Physical activity, approach-avoidance temperament and depressive symptoms

The goal was to assess the connections between vigorous physical activity (VPA), approach-avoidance temperament and depressive symptoms. Two studies were conducted. Study 1, correlational, to assess the mediating role of both dimensions of temperament, approach-avoidance contrast, between physical activity and depressive symptoms. Participants, 335 college students, completed the International Physical Activity Questionnaire, the Depressive Symptoms Scale (DSS) and the Approach-Avoidance Temperament Questionnaire (Ap-AvTQ). Results showed that approach-avoidance contrast could be considered a potential mediator between VPA and depressive symptoms. The global model was significant, F(2, 351)=3.22, p<.001, R2=14.91%, R2 adjusted=14.42%, and the bootstrapped upper and lower limits did not contain zero with the lower limit at -.05 and the upper at -14, suggesting a connection between VPA and depressive symptoms mediated by the approach-avoidance contrast temperament. Study 2, longitudinal, to test if a physical activity program could produce changes in approach-avoidance contrast temperament, manipulating the depressive symptoms. A VPA program was conducted with 149 college students. Participants completed the DSS and the Ap-AvTQ. The true intraindividual change modeling technique, a more direct approach to modeling interindividual differences in intraindividual change without using a control group, showed that participants’ depressive symptoms were predicted through the mediation of the approach-avoidance contrast temperament (γ=-.36, p<.001). VPA was positively linked to the approach-avoidance contrast temperament that was negatively connected to depressive symptoms, and negatively linked to the approach-avoidance contrast temperament that was positively connected to depressive symptoms. It seems possible to influence depressive symptoms through approach-avoidance contrast temperament using VPA

Good practice guide for calibrating a hydrophone "in situ" with a non-omnidirectional source at 10 kHz (26-34)

The aim of this paper is to provide the basis for the calibration of a hydrophonePeer ReviewedPostprint (published version

Autoeficacia, autorregulación y aprendizaje cooperativo en estudiantes españoles y portugueses de Educación Secundaria

International reports show more positive academic and drop-out results in the neighbor Portugal than in Spain, but comparisons should be considered carefully. Data which reflect students’ own perceptions on pedagogical and psychological variables significant for learning are needed. The goal of this study was to compare two similar groups of students in Portugal and Spain in relation to their academic self-efficacy, self-regulated learning, and cooperative learning. An ex post facto research design was followed. A total of 1619 students (816 Portuguese, 795 Spanish) enrolled in 27 different schools in Spain and Portugal participated. Ages varied between 12 and 17 years. The only condition to participate was having experienced cooperative learning in the last six months. The multivariant lineal general model showed significant differences based on country, sex and age. Portuguese students scored significantly higher in interpersonal skills, group processing and positive interdependence, while Spanish students scored higher in individual accountability, academic self-efficacy and self-regulated learning prior, during and after. Women scored significantly higher in all the variables except academic self-efficacy, where there were no differences. Regarding age, as it increases the scores decrease in promotive interaction, academic self-efficacy and self-regulated learning prior, during and after. Finally, the generalized linear model showed that group processing and the three dimensions of self-regulated learning predicted academic self-efficacy. In conclusion, Portuguese students perceived that cooperative learning was more intensely promoted in their classes. The Spanish students showed stronger academic self-efficacy and self-regulated learning, which contradicts the worst results obtained in the latest PISA reports. These students could suffer the “Dunning-Kruger” effect and not be aware of the knowledge they lack.Los informes internacionales muestran resultados académicos y de abandono escolar mucho más positivos en la vecina Portugal que en España, pero las comparaciones deben tomarse con precaución. Son necesarios datos que reflejen las percepciones de los propios estudiantes sobre variables pedagógicas y psicológicas significativas para el aprendizaje. El objetivo de esta investigación fue comparar dos poblaciones similares de estudiantes de Portugal y de España en relación a la autoeficacia académica, el aprendizaje autorregulado y el aprendizaje cooperativo. Se siguió un diseño de investigación ex post facto prospectivo. Un total de 1619 estudiantes (816 portugueses, 795 españoles), enrolados en 27 centros educativos distintos de España y Portugal participaron. Sus edades oscilaron entre los 12 y los 17 años. El único requisito para participar era que hubieran experimentado en sus clases aprendizaje cooperativo en los últimos seis meses. El modelo lineal general multivariante mostró diferencias en función del país, sexo y edad. Los estudiantes portugueses puntuaron más alto en habilidades sociales, procesamiento grupal e interdependencia positiva, mientras que los españoles lo hicieron en responsabilidad individual, autoeficacia académica y autorregulación antes, durante y después. Las mujeres puntuaron significativamente más alto en todas las variables, salvo en autoeficacia académica en la que no hubo diferencias. Respecto a la edad, según aumenta esta más disminuyen las puntuaciones en interacción promotora, autoeficacia académica y autorregulación antes, durante y después. Finalmente, el modelo lineal generalizado mostró que el procesamiento grupal y las tres dimensiones de autorregulación del aprendizaje predijeron la autoeficacia académica. En conclusión, los estudiantes portugueses percibieron que en sus clases se trabajaba de una manera más intensa el aprendizaje cooperativo. Los españoles presentaron una mayor autoeficacia académica y una mayor autorregulación del aprendizaje, lo que contradice los peores resultados obtenidos en los últimos informes PISA. Estos estudiantes podrían sufrir el efecto “Dunning-Kruger” y no ser conscientes de los conocimientos que les faltan

Educational evaluation and pedagogical models: model of personal and social responsability and self-construction of materials

En 2016, comenzamos presentando los Modelos Pedagógicos en Educación Física que en una primera revisión se consideraron básicos o consolidados y emergentes (Fernández-Río, Calderón, Hortigüela, Pérez-Pueyo, & Aznar, 2016). En 2018, nos adentramos en ellos para establecer una serie de aspectos clave que los docentes deberían tener en cuenta para incorporar dichos enfoques metodológicos de manera eficaz en sus clases (Fernández-Río, Hortigüela, & Pérez-Pueyo, 2018). En 2020, comenzamos a justificar la necesidad de vincular los modelos con el proceso de evaluación formativa como aspecto esencial para aumentar la eficacia de modelos como el Estilo Actitudinal, el Aprendizaje Cooperativo, el modelo Comprensivo de iniciación deportiva y la Educación Deportiva. El presente artículo continúa ahondado en esta idea, ejemplificando cómo integrar la evaluación formativa en el modelo de Responsabilidad Personal y Social y el de auto construcción de materiales.In 2016, Pedagogical Models in Physical Education, consolidated and emergent, were introduced (Fernández-Río, Calderón, Hortigüela, Pérez-Pueyo, & Aznar, 2016). In 2018, key elements teacher should consider to effectively implement each one in their classes were highlighted (Fernández-Río, Hortigüela, & Pérez- Pueyo, 2018). In 2020, the need to connect formative assessment to Pedagogical Models as a crucial component to increase their efficacy was presented in the Attitudinal Style, Cooperative Learning, Teaching Games for Understanding and Sport Education. This article keeps moving forward in this idea, showing this connection in Teaching for Personal and Social Responsibility and the Self-Made Materials

3D modeling of the marine relief

The article detail the systematic process for transformation the 2D representation to 3D representation, likewise the systematic process for gather up of data, and the considerations and instrumentation necessary for this action.Peer Reviewe

Designing of a volcano simulator

Peer Reviewe

A calibration method for the conductivity measurement at temperatures from 10º C TO 20ºC

Peer Reviewe

Designing of a vulcano simulator

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OGC SWE-based Data Acquisition System Development for EGIM on EMSODEV EU Project

The EMSODEV[1] (European Multidisciplinary Seafloor and water column Observatory DEVelopment) is an EU project whose general objective is to set up the full implementation and operation of the EMSO distributed Research Infrastructure (RI), through the development, testing and deployment of an EMSO Generic Instrument Module (EGIM). This research infrastructure will provide accurate records on marine environmental changes from distributed local nodes around Europe. These observations are critical to respond accurately to the social and scientific challenges such as climate change, changes in marine ecosystems, and marine hazards. In this paper we present the design and development of the EGIM data acquisition system. EGIM is able to operate on any EMSO node, mooring line, sea bed station, cabled or non-cabled and surface buoy. In fact a central function of EGIM within the EMSO infrastructure is to have a number of ocean locations where the same set of core variables are measured homogeneously: using the same hardware, same sensor references, same qualification methods, same calibration methods, same data format and access, and same maintenance procedures.Peer ReviewedPostprint (published version

Data acquisition system development for EGIM on EMSODEV EU Project

The EMSODEV1 (European Multidisciplinary Seafloor and water-- column Observatory DEVelopment) is a UE project whose general objective is to set up the full implementation and operation of the EMSO distributed Research Infrastructure (RI), through the development, testing and deployment of an EMSO Generic Instrument Module (EGIM). The EGIM module will measure various ocean parameters in a long-term consistent, accurate and comparable manner. These measurements are critical to respond accurately to the social and scientific challenges such as climate change, changes in marine ecosystems, and marine hazards. Here we present the current status of the EGIM data acquisition system development.Peer ReviewedPostprint (published version