Criteris d'estructuració de continguts per a l'Àrea d'Educació Física en l'Ensenyament Secundari Obligatori

Anteriorment a l'entrada en vigor de la LOGSE en el nostre país, les administracions educatives eren les encarregades de dissenyar els pro-grames a desenvolupar pels professors en la seva pràctica, que amb això es convertien en simples tècnics "consumidors de currículums". Ara afrontem un sistema caracteritzat per un currículum obert i flexible, donant la possibilitat als centres i al professorat de dissenyar el seu propi ensenyament, triant i seqüenciant els continguts a través dels quals aconseguir els objectius proposats en la nostra programació d'Àrea. Hem intentat analitzar els tres criteris pels quals pot optar el professor a l'hora d'estructurar els seus continguts: a) Criteri Psicocèntric (on s'estableix com a punt de partida de la selecció les característiques bàsiques dels alumnes als quals es dirigeixen), b) Criteri Logocèntric (basat en l'estructura interna de la disciplina que desenvolupa) i c) Criteri sociomètric (que se centraria en la recerca d'aquelles informacions, habilitats i coneixements que demanda el context social, seleccionant aquells continguts amb una major projecció social). Si la Reforma es decanta per una pedagogia centrada en els processos mediadors de cognició dels alumnes i per integrar a les persones amb necessitats educatives especials, creiem que és obvi respectar, a l'hora d'estructurar els continguts d'ensenyament dels diferents nivells educatius, en primer lloc el criteri psicocèntric i els factors que d'ell se'n deriven, per, a posteriori, respectar els criteris logocèntric i sociomètric

Criterios de estructuración de contenidos para el Área de Educación Física en la Enseñanza Secundaria Obligatoria

Anteriormente a la entrada en vigor de la LOGSE en nuestro país, las Administraciones Educativas eran las encargadas de diseñar los programas a desarrollar por los profesores en su práctica, que con ello se convertían en simples técnicos "consumidores de currícula". Ahora afrontamos un sistema caracterizado por un currículum abierto y flexible, dando la posibilidad a los centros y al profesorado de diseñar su propia enseñanza, eligiendo y secuenciando los contenidos a través de los cuales conseguir los objetivos propuestos en nuestra programación de Área. Hemos intentado analizar los tres criterios por los que puede optar el profesor a la hora de estructurar sus contenidos: a) Criterio Psicocéntrico (donde se establece como punto de partida de la selección las características básicas de los alumnos a los que se dirigen), b) Criterio Logocéntrico (basado en la estructura interna de la disciplina que desarrolla) y c) Criterio sociométrico (que se centraría en la búsqueda de aquellas informaciones, habilidades y conocimientos que demanda el contexto social. Seleccionando aquellos contenidos con mayor proyección social). Si la Reforma se decanta por una pedagogía centrada en los procesos mediadores de cognición de los alumnos y por integrar a las personas con necesidades educativas especiales, creemos que es obvio respetar, a la hora de estructurar los contenidos de enseñanza de los distintos niveles educativos, en primer lugar el criterio psicocéntrico y los factores que de él se derivan, para a posteriori respetar los criterios logocéntrico y sociométrico

La responsabilidad restringida y la prisión preventiva en Lima Norte, 2021

La presente investigación tuvo como objetivo describir y explicar las características de la responsabilidad restringida y la prisión preventiva, en Lima en el año 2021. La metodología es con enfoque cualitativo de tipo básico y de carácter fenomenológico, habiéndose empleado dos técnicas de investigación como la entrevista, la observación. En cuanto a los resultados y la discusión identificamos las características de la prisión preventiva y la responsabilidad restringida, considerando los enfoques de la Corte Interamericana y los criterios en el Tribunal Constitucional, los cuáles nos llevaron a concluir que las características de la prisión preventiva y la responsabilidad restringida, tienen el mismo efecto físico en el ser humano que es la privación de la libertad, recomendándose que se debe establecer doctrinalmente que la relación existente entre prisión preventiva (privación de la libertad locomotora) y la pena privativa de la libertad (privación de la libertad locomotora) debe de ser superada más allá del campo al cual corresponden cada uno de estos conceptos, porque si fuere culpable le corresponderá la pena privativa de su libertad pero si fuere inocente lo habría sido en vano con la prisión preventiva, este es el asunto neurálgico que motivo ésta investigación

Entanglement degradation of cavity modes due to the dynamical Casimir effect

We study the entanglement dynamics between two cavities when one of them is harmonically shaken in the context of quantum information theory. We find four different regimes depending on the frequency of the motion and the spectrum of the moving cavity. If the moving cavity is three dimensional only two modes inside get coupled and the entanglement can either degrade asymptotically with time or oscillate depending on the driving. On the other hand, if the cavity has an equidistant spectrum the entanglement can either vanish asymptotically if it is driven with its fundamental frequency or have a sudden death if it is driven with an uneven harmonic frequency.Fil: del Grosso, Nicolas Francisco. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Ciudad Universitaria. Instituto de Física de Buenos Aires. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Instituto de Física de Buenos Aires; ArgentinaFil: Lombardo, Fernando Cesar. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Ciudad Universitaria. Instituto de Física de Buenos Aires. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Instituto de Física de Buenos Aires; ArgentinaFil: Villar, Paula Ines. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Ciudad Universitaria. Instituto de Física de Buenos Aires. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Instituto de Física de Buenos Aires; Argentin

Panorámica de las teorías y métodos de investigación en torno a la toma de decisiones en el tenis

In this theoretical and methodological review of decision making in tennis, we describe some of the explanatory theories of the decisional process by using two approaches: cognitive psychology and ecological psychology. Within the former approach, based on models of information processing, we focus on the importance of visual and perceptual behaviour as mediators of anticipation and decision-making skills in tennis, as well as related concepts such as attention and visual acuity. Subsequently, we explain other cognitive theories based on mental representations and the development of different types of knowledge and memory as a central and decisive component in decision making. The latter approach describes decision making on the basis of ecological psychology, using a decision making approach to the ecological dynamics, heightening the importance of the setting and constraints and understanding tennis as a non-linear, dynamic and self-organized system. We discuss various methodological approaches for evaluating decisions in tennis, regardless of the framework that sustains them. We present different ways of evaluating the decision-making process by analysing verbal protocols and questionnaires, observational analysis, kinematic variables analysis and perceptive analysis. Finally, we conclude by presenting the need to overcome several limitations and study decision making in a holistic manner in which decision making is linked directly to game action

The effects of a nonlinear pedagogy training program in the technical-tactical behaviour of youth futsal players

The aim of this study was to analyse the effect of an intervention program, based on nonlinear pedagogy, on the decisionmaking and execution of different actions in futsal. The intervention program consisted of 12 training sessions. A quasiexperimental study was developed with eight male futsal players (M¼15.375, SD¼0.517). The GPET instrument was used to analyse the decision-making and execution of 3442 actions measured during competitive matches (pass, dribbling and shooting). Both variables were analysed with regard to the three tactical principles of attack: keep the ball possession, progression towards the goal and shooting at goal with the lowest level of opposition. With respect to the pass, results showed significantly higher values in decision-making and execution in the first and second principles, but not in the third one. In the dribbling action, results showed significantly higher values in decision-making in the second and third principle, but not in the first one. However, no significant differences were found in the shooting actions. These findings suggest that coaches should take into account in the task design, the tactical principles of play to develop tactical behaviour of youth futsal players.info:eu-repo/semantics/publishedVersio

Physical Activity Levels for Girls and Young Adult Women versus Boys and Young Adult Men in Spain: A Gender Gap Analysis

Despite that the health benefits of physical activity (PA) are clear, during the last years, a noticeable plateau or slight increase in physical inactivity levels in Spanish adolescents and young adults has been reported. In addition, there seems to be a progressive reduction of the total PA performed with age in both adolescent and young women as well as adult men. We aimed to analyze these changes with age in moderate-to-vigorous physical activity (MVPA) in a sample of Spanish adolescents and young adults within the age range of 15−24 years old (n = 7827), considering the gender and using the short form of the International Physical Activity Questionnaire. For that, we implemented a two-way analysis of variance (ANOVA) considering both the gender and the age group surveyed. Generally, our findings showed a reduction in the daily MVPA performed from adolescence to young adulthood in Spaniards. Within these reductions, girls reduce their PA levels at a different age and pace in adolescence and young adulthood in comparison to boys. Though girls were less active than boys in the 15−18 year age range, these differences were no longer significant at older ages. Our results point out the necessity of implementing different policy approaches based on gender (i.e., for girls and young women), since reductions in the MVPA performed occur at particular ages and paces in comparison to boys and young men. This difference indicates that the traditional approach during adolescence and young adulthood is inadequate for tackling physical inactivity without considering the population’s gender

The relationship between quantity and level of competition, and cognitive expertise in Spanish tennis players

This work evaluates the relationship between quantity and level of competition, and cognitive expertise. To this end, cognitive expertise has been evaluated in Spanish tennis players (N=150) by means of declarative knowledge (DK) and procedural knowledge (PK) levels. DK and PK were assessed through a specific questionnaire (DK/PK-QT; García-González, Moreno, Moreno, Iglesias, & Del Villar, 2008). ANOVAs showed significant differences in both DK and PK with regard to the quantity of competitions played (F(2, 147)=23.28; p<.001; ηp 2=.24 for DK; F(2,147)=44.52; p<.001; ηp 2=.37 for PK) and with regard to the level of competition (F(2, 147)=20.91; p<.001; ηp 2=.22 for DK; F(2, 147)=37.59; p<.001; ηp 2=.34 for PK). Furthermore, the Spearman’s Rho test showed that DK and PK were strongly correlated to quantity and level of competition. These results suggest that quantity and level of competition could be of central importance for the development of expertise in tennis players. In sport training stages, we recommend coaches to plan participation in competitions (in the short and medium term), so that competitions would provide appropriate and significant experiences in real setting conditions (I.e. they should be ecologically valid). These competitions must be high level ones and sufficiently challenging so as to foster the development of cognitive expertise. Competitive structures (e.g. season competitions), which favor cognitive elements (e.g. DK and PK) and develop expertise in athletes, will also have to be put into practice

The relationship between quantity and level of competition, and cognitive expertise in Spanish tennis players

This work evaluates the relationship between quantity and level of competition, and cognitive expertise. To this end, cognitive expertise has been evaluated in Spanish tennis players (N=150) by means of declarative knowledge (DK) and procedural knowledge (PK) levels. DK and PK were assessed through a specific questionnaire (DK/PK-QT; García-González, Moreno, Moreno, Iglesias, & Del Villar, 2008). ANOVAs showed significant differences in both DK and PK with regard to the quantity of competitions played (F(2, 147)=23.28; p<.001; ηp 2=.24 for DK; F(2,147)=44.52; p<.001; ηp 2=.37 for PK) and with regard to the level of competition (F(2, 147)=20.91; p<.001; ηp 2=.22 for DK; F(2, 147)=37.59; p<.001; ηp 2=.34 for PK). Furthermore, the Spearman’s Rho test showed that DK and PK were strongly correlated to quantity and level of competition. These results suggest that quantity and level of competition could be of central importance for the development of expertise in tennis players. In sport training stages, we recommend coaches to plan participation in competitions (in the short and medium term), so that competitions would provide appropriate and significant experiences in real setting conditions (I.e. they should be ecologically valid). These competitions must be high level ones and sufficiently challenging so as to foster the development of cognitive expertise. Competitive structures (e.g. season competitions), which favor cognitive elements (e.g. DK and PK) and develop expertise in athletes, will also have to be put into practice