La regulación profesional es una realidad: Ley del Deporte de Andalucía

En este 2016, en Andalucía (España), los profesionales de la Educación Física (EF), la actividad física y el deporte hemos vivido un importante hito: la aprobación y publicación de la Ley del Deporte de Andalucía (Ley 5/2016, de 19 de julio, del Deporte de Andalucía). Ésta ley supone un marco legal que contribuirá a evitar el intrusismo en el sector. En este sentido, también velará por la protección de la salud y la seguridad de los consumidores y destinatarios de los servicios deportivos, así como por la calidad en la prestación de los mismos. Desde E-motion: Revista de Educación, Motricidad e Investigación, somos optimistas y estamos convencidos que se seguirá legislando, investigando y trabajando en pro de la ciudadanía, así como que los profesionales del deporte ocuparán la posición que les corresponde en esta sociedadIn 2016, Andalusia (Spain), the professionals in physical education (PE), physical activity and sport have experienced a remarkable milestone: the approbation and publication of the Law of Sport in Andalusia (Law 5/2016, of July 19, Sports of Andalusia This Law entails a legal framework that will contribute to avoid unqualified practice in the sector. In this sense, it will also take care of the health protection and the safety of the consumers and the recipients of the sports services, as well as the quality of their presentation. From E-motion: Journal of Education, Mobility and investigation, we are optimistic and convinced that we will continue to legislate, investigate and work in behalf of the citizens, as well as the sports professionals that will occupy the position that corresponds them in this society

Factores motivacionales relacionados con la adherencia a la práctica deportiva competitiva en adolescentes

El objetivo fue analizar los factores motivacionales que influyen en la adherencia a la práctica deportiva de los adolescentes. Esta tesis está compuesta por diferentes publicaciones, donde, en primer lugar, se analizaron las relaciones entre diferentes variables de forma correlacional; y en un segundo lugar, se profundizó en su estudio utilizando una metodología cualitativa. Se administró un cuestionario a una muestra total de 608 deportistas de diferentes modalidades (de edades comprendidas entre los 12 y los 17 años). Además, 15 de estos deportistas fueron entrevistados. Los resultados de los modelos de ecuaciones estructurales presentados mostraron que el clima motivacional, el apoyo a la autonomía, las metas de logro y las metas sociales influían en la satisfacción de las necesidades psicológicas básicas de autonomía, competencia y relación con los demás. La satisfacción de estas necesidades predijo la motivación intrínseca, y ésta predijo la intención del deportista de continuar siendo físicamente activo.The objective was to analyze the motivational factors that influence adherence to sport of adolescent. This thesis is composed of various publications in which, firstly, the relationships between these variables were analysed in a correlational manner, and secondly, this research was continued with a more in-depth study using a qualitative methodology. A questionnaire was administered to 608 athletes (between 12 and 17 years of age) from various sport modalities. Additionally, 15 of these athletes were interviewed. The results of the structural equations models that were presented demonstrated that social factors such as the motivational climate, the autonomy support, the achievement goals, and the social goals influenced the satisfaction of the basic psychological needs for autonomy, competence, and relatedness. The satisfaction of these needs predicted intrinsic motivation, and intrinsic motivation predicted the athlete's intention to continue being physically active

Estrategias para desarrollar la inteligencia emocional y la motivación en el alumnado de Educación Física

Un desafío del sistema educativo actual es conseguir una adecuada formación académica y emocional de los alumnos. Sin embargo, la formación inicial de maestros y profesores de educación física ha dejado en un segundo plano el desarrollo de las competencias emocionales del alumnado. Por otro lado, conseguir que los estudiantes estén motivados en las clases de educación física ha sido un tema más tratado, aunque en la mayoría de los casos de forma superficial. Teniendo en cuenta que el fomento de una motivación positiva parece ser la clave para que el alumnado se comprometa con la práctica físico-deportiva fuera del horario escolar, parece lógico prestarle la atención que el tema se merece. Ambos constructos, inteligencia emocional y motivación, han sido relacionadas con consecuencias positivas como el bienestar psicológico, rendimiento, disfrute, etc. Por ello, en este trabajo se intentará recoger estrategias prácticas, fundamentadas en la literatura científica, para ayudar a desarrollar la inteligencia emocional y la motivación más autodeterminada en el alumnado de educación física. Así, utilizando el modelo de Mayer y Salovey y la Teoría de la Autodeterminación, se proponen estrategias que pueden ser de gran utilidad a docentes de educación física de cualquier nivel educativo.A challenge of the current educational system is to achieve an adequate academic and emotional formation of the students. However, the initial training of teachers and professors of physical education has left in the background the development of emotional competencies of students. On the other hand, getting students motivated in physical education classes has been a more addressed topic, although in most cases superficially. Bearing in mind that the promotion of a positive motivation seems to be the key for students to commit themselves to physical and sports practice outside school hours, it seems logical to pay attention that the subject deserves. Both constructs, emotional intelligence and motivation, have been related to positive consequences such as psychological well-being, performance, enjoyment, etc. Therefore, this paper will try to collect practical strategies, based on scientific literature, to help develop emotional intelligence and more self-determined motivation in the physical education students. Thus, using the model of Mayer and Salovey and the Theory of Self-determination, strategies are proposed that can be very useful to teachers of physical education at any educational level

Motivation and adherence to practice of basketball in adolescent

El objetivo del estudio fue examinar y profundizar en las motivaciones de los jugadores de baloncesto adolescentes para seguir practicando su deporte. La muestra estuvo compuesta por un total de 6 jugadores de baloncesto (3 chicas y 3 chicos), con edades comprendidas entre los 14 y los 16 años. Se empleó una entrevista semi-estructurada con preguntas abiertas a cada deportista. Se realizó un análisis de contenido de las transcripciones de las entrevistas, en el que se empleó un procedimiento deductivo. Los resultados revelaron que los siguientes factores tienen una gran importancia para que los jugadores de baloncesto entrevistados mantengan su práctica: una motivación autodeterminada para practicar, la satisfacción de sus necesidades psicológicas, el clima de apoyo a la autonomía que genera el entrenador, así como la relación con éste, el apoyo familiar y la posibilidad de poder compatibilizar con los estudios. En esta línea, se pone de manifiesto la necesidad de emplear estrategias para ayudar a que los deportistas adopten formas de motivación autodeterminadas, generar un clima de apoyo a la autonomía en los entrenamientos y en la competición, que facilite la satisfacción de las tres necesidades psicológicas y que, además, el adolescente cuente con el apoyo familiar en las diversas facetas de su vida; todo ello es fundamental para garantizar la adherencia a la práctica entre los jóvenes jugadores de baloncesto.The aim of the study was to examine and deepen the motivations of teenage basketball players to continue practicing their sport. The sample consisted of a total of 6 basketball players (3 girls and 3 boys), aged between 14 and 16 years. A semi-structured interview with open questions was used each athlete. A content analysis of the transcripts of the interviews, in which a deductive procedure was used was performed. The results revealed that the following factors are very important for players interviewed basketball maintain their practice: a self-determined motivation to practice, to satisfy their psychological needs, the climate of autonomy support generated by the coach and the relationship with it, family support and the possibility to reconcile with studies. In this line, it highlights the need for strategies to help athletes adopt forms of self-determined motivation, create a climate of support for autonomy in training and competition, to facilitate the satisfaction of the three psychological needs and also, the teenager has the family support in the various facets of his life; this is essential to ensure adherence to the practice among young basketball players.O propósito do estudo foi aprofundar conhecimentos sobre as motivações dos jogadores de basquetebol adolescentes para promover a sua adesão esporte no futuro, en numa amostra de adolescentes de 6 jogadores de basquete (3 meninas e 3 meninos) e com idades compreendidas entre os 14 e 16 anos. Para tal, foi utilizado como instrumento de trabalho uma entrevista semi-estruturada com perguntas abertas par cada atleta. Foi realizada uma análise de conteúdo das transcrições das entrevistas. Os resultados revelaram que os seguintes fatores são muito importantes para manter sua participação de esportes: motivação auto-determinada para a prática, satisfazer as suas necessidades psicológicas, clima de apoio autonomia gerado pelo treinador eo relacionamento com ele, apoio familiar ea possibilidade de conciliar com os estudos. Nesta linha, destaca a necessidade de estratégias para ajudar os atletas adotam formas de motivação auto-determinada, criar um clima de apoio para a autonomia em treinamento e competição, para facilitar a satisfação das três necessidades psicológicas e também, o adolescente tem o apoio da família nas várias facetas da sua vida; isto é essencial para garantir a adesão à prática entre os jovens jogadores de basquete

Achievement emotions, intention to be physically active, and academic achievement in physical education: Gender differences

Purpose: The objective of the study was to evaluate the relationships among the achievement emotions experienced during physical education classes, the intention to be physically active, and academic achievement. Methods: The sample consisted of 764 Spanish secondary education students (348 boys and 416 girls). Results: Pride, enjoyment, and hopelessness were the main emotions to explain the intention to be physically active, whereas enjoyment and boredom were the most important emotions to explain academic achievement. Given that boys had a better emotional experience than girls, the effect of gender in the prediction was studied. It highlights the significant moderating effect of gender for enjoyment and pride in the intention to be physically active. Discussion/Conclusion: These results show the need to apply strategies focused on each emotion, taking into account the students’ gender, for those that help to improve their emotional experience during physical education classes.The realization of this work was possible thanks to the predoctoral grant “FPU18/04855” run by the Ministerio de Ciencias, Innovación y Universidades, Gobierno de España. This research project, “Motivational and emotional climate in the classroom,” was supported by “Programa Operativo FEDER Andalucía 2014-2020 (proyectos I+D+i). Code: UHU-202006,” and this work was also supported by Research and Transfer Policy Strategy (EPIT), Research Group HUM643 and COIDESO, University of Huelva

Trastornos musculoesqueléticos en el personal de administración y servicios de la Universidad de Huelva

El objetivo del estudio fue analizar la prevalencia de los TME en el P.A.S. de la Universidad de Huelva. La muestra estuvo compuesta por 105 trabajadores/as de edades comprendidas entre los 30 y los 54 años. Se utilizó una encuesta sobre datos sociodemográficos y el Cuestionario Nórdico Estandarizado. Los resultados mostraron que el 83,8% de los encuestados reportó haber tenido alguna vez molestias musculoesqueléticas. Las mayores frecuencias de estas molestias se obtuvieron en el cuello, seguido de la zona dorsal o lumbar, de los hombros, de la muñeca y del codo. En conclusión, existe un elevado porcentaje del P.A.S. encuestado que padece TME, por tanto parece necesario emprender acciones, no sólo encaminadas a mejorar las condiciones ergonómicas de sus puestos de trabajo sino también a prevenir mediante diferentes actuaciones la aparición de estos síntomas.______________________________The purpose of this study was to analyze the prevalence of Musculoskeletal Disorders in the P.A.S. of University of Huelva. The sample consisted of 105 workers aged between 30 and 54 years. We used a survey of sociodemographic data and the Standardized Nordic Questionnaire. The results showed that 83.8% of respondents reported having ever had musculoskeletal discomfort. The higher frequencies of these complaints were obtained in the neck, followed by the thoracic or lumbar area, shoulder, wrist and elbow. In conclusion, there is a high percentage of PAS that Musculoskeletal Disorders respondent suffers therefore seems necessary to take action, not only to improve the ergonomics of their jobs but also to prevent various actions by the appearance of these symptoms

Prevendo intenção de permanecer fisicamente ativo em estuda ntes universitários

El objetivo del presente trabajo fue el de integrar la teoría de metas de logro 2x2 con la teoría de la autodeterminación en el ma rco del ejercicio para conocer la intención de seguir siendo física mente activo. Se teorizó que el efecto de la aproximación a la maestría sobre la sa tisfacción de las necesidades psicológicas básicas y el índice de autodete rminación ayu- daría a explicar la intención de seguir siendo físicamente a ctivo. La muestra del estudio estuvo compuesta por un total de 422 estudiantes uni versitarios físicamente activos. De los cuales eran 182 mujeres y 240 hombre s, de eda- des comprendidas entre los 17 y los 51 años (M = 21.47, DT = 4.07). L os resultados del modelo de ecuaciones estructurales muestra que la meta de aproximación a la maestría predice de forma mediada la motivaci ón autode- terminada. Con dichos resultados podemos apoyar %rmemente q ue la teoría de metas 2x2 es útil para la comprensión de los patrones de ejercic io. Estos resultados son discutidos en el marco de la teoría de la autodete rminación y de las metas de logro.O objetivo deste estudo foi integrar a teoria das metas de real i- zação com a teoria da autodeterminação no âmbito do exercício, pr ocuran- do conhecer a intenção de se manter %sicamente ativo. É assum ido teorica- mente que o efeito da aproximação à maestria relativamente à s atisfação das necessidades psicológicas básicas e o índice de autodetermi nação ajudariam a explicar a intenção de permanecer %sicamente ativo. A amos tra do estudo é constituída por um total de 422 estudantes universitários % sicamente ati- vos. Dos quais, 182 são mulheres e 240 homens, com idades situada s entre os 17 e os 51 anos (M = 21.47, DP = 4.07). Os resultados do modelo de equações estruturais mostra que o objetivo de se aproximar de d omínio pre- vê motivação mediada forma auto-determinada. Estes resultad os suportam fortemente a a%rmação de que a teoria das metas 2x2 é de maior utili dade na compreensão dos padrões de exercício. Estes resultados enqu adram-se no contexto da teoria da autodeterminação e de metas de realização?e aim of this study was to integrate the achievement goal theory of approach and avoidance with the self-determination t heory in exercise to assess the intent to remain physically active. I t was theorized that the eGect of mastery-approach on the satisfaction of basic psyc hological needs and the self-determination index would help to explai n the intention to remain physically active. ?e study ́s sample consisted of 42 2 physically active college students, of which 182 were women and 240 were men . ?eir ages ranged from 17 to 51 years (M = 21.47, SD = 4.07). According t o the data, the mastery-approach goal predicts and mediates self-determ ined motivation. Based on these results, we strongly support that the 2x2 goal theory is useful for understanding exercise patterns rather t han examining each separate objective. ?ese results are discussed in the f ramework of the theories of self-determination and achievement goals

TPACK questionnaire in Physical Education teachers

Uno de los modelos más empleados para medir la integración de las nuevas tecnologías en la educación es el conocimiento tecnológico, pedagógico y disciplinar (TPACK). Por ello, el objetivo de este estudio fue analizar las propiedades psicométricas de la versión española del Cuestionario TPACK para docentes de Educación física. Se administró el cuestionario TPACK a una muestra de 324 profesores universitarios de 51 universidades españolas. Se realizó un análisis factorial confirmatorio, de consistencia interna, de estabilidad temporal y de correlaciones bivariadas. Los resultados mostraron que el modelo de cuatro factores fue el que mejor ajuste presentó. El conocimiento tecnológico (TK) y el conocimiento sobre la aplicación de la tecnología (TCK+TPK+TPACK) correlacionaron de forma positiva y estadísticamente significativa con la autoeficacia en el uso del ordenador de los docentes. Los resultados indican que se trata de una herramienta adecuada para evaluar el TPACK en docentes de Educación físicaone of the most used models to measure the incorporated the new technologies in the education is, the technological pedagogical content Knowledge (TPACK). So, the objective of this study was to analyze the psychometrics propriety of the Spanish version of the TPACK questionnaire to Physical Education teachers. Was administrated to a sample of 324 university teachers. A confirmatory factor analysis, internal consistency, temporal stability and the bivariate correlations were perform. The results showed that the model with four factors model was the best settings presented. The technological knowledge (TK) and the knowledge about the application of the technology (TCK+TPK+TPACK), correlated in a positive form and statistically significant with the self-efficacy in the use of the computers of the teachers. The results indicate that the TPACK questionnaire tested in this study is an appropriate tool to assessment the TPACK in Physical Education teacher

Explanatory model of psychological well-being in the university athletic context

The aim of this study was to test a theoretical model that explains the psychological well-being of the participants of athletic physical activities. The model theorised the effect of mastery-approach goals, of perceived emotional intelligence, and of the satisfaction of the basic psychological needs on psychological well-being. The participants were 422 physically active university students (182 females and 240 males) with a mean age of 21.47 years (SD = 4.07). The structural equations model demonstrated that the satisfaction of the basic psychological needs mediated the mastery approach and self-esteem and partially mediated the perceived emotional intelligence and self-esteem. Emotional intelligence and self-esteem positively predicted satisfaction with life. The results are discussed in the framework of the theory of self-determination and goal achievement theory

Effects of Interventions Based on Achievement Goals and Self-Determination Theories on the Intention to Be Physically Active of Physical Education Students: A Systematic Review and Meta-Analysis

The aim was to review the effects of interventions based on self-determination theory and achievement goals theory on intention to be physically active in the future in physical education students, as well as to conduct a meta-analysis to determine the overall effect size of these interventions. PRISMA guidelines were followed to conduct this systematic review and meta-analysis. Three scientific electronic databases were used: Web of Science (WOS), Scopus, and SportDiscus. A total of eleven studies fulfilled the inclusion criteria and were included in the meta-analysis. Effect size for intention to be physically active of each study was calculated using the means and standard deviations before and after the intervention. The overall effect size for intention was moderate (standardized mean difference = 0.47 with 95% CI from 0.28 to 0.67), while the heterogeneity was large. Seven of the eleven studies reported significant within-group improvements in intention after the intervention. Eight studies showed significant between-group differences in favor of the experimental group. The findings showed that teaching strategies, family involvement, and the use of videos related to physical activity participation may be relevant factors that must be considered by educators and researchers to conduct future effective interventions. Interventions based on self-determination theory and achievement goals theory could be useful in the process of the promotion of physical activity. However, given the large heterogeneity, these findings must be taken with cautionThe realization of this work was possible thanks to the project entitled: “Emotions and motivation in Physical Education in ESO”. Financial Entity: Universidad de Huelva. Code: UHU-556. This work was also supported by the Research group: Educación, Motricidad e Investigación onubense (HUM643) and by the Centro de Investigación en Pensamiento Contemporáneo e Innovación para el Desarrollo Social (COIDESO), of the Universidad de Huelva (Spain