Análisis de las lesiones más frecuentes en pruebas de velocidad, medio fondo y fondo

El propósito de este trabajo fue el de revisar y analizar la tipología de las lesiones más frecuentes derivadas de la práctica del atletismo, en sus modalidades de carrera de velocidad, medio-fondo y fondo, y que podían ocurrir durante su práctica continuada. Los datos de este trabajo se extrajeron de un estudio descriptivo transversal, realizado por muestreo aleatorio simple en Galicia durante el año 2002, sobre un total de 135 atletas. Los instrumentos de recogida de datos fueron: cuestionario formado por 30 ítems y entrevista personal. La duración de la recogida de datos fue de 5 meses. Del análisis de los datos, se identificaron las lesiones más frecuentes, a la vez que se analizaron sus posibles causas y factores de riesgo. Como conclusión del trabajo se propone un plan de prevención, relacionado con aquellas lesiones más frecuentes, detectadas en el estudio

School sport programs in Spain and the participation of the educational personnel

Las Comunidades Autónomas de España (CCAA) tienen competencias en la promoción deportiva escolar. La participación de agentes educativos en sus planes y programas es necesaria para una correcta pedagogía del deporte. Este trabajo presenta como objetivo el análisis de los agentes involucrados en la gestión, organización y puesta en práctica de los planes deportivos escolares, así como la implicación de agentes del ámbito educativo. Se realizó un estudio transversal sobre una muestra de 15 CCAA. Los datos fueron extraídos a través de diferentes técnicas de investigación cualitativa. Los resultados muestran una falta de uniformidad en la gestión de los planes autonómicos de deporte escolar, detectándose una importante ausencia de implicación de agentes educativosThe Autonomous Communities in Spain (CCAA in Spanish) have the competency to promote sports in schools. The participation of educational personnel in their programs is necessary for the correct tutoring ability of any sport. This study’s objective was to analyze the personnel involved in the management, organization and putting into practice the school sports programs, as well as the involvement of the personnel within the educational realm. We carried out a transverse study in a sample of 15 CCAA. The data were obtained through different qualitative investigation methods. The results showed a lack of uniformity in the management of the autonomous school sports programs, detecting an important absence of implication of the educational personne

Predictor variables of the perception of success: Differential aspects in route runners

Se pretendía conocer qué relaciones predictivas presentaban la motivación, el compromiso a correr, la adicción negativa a correr y la ansiedad precompetitiva, sobre la percepción del éxito en una amplia muestra de 1795 corredores de fondo en ruta (1105 españoles, 690 mexicanos). De ellos el 85.65% fueron hombres con una edad de M=38.98 (DT=10.45), y 14.35% mujeres, con una edad M=37.88 (DT=9.80). La recogida de datos se llevó a cabo mediante las adaptaciones al castellano del Perception of Success Questionnaire (POSQ), Motivations of Marathoners Scales-34 (MOMS-34), Commitment to Running Scale-11 (CR-11) y Revised Competitive State Anxiety Inventory-2 (CSAI-2R). Se obtuvo que los valores en las orientaciones de meta de los corredores son medios y similares, aunque significativamente mayores en la muestra mexicana, debido a su mayor compromiso y motivaciones, así como a las diferencias culturales entre ambas nacionalidades. Los modelos predictores de la percepción del éxito obtenidos resultaron muy similares por nacionalidades, pero diferenciados por sexos, obteniendo altas varianzas explicativasWe pretended to find out which predictive relationships would be introduced by motivation, commitment to run, negative addiction to run and pre-competition anxiety, concerning the winning perception of a broad sample of 1795 track long-distance runners (1105 Spanish, 690 Mexicans). Of them, 85.65% were men, ages M=37.88 (SD=10.45) and 14.35% were women, ages M=37.88 (SD=9.80). The data was obtained by adapting to Spanish the following: “Perception of Success Questionnaire” (POSQ), “Motivations of Marathoners Scales-34 (MOMS-34), Commitment to Running Scale-11 (CR-11) and Revised Competitive State Anxiety Inventory-2 (CSAI-2R). The values obtained on the winning orientations of the runners were average and similar, although significantly higher in the Mexican sample, due to their higher commitment and motivation, as well as the cultural differences between these nationalities. The predicting models of the success perception obtained were very similar by nationality, but differentiated by sex, obtaining high explicatory variance

Estudio relacional de la práctica deportiva en escolares según el género

Insomuch as physical activity has taken a center stage as a way to prevent sedentary lifestyles, it is essential to know what are the sports which are played by schoolchildren outside schools. Therefore, this descriptive and cross-sectional research, conducted on a sample of 818 schoolchildren, has as a main objective to establish sport habits according to gender, which has acted as a moderating factor throughout history. The results showed that female schoolchildren practiced mainly individual sports and as a leisurely activity while men preferred collective and federated sports. Moreover, the level of sport practice determined that male students practiced more sports than female students, so in a greater number of weekly days and longer sessions. Therefore, this research demonstrates that the sport, which is played by children, depends on gender, as well as the necessity of matching this practice avoiding stereotypes and sedentary lifestyles.Dado que la actividad física ha tomado protagonismo como medio para evitar estilos de vida sedentarios, resulta imprescindible conocer cuáles son los deportes practicados por los escolares fuera del horario escolar. Este estudio de carácter descriptivo y de corte transversal, realizado sobre 818 escolares, tiene como objetivo principal establecer hábitos de práctica deportiva en función del género, el cual ha actuado como factor modulador a lo largo de la historia. Los resultados determinaron que los escolares de género femenino practicaban principalmente deportes individuales y a modo de hobby, mientras que los varones lo hacían de forma colectica y federada. Asimismo, el nivel de práctica deportiva determinó que ellos practicaban más deportes que ellas, haciéndolo más días semanales y en sesiones de mayor duración. Como conclusión, se demuestran diferencias en el deporte practicado según el género, así como la necesidad de igualar esta práctica evitando estereotipos y estilos de vida sedentarios. 

Relational research of sport practice in schoolchildren depending on gender

Dado que la actividad física ha tomado protagonismo como medio para evitar estilos de vida sedentarios, resulta imprescindible conocer cuáles son los deportes practicados por los escolares fuera del horario escolar. Este estudio de carácter descriptivo y de corte transversal, realizado sobre 818 escolares, tiene como objetivo principal establecer hábitos de práctica deportiva en función del género, el cual ha actuado como factor modulador a lo largo de la historia. Los resultados determinaron que los escolares de gé- nero femenino practicaban principalmente deportes individuales y a modo de hobby, mientras que los varones lo hacían de forma colectica y federada. Asimismo, el nivel de práctica deportiva determinó que ellos practicaban más deportes que ellas, haciéndolo más días semanales y en sesiones de mayor duración. Como conclusión, se demuestran diferencias en el deporte practicado según el género, así como la necesidad de igualar esta práctica evitando estereotipos y estilos de vida sedentarios.ABSTRACT: Insomuch as physical activity has taken a center stage as a way to prevent sedentary lifestyles, it is essential to know what are the sports which are played by schoolchildren outside schools. Therefore, this descriptive and cross-sectional research, conducted on a sample of 818 schoolchildren, has as a main objective to establish sport habits according to gender, which has acted as a moderating factor throughout history. The results showed that female schoolchildren practiced mainly individual sports and as a leisurely activity while men preferred collective and federated sports. Moreover, the level of sport practice determined that male students practiced more sports than female students, so in a greater number of weekly days and longer sessions. Therefore, this research demonstrates that the sport, which is played by children, depends on gender, as well as the necessity of matching this practice avoiding stereotypes and sedentary lifestyles

Concepções de treinadores "experts" Brasileiros sobre o processo de formação desportiva do jogador de voleibol Expert coaches conceptions concerning the sport development of the volleyball player

O presente estudo teve como objetivo examinar a concepção de treinadores experts acerca das etapas de formação desportiva a longo prazo do jogador de Voleibol. A amostra do estudo foi composta por 10 treinadores "experts" brasileiros. Os sujeitos apresentaram idade média de 45 ± 13,8 anos e 24,8 ± 12,1 anos de experiência profissional, sendo todos licenciados em Educação Física. Os dados foram coletados por meio de entrevista estruturada e de resposta aberta, baseada no protocolo de Fernandes (2004). A sua adaptação de conteúdo à realidade sócio-cultural e desportiva brasileira foi efetivada pelo método de peritagem. O tratamento das informações foi realizado por meio da análise de conteúdo, com o recurso à interpretação lógico-semântico das ideias prevalecentes no "corpus" das entrevistas. A fidedignidade de codificação foi assegurada pela percentagem de acordos, para o mesmo codificador e codificadores distintos, situando-se os valores registrados entre 95% e 100%. Os resultados revelaram o desconhecimento, por parte dos investigados, acerca da existência de um modelo de formação desportiva do voleibolista, a longo prazo, no Brasil. Além de confirmarem que o Voleibol é uma modalidade de especialização tardia, os participantes do estudo apontam que a idade de iniciação da sua prática sistemática se situa no início da adolescência, por volta dos 13 anos. As componentes de desenvolvimento desportivo acentuam a prática do jogo deliberado na primeira etapa, onde as experiências motoras diversificadas prevalecem. A partir da segunda etapa aumenta a prática deliberada, com o incremento da aquisição de competências específicas e o comprometimento com a modalidade. A ausência de especificação dos conteúdos de treino ao longo das etapas, bem como a parca referência às competências psico-sociais pode dever-se, em grande medida, à possível inexistência de um modelo nacional referenciador da formação desportiva a longo prazo do jogador de Voleibol.<br>The aim of the present study was to examine the conceptions of expert coaches concerning the volleyball player's long term sport development. The participants were 10 expert coaches. The sample presented 45 ± 13.8 years old and 24.8 ± 12.1 years of coaching experience in the Brazilian volleyball. Data collection was accomplished through structured open answer interviews based on Fernandes' protocol (2004). Its content adaptation to sociocultural and sportive Brazilian reality was accomplished through expert validation. The treatment of the information was accomplished through content analysis, with logic-semantic procedures of the prevalent ideas in the corpus of interviews. The reliability of codification was assured by percentage accord of the same encoder and the different encoders, registering values between 95% and 100%. The present study evidences that no participant knows about the existence of a national long term sport development model for a volleyball player. Moreover, coaches confirmed that the Volleyball is a sport of late specialization, being a widespread consensus that the age of initiation of systematic practice is in the beginning of adolescence, around the age of 13 years old. The components of sport development throughout the stages highlight the practice of the deliberate play in the first stage, where diversified motor experiences prevail. From the second stage, the deliberate practice increases with the acquisition of specific competences and commitment with the modality. The absence of specification of the training contents along the stages, as well as the scanty reference to the psychosocial competences along the stages, can be due, in great measure, to the inexistence of a national model of long term sport development