The relationship between work-family conflict, perceived support, and psychological contracts for Hispanic and African American women

The purpose of this study was to extend past and current literature in work-family conflict (WFC), perceived supervisor support (PSS), perceived organizational support (POS) and psychological contracts to Hispanic and African American populations. Data was collected from 97 participants with complete surveys from a full-time working adult population primarily in Southern California

Collaborating Across State Lines to Leverage Cultural Competency Expertise

A statewide need for Latino cultural competency training for Utah State University (USU) Extension personnel was identified. The solution involved the collaborative efforts of our team of two USU Extension faculty members and one Washington State University (WSU) Extension faculty member on adaption and customization of a needs assessment tool and a training program originated at WSU. Our collaboration leveraged important limited resources such as subject-matter expertise, training materials, time, and funding while providing a venue for feedback and ideas to improve, update, and enhance an existing program. Garnering administrative support from the start is key to successful cross-state collaborative work and implementation of specialized training to expand Latino outreach capacity in Extension

CLIL in teaching physical education: views of the teachers in the Spanish context

Content and Language Integrated Learning (CLIL) provides students with enhanced opportunities to acquire competence in additional languages while learning different subjects. Due to its features one of the target subjects for the application of CLIL is Physical Education (PE). In this subject its application is widespread in countries such as Italy, Greece or Spain among others. The particular interest of this research focuses on the Spanish context. Spanish education is particularly sensitive to European initiatives regarding language policies. The aim of the study is to know, from the PE teachers' viewpoint, whether the essence of PE is subjected to so substantial modifications due to the introduction of CLIL that jeopardize its idiosyncrasy. We opt for a pure qualitative research method based on semi-structured interviews. Particularly, an a priori theoretical orientation that influenced the development of our research questions, interview protocols, and subsequent data analysis was used. The results found were organized in five categories of analysis: Curricular effects, Language insertion, Teaching method, Motivation and Workload. Furthermore, each category was broken into several subcategories. The application of CLIL within the Secondary education in Spain does not endanger the essence of the PE according to the interviewees’ perception. However, the study may conclude that there is a need to improve the amount of workload and the acknowledgement of teachers involved, since it could result in an increase of burnout and demotivation

Features of integrated learning contents of physical education and foreign language

El aprendizaje de inglés se ha convertido en los últimos tiempos en uno de los principales objetivos del sistema educativo, y es clara la propuesta de que la adquisición de esta lengua se lleve a cabo a través de contenidos. La Educación Física (EF), gracias a sus características, parece una de las áreas en las que se apuesta más fuerte por la utilización del inglés como lengua vehicular. Sin embargo, para desarrollar una práctica óptima utilizando esta lengua como vehículo comunicativo, conviene atender tanto a factores propios del aprendizaje de lenguas, como a las peculiaridades de la Educación Física. El presente artículo analiza esas particularidades ligándolas con los aspectos clave del aprendizaje integrado de contenidos y lengua extranjera (AICLE), resaltando el valor que debe otorgársele al lenguaje con el objetivo de favorecer su desarrollo, pero sin olvidar los rasgos propios de nuestra asignatura. Finalmente, para contrastar y valorar la aplicación del marco teórico se presenta una experiencia didáctica empírica que concreta y pone de manifiesto los argumentos esgrimidos.Learning English has become one of the main objectives for the educational system and it has been suggested that the learning of this language is done through content. Due to physical education’s characteristics and idiosyncrasy, it seems to be one of the most likely subjects to use English as the language of communication. However, to use it properly, many points have to be considered paying attention to both the peculiarities of physical education and the language learning theories. This paper analyses these singularities linking them with some of the key factors of content and language integrated learning (CLIL). In order to improve English learning, the role of the language is highlighted, but taking account the fact that physical education’s features must be preserved. Finally, to test and evaluate the implementation of the theoretical framework, we present an empirical and practical learning experience that contrasts and highlights these arguments

Historia del deporte: una doble perspectiva

El presente texto analiza desde una doble perspectiva el origen y la evolución de un término tan complejo como es el de deporte. Es complicado efectuar una definición de este vocablo, puesto que se trata de un fenómeno multidimensional con un gran campo de acción. Sin embargo, examinando sus inicios y progresión a lo largo de los años y prestando atención a los hechos culturales y sociales que lo han condicionado, podrá establecerse una mejor comprensión del mismo. A partir de los análisis historicista y utilitarista de la evolución del deporte se aumentará la comprensión de este fenómeno en la actualidad.This paper analyzes from a double perspective the origins and the evolution of the sport, which is a considerably complex concept. It is complicated to define this word, because it is a multidimensional phenomenon. However, if its beginnings and its progression over the years are examined while paying attention to the cultural and social facts that have influenced it, its understanding will be easily achieved. In this way,by the historicist and materialistic analysis, which are done here, a wider perspective of the meaning of the sport is shown. And it will, definitely, help to thecomprehension of the phenomenon of today

Learning a foreign language through physical education: a systematic review

Esta revisión sistemática tiene por objetivo ofrecer un análisis sobre la investigación en Educación Física como marco para el aprendizaje de un idioma extranjero en contextos de educación formal. El procedimiento de la investigación se circunscribió a los artículos publicados en la base de datos de la Isi Web of Knowledge y de la Scopus. Los artículos se sometieron a una serie de criterios de inclusión y exclusión que aseguraran la relevancia, la calidad y el ajuste temático, siguiendo el método propuesto por Gomes y Caminha (2014). En la investigación se combinaron varios términos de los dos campos de estudio en cuestión: (1) Educación Física y (2) aprendizaje de idiomas. Tras aplicar los criterios de selección, se analizaron las 18 publicaciones resultantes. De la discusión de los resultados se concluye que la Educación Física, como medio para aprender una lengua extranjera, constituye un tema de estudio de plena actualidad y capaz de aportar beneficios a distintos niveles.Esta revisão sistemática tem como objetivo fornecer uma análise da pesquisa em Educação Física como marco para a aprendizagem de uma língua estrangeira em contexto de educação formal. O procedimento da pesquisa circunscreveu-se aos artigos publicados na base de dados da Isi Web of Knowledge e da Scopus. Os artigos foram submetidos a uma série de critérios de inclusão e exclusão, que asseguraram a relevância, a qualidade e o ajuste temático, sendo seguido o método proposto por Gomes e Caminha (2014). Na pesquisa, foram combinados vários termos dos dois campos de estudo em questão: (1) educação física e (2) aprendizagem de línguas. Depois de aplicados os critérios de seleção, o artigo analisa as 18 publicações daí resultantes. Da discussão dos resultados conclui-se que a Educação Física, como meio de aprendizagem de uma língua estrangeira, constitui-se um tema de estudo bastante atual e revelador de benefícios aos mais distintos níveis.This systematic review aims to provide an analysis of Physical Education research as a framework for learning a foreign language in formal education contexts. Isi Web of Knowledge and Scopus were the two databases employed to conduct the study. The papers gathered were subjected to a series of inclusion and exclusion criteria to ensure their relevance, quality and agreement with the topic according to the method proposed by Gomes and Caminha (2014). The research combined terms from two fields: (1) Physical Education and (2) language learning. Once the selection criteria were applied, the essay analyzes the resulting 18 papers. After the discussion, the results reveal that Physical Education as a means for learning a foreign language has become an issue of relevance which is able to provide advantages at different levels

Aprendizaje integrado de contenidos y lengua: aprendizaje de inglés en el área de educación física

Treball final de Màster Universitari en en Comunicació Intercultural i d'Ensenyament de Llengües. Codi: SBC042. Curs acadèmic 2014-2015Este trabajo versa sobre la utilización de la metodología AICLE (Aprendizaje Integrado de Contenidos y Lengua) en la materia de Educación Física (EF). Aquí se pretende reflexionar sobre la posibilidad de proponer el aprendizaje de una lengua extranjera, en este caso el inglés, a través de una materia no lingüística como es la EF. A raíz de ello, uno de los objetivos principales del trabajo es realizar un replanteamiento de aquellos aspectos esenciales que deben tenerse en cuenta para poder llevar a cabo una práctica que tenga en cuenta tanto las características propias de la materia curricular ya mencionada como de AICLE. El trabajo comienza con una descripción general de la situación lingüística actual para después pasar a exponer en qué consiste la metodología AICLE. A continuación se expone una justificación de la utilización de dicha metodología en el área de EF y seguidamente se describen las particularidades de esta materia. Una vez presentadas las características propias de la EF se presenta un replanteamiento de los aspectos más básicos de AICLE adaptándolos a esta área curricular en concreto. Posteriormente se plantea una propuesta de Unidad Didáctica para 5º de primaria en la que se plasma todo lo expuesto hasta el momento para después pasar a analizar la puesta en práctica de esta propuesta didáctica. Por último se exponen las reflexiones finales sobre el trabajo a partir de todo lo descrito en el mismo

Finding the place of content and language integrated learning in physical education within the models-based practice framework

Although the educational intentions of content and language integrated learning (CLIL) seem to be perspicuous, how to put them into practice in different subjects is not so clear-cut. In addition, critical voices within the physical education (PE) arena claim that CLIL may jeopardise the subject. Therefore, CLIL needs to be adjusted in order to remain on the PE agenda. Currently, PE specialists embrace the models-based practice framework, which may involve new educational objectives (e.g. language learning). This paper seeks to fill this gap by advocating CLIL as a pedagogical model within the models-based practice framework. In this sense, CLIL may benefit from the advantages of a well-established approach in PE, bridging the gap between the general theory of CLIL and the practice of PE. The article follows the structure of previous advocacies for pedagogical models in PE and presents criteria, theoretical tenets, teaching and learning implications, a specific teacher profile, essential elements and guiding principles of the CLIL in PE model, as well as research evidence and field-testing experiences. In conclusion, such a framework depicts the interdependence of learning, teaching, subject content, language and context, presenting a work that could become a turning point for PE specialists to see CLIL in a new light

Service-learning as a new methodological teaching trend in physical education and sport sciences

The current university system needs a pedagogical revitalization to develop professional competences and prepare effective professionals while developing civic and democratic values. Service-learning (SL) is an innovative educative methodology that connects theoretical foundations and practice. Particularly, it is defined as a pedagogical proposal that combines learning and community service, based in the implementation of skills related to curriculum contents carried out in real contexts. As a pedagogical methodology, its main objective is to improve students’ academic learning and critical capacity while offering a social benefit. The analysis of SL literature shows how its evolution is unquestionable in different fields and that it is a recurring topic in recent years. The present research suggests, from a theoretical approach, that SL is an appropriate methodology to develop programs focused on physical education and sport. It shows different possibilities to structure SL programs, potential groups receiving university SL programs related to Physical Education and Sport Sciences and possible effects on university students performing SL