Parental assessment of physical education in the school curriculum: A brief report on the influence of past experiences as students

The aim of this study was to analyse the relationship between parents’ past experience as Physical Education (PE) students and the importance they give to PE within the school curriculum. Parents of 1834 teenagers from Spain and Portugal participated in the study (1834 fathers and 1834 mothers). An 11 item questionnaire was used for data collection. The measures studied were: socio-demographic characteristics, parent´s past experience as PE students, and importance that parents gave to PE in the school curriculum. The results suggest that parents’ past experiences as PE student condition their evaluation of the importance that PE should have in the school curriculum. As the past experience as PE student deteriorated and as age increased, there was an increase in the probability that parents evaluate PE as deserving a less important status in their children’s curriculum. These findings can contribute to understanding how the parents’ past experiences as PE students seem to partially model the value judgements that they make later in life regarding the importance of the subject. IntroductionThe present study was supported by the Ministry of Economy and Competitiveness of Spain with the project: "Diseño y desarrollo de un software para el análisis del rendimiento en fútbol" (DEP2016-75785-R)S

El buen profesor de Educación Física desde la concepción del alumnado universitario en Galicia

One of the goals of the schools is to promote an active lifestyle among youth, with Physical Education and its teachers being essential figures. The aim was to know the conceptions of university students about what represents to be a good PE teacher in secondary education. The population corresponded with the students of the universities of A Coruña (UDC) and Vigo (UVigo) enrolled in 1st, 4th of Degree in Physical Activity and Sport Sciences and in the Master´s Degree in Compulsory Secondary Teachers, Upper Secondary Education, Professional Training and Language Teaching (Physical Education itinerary) in the courses 2013-2014 or 2014-2015. The methodology was descriptive, using as a tool for information gathering a questionnaire composed by 40 items organized in the dimensions of personal data, biographical characterization and conceptions of the professional activity. For the categorization of the responses obtained, we formed a group of experts and established a deductive reasoning, from the existing literature, and inductive, analyzing the responses and experiences gained in the pilot study. The results showed that the categories that best defined a good teacher for students were their professional attitude, personality traits and educational intervention. In summary, we highlight the similarity of results independently of the moment (course in which they are enrolled) in which the students participated, what does not allow guaranteeing that the initial training that they received change his conception about what represents to be a good teacher.Una de las metas de los centros escolares es promover un estilo de vida activo entre la juventud, siendo la Educación Física y su profesorado figuras esenciales. El objetivo ha sido conocer la concepción del alumnado universitario sobre lo que representa ser un buen profesor de Educación Física en enseñanza secundaria. La población se correspondió con el alumnado de las Universidades de A Coruña (UDC) y Vigo (UVigo) matriculado en 1º, 4º de Grado en Ciencias de la Actividad Física y el Deporte y en el Máster Universitario en Profesorado de Educación Secundaria Obligatoria, Bachillerato, Formación Profesional y Enseñanza de Idiomas (Itinerario de Educación Física) en los cursos 2013-2014 o 2014-2015. La metodología fue descriptiva, utilizando como instrumento de recogida de información un cuestionario compuesto por 40 ítems organizados en las dimensiones de datos personales, caracterización biográfica y concepciones de la actividad profesional. Para la categorización de las respuestas obtenidas se constituyó un grupo de expertos y se estableció un razonamiento deductivo, desde la literatura existente; e inductivo, analizando las respuestas y experiencias obtenidas en el estudio piloto realizado. Los resultados mostraron que las categorías que mejor definían a un buen docente para el alumnado eran su actitud profesional, rasgos de la personalidad e intervención pedagógica. Como conclusión destacamos la similitud de resultados independientemente del momento (curso en el que está matriculado) en el que se encontraba el alumnado, lo que no permite garantizar que la formación inicial recibida cambie su concepción sobre lo que representa ser un buen docente

Papel de la escuela y los proyectos deportivos de centro en el fomento de la práctica de actividad física de los escolares

The educational legislation in Spain establishes the obligation to adopt in schools, measures to make physical activity and a balanced diet be part of the school population, promoting the daily practice of physical activity during the day and following the recommendations of the competent bodies. The physical education teacher is responsible for the design, coordination and supervision of the measures taken for these purposes in the educational center. To help educational institutions comply with these requirements, in some autonomous communities, such as Galicia, educational innovation programs have been created. We present here a longitudinal descriptive study carried out with educational centers of the autonomous community of Galicia, at the initial moment of application of these programs, called Sports Projects of the Center. We sought to carry out this research as a diagnosis to improve them and create structures that in the future respond adequately to the reality of schools, teachers, students and the environment (ecological perspective).La legislación educativa en España establece la obligación de adoptar, en los centros educativos, medidas para que la actividad física y la dieta equilibrada formen parte de la población escolar, promoviendo la práctica diaria de actividad física durante la jornada escolar y siguiendo las recomendaciones de los organismos competentes. El profesor de Educación Física es el responsable del diseño, coordinación y supervisión de las medidas que a estos efectos se adopten en el centro educativo. Para ayudar a las instituciones educativas a cumplir con estos requerimientos, en algunas comunidades autónomas, como la gallega, se han creado programas de innovación educativa. Presentamos aquí un estudio descriptivo longitudinal realizado con centros educativos de la comunidad autónoma de Galicia, en el momento inicial de aplicación de dichos programas, denominados Proyectos Deportivos de Centro. Buscábamos realizar esta investigación a modo de diagnóstico para mejorarlos y crear estructuras que en el futuro respondan adecuadamente a la realidad de las escuelas, del profesorado, del alumnado y del entorno (perspectiva ecológica)

Trends in Adherence to the Mediterranean Diet in Spanish Children and Adolescents across Two Decades.

Unhealthy dietary habits determined during childhood may represent a risk factor to many of the chronic non-communicable diseases (NCDs) in adulthood. Mediterranean Diet (MD) adherence in children and adolescents (8–16 years) living in Spain was investigated using the KIDMED questionnaire in a comparative analysis of two cross-sectional nationwide representative studies: enKid (1998–2000, n = 1001) and PASOS (2019–2020, n = 3540). Taking into account the educational level of pupils, as well as the characteristics of the place of living, a significant association was found between a KIDMED score ≥ 8 (optimal MD adherence) and primary education as well as residency in an area of <50,000 inhabitants, while living in the southern regions was associated with non-optimal MD adherence (p < 0.001). Participants of the 2019–2020 study showed an increase in the consumption of dairy products (31.1% increase), pasta/rice (15.4% increase), olive oil (16.9% increase), and nuts (9.7% increase), as well as a decreased sweets and candies intake (12.6% reduction). In contrast, a significantly lower MD adherence was found when comparing the 2019–2020 (mean ± SE: 6.9 ± 0.04) and the 1998–2000 study (7.37 ± 0.08); p < 0.001), due to less consumption of fish (20.3% reduction), pulse (19.4% reduction), and fruits (14.9% reduction), and an increased intake of commercial goods/pastries or fast-food intake (both 19.4% increase). The lowest adherence was recorded for adolescents also in the most recent study, where 10.9% of them presented a KIDMED score ≤ 3. This study shows that eating habits are deteriorating among Spanish children and adolescents. Such findings point out the urgency of undertaking strong measures to promote the consumption of healthy, sustainable, and non-ultra-processed food, such as those available in an MD, not only at a scientific and academic level, but also at a governmental onePartial funding for open access charge: Universidad de Málag

Innovación en la formación del profesorado de educación física

The aim of this paper is to analyse the Physical Education in Teacher Education (PETE) in introducing elements of reflection and proposals considering both the curriculum and the contents used in this curriculum. We will do this based on the conviction that the most important issues in our field will be decided on a policy framework that prioritizes social and economic issues grounded on research and expert opinions. This article has the following structure: (1) we will introduce the topics of the article emphasising that the processes of innovation and changes are mainly influenced by the social, economic and political context (rather than the results obtained from research); (2) we will analyse the evolution of teacher education, giving special attention to the «new teacher education» (informed, critical and able to promote change); (3) we will defend the need to conceive and perform a PETE able to prepare teachers to become effective teachers; (4) we will refer to the challenges for PETE, trying to answer the following relevant questions: What role should PETE candidates’ attributes play in the PETE curriculum and what is the relationship between effective PETE and student achievement in physical education? What programmatic structures or curricular frameworks are most promising for preparing effective teachers? How should we define and deliver subject matter within PETE? What pedagogical strategies within PETE promote effective teaching? And, (5) we will conclude making some recommendations to PETE.El objetivo de este artículo es analizar la formación inicial del profesorado de Educación Física, incorporando elementos de reflexión y propuestas para considerar tanto en los planes de estudio como a nivel de las materias que componen el mismo. Todo esto, desde el convencimiento de que las cuestiones más importantes en nuestro campo se decidirán en un marco político que prioriza las cuestiones económicas y sociales ante la investigación y las opiniones de los expertos. Se desarrollará de acuerdo a la siguiente estructura:(1) Justificaremos que los procesos de innovación y cambio están influenciados principalmente por el contexto social, económico y político (más que por los resultados obtenidos desde la investigación); (2) analizaremos la evolución de la formación docente, prestando especial atención a la «nueva formación del profesorado» (docentes informados, críticos y capaces de promover el cambio); (3) defenderemos la necesidad de concebir y realizar una formación del profesorado capaz de prepararlos para ser eficaces; (4) nos referiremos a los desafíos para una formación de calidad del profesorado de Educación Física, centrándose en aspectos tales como: ¿Qué papel deben jugar las características de las/los estudiantes que quieren acceder a los programas de formación inicial del profesorado de educación física (FIPEF) y como transformar las creencias de los futuros docentes? ¿Qué tipos de programas contribuyen a la formación de un profesional más cualificado? ¿Cómo definir e impartir la materia dentro de los programas de FIPEF?, y ¿Cuáles son las características de los FIPEF de calidad? y, (5) concluiremos haciendo algunas recomendaciones para la formación inicial del profesorado de educación física

Parental assessment of physical education in the school curriculum: a brief report on the influence of past experiences as students

The aim of this study was to analyse the relationship between parents' past experience as Physical Education (PE) students and the importance they give to PE within the school curriculum. Parents of 1834 teenagers from Spain and Portugal participated in the study (1834 fathers and 1834 mothers). An 11 item questionnaire was used for data collection. The measures studied were: socio-demographic characteristics, parent´s past experience as PE students, and importance that parents gave to PE in the school curriculum. The results suggest that parents’ past experiences as PE student condition their evaluation of the importance that PE should have in the school curriculum. As the past experience as PE student deteriorated and as age increased, there was an increase in the probability that parents evaluate PE as deserving a less important status in their children's curriculum. These findings can contribute to understanding how the parents' past experiences as PE students seem to partially model the value judgements that they make later in life regarding the importance of the subject