curriculum subjects, it exists observation criteria to detect gifted pupils, there is a paucity of information in Physical Education. For that reason, we aimed to reveal the observation criteria for identifying gifted pupils in Physical Education in an invasion game. Physical Education (PE) talent was evaluated combining results of questionnaire to experts, parents, and students. A validated nomination scale (NSIFT) and the Game Performance Evaluation Tool (GPET) were used. The research approach used in this study was transversal, descriptive, and inferential. The talent pool was composed of 18 gifted pupils aged 8&ndash, 14 (Mage = 11.67, SD = 1.53). The results showed that the most discriminating criteria to identify PE talent were found to be precocity in both execution and decision-making in the acquisition of tactical principles and tactical-technical skills. Getting free was the skill that they best mastered. In conclusion, the importance of tactical principles and decision-making as observation criteria is emphasized. Future studies should focus on developing mentoring programs in Physical Education.

Adults (more than 18 years old) are likely to reproduce the habits that they acquired during childhood and adolescence (from 6 to 16 years old). For that reason, teachers and parents have the responsibility to promote an active and healthy lifestyle in children and adolescents. Even though every school subject should promote healthy activities, Physical Education (PE) is the most important subject to foster well-being habits associated to healthy lifestyle during sport practice and other kinds of active tasks. Indeed, there are many factors that influence the acquisition of healthy habits that should be taken into account when programs and activities are implemented in both educational and extracurricular context. In this sense, psychological and social factors are of utmost importance to achieve optimal experiences for an active and healthy lifestyle. However, due to the myriad of studies analyzing different factors in different contexts, there could be confusion when programs and pedagogical strategies are applied in educational or extracurricular contexts. The objective of this investigation is to analyse the state of art of the psychosocial factors which influence the engagement in physical activities and sport practice. The keywords used in this review were mainly: “Self-Determination Theory,” “(intrinsic) motivation,” “Psychological need satisfaction,” “physical activity and sport engagement,” “Elementary Education,” “Secondary Education,” “Physical Education.” In addition, the Boolean data type “and,” “or,” and “not” were also used. The articles were selected according to the following criteria: (a) peer-reviewed original research published in international journals indexed in JCR or SJR, (b) published in English or Spanish, (c) about psychosocial factors which influence the physical activity and sport engagement, (d) in educational or extracurricular context. Research articles selected were found through Web of Science, Scopus, Google Scholar, SportDiscus (EBSCO-host), ERIC, Sierra-Díaz et al. Psychosocial Variables in Models-Based Practice PubMed, Medline, and PsycInfo databases. It was observed that physical activities and sport practice engagement are closely related to psychological factors. In particularly, intrinsic motivation was able to determine the active participation in any activity, including physical activity and sport practice during the implementation of Small-Sided Games and other kinds of pedagogical strategies (e.g., Pedagogical Models). Motivation was also closely related to flow state. Finally, these variables should be considered in order to organize effective programs to promote an active and healthy lifestyle in Physical Education classes.

La escuela y en particular el área de Educación Física, puede ser uno de los escenarios donde, bajo el denominado currículum oculto, se pongan de manifiesto actitudes estereotipadas y cargadas de prejuicios desde el punto de vista deportivo y motor. El objetivo principal de nuestro estudio fue identificar la percepción de los escolares de Educación Primaria entre los 11 y 12 años (11.87± 0.38) sobre los estereotipos de género vincula-dos con la actividad física y el deporte, a partir de subestereotipos asociados al tipo de práctica, respecto al profesorado y a clima de clase. Los princi-pales resultados muestran la presencia de estereotipos relacionados con el rendimiento, el autoconcepto y el trato por parte del profesorado. Desde la escuela y desde el área de Educación Física se debe tener muy presente estas situaciones que debemos reorientar para lograr una verdadera escuela inclusiva y sociedad que permita la igualdad de oportunidades. Abstract: The school, and the Physical Education may become as one of the setting where with the so-called hidden curriculum, attitudes loaded with prejudices, in terms of gender stereotyped, could be shown. The main objective of our study was to identify the perception of primary school stu-dents between 11 and 12 years old (11.87 ± 0.38) about gender stereotypes linked to physical activity and sport, based on sub-stereotypes associated with the type of practice , regarding the teaching staff and classroom cli-mate. The main results show the presence of stereotypes related to perfor-mance, self-concept and treatment by teachers. From the school and from the area of Physical Education, we must bear in mind these situations that we must reorient to achieve a true inclusive school and society that allows equal opportunities.

There is a concern to implement games that will be able to increase the students’ motor and sport competence during the sport contents in Physical Education. Some games encompassed in Models-Based Practice (MsBP) are more beneficial for physical and physiological development than others. The main purpose of this study is to compare the degree of physical and physiological performance in several futsal games that have been implemented through two MsBP: the Teaching Games for Understanding (TGfU) and the Contextualized Sport Alphabetization Model (CSAM). The second objective is to analyze the relationship between physical and physiological variables. A quasi-experimental and cross-sectional study with pre- and post-test evaluations had been carried out. The sample was composed of 112 Primary Education students from First to Sixth grade (9.35 ± 1.76 years). Polar Team Pro® technology was implemented to compare and analyze the physical and physiological variables. Data was analyze comparing both models with a two-step cluster model. Afterward, Student’s t-test was executed to compare the progression of both models. Besides, two-level multilevel model (MANOVA-ANOVA, followed by MANCOVA- ANCOVA) were also executed by means of applying a 4 versus 4 Small-Sided and Conditioned Game (SSCG). Finally, Pearson correlation between physical and physiological variables was calculated. Results showed that physical and physiological performance was higher in CSAM groups. In this regard, throughout the intervention of both models, results showed significant differences in physical and physiological variables at SSCGs implemented in the CSAM over the games implemented during the TGfU. Additionally, multilevel and MANCOVA post-test analyses shows significant differences in the physical and physiological performance during the post-test 4 vs. 4 SSCG at the CSAM students, in contrast to the TGfU students (p < 0.001). These results demonstrate that both physical (e.g., distance covered) and physiological performance (e.g., Edwards’ TRIMP) are significantly higher during CSAM in contrast to TGfU. Moreover, relationship between physical and physiological variables help teachers to adapt sessions to the features of the context.

Most studies on the identification and development of soccer talent have been one-dimensional in nature. Although some multi-dimensional analyses have been conducted, few research studies have assessed in any depth the socio-spatial factors influencing talent development. The aim of this particular study was to analyse variations in the international representation of clubs (n = 821) and countries (n = 59) in the development of players who took part in the 2014 FIFA Soccer World Cup. Clubs and countries were ranked and divided into quartiles according to the number of players developed between the ages of 15 and 21 (clubs and countries that developed players for at least three years between these ages) and the number of official league matches played by these players up to the age of 23. Significant variations were observed between clubs in terms of the number of developed players who took part in the World Cup and the number of official league matches played by these players up to the age of 23 (p < .05), and also between countries (p < .05). The findings reveal the need to carry out more in-depth studies into the type of training and competition engaged in by elite players in the period of development between the ages of 15 and 21. It may be the case that these factors are potentially decisive socio-spatial constraints in the development of soccer talent.

Since its introduction by OECD in 1997, the relevance of the concept of competence has been increasing within European education systems. The Spanish Education System has conferred competences a curricular key role in the last two education acts (LOE, 2006 and LOMCE, 2013). The implementation of a competence-based curricular approach involves bureaucratic changes, but above all methodological changes, whose main agent are teachers. After a decade of implementation, only a few studies have focused on the evaluation of this educational reform from teachers’ point of view. The aim of this study is to provide a national survey on Physical Education (PE) teachers’ perception of the competence-based curricular approach. A questionnaire was designed and validated to determine PE teachers’ perception of the contribution of PE to each key competence; teachers’ difficulties; and the suitability of the established PE curriculum to be carried out within the competence-based approach. A sample of 470 inservice PE teachers was obtained by using a random stratified sampling technique. Teachers showed a high perception of the potential contribution of PE to the development of the key competences, especially to those related to social and attitudinal aspects. Though, teachers believe that PE contents established in LOE are not suitable. Male, young, and public school teachers generally perceive a higher contribution of PE to the key competences than their fellow female, older, and private school teachers. Perceived difficulties in tasks development varied depending on educational stage and teachers’ experience.

In this research, para-sports for athletes with high support needs are used to sensitise students towards disability in their Physical Education (PE) classes, aiming to: 1) explore the participants’ attitudes towards disability and their previous contact with individuals with disabilities; and 2) know the short- and long-term effects of a Para-Sports Awareness Programme (PSAP) on attitudes towards disability. Totally, 88 participants in the sixth-grade of Spanish Primary Schools were divided into a control group (15 males, 30 females; mean age = 11.29, SD = .51), and an intervention group (20 males, 23 females; mean age = 11.51, SD = .59). The PSAP developed is based on boccia and goalball, including an education intervention in natural settings, comprising information, multimedia material and the simulation of physical and visual impairments. A questionnaire based on the Theory of Planned Behaviour and a Spanish version of the Children’s Attitudes towards Integrated PE (CAIPE) questionnaire were used to assess students’ attitudes towards disabilities in PE classes. After the PSAP, the intervention group demonstrated improved attitudes in all variables, with some statistically significant differences, such as concerning the acceptance of adaptations in sports practice (p < .01; d = .58). Therefore, the intervention proves the effectiveness of the applied PSAP in improving students’ attitudes towards disabilities.

Els agrupaments per edat cronologica posen de manifest diferencies de desenvolupament entre les persones que el componen. Aquestes diferencies de fins a dotze mesos d’edat es el que es coneix com a edat relativa, i les seves consequencies configuren l’anomenat efecte de l’edat relativa (RAE). Actualment, estudis relacionats amb el futbol indiquen la possible seleccio de jugadors amb talent influenciat per aquest fenomen, el qual perjudica aquells esportistes nascuts en els ultims mesos de l’any. L’objectiu d’aquest treball es analitzar la presencia de l’efecte de l’edat relativa en la lliga de futbol professional espanyola espanyola durant la temporada 2013/2014. L’analisi ha inclos la totalitat dels futbolistes de la primera divisio durant la temporada esmentada (20 equips, n = 474). Es van establir frequencies per trimestres i semestres, i es va procedir amb l’estadistic khi quadrat per comprovar l’homogeneitat en la distribucio. Els resultats van confirmar una major representacio de jugadors nascuts en el primer semestre de l’any, tot indicant valors estadisticament significatius (p 0,05). Les conclusions confirmen un lleuger augment de RAE en la temporada 2013/2014, per tant, es fa necessaria una revisio en els processos de seleccio de jugadors amb l’objectiu d’equilibrar les probabilitats d’exit dels jugadors nascuts a fi d’any.

Los agrupamientos por edad cronológica ponen de manifiesto diferencias de desarrollo entre las personas que lo componen. Estas diferencias de hasta doce meses de edad es lo que se conoce como edad relativa, y sus consecuencias configuran el llamado efecto de la edad relativa (RAE). Actualmente, estudios relacionados con el fútbol indican la posible selección de jugadores con talento influenciado por este fenómeno, perjudicando a aquellos deportistas nacidos en los últimos meses del año. El objetivo de este trabajo es analizar la presencia del efecto de la edad relativa en la liga de fútbol profesional española durante la temporada 2013/2014. El análisis ha incluido a la totalidad de los futbolistas de la primera división durante dicha temporada (20 equipos, n=474). Se establecieron frecuencias por trimestres y semestres, y se procedió con el estadístico chi cuadrado para comprobar la homogeneidad en la distribución. Los resultados confirmaron una mayor representación de jugadores nacidos en el primer semestre del año, indicando valores estadísticamente significativos (p 0,05). Las conclusiones confirman un ligero aumento de RAE en la temporada 2013/2014, por tanto, se hace necesaria una revisión en los procesos de selección de jugadores con el objetivo de equilibrar las probabilidades de éxito de los jugadores nacidos a finales del año.

Actualmente entendemos la salud desde una perspectiva global. Esta configuración se compone de tres dimensiones, como son la biológica, psicológica y social, quedando obsoleta la definición de salud, simplemente, como ausencia de enfermedad. Este cambio de pensamiento en el concepto de salud, ha afectado también al ámbito educativo, aunque no está tan claro que la legislación lo refleje en este sentido. El propósito del trabajo es realizar un análisis sobre los contenidos de salud desde esta perspectiva global (biológica, psicológica y social), presente en el currículo de Educación Física en la etapa de Educación Primaria, en el sistema educativo español. Para ello se han analizado y comparado los principales documentos legales educativos de referencia como son el antiguo Real Decreto 1513/2006 y el actual Real Decreto 126/2014. De la reflexión profunda de ambos documentos, se ha podido constatar, que la salud es un contenido que se encuentra y se percibe legislado en cada uno de los elementos curriculares que componen el currículo, ya sea de forma explícita, o bien, de forma implícita, y que el actual Real Decreto 126/2014 en vigor continúa la tendencia marcada por el Real Decreto 1513/2006, en el que la salud adquiere una gran importancia en el currículum siendo trabajada desde la triple dimensión que configura la perspectiva global actual del concepto de salud.Abstract. Currently, health is understood from a global perspective. This conformation consists of three dimensions: biological, psychological and social. The definition of health simply as the absence of disease is now outdated. This shift in the concept of health has also affected education, although it does not clearly appear in the law. The aim of this paper is to analyze, from a global perspective (biological, psychological and social), the inclusion of health contents in the curriculum of Physical Education in elementary education in Spain. For this purpose, we have analyzed and compared the main legal reference documents: the old Real Decreto 1513/2006 and the current Real Decreto 126/2014. The study of both documents indicates that health contents appear in each of the elements that comprise the curriculum, either explicitly or implicitly. In addition, the present Real Decreto 126/2014 continues the tendency outlined by Real Decreto 1513/2006. In both legal frameworks, health contents are a very important part of the curriculum, as they exercise the three dimensions of the current global perspective on health as a concept.

Desde su introducción por la OCDE en 1997, la relevancia del concepto de competencia, ha ido en aumento dentro de los sistemas educativos europeos. El sistema educativo español lo contempla como elemento curricular de referencia en las dos últimas leyes educativas (LOE, 2006 y LOMCE, 2013). Después de una década, son escasos los estudios realizados sobre la evaluación del proceso de implementación de este nuevo enfoque desde el punto de vista del docente. El objetivo del presente estudio es el de aportar un estudio a nivel nacional sobre la percepción del profesorado de Educación Física (EF) acerca del enfoque curricular por competencias. Se diseñó y validó un cuestionario para conocer la percepción del profesorado sobre la aportación del área de EF a las distintas Competencias Básicas (CCBB), sus dificultades y la idoneidad del currículo prescrito para ser desarrollado mediante este enfoque. Mediante un muestreo aleatorio estratificado por provincias se obtuvo una muestra de 470 docentes de EF en activo. Los docentes mostraron una percepción elevada de la potencial contribución de la EF al desarrollo de las CCBB, especialmente a las relacionadas con aspectos sociales y actitudinales. Pese a ello, los profesores se muestran críticos en cuanto a la idoneidad de los contenidos tal y como están planteados en la LOE. Los varones, docentes jóvenes y docentes de centros públicos perciben en general una mayor aportación de la EF a las CCBB. La dificultad percibida, para el desarrollo de tareas según el enfoque por competencias, fue diferente en función de la etapa educativa y la experiencia. Since its introduction by OECD in 1997, the relevance of the concept of competence has been increasing within European education systems. The Spanish Education System has conferred competences a curricular key role in the last two education acts (LOE, 2006 and LOMCE, 2013). The implementation of a competence-based curricular approach involves bureaucratic changes, but above all methodological changes, whose main agent are teachers. After a decade of implementation, only a few studies have focused on the evaluation of this educational reform from teachers’ point of view. The aim of this study is to provide a national survey on Physical Education (PE) teachers’ perception of the competence-based curricular approach. A questionnaire was designed and validated to determine PE teachers’ perception of the contribution of PE to each key competence; teachers’ difficulties; and the suitability of the established PE curriculum to be carried out within the competence-based approach. A sample of 470 inservice PE teachers was obtained by using a random stratified sampling technique. Teachers showed a high perception of the potential contribution of PE to the development of the key competences, especially to those related to social and attitudinal aspects. Though, teachers believe that PE contents established in LOE are not suitable. Male, young, and public school teachers generally perceive a higher contribution of PE to the key competences than their fellow female, older, and private school teachers. Perceived difficulties in tasks development varied depending on educational stage and teachers’ experience. SI

The evaluation of talent has gained a great impact due to the importance that can have both for football clubs and for the player's own families. However, this contrasts with the processes carried out today, based mainly on the expert's intuition to promote a football player category. In order to try to make an objective evaluation of the soccer player, one of the methods most used in previous studies has been the use of performance indicators, however, the reliability of the same has not been demonstrated. The research objective that has had this work has been to verify the reliability of the performance indicators. First, comparing the performance of a group of players nominated for the gold ball, and secondly comparing the performance of a group of players nominated five times in the last five years with another group of players who have never been nominated. The sample consisted of 103 soccer players. Data collection has been done from the WhoScored database. And the analysis of the same through the program SPSS v. 22.0. The results show that the performance of those players nominated and not nominated for the gold ball is similar, therefore, it is possible to conclude the poor reliability of the performance indicators most used in previous studies. Finally, as a prospective research, it is proposed to use other validated evaluation instruments that are responsible for measuring the tactical aspect of the soccer player. This work was carried out thanks to the obtaining of a predoctoral contract for the formation of UCLM research staff within the framework of the I+D+i Plan, co-financed by the European Social Fund. [2014/10340].

Grouping people according to chronological age is popular in fields such as education and sport. Athletes who are born in the first months of the year usually have cognitive and physical development differences in contrast to those born in the last months of the same year. That is why competitive teams tend to select older players more often than youngsters. Age differences between athletes born in the same year as well as an over-representation of older players are known as the Relative Age Effect. This effect is extensively described in young and elite team sports such as basketball, volleyball or, ice-hockey, as well as in soccer. The purpose of this study is to examine the state-of-the-art of the Relative Age Effect in youth and elite soccer players. This review summarizes recent research articles on the Relative Age Effect related to competitive soccer from 2010 to 2016. The systematic literature search was conducted in four databases: SPORTDiscus, Medline, EBSCO host and Google Scholar. Although causes and final solutions have not been clearly achieved yet, it is necessary to continue investigating this phenomenon in order to provide a starting point for future research.

The identification of football talent is a critical issue both for clubs and the families of players. However, despite its importance in a sporting, economic and social sense, there appears to be a lack of instruments that can reliably measure talent performance. The aim of this study was to design and validate the Nomination Scale for Identifying Football Talent (NSIFT), with the aim of optimising the processes for identifying said talent. The scale was first validated through expert judgment, and then statistically, by means of an exploratory factor analysis (EFA), confirmatory factor analysis (CFA), internal reliability and convergent validity. The results reveal the presence of three factors in the scale’s factor matrix, with these results being confirmed by the CFA. The scale revealed suitable internal reliability and homogeneity indices. Convergent validity showed that it is teammates who are best able to identify football talent, followed by coaches and parents. It can be concluded that the NSIFT is suitable for use in the football world. Future studies should seek to confirm these results in different contexts by means of further CFAs.

Relative age effect (RAE) describes the long-lived performance effects associated with systematic age differences of athletes in sports where competition is organized according to age cohorts. This phenomenon has been studied in many different sports, across widely varying samples and other factors such as anthropometric and fitness characteristics, career stage, competition or selection level, cultural-societal trends, elite participation, gender, laterality, leadership development, in performance achievement and participation rates, in success and dropout, player nationality, playing position or self-selection. The relative age effect is not independent of other important factors, such as birthplace, gender, professional/amateur sport, or family socioeconomic factors. Most studies have looked at the advantage in performance that athletes who were born near the end of the year have, because they are relatively older and more developed than those in their competition cohort who have birthdays earlier in the year. RAEs of different magnitudes have been found depending on factors such as sex (males show larger effects than women) and type of sport (professional and majority sports have larger effects than amateur and minor sports). For these reasons the effect is regarded as a significant influence in the development of athletes' careers, and the acquisition of sports skills. The present article briefly summarizes evidence that may help explain how RAE influences the maintenance and development of sport expertise.

La obesidad y su incidencia son cada vez más obvias en la sociedad española. Situación está a la que tampoco escapan los niños y niñas en edad escolar. En este sentido, se planteó evaluar la efectividad de una intervención de actividad físico-deportiva extracurricular en adolescentes con sobrepeso y obesidad, de 6 meses de duración, y comprobar la incidencia de dicha intervención sobre la disminución del porcentaje de grasa corporal, la mejora de la condición física de los participantes objeto de estudio, así como las posibles diferencias en función del género. El estudio contó con 38 estudiantes de primer ciclo de secundaria, con un IMC superior al percentil 85. Se realizaron pruebas de condición física y mediciones antropométricas . Los resultados mostraron mejoras significativas en el grupo experimental respecto al grupo control, observándose diferencias también por género. Los resultados son discutidos en el documento

El propósito del estudio es evaluar el conocimiento técnico-táctico en jugadores de fútbol con alto nivel de pericia. A 13 jugadores de 10 años del Albacete Balompié se les evaluó el rendimiento mediante video sobre un juego modificado de fútbol 3vs3 mediante la Herramienta de Evaluación del Rendimiento de Juego (HERJ). El objeto fue evaluar el rendimiento de los componentes individuales y grupales del juego (toma de decisiones y ejecución). A continuación se les realizaron dos entrevistas para conocer su conocimiento de base. En la primera se les preguntó por el conocimiento en los deportes de invasión, tomando referencia el fútbol. En la segunda se analizó el conocimiento procedimental a partir de secuencias de video de fútbol A-7. Los resultados revelan que los jugadores adquieren antes el rendimiento de juego (toma de decisiones y ejecución) que el conocimiento del dominio específico. A su vez poseen un rendimiento superior en la selección de las respuestas que en la ejecución. Los niños de 10 años deben hacer deporte pero la planificación de enseñanza tiene que centrarse en sus características y posibilidades.

Objective: The main purpose of the present study is to assess the factor structure and reliability of the Spanish ver sion of the 21-item Three Factor Eating Questionnaire (TFEQ-R21C) in children and adolescents and to analyze the relationships between eating behaviors, body composition and cardiovascular fitness. Subjects: A total of 192 children and adolescents took part in this study (89 boys and 103 girls; aged from 8.8 to 16.8 years old and with body mass index (BMI) ranging from 13.2 to 41.1 kg/m2 ). None of them had either a his tory of psychological or eating disorders. Measurements: Body composition (dual-energy X-ray absorptiometry-DXA), anthropometrics (body mass, height and BMI), cardiovascular fitness (cyclo-ergometer incremental test) and eating behaviors (TFEQ-R21C) were determined in all participants. Results: The confirmatory factor analysis corroborated the same three factors of the original TFEQ-R21: Uncon trolled Eating (UE), Emotional Eating (EE) and Cognitive Restraint (CR). The internal-consistency reliability (Cronbach's alpha coefficient) for the questionnaire was 0.73. Significant differences were found in BMI (F2,189 = 3.50, p = 0.032) and total fat mass (TFM) (F2,189 = 3.60, p = 0.029) between tertiles of the CR scale (children who had the lowest scores, also had lower BMI and fat mass). Cardiovascular fitness (measured by rel ative VO2 peak) differs depending on the UE and CR scores. The “healthy” group (those who were normal-weight and had also the highest relative VO2 peak) showed a significant lower CR (F3,160 = 3.07, p = 0.030) and higher UE (F3,160 = 3.86, p = 0.011) than the “unhealthy” group (those who were neither normal-weight nor had adequate relative VO2 peak). Conclusions: According to the psychometric analysis of the questionnaire, the TFEQ-R21C is a valid and useful tool to assess eating behaviors in Spanish child population. Further research is necessary to understand the links be tween eating behaviors and other health-related behaviors such as physical activity time or cardiovascular fitness.

Relative Age Effect (RAE) is the breakdown by both age grouping and dates of birth of athletes. In the past 20 years the existence of this effect has been shown with higher or smaller impact in multiple sports, including soccer. The purpose of this study was to identify the existence of RAE in European soccer players. The sample included 841 elite soccer players who were participants in the UEFA European Soccer Championship in different categories. The professional category (n = 368), U-19 (n = 144) and U-17 (n = 145) were in 2012, and U-21 was in 2011 (n = 184). The Kolmogorov-Smirnov test and the Levene test recommended the use of nonparametric statistics. The results obtained by the square test (the Kruskal-Wallis test and Cohen’s effect sizes revealed the existence of RAE (χ2 = 17.829, p < 0.001; d = 0.30), with the size of their different effects depending on their category or qualifying round achieved by the national team and the existence of significance in the observed differences by category. Therefore, we could continue examining RAE which is present in elite soccer, and could be considered a factor that influences performance of the national teams tested. RAE was not evident in the professional teams analysed, however it was present in the three lower categories analysed (youth categories), with its influence being greater on younger age categories (U-17).