Burnout : intervención aplicada a un entrenador durante la competición

Burnout surge como respuesta inadecuada al estrés generado por variables de índole familiar/social, deportivo y personal. Debido a su influencia en el ámbito deportivo, se ha investigado mucho sobre burnout, pero son escasos los trabajos que realicen un proceso de intervención con entrenadores. Asumiendo el paradigma de los sistemas dinámicos (el comportamiento final de un sistema, es resultado de la relación de interdependencia establecida entre los distintos elementos presentes), presentamos una intervención realizada con un entrenador de balonmano que presentaba síntomas de burnout. La intervención se realizó en el transcurso de la temporada (mientras se disputaba la competición) y tuvo como objetivo reducir la intensidad del burnout en el entrenador. Se aplicó durante 9 semanas y abordó los elementos del contexto deportivo que previamente, por medio de una entrevista semi-estructurada, se identificaron como estresores para el entrenador (estilo negativo de dirección y de interacción, altas demandas competitivas, excesivas demandas de energía y tiempo, monotonía del entrenamiento, sentimientos del deportista de estar apartado, no adaptación de las expectativas originales con los logros finales obtenidos). Utilizando la versión española del Athlete Burnout Questionnaire, se mide la intensidad del burnout en las tres dimensiones: agotamiento físico/emocional (AFE), reducida sensación de logro (RSL) y devaluación de la práctica deportiva (DPD), antes y después de la intervención.Burnout arises as an inadequate response to the stress generated by familiar / social, sports and personal variables. Due to its influence in sports, much research has been done on burnout, but there is no much work done on the benefits of coach intervention. Assuming the paradigm of dynamic systems (the final system's behavior is the result of interdependence established between elements), we present the results of an intervention performed with a handball coach who presented symptoms of burnout. The intervention was performed during the sport season and aimed to reduce the coach's intensity of burnout. It was applied during 9 weeks and addressed those element that previously and through a semi-structured interview, were identified as trainer stressors (negative style of management and interaction, high competitive demands, excessive energy and time demands, monotonous training, feelings of the athlete being separated, original expectations not matching the final achievements). Using the Spanish version of the Athlete Burnout Questionnaire, burnout intensity is measured by three dimensions: physical / emotional exhaustion (AFE), reduced sense of accomplishment (RSL) and depreciation of sports practice (DPD), before and after intervention. -Pretest: 3.4 in AFE, 4.0 in RSL and 4.0 in DPD. -Postest: 1.8 in AFE, 2.8 in RSL and 2.4 in DPD. The scores show a decrease in the intensity of burnout suffered by the coach

Recursos de la Web 2.0 en el marco del Espacio Europeo de Educación Superior : E-Portafolio

Este trabajo presenta el fruto de una experiencia docente universitaria con recursos de la Web 2.0. En ella se han empleado blogs de los alumnos como portafolios electrónicos. Por medio de estos blogs se ha realizado el seguimiento y evaluación del aprendizaje del alumnado. En el documento se recogen los elementos clave de esta experiencia y sus ventajas e inconvenientes.This paper presents the result of a university teaching experience with Web 2.0 resources. It has been used student blogs as electronic portfolios. Through these blogs has made monitoring and assessment of student learning. The document sets out the key elements of this experience and their advantages and disadvantages

A note on isoperimetric inequalities of Gromov hyperbolic manifolds and graphs

We study in this paper the relationship of isoperimetric inequality and hyperbolicity for graphs and Riemannian manifolds. We obtain a characterization of graphs and Riemannian manifolds (with bounded local geometry) satisfying the (Cheeger) isoperimetric inequality, in terms of their Gromov boundary, improving similar results from a previous work. In particular, we prove that having a pole is a necessary condition to have isoperimetric inequality and, therefore, it can be removed as hypothesis.First author supported in part by a Grant from Ministerio de Ciencia, Innovación y Universidades (PGC2018-098321-B-I00), Spain. Second author supported in part by two Grants from Ministerio de Economía y Competitividad, Agencia Estatal de Investigación (AEI) and Fondo Europeo de Desarrollo Regional (FEDER) (MTM2016-78227-C2-1-P and MTM2017-90584-REDT), Spain. Also, the research of the second author was supported by the Madrid Government (Comunidad de Madrid-Spain) under the Multiannual Agreement with UC3M in the line of Excellence of University Professors (EPUC3M23), and in the context of the V PRICIT (Regional Programme of Research and Technological Innovation)

Cheeger isoperimetric constant of Gromov hyperbolic manifolds and graphs

In this paper, we study the relationship of hyperbolicity and (Cheeger) isoperimetric inequality in the context of Riemannian manifolds and graphs. We characterize the hyperbolic manifolds and graphs (with bounded local geometry) verifying this isoperimetric inequality, in terms of their Gromov boundary. Furthermore, we characterize the trees with isoperimetric inequality (without any hypothesis). As an application of our results, we obtain the solvability of the Dirichlet problem at infinity for these Riemannian manifolds and graphs, and that the Martin boundary is homeomorphic to the Gromov boundary.Supported in part by a grant from Ministerio de Economíıa y Competitividad (MTM 2012-30719), Spain. Supported in part by two grants from Ministerio de Economíıa y Competitividad (MTM 2013-46374-P and MTM 2015- 69323-REDT), Spain, and a grant from CONACYT (FOMIX-CONACyT-UAGro 249818), México

Blog: Didactic Tools as the European Higher Education

Este trabajo presenta el resultado de una experiencia docente universitaria con recursos de la Web 2.0. Bajo la modalidad de formación presencial, apoyada en el uso de una plataforma de formación virtual (Blackboard), se evalúan competencias generales y específicas con la confección de un portafolio electrónico por parte del alumnado, para el que se ha optado por el empleo de un blog reforzado por herramientas como GoogleDocs, SlideShare o YouTube. En el documento se recogen los elementos clave de esta experiencia y sus ventajas e inconvenientes.This work is the result of my university teaching experience using Web 2.0. resources. Using face-to-face teaching supported by a virtual teaching platform (Blackboard), general and specific competencies are evaluated by way of an electronic portfolio drawn by the student, who has opted to work on a blog, supported by the use of tools such as GoogleDocs, SlideShare or YouTube. The key elements of this experience and the corresponding advantages and drawbacks are collected and presented within the document