Didáctica de la educación física escolar

En la presente publicación abarcamos la enseñanza de la educación física en España, principalmente en la etapa educativa de educación primaria (6-12 años), aportando ideas que puedan ser generalizables a otros contextos y situaciones. Comenzamos con unas breves reflexiones sobre el concepto de educación física que debería contener, bajo nuestro punto de vista, tres palabras clave: ciencia, motricidad y educación. A continuación planteamos una descripción de los elementos del curriculum: objetivos, contenidos, metodología y evaluación, citando algunos estudios que nos ayudan a comprender cómo se aplican en la práctica. Completamos estas ideas con un apartado específico sobre la motivación en las clases y sobre la programación a corto plazo por ser la más significativa para los docentes.In this publication, we deal with the teaching of physical education in Spain, mainly in the education stage of primary education (6-12 years old), providing ideas that can be generalized to other contexts and situations. We begin with some brief reflections on the concept of physical education that should include, from our point of view, three key words: science, mobility and education. Then we propose a description of the elements of the curriculum: goals, content, methodology and assessment, quoting some studies that help us to understand how they are applied in practice. Finally, we complete a specific section on motivation in the classroom and on short-term scheduling as the most significant for teachers

Referees', coaches', and experts' opinions on the utilisation of the rules in the teaching-learning process of mini-basketball

Rules affect the technical-tactical elements since they establish the limits on the players' actions in relation to the ball and the rest of the players. However, there are very few references that discuss this topic. Thus, it was decided to get familiar with the opinions of experts, referees, and coaches regarding the utilisation of the rules and regulations at the mini-basketball stage. The sample was made up of 9 subjects who were interviewed: three coaches, three referees, and three experts. All had university degrees and certification from the federation as well as experience in the minibasketball division. The instrument that was used was the semi-structured interview. The Delphi method was followed for the design of the interview, and 5 university professors participated in selecting the dimensions and questions. After the definitive composition and the pilot study, the various professionals from the sample were contacted and interviewed. The content of the interviews was recorded and transcribed. The coding was done by four researchers, and the reliability was assured by the Kappa index, of which the mean index was K = .78. The analysis was done with MXQDA 10 and SPSS 20. The participants insist on the importance of teaching the rules to the players when they begin playing basketball, given that this learning allows them to understand the internal logic of the game. Further, they explain the need for this relationship in the learning process and it even opens up the possibility for programming around the rules, given that they are what give the game and its technical-tactical elements meaning

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

Derivados de 1,4,5-dibenzo[b,f]tiadiazepinas 5,6-dihidro y su uso en el tratamiento de enfermedades neurodegenerativas

Derivados de 1,4,5-dibenzo[b,f]tiadiazepinas 5,6-dihidro y su uso en el tratamiento de enfermedades neurodegenerativas. Compuestos químicos derivados del sistema heterocíclico 1,4,5-dibenzo[b,f]tiadiazepinas 5,6-dihidro y su uso como composiciones farmacéuticas para el tratamiento de enfermedades del sistema nervioso central, provocadas por una serie de procesos incluidos en lo que genéricamente se denomina neurodegeneración, en concreto para el tratamiento de Alzheimer, enfermedad de Parkinson o enfermedad de Huntington.Peer reviewedConsejo Superior de Investigaciones Científicas (España), Universidad Autónoma de MadridB1 Patente sin examen previ

La Educación Emocional en Primaria: Una revisión sistemática desde 2015 hasta 2017

This article presents a literature review of emotional education in elementary schools. The topic in question is considered of utmost importance. To this end, articles published on the Web of Science (WOS) during the years 2015, 2016 and 2017. The 37 selected articles, after cleaning up the data, were classified by subject for analysis according to whether they addressed the students or the teachers. Thirty-one of the earmarked documents investigated students and eight teachers. For the student documents, the articles were classified according to the role that emotional education played: as an end in itself, 18 articles, as a means, 12, and together with other variables, four documents. The articles intended for teachers focus on the initial training, as well as on the ongoing training, getting the results of the experience of these and of the development of emotional education in the classroom.Este artículo presenta una revisión bibliográfica sobre la educación emocional en primaria. Se considera de suma importancia la temática en cuestión. Se han buscado los artículos publicados en la Web of Science (2015-2017). Treinta y siete artículos fueron seleccionados: 31 sobre alumnado y 8 sobre docentes. Para los documentos de los discentes, se clasificaron los artículos según el papel que jugaba la educación emocional: como fin, 18 artículos, como medio, 12, o en correlación con otras variables, 4 documentos. Los artículos dedicados a los docentes, se centran en la formación inicial, así como en la formación permanente, obteniéndose resultados de la experiencia de estos y del desarrollo en el aula de la educación emocional. En conclusión, la educación emocional en la etapa primaria atañe tanto a docentes, como a alumnado, como medio o como fin. Cada vez está más estudiada. Y es una necesidad desarrollarla como eje transversal en las escuelas para contribuir a aumentar el bienestar

Intervention and evaluation of the motivational climate transmitted by a basketball coach

Coaches are reference models for youth athletes and have a high degree of influence over them, and thus a suitable education is important. Therefore, the purpose of this study was to assess how a basketball coach progresses in the transmission of a task climate during his basketball training sessions, after participating in a reflective educational program focused on the coach's actions. In this study, a basketball coach and the two teams that he coached participated. All the players were between 14 and 15 years of age. The behavior of the coach was analyzed through an adaptation of the Coaching Behavior Assessment System (CBAS) (Smith, Smoll, & Hunt, 1977). The observational analysis was carried out by the research team, who was previously trained. Six sessions of observation were carried out, and inter- and intraobserver reliabilities of 97.6% were obtained. During three months, the coach participated in an educational program consisting of six supervised cycles in which the premises established by Ames (1992) with the abbreviation TARGET were followed, in order to transmit a task climate during his coaching sessions. The results demonstrate a progression in the climate that was transmitted by the coach. In the first training session, the proportion of the climate that he transmitted as task was 65.67% and the ego climate was 34.43%, while in the penultimate training session it was 85.11% for task versus 14.89% for ego, and this was the session with the greatest proportion of transmitted task climate. These data demonstrate that as the educational program was applied, the coach progressively increased the task climate during the training sessions (Sousa, Cruz, Torregrosa, Vilches, & Viladrich, 2006). It can be concluded that with the application of an educational program focused on the coach's own actions, the climate oriented to task improved in training sessions

Analysis and comparison of adolescent athletes' motivation : basketball players vs. football players

The motivation of an athlete is determinant for the athletic engagement of the adolescent. The present study attempts to analyze the motivation of adolescent basketball and football players from the perspectives of Achievement Goal Theory (Nicholls, 1989) and Self-Determination Theory (Deci & Ryan, 1985). The study's sample was composed of 248 athletes from 12 to 17 years of age. Half were from basketball and half were from football. The instruments that were utilized were: the Spanish version of the Sport Motivation Scale (SMS) (Núñez, Martín-Albo, Navarro, & González, 2006), the Spanish version of the Perceived Motivational Climate in Sport Questionnaire-2 (PMSCQ-2) (Balaguer, Mayo, Atienza, & Duda, 1997), and the adapted Spanish translation (Moreno, Moreno, & Cervelló, 2007) of the Intention to be Physically Active Scale (IPAS) by Hein, Müür, and Koka (2004). The comparison of the means of the variables between football and basketball players was done utilizing the student t-test for independent samples. Significant differences were found for variables such as: intrinsic motivation (IM) toward accomplishment, external regulation, amotivation, task, ego, and Self-Determination Index (SDI). Basketball players obtained higher values in the SDI, in task, and in IM toward accomplishment than football players. The search for premature performance in football and coaches' educations can help to explain these differences. The importance of these differences reside in the relationship between these motivational variables and the adherence to athletic practice. In conclusion, basketball demonstrated better values in motivational variables, which demonstrates that training sessions are more oriented toward task than ego, that players have more intrinsic and self-determined motivation, and therefore, the adherence of the young athletes will be greater in this sport

Comparative analysis of quality parameters of Italian extra virgin olive oils according to their region of origin

Italian extra virgin olive oils from four regions covering different latitudes of the country were considered. They were analyzed by means of absorption spectroscopy in the wide 200-2800 nm spectral range, and multivariate data processing was applied. These spectra were virtually a signature identification from which to extract information on the region of origin and on the most important quality indicators. A classification map was created which was able to group the 80 oils on the basis of their region of origin. Furthermore, a model for the prediction of quality parameters such as oleic acidity, peroxide number, K232, K270 and Delta K, was developed

A case study on the transmission of a task climate in sport

El clima motivacional transmitido por el entrenador puede influir de manera determinante en la actitud de los deportistas (Smith, Smoll, y Cumming, 2007). Así, los programas de formación deben facilitar a los entrenadores las estrategias necesarias que permitan mejorar la transmisión de clima-tarea durante sus entrenamientos. El objetivo fundamental del estudio fue evaluar cualitativamente la puesta en práctica del Programa Indagativo de Formación para Entrenadores (PIFE) (Conde, Almagro, Sáenz-López, Domínguez, y Moreno-Murcia, 2010), sobre el clima motivacional transmitido por un entrenador de baloncesto, así como su percepción sobre la motivación de los jugadores. El diseño fue un estudio de casos. Se utilizó la entrevista y el diario para la recogida de datos. El programa PIFE ha conseguido que el entrenador adquiera los conocimientos para la transmisión de un clima tarea. En este sentido, una mejora de la transmisión de clima tarea es necesaria para mejorar la motivación de los deportistas y la adherencia a la práctica deportiva.The motivational climate conveyed by the coach, can exert a decisive influence on the attitude of the athletes (Smith, Smoll, y Cumming, 2007). In this sense the training programs can facilitate the necessary strategies to improve the transmission of climate during their workouts. The main objective was to analyze the Training Programme for Trainers (PIFE) (Conde, Almagro, Sáenz-López, Domínguez, y Moreno-Murcia, 2010), on the motivational climate conveyed by a basketball coach and the perception of this on the motivation of the players. The design was a case study with a basketball coach. We used interview and diary for data collection. The program has managed to acquire the skills coach for the transmission of a mastery climate. In this sense an improvement in the transmission of task climate needed to improve athletes'motivation and adherence to sport.This study was possible thanks to the research Project "Motivational factors related to the adherence to physical activity: Analysis in competitive sport contexts" (Ref. DEP2007-73201-C03-02/ACTI), funded by the Spanish Ministry of Science and Innovation

Comprehensive molecular analysis of immortalization hallmarks in thyroid cancer reveals new prognostic markers

TERT promoter mutation; Subtelomeric gene expression; Telomere shorteningMutació del promotor TERT; Expressió gènica subtelomèrica; Escurçament dels telòmersMutación del promotor TERT; Expresión génica subtelomérica; Acortamiento de los telómerosBackground Comprehensive molecular studies on tumours are needed to delineate immortalization process steps and identify sensitive prognostic biomarkers in thyroid cancer. Methods and Results In this study, we extensively characterize telomere-related alterations in a series of 106 thyroid tumours with heterogeneous clinical outcomes. Using a custom-designed RNA-seq panel, we identified five telomerase holoenzyme-complex genes upregulated in clinically aggressive tumours compared to tumours from long-term disease-free patients, being TERT and TERC denoted as independent prognostic markers by multivariate regression model analysis. Characterization of alterations related to TERT re-expression revealed that promoter mutations, methylation and/or copy gains exclusively co-occurred in clinically aggressive tumours. Quantitative-FISH (fluorescence in situ hybridization) analysis of telomere lengths showed a significant shortening in these carcinomas, which matched with a high proliferative rate measured by Ki-67 immunohistochemistry. RNA-seq data analysis indicated that short-telomere tumours exhibit an increased transcriptional activity in the 5-Mb-subtelomeric regions, site of several telomerase-complex genes. Gene upregulation enrichment was significant for specific chromosome-ends such as the 5p, where TERT is located. Co-FISH analysis of 5p-end and TERT loci showed a more relaxed chromatin configuration in short telomere-length tumours compared to normal telomere-length tumours. Conclusions Overall, our findings support that telomere shortening leads to a 5p subtelomeric region reorganization, facilitating the transcription and accumulation of alterations at TERT-locus.This work was supported by Projects PI17/01796 and PI20/01169 [Instituto de Salud Carlos III (ISCIII), Acción Estratégica en Salud, cofinanciado a través del Fondo Europeo de Desarrollo Regional (FEDER)] and Comunidad de Madrid (S2017/BMD-3724; TIRONET2-CM) to MR. CM-C was partially supported by a grant from the Fundación Científica Asociación Española Contra el Cáncer (AIO15152858 MONT). LJL-G was supported both by the Banco Santander Foundation – CNIO Fellowship and by ‘la Caixa’ Foundation (ID 100010434), under agreement LCF/BQ/PI20/11760011. AMM-M was supported by CAM (S2017/BMD-3724; TIRONET2-CM). MM was supported by the Ministerio de Ciencia, Innovación y Universidades (Spain; ‘Formación del Profesorado Universitario – FPU’ fellowship (FPU18/00064)). We thank CNIO Biobank for their support with the frozen specimens processing. We thank the Spanish National Tumor Bank Network (RD09/0076/00047) for the support in obtaining tumour samples, and all patients, physicians and tumour biobanks involved in the study