Construyendo una lógica educativa en los juegos en Educación Física escolar: "el juego bueno"

En el siguiente artículo se presenta parte del trabajo de investigación-acción que venimos desarrollando en los últimos 18 años sobre el juego en Educación Física Escolar. Concretamente, mostramos algunas ideas a las que hemos llegado sobre el desarrollo del tema que denominamos "juego bueno". Se muestra cómo en los juegos, más allá de cambiar su lógica interna, en contextos educativos es importante transformar las lógicas personales de los participantes hacia lógicas educativas. Para ello trabajamos a partir de situaciones de juego que plantean problemas, identificamos situaciones a mejorar (en torno a temas sobre normativa, relaciones, o seguridad), y ponemos en común criterios de realización que permitan al alumnado intervenir superando las situaciones problemáticas y evaluar este cambio.This article summarizes a part of an action-research work about the educational potential of games in Physical Education within the school context, that we have been developing over the last 18 years. In this context, in this paperwe pay special attention to the emergent ideas around the topic thatwe call "good game". Restricting ourselves to educational contexts,we explain how important is to make an effort to transform the participants' personal logic, instead of (or previous to) the inner logic of the games. To promote this change, we work with game situations that pose problems; then, we identify the key points to be improved (regulatory issues, interrelations, safety); now, to develop de game, we share the criteria in order to enhace the implication of the students, their overcoming of the problematic situations, and their ability to assess changes

Proceso de integración de tres alumnos inmigrantes nuevos a través del análisis de las relaciones sociales establecidas por los iguales

El artículo que presentamos a continuación relata algunos resultados obtenidos como fruto de un estudio etnográfico escolar. En él se realiza un seguimiento intensivo a tres alumnos inmigrantes nuevos y con diferentes procedencias durante las jornadas escolares de un curso académico, en un centro educativo español. El objetivo es estudiar las relaciones sociales entre iguales que se establecen en este contexto y de esta manera conocer cómo es su proceso de integración y su acceso a la cultura escolar. Extraemos también unas fases comunes que se suceden en los tres escolares. Analizamos los factores educativos influyentes en dicho proceso y los choques o diferencias culturales encontrados respecto a sus compañeros veteranos. Describimos a la escuela como un lugar donde se produce un entramando sociocultural en el que conviven de forma simultánea códigos verticales (emanados de la institución y los docentes) y horizontales (regulados por los escolares). Las interacciones de ambos códigos marcarán las relaciones sociales y condicionarán los procesos de integraciónThe article we present now shows some results obtained from a scholar ethnographic study. We develop an intensive follow-up of three new immigrant students of different origin during the school days of an academic course, in an spanish educational centre. The aim is to study the social relationships among equals which are settled in this context and thus to know how the process of integration works and the access to the school culture. We also take out some common stages which happen in the three students. We analyze the educational factors which influence in such process and the shake or cultural differences found in relation to their veteran colleagues. We describe the school as a place where a sociocultural situation where simultaneously vertical (coming from the institution and teachers) and horizontal (coming from students) codes coexist. The interactions of both codes will set the social relations and will determine the processes of integratio

Brain activity during different throwing games: EEG exploratory study

Producción CientíficaThe purpose of this study is to explore the differences in brain activity in various types of throwing games by making encephalographic records. Three conditions of throwing games were compared looking for significant differences (simple throwing, throwing to a goal, and simultaneous throwing with another player). After signal processing, power spectral densities were compared through variance analysis (p ≤ 0.001). Significant differences were found especially in high-beta oscillations (22–30 Hz). “Goal” and “Simultaneous” throwing conditions show significantly higher values than those shown for throws without opponent. This can be explained by the higher demand for motor control and the higher arousal in competition situations. On the other hand, the high-beta records of the “Goal” condition are significantly higher than those of the “Simultaneous” throwing, which could be understood from the association of the beta waves with decision-making processes. These results support the difference in brain activity during similar games. This has several implications: opening up a path to study the effects of each specific game on brain activity and calling into question the transfer of research findings on animal play to all types of human play

Dentro de la escuela, con la escuela adentro: indagando en el proceso de socialización personal sobre el cuerpo en los recreos y en las clases de Educación Física a través de un ejercicio de trio-etnografía

Producción CientíficaMediante una “trio-etnografía” tres docentes comparan la escuela que vivieron en su infancia con la que observan en la actualidad y con su ideal de escuela. En torno a dos situaciones de una jornada escolar (el recreo y la clase de EF), tratan de identificar las diferentes presencias de lo corporal en la escolarización. Este contraste entre recuerdo, presente e ideal les permite reflexionar sobre la escolarización corporal en un sistema que evoluciona y que intentan superar. Mediante una narración etnográfica interpretativa, el objetivo del texto es sugerir nuevos relatos personales que atiendan a temas como el recreo como sistema de coacción y compensación, con códigos ajenos al profesorado e influenciado por prácticas sociales extraescolares; las oportunidades de atender a la globalidad en las clases de educación física, y de que todo el alumnado progrese en el desarrollo de su potencial motriz y la aceptación de su realidad corporal y la de otros.Through a “trio-ethnography” exercise, three teachers compared their childhood schools with their ideal schools. Based on two situations from a school day (recess and PE class), they identified distinct bodily presences at school. Such triple contrast among memory, present and ideal allows them to reflect on bodies’ schooling within a changing system that the authors attempt to overcome. Throughout interpretative ethnographic narration, the text presents new personal accounts on issues such as recess as a coercion and compensation system, with codes different from teachers’ and influenced by extracurricular social practices, and opportunities for integrating people globally in PE classes, we all as promoting each student’s motor potential and the acceptance of his or her as well as others’ physical reality

Embodied strategies for public speaking anxiety: evaluation of the Corp-Oral program

Producción CientíficaBackground: Public speaking is an indispensable skill that can profoundly influence success in both professional and personal spheres. Regrettably, managing anxiety during a speech poses a significant challenge for many of the population. This research assessed the impacts of a Corp-Oral program, designed to manage public speaking anxiety in university students, based on, body awareness, embodied message techniques, simulation, embodied visualization, body transformation, and gesture enhancement. Methods: Thirty-six students (61% women; Mage = 20.22, SD = 1.23 years) were randomly assigned to either an experimental group (n = 18), which underwent the Corp-Oral program, or a control group (n = 18). Self-perceived anxiety, heart rate, and electroencephalography were measured in a pre-test and a post-test. Results: The study reveals that the Corp-Oral program significantly (p < 0.005) reduced both physiological responses (heart rate) and self-reported measures of anxiety. The alteration was more noticeable in self-reported anxiety measures (a decrease of 33.217%) than in heart rate (a decrease of 4.659%). During the speech, the experimental group exhibited increased cortical activation in areas related to emotional regulation, consciousness, sensorimotor integration, and movement control. A significant increase in frontal alpha asymmetry was observed for the experimental group in the post-test, but there were no significant variations in the theta/beta ratio. Conclusion: These findings underline the benefit of managing public speaking anxiety not merely by reducing it but by channeling it through embodied strategies. These strategies could lead to greater action awareness that would cushion the physiological effect of the anxiety response and help generate a better self-perception of the anxiety state

From ANAIS-25 towards ANAIS-250

The ANAIS (Annual modulation with NaI(Tl) Scintillators) experiment aims at the confirmation of the DAMA/LIBRA signal using the same target and technique at the Canfranc Underground Laboratory (LSC). 250 kg of ultra pure NaI(Tl) crystals will be used as target, divided into 20 modules, 12.5 kg mass each, and coupled to two high efficiency photomultiplier tubes from Hamamatsu. The ANAIS-25 set-up at the LSC consists of two prototypes, amounting 25 kg NaI(Tl), grown from a powder having a potassium level under the limit of our analytical techniques, and installed in a convenient shielding at the LSC. The background has been carefully analyzed and main results will be summarized in this paper, focusing on the alpha contamination identified in the prototypes and the related background contributions. Status of fulfillment of ANAIS experimental goals and prospects for the building of ANAIS-250 experiment will be also revised

Guía Mexicana para el Diagnóstico y el Tratamiento de la Urticaria

La urticaria es una enfermedad que padece una quinta parte de la población en algún momento de su vida. Las guías inter- nacionales recientes han propuesto unos cambios de fondo en su diagnóstico y tratamiento, por lo que había la necesidad de crear una guía nacional y multidisciplinaria, con base amplia en los gremios de especialistas y médicos de primer contacto en México. ABSTRACT Urticaria is a disease that a fifth of the population shall suffer once in a lifetime. Recent clinical guidelines have proposed some fundamental changes in the diagnosis and treatment of urticaria, making the development of a national, multidisciplinary guideline, with wide acceptability among different professional groups –both specialists and primary health care workers–, necessary in Mexico