Report of the Working Group on Determining the Child\u27s Capacity to Make Decisions

[Preamble] As with adults, a lawyer has an ethical obligation to advocate the position of a child unless independent evidence exists that the child is unable to express a reasoned choice about issues that are relevant to the particular purpose for which the lawyer is representing the child. Where such evidence exists, the lawyer must engage in additional fact-finding to determine whether the child has, or may develop, the capacity to direct the lawyer\u27s action in the particular context

Influence of cooperative strategies and mindfulness on the perception and control of emotions in primary physical education. A proposal to improve sustainability in the social dimension

Background: Today, the world we live in poses challenges, such as poverty, inequality, climate change, etc. All these issues that surround us are framed within the SDGs. With the aim of finding new strategies and ways of teaching with which to achieve the SDGs, an intervention is proposed that uses emotions and feelings as a framework, as well as control and attention to these in Primary Education. Method: This proposal is based on the implementation of different strategies and learning styles (cooperative learning, guided discovery, discovery learning, mindfulness, and yoga) divided into sessions in which the students participate. The research is framed within the field of sustainable development and aims to analyze the effect that students receive when applying these strategies, in order to check whether they are valid for contributing to the SDGs. The study obtains its results through the questionnaire "Trait Meta Mood Scale-24, TMMS-24 Spanish version" (Fernández-Berrocal and Extremera, 2005), which is carried out on a sample of students to whom the experimental model is applied and to the students who are included as the control group. Results: The paired samples T-test shows in the experimental group, the difference shows a noticeable decrease in the attention factor in the post-test compared to the pre-intervention test, while in the control group the difference also decreases, but it is not as noticeable. In the clarity factor, the difference increases very slightly in both groups in the post-test compared to the pre-test. Finally, in the repair factor, the results of the experimental group decrease notably with respect to the control group in the post-test, with respect to the pre-test. Conclusions: Due to the limitations of the study, the results were neither significant nor conclusive. It is of great importance to carry out this type of study in order to make further progress in ESD

Impact of Sport Education Model on Sports Lifestyle and Attitudes of Vocational Education Training Students

The Sport Education Model (SEM) presents a wide background in the teaching of Physical Education and Sport. This is one of the most studied pedagogical models in the last decade in primary and secondary education. However, the studies of this model that are implemented in Vocational Education and Training within the family of Physical Activities and Sports are limited. For this reason, the aim of the present research was to examine the effect of the application of the SEM on motivation and Basic Psychological Needs (BPN). Secondarily, the effect on the social climate of the group, the development of emotions during the intervention, or the students’ perception of possible aspects of improvement of the model were studied. A total of 50 students (19.83 ± 3.20) followed a mixed methodology for 12 sessions. To achieve the objectives, the Spanish version of the Sport Motivation Scale questionnaire and the BPN Measurement scale were used. On a qualitative level, semi-structured interviews were conducted with all participants of the study. The results showed that the SEM was very well accepted by the students, who were fully satisfied with the activity. It was also considered a fun intervention, generating good socio-affective relationships, and was useful and practical for their training as future sports coaches. The intervention seemed to have a positive effect on student motivation, although with inconsistent results in the quantitative analysis of this study. Despite the encouraging results obtained, further research is needed to deepen the effect of SE as a key model in the teaching-learning process

Contribution of Segments to Overall Result in Elite Triathletes: Sprint Distance

As an alternative to analysing the contribution of performance in specific segments of a triathlon to the overall result as measured in terms of time or position, which has several limitations, previous studies have instead analysed the performance indicator in triathlon. Therefore, the purpose of the study was to analyse the relationship between performance in specific segments and overall performance in terms of sprint distance in elite triathletes through the triathlon performance indicator, instead of using time or position. The official sprint distance results from World Triathlon Series elite events from 2012 to 2019 were examined. In total, 2144 entries were considered, 1143 of which were men and 1001 were women. Performance in the cycling segment presents the best concordance with the overall performance for both elite men (ICCa = 0.871, IC95% = (0.711–0.927)) and elite women (ICCa = 0.907, IC95% = (0.875–0.929)). Although the performance in the running segment does not show the best concordance with the overall performance, the position in this segment does better explain the overall position, especially in elite men and in draft-legal races. These results can support coaches and athletes to identify a specific profile of the strengths and weaknesses of triathletes in competitions, in comparison to their rivals, over a specific distance

Concordance Analysis between the Segments and the Overall Performance in Olympic Triathlon in Elite Triathletes

To date, the performance in triathlon has been measured through time or position. Although this is what defines the medals and the goal of the competition, it can have some limitations. As an alternative, the purpose of this study is to assess the degree of concordance of performance between each of the triathlon disciplines with overall performance through the triathlon performance indicator for the Olympic distance event. The official results from the World Triathlon Series for Olympic distance events from 2000 to 2019 were examined. A total of 11,263 entries were analysed, 6273 corresponding to elite men and 4990 to elite women. Moderate agreement was found between the running performance and overall performance in both elite men ICCa = 0.538 and elite women ICCa = 0.581. Moreover, moderate agreement was found between swimming performance and overall performance in both elite men ICCa = 0.640 and elite women ICCa = 0.613. Finally, good agreement was found between cycling performance and overall performance also in both elite men ICCa = 0.777 and elite women ICCa = 0.816. The main results of the present study show that the cycling performance indicator could be an alternative to anticipate the overall performance in the competition for the Olympic distance event

Effects of Self-Construction of Materials on the Ecological Awareness of Physical Education Primary School Students

Physical Education (PE) has unique features to expand the students’ sustainability awareness. Being active in natural environments has been described as an opportunity to contribute on this matter. However, there is lack of related research. Therefore, the aim of this study was to evaluate the effect of a didactic proposal for PE based on the self-construction of materials on the ecological awareness of primary school students. A total of 111 students participated in this quasi-experimental study that lasted 4 weeks (eight sessions). The Mann-Whitney U test was applied for comparisons between groups, experimental and control, (SELF vs. CON) on two factors (PRE and POST). No significant differences were observed in any of them (p ≤ 0.05). On the other hand, to compare the data from the pre and post questionnaires within the same group (PRE vs. POST), the Wilcoxon signed-rank test was used. No significant differences in any of the groups were observed (p ≤ 0.05). Although SELF improved on some scores such as reusing things after picking up litter from yards, the differences were not significant. This could be explained by the brevity of the intervention. These results could contribute to increasing research on the integration of sustainability in PE.This work was supported by the University of Alicante. Through the project: ODSEF PROJECT. Design and implementation of the Sustainable Development Goals for Physical Education (REDES ICE-2021-5489). This research is one of the research projects resulting from the doctoral thesis of the doctoral student Paula Botella

Integrating Mindfulness into the Subject of Physical Education. An Opportunity for the Development of Students’ Mental Health

Stress, uncertainty, and the abuse of technologies are components that have a negative impact on the physical, social, and psychological health of young people. One of the aims of the Education for Sustainable Development (ESD) is to empower individuals to reflect on their actions, and mindfulness arises as one tool with an important potential to contribute on this matter. Therefore, the objective of this study was to assess the effects of mindfulness practices on the ability of students to focus their attention on external, internal or kinesthetic factors, awareness in acting, and acceptance. Consequently, a quasi-experimental study was developed to compare groups between the pre and post condition. The study participants were a total of 127 students (52 women) from 4th year of secondary school and 1st year of a achelor’s degree (16.5 ± 1.5 years). The sample was assigned by academic convenience, with 54 students in the experimental group and 73 in the control group. The intervention was carried out for 4 weeks. During this period, the experimental group participated in mindfulness activities such as guided meditations at the end of the PE session or challenges that stimulated the student in daily actions. The control group continued with the planned programming in physical education class. These groups were subjected to the following test: (1) Mindfulness for School Scale (MSS) and (2) Child and Adolescent Mindfulness Measure (CAMM). To analyze the results, the normality of the sample was evaluated through the Mann–Whitney U test, resulting as non-parametric. The search for possible differences between the groups was carried out by using the Wilcoxon test. The statistics showed that the experimental group presented significant improvements (p ≤ 0.05) in most of the measured parameters: external attention, kinesthetics attention, and mean of the CAMM. These results seem to show that the use of mindfulness could be an appropriate tool to be implemented in the school context in order to directly contribute to the mental health of high school students, and thus to an education for the sustainable development.This work was supported by the University of Alicante. Through the project: ODSEF PROJECT. Design and implementation of the Sustainable Development Goals for Physical Education (REDES ICE-2021-5489)

Los factores motivacionales que predicen la selección de Educación Física optativa: prospectiva en alumnado de bachillerato

The choice of optional physical education could be conditioned by personal elements, such as goals or motivation, or contextual, such as perceived teaching behaviour. The aims of this study were to analyse the differences between students who chose (or not) Physical Education and to determine to what extent goal orientations, motivational regulations, and perceived teaching behaviors predict that decision. A sample of 756 adolescents from 14 public centres in Valencian Region enrolled in second grade of high school (Mage 17.06, SD = 0.75), of which 422 were girls (55.8%) participated in the study. Students who voluntarily chose Physical Education presented a different motivational profile, scored higher in all approximation goals (and avoidance), intrinsic motivation, identified and introjected and lower in amotivation. They also showed a marked profile in the teaching styles perceived in the subject in the past (support for autonomy and structured). Finally, the factor that best predicted this choice was the participatory behavior perceived by the student (teaching style supporting autonomy), followed by the orientation of the goal of approximation-task, dominant behaviors (negative), and intrinsic regulation.La elección de Educación Física optativa podría estar condicionada por las metas personales o la motivación del alumnado o por las conductas docentes percibidas. Los objetivos del trabajo han sido analizar las diferencias entre el alumnado que elige (o no) Educación Física y determinar en qué medida las orientaciones de meta, las regulaciones motivacionales y las conductas docentes percibidas predicen esa decisión. Participaron 756 adolescentes de 14 centros públicos de la Comunidad Valenciana que cursaban 2.º de Bachillerato (Medad = 17.06 años, DT = 0.75), de los cuales 422 eran chicas (55.8%). Aquellos que sí eligieron Educación Física presentaban un perfil diferenciado, es decir, puntuaban más alto en todas las metas de aproximación (y evitación), en regulación intrínseca, identificada e introyectada y más bajo en desmotivación. También mostraban un marcado perfil en los estilos docentes percibidos en la asignatura en el pasado (apoyo a la autonomía y estructurado). Finalmente, el factor que mejor predijo esta elección fue la conducta participativa percibida (estilo docente de apoyo a la autonomía), seguido de la orientación de la meta de aproximación-tarea, las conductas dominadoras (en negativo) y la regulación intrínseca

Impact of cooperative learning on physical education in basic psychological needs

El Aprendizaje Cooperativo (AC) se perfila como una herramienta que centra a los estudiantes en el foco principal del proceso de enseñanza y aprendizaje en el área de Educación Física (EF). El objetivo de la presente investigación fue analizar el impacto del AC en la satisfacción de las Necesidades Psicológicas Básicas (BPNES) frente a un modelo de enseñanza tradicional en estudiantes de Educación Secundaria Obligatoria (ESO). Para el análisis, se tomó una muestra total formada por 185 participantes, en el que se empleó un método cuantitativo con un diseño cuasi-experimental. Se desarrollaron seis sesiones a través retos cooperativos. Se utilizó como instrumento la Escala de Medición de las BPNES adaptada a la EF. Los resultados mostraron una mejora estadísticamente significativa en la autonomía, competencia y relaciones sociales en el grupo experimental. Una metodología activa basada en el aprendizaje cooperativo en las clases de EF mejora la satisfacción de las BPNES.Cooperative Learning (AC) is emerging as a tool that places students at the centre of the teaching and learning process in the area of Physical Education (PE). The objective of the present investigation was to analyse the impact of AC on the satisfaction of Basic Psychological Needs (BPNES) against a traditional teaching model in students of Compulsory Secondary Education (ESO). For the analysis, a total sample consisting of 185 participants was taken, and a quantitative method with a quasi-experimental design was used. Participants experienced six sessions through cooperative challenges. The BPNES Measurement Scale adapted to PE was used as an instrument. The results showed a statistically significant improvement in autonomy, competence and social relations in the experimental group. An active methodology based on cooperative learning in PE classes improves the satisfaction of BPNES

A new vision of mindfulness in physical education. Contributing to the social dimension of sustainable development

Background: The Sustainable Development Goals (SDGs) aims to address a series of challenges facing humanity, seeking to achieve a sustainable, peaceful, prosperous and just life on Earth. This global strategy has three dimensions: environmental, economic and social. In relation to the latter, one of its areas lies in improving health in general (SDG 3, health and well-being) and mental health in particular (target 3.4, prevention and treatment of mental health and well-being). In this sense, some techniques such as yoga have proven to be effective in improving cognitive capacity and emotional regulation, key aspects that should be reinforced in children, and why not do so through PE. Methodology: Therefore, the aim of this research is to analyse changes in the psychological well-being of PE pupils. A total of 24 pupils in the 4th year of Primary Education (9.5 years old with a deviation of 1.2) participated in the study. The research is based on an experimental design where two randomised groups were established; a control group that followed the standard PE routine (n=12) and an experimental group (n=12) that underwent a yoga intervention. The intervention lasted two weeks spread over four sessions. The Levene test, with a reliability of 0.86, showed a non-parametric distribution of the sample. Due to the sample size, the data obtained were measured using the paired samples t-test. Results: The statistics showed significant differences, indicating a better result in the experimental group for the dimensions: external, internal and conscious attention, observing, describing, acting with awareness and accepting oneself without judgement after the yoga practice intervention. Conclusions: These results could indicate that bringing yoga and mindfulness into the classroom as an additional PE content could be beneficial for students' mental and physical well-being. These findings could contribute to raising awareness of the integration of sustainability through PE