Generated emotions by various types of games in physical education

El objetivo del presente estudio ha sido ahondar en el conocimiento de las emociones generadas a través de la práctica de diversos tipos de juegos, mediante la puesta en práctica de una propuesta diseñada a tal efecto. Más concretamente se ha tratado de conocer en qué medida, los juegos cooperativos y de oposición permiten el desarrollo emocional del alumnado en comparación con los juegos populares cooperativos y de oposición. Los participantes han sido un total de 50 alumnos y alumnas de sexto curso de Educación Primaria. El instrumento empleado ha sido el cuestionario sobre las percepciones socioemocionales de Gil-Madrona y Martínez (2016). Los resultados indican una gran similitud entre la utilización de los juegos cooperativos y juegos populares cooperativos. No obstante, los juegos populares de oposición producen mayores emociones positivas en el alumnado respecto a los juegos de oposición. El porcentaje de alumnado que se decanta por las emociones plancenteras es manifiestamente superior al de aquellos que se decantan por las displacenteras. Finalmente, se concluye que la propuesta utilizada es eficaz para producir emociones en los cuatro dominios de acción motriz objeto de estudioThe aim of this research has been to know which are the generated emotions through the practice of diverse kinds of games, through a proposal. Specifically, it is have been tried to know how cooperative and opposition games allow for the emotional development of the students with respect to traditional cooperative games and traditional opposition games. A total of 50 children of 6th grade took part in this work. The instrument used was the Gil-Madrona and Martinez's questionnaire (2016) about socio-emotional perceptions. The results indicate a similarity between using cooperative and traditional cooperative games. However, traditional opposition games produce greater positive emotions in students with respect to opposition games. Finally, it is concluded that the approach used is effective to produce emotions in the four motor domains studie

Stereotypes and prejudices in pre-service physical education teachers towards immigrants

The purpose of this study was to nd out which stereotypes pre- vail in future Physical Education (PE) teachers when asked about immi- grant population and to see if within that stereotype, there are subtle or blatant racist attitudes, as well as egalitarian attitudes. A sample of 2524 volunteer pre-service Physical Education teachers (PPET) was used to par- ticipate in this study. A questionnaire on Racist Stereotypes in Ini- tial Training of PE Teachers and a Subtle and Blatant Prejudice Scale were used. Descriptive, univariate and multivariate statistics were used to analyse the information gathered. e data showed PPET with a false tolerant stereotype, where the contextual variables gender and religious preference were crucial, since the boys respect girls, as well as Catholics regard non-believers or other religions, they are reected less egalitarian stereotypes.

Evaluación inicial en 6º curso de primaria de las habilidades sociales y propuesta didáctica de intervención en la Educación Física escolar

The development of social skills involves an acquisition process over the years. The curricular area of physical education can be a valuable playful and fun context in which these skills can be improved. The aim of this study was to evaluate these skills in elementary school children (6th grade; n = 54) through a questionnaire to then carry out a program to develop social skills. The instrument used was the Social Interaction Skills Questionnaire (CHIS). The results indicated the ability to make friends was the less developed skill, while basic social interaction skills were the ones with better scores. The girls obtained better average score than boys. The main conclusion of the study is the need to work on social skills within the educational stage as they are presented as something fundamental to function and develop in society.Trabajar las habilidades sociales conlleva un proceso de adquisición a lo largo de los años de escolaridad obligatoria. El área curricular de Educación Física puede ser un valioso contexto en el que desarrollarlas. El objetivo de este estudio ha sido evaluar dichas habilidades en niños y niñas de Educación Primaria (6º curso; n=54) a través de un cuestionario para posteriormente, ofrecer un programa de intervención. El instrumento utilizando ha sido el Cuestionario de Habilidades de Interacción Social (CHIS). Los resultados indican que la habilidad menos desarrollada es la habilidad para hacer amigos, mientras que las habilidades básicas de interacción social son las que obtienen mejores puntuaciones. Las chicas obtuvieron mejor puntuación media que los chicos. Como conclusión principal del estudio se destaca la necesidad de trabajar las habilidades sociales dentro de esta etapa educativa puesto que resultan fundamentales para desenvolverse en la sociedad

Conductas apropiadas en Educación Física y el deporte en la escuela y validación de la escala

El propósito del presente trabajo de investigación es conocer y examinar las conductas apropiadas desde la perspectiva de los alumnos y alumnas, sus conductas en el aula, en Educación Física y deportes y de habilidades sociales, así como determinar la validez y abilidad del “Cuestionario sobre Conducta Apropiada en la Educación Física y el Deporte (CAEFD)”. La muestra se compuso de 352 alumnos y alumnas de 6o de Educación Primaria en seis centros educativos de Albacete. Los resultados muestran por un lado la importancia entre las habilidades sociales y los va- lores así como las actitudes percibidas por el alumnado y profesorado hacia las conductas apropiadas. Y respecto al cuestionario, los análisis estadísticos indicaron una moderada consistencia de la escala.

Evaluación de la motricidad y el carácter de los alumnos de 4 y 5 años: un estudio piloto

The aim was to assess gross motor and character in children aged 4 and 5 years old. For this, 23 participants were selected and the locomotive and object control sub-tests were applied, both belonging to the Test of Gross Motor Development (TGMD 2), as well as a rubric of character (respect, cooperation, sensitiveness, leadership, teamwork, and self-control). Results show that girls are better in the locomotive subtest, while boys excel in the object control. In general, boys have less skill in the extended jumping and in the objects catch task. In terms of character, boys are worse in leadership and girls in teamwork. Therefore, it is important to emphasize especially those motor skills and emotional aspects where children score lower. As research prospect, this study must be conducted with a bigger sample to know if these results remain similar.El objetivo fue evaluar la motricidad gruesa y el carácter en niños de 4 y 5 años. Para ello, se seleccionaron 23 participantes y se aplicaron la subprueba locomotriz y la de control de objetos, ambas pertenecientes al Test of Gross Motor Development (TGMD 2), así como una rúbrica sobre carácter (respeto, cooperación, sensibilidad, liderazgo, trabajo en equipo y autocontrol). Los resultados muestran que las chicas son mejores en la subprueba locomotriz, mientras que los chicos destacan en el control de objetos. En general, los niños tienen menos habilidad en el salto extendido y en la tarea de atrapar objetos. En cuanto al carácter, los chicos son peores en el liderazgo y las chicas en el trabajo en equipo. Por tanto, se concluye la necesidad de hacer hincapié específicamente en aquellos aspectos donde menor puntuación obtuvieron. Como prospectiva de investigación, este trabajo debe ser realizado con muestras más grandes para conocer si los resultados se mantienen similares

Estilos de aprendizaje y evaluación formativa: Estudio con universitarios de Educación Física chilenos

Assessment contributes to students learning. Formative assessment is a useful strategy of the initial teacher training. Perceptions about the assessment of Chilean university Physical Education students (n = 95), depending on their learning style, gender and academic course were analyzed. The Learning Styles Questionnaire and the Spanish version of the Assessment Experience Questionnaire were used. The results showed negative perceptions about the assessment process. Significant differences were observed in the perceptions about the use of feedback depending on the learning style of the students (F = 1.062, p =. 004). Significant differences were observed in the perception about the amount of effort (F = 5.888, p =. 000), the suitability of the evaluation (F = 3.282, p =. 015) and the shallow approach to the learning (F = 5.472, p =. 001), depending on the academic course. Gender was not a determinant of perceptions. The findings suggest the use of traditional procedures of assessment (summative assessment) with the students. On the other hand, findings show the influence of learning stylesand the academic course on student perceptionsand learning styles and feedback. This information contributes to a deeper understanding of the learning mode of the students according to their characteristics and context.La evaluación contribuye a la formación del aprendizaje, facilitando el avance del estudiante. La evaluación formativa se presenta como una estrategia eficaz dentro de la formación inicial docente. Se analizaron las percepciones sobre la evaluación de universitarios de Educación Física chilenos (n = 95), en función de su estilo de aprendizaje, género y curso académico. Se utilizaron el Cuestionario de Estilos de Aprendizaje y la versión en castellano del Assessment Experience Questionnaire. Los resultados mostraron percepciones negativas sobre el proceso evaluativo. Se observaron diferencias significativas en las percepciones sobre el uso del feedback en función del estilo de aprendizaje (F= 1.062, p = .004). Se observaron diferencias significativas en la percepción de la cantidad de esfuerzo (F= 5.888, p = .000), la adecuación de la evaluación (F= 3.282, p = .015)y la aproximación superficial al aprendizaje (F= 5.472, p = .001), en función del curso académico. El género no fue determinante de las percepciones. Los hallazgos sugieren la utilización de procedimientos de evaluación tradicional con los encuestados. Se encontraron relaciones entre el estilo de enseñanza y el feedback, y entre el curso académico y las percepciones de evaluación. Esta información contribuye a un entendimiento más profundo del modo de aprender de los estudiantes en función de sus características y contexto

Hábitos y comportamientos relacionados con la salud en adolescentes durante su tiempo libre

This research attempts to determine which are the common practices related to the participation in sport and physical activities within the consumption of harmful substances in adolescents. A descriptive, cor-relational and transversal design was performed. A total of 1,140 subjects participated in the study (Mean age: 18.75 ± 6.35 years old; gender: male 46.7%, female 53.3%), of wich 790 were undergraduates and 350 non-undergraduates from the autonomous community of Castilla-La Mancha (Spain). It was used the Evaluation Questionnaire of the Habits related to the Health (Gil-Madrona, González-Víllora, Pastor-Vicedo, & Fernández-Bustos, 2010). Descriptive analysis revealed that a high percentage of adolescents do not practice sport regularly. The differential analysis showed significant statistical values which relates the sport habit with the tobacco, alcohol and/or drugs consumption. It was concluded that the design and development of programmes which foster physical activity are a nee

Is it possible to identify physical-motor profiles of preschool children on their association with selected biosocial factors?

Biosocial factors play a crucial role in the physical-motor development (PMD) of children during the preschool age. The present study aims to identify physical-motor profiles throughout preschool age (3–6 years) and explore associations between profiles and selected biosocial factors such as age, sex, prematurity, weight, height, BMI, and participation in extracurricular physical activities. Data from 412 typically developing children (46.6% girls and 53.4% boys), aged 35–71 months (M = 51.21, SD = 10.47) was collected using the Psychomotor Activities Checklist and specifically the scale of Psycho-Motor Aspects. Cluster analysis made it possible to define four different childhood PMD profiles. High PMD; High PMD except left laterality; medium-low PMD; and low PMD. High PMD profile includes older children, with anthropometric measurements closer to the WHO recommendations, fewer preterm children, and greater participation in extracurricular physical activities. Low PMD profile includes younger children, with weight slightly above and height slightly below the WHO recommendations and low participation in extracurricular physical activities. This study allows us to identify specific trends that may be decisive for the motor development of children throughout preschool age, highlighting selected biological variables and participation in extracurricular physical activities

Characteristics and Outcomes in Patients With COVID-19 and Acute Ischemic Stroke: The Global COVID-19 Stroke Registry.

Recent case-series of small size implied a pathophysiological association between coronavirus disease 2019 (COVID-19) and severe large-vessel acute ischemic stroke. Given that severe strokes are typically associated with poor prognosis and can be very efficiently treated with recanalization techniques, confirmation of this putative association is urgently warranted in a large representative patient cohort to alert stroke clinicians, and inform pre- and in-hospital acute stroke patient pathways. We pooled all consecutive patients hospitalized with laboratory-confirmed COVID-19 and acute ischemic stroke in 28 sites from 16 countries. To assess whether stroke severity and outcomes (assessed at discharge or at the latest assessment for those patients still hospitalized) in patients with acute ischemic stroke are different between patients with COVID-19 and non-COVID-19, we performed 1:1 propensity score matching analyses of our COVID-19 patients with non-COVID-19 patients registered in the Acute Stroke Registry and Analysis of Lausanne Registry between 2003 and 2019. Between January 27, 2020, and May 19, 2020, 174 patients (median age 71.2 years; 37.9% females) with COVID-19 and acute ischemic stroke were hospitalized (median of 12 patients per site). The median National Institutes of Health Stroke Scale was 10 (interquartile range [IQR], 4-18). In the 1:1 matched sample of 336 patients with COVID-19 and non-COVID-19, the median National Institutes of Health Stroke Scale was higher in patients with COVID-19 (10 [IQR, 4-18] versus 6 [IQR, 3-14]), P=0.03; (odds ratio, 1.69 [95% CI, 1.08-2.65] for higher National Institutes of Health Stroke Scale score). There were 48 (27.6%) deaths, of which 22 were attributed to COVID-19 and 26 to stroke. Among 96 survivors with available information about disability status, 49 (51%) had severe disability at discharge. In the propensity score-matched population (n=330), patients with COVID-19 had higher risk for severe disability (median mRS 4 [IQR, 2-6] versus 2 [IQR, 1-4], P<0.001) and death (odds ratio, 4.3 [95% CI, 2.22-8.30]) compared with patients without COVID-19. Our findings suggest that COVID-19 associated ischemic strokes are more severe with worse functional outcome and higher mortality than non-COVID-19 ischemic strokes

Characteristics and Outcomes in Patients With COVID-19 and Acute Ischemic Stroke: The Global COVID-19 Stroke Registry

Recent case-series of small size implied a pathophysiological association between coronavirus disease 2019 (COVID-19) and severe large-vessel acute ischemic stroke. Given that severe strokes are typically associated with poor prognosis and can be very efficiently treated with recanalization techniques, confirmation of this putative association is urgently warranted in a large representative patient cohort to alert stroke clinicians, and inform pre- and in-hospital acute stroke patient pathways. We pooled all consecutive patients hospitalized with laboratory-confirmed COVID-19 and acute ischemic stroke in 28 sites from 16 countries. To assess whether stroke severity and outcomes (assessed at discharge or at the latest assessment for those patients still hospitalized) in patients with acute ischemic stroke are different between patients with COVID-19 and non-COVID-19, we performed 1:1 propensity score matching analyses of our COVID-19 patients with non-COVID-19 patients registered in the Acute Stroke Registry and Analysis of Lausanne Registry between 2003 and 2019. Between January 27, 2020, and May 19, 2020, 174 patients (median age 71.2 years; 37.9% females) with COVID-19 and acute ischemic stroke were hospitalized (median of 12 patients per site). The median National Institutes of Health Stroke Scale was 10 (interquartile range [IQR], 4-18). In the 1:1 matched sample of 336 patients with COVID-19 and non-COVID-19, the median National Institutes of Health Stroke Scale was higher in patients with COVID-19 (10 [IQR, 4-18] versus 6 [IQR, 3-14]), P=0.03; (odds ratio, 1.69 [95% CI, 1.08-2.65] for higher National Institutes of Health Stroke Scale score). There were 48 (27.6%) deaths, of which 22 were attributed to COVID-19 and 26 to stroke. Among 96 survivors with available information about disability status, 49 (51%) had severe disability at discharge. In the propensity score-matched population (n=330), patients with COVID-19 had higher risk for severe disability (median mRS 4 [IQR, 2-6] versus 2 [IQR, 1-4], P<0.001) and death (odds ratio, 4.3 [95% CI, 2.22-8.30]) compared with patients without COVID-19. Our findings suggest that COVID-19 associated ischemic strokes are more severe with worse functional outcome and higher mortality than non-COVID-19 ischemic strokes