Interdisciplinariedad de las áreas en educación primaria. La educación física refuerzo del área de lengua castellana y literatura

Pretendemos aportar una propuesta concreta sobre el concepto de interdisciplinariedad de las áreas del currículum de Educación Primaria, en este caso particular de la Educación Física con el área de Lengua Castellana y Literatura. Justificamos pues el estudio remitiéndonos a los modelos de aprendizaje y enseñanza: modelos conductuales, cognitivos e interactivos, destacando a los principales autores que aportan de una forma u otra aspectos interesantes para el desarrollo del presente trabajo. Desde todas las perspectivas defendemos que la interdisciplinariedad, sustentada por la significatividad de los aprendizajes y la globalidad, es un principio clave, básico y fundamental en todo proceso de enseñanza-aprendizaje, donde los conocimientos y las competencias que se adquieran en el aula puedan ser utilizados en cualquier situación de la vida cotidiana que lo requiera. Finalmente planteamos como ejemplo y de forma práctica como la Educación Física puede hacer de refuerzo al Área de Lengua Castellana y Literatura. Hacemos una propuesta real partiendo de los objetivos que plantea el Decreto 105/1992 de 9 de junio de 1992 en el Área de Lengua Castellana y Literatura y proponemos actividades significativas, jugadas y motivante

Interdisciplinarietat de les àrees en l'educació primària. L'educació física reforç de l'àrea de llengua castellana i literatura

Pretenem aportar una proposta concreta sobre el concepte d'interdisciplinarietat de les àrees del currículum d'Educació Primària, en aquest en particular, de l'Educació Física amb l'àrea de Llengua Castellana i Literatura. Així doncs, justifiquem l'estudi remetent-nos als models d'aprenentatge i ensenyament: models conductuals, cognitius i interactius, destacant els principals autors que aporten d'una o altra manera aspectes interessants per al desenvolupament d'aquest treball. Des de totes les perspectives defensem que la interdisciplinarietat, basada en la significativitat dels aprenentatges i la globalitat, és un principi clau, bàsic i fonamental en qualsevol procés d'ensenyament-aprenentatge, en què els coneixements i les competències que hom adquireixi en l'aula puguin ser utilitzats en qualsevol situació de la vida quotidiana en què calgui. Finalment plantegem com a exemple i de manera pràctica com l'Educació Física pot fer de reforç a l'Àrea de Llengua Castellana i Literatura. Fem una proposta real que parteix dels objectius que planteja el Decret 105/1992, de 9 de juny de 1992, en l'Àrea de Llengua Castellana i Literatura i proposem activitats significatives, jugades i motivants que depenen de l'àrea d'Educació Física per desenvolupar integralment i, sobretot, de manera interdisciplinar aquests objectius.

GNSS Applications to Assess Performance in Olympic Sailors: Laser Class

Laser class is an Olympic sport in which technical and tactical variables are very important in the performance of the sailor. However, the variables that determine performance in a regatta have not been studied, and less so with Olympic sailors. Therefore, the main objectives of this study are to analyze the technical and tactical variables that differentiate sailors based on their level of performance and sex and determine the most important courses in a regatta. The sample consists of 159 Olympic sailors (67 females) of the Laser class, who participated in a World Cup. Velocity made good (VMG), distance, and maneuvers were evaluated using Global Navigation Satellite System (GNSS) devices in the upwind, downwind, and broad reach courses. VMG in upwind and downwind is the technical variable that determines performance in the Laser class. The VMG is decisive in the performance of elite female sailors in the upwind, downwind, and broad reach courses, while in elite male sailors, performance is mainly influenced by speed in upwind and downwind and the distance covered in upwind. The maneuvers do not determine sailing performance in any of the courses of a regatta

The relative age effect on physical fitness in preschool children

The aim of the present study was to investigate the existence of a relative age effect (RAE) on physical fitness of preschoolers. Anthropometry and physical fitness were assessed in 3147 children (3–5 years old) using the PREFIT battery. Based on the birth year, participants were divided into 3year groups (3-, 4- and 5-years). Within each year group, 4quarter groups were created: quarter 1, preschoolers born from January to March; quarter 2, from April to June; quarter 3, from July to September; quarter 4, from October to December. The MANCOVA analysis revealed a main effect of year group (Wilks’ λ = 0.383; F10,5996 = 369.64; p < 0.001, ηp 2 = 0.381) and of quarter (Wilks’ λ = 0.874; F15,8276.6 = 27.67; p < 0.001; ηp 2 = 0.044) over the whole battery of tests. To the best of our knowledge, this is the first study to report the existence of RAE at the preschool stage. In general, performance improved as the relative age increased (i.e., those born in quarter 1 performed better than those in the other quarters). Individualization strategies should be addressed within the same academic year not only in elementary or secondary years but also in preschoolers

La concepción del profesorado sobre los factores que influyen en el tratamiento interdisciplinar de la Educación Física en Primaria

El objetivo principal de este estudio de investigación fue analizar en profundidad el papel de la enseñanza interdisciplinar en el diseño curricular de la enseñanza primaria y, específicamente, en el área de Educación Física. Con esta finalidad se configuró un grupo de discusión teniendo en cuenta los siguientes criterios concernientes a características sociodemográficas del profesorado: tipo de centro, categoría profesional, contexto del centro, sexo y, finalmente, experiencia docente. El análisis cualitativo del discurso de los participantes, realizado gracias a la aplicación del programa informático ¿Nudist Vivo¿, permitió identificar varios núcleos de información que fueron indexados y organizados teniendo en cuenta una trayectoria y secuencia temporal lógica, es decir, desde que aparecen, o debieran aparecer, las propuestas interdisciplinares, hasta los condicionantes o dificultades que el profesorado tiene, o puede tener, a la hora de plantearlos. También se realizó un análisis cuantitativo de la participación de los miembros del grupo

GNSS Applications to Assess Performance in Olympic Sailors: Laser Class

Laser class is an Olympic sport in which technical and tactical variables are very important in the performance of the sailor. However, the variables that determine performance in a regatta have not been studied, and less so with Olympic sailors. Therefore, the main objectives of this study are to analyze the technical and tactical variables that differentiate sailors based on their level of performance and sex and determine the most important courses in a regatta. The sample consists of 159 Olympic sailors (67 females) of the Laser class, who participated in a World Cup. Velocity made good (VMG), distance, and maneuvers were evaluated using Global Navigation Satellite System (GNSS) devices in the upwind, downwind, and broad reach courses. VMG in upwind and downwind is the technical variable that determines performance in the Laser class. The VMG is decisive in the performance of elite female sailors in the upwind, downwind, and broad reach courses, while in elite male sailors, performance is mainly influenced by speed in upwind and downwind and the distance covered in upwind. The maneuvers do not determine sailing performance in any of the courses of a regatta.This work has been supported by The European University of the Seas (SEA-EU) project-(Erasmus+, European Universities; Ref 612468-EPP-1-2019-1-ES-EPPKA2-EUR-UNIV).Ye

The role of school in helping children and adolescents reach the physical activity recommendations: the UP&DOWN study

[Background] The aims were to: (1) examine the levels of physical activity (PA) during different time periods (ie, daily PA, school hour PA, recess PA, physical education classes [PEC] PA) in children and adolescents; and (2) identify the rate of compliance with the specific PA recommendations for these time periods.[Methods] The participants were 1925 (940 girls) children and adolescents from 40 Spanish schools. Hip-worn accelerometers were used to assess PA during different time periods.[Results] Boys and children were more physically active and had a greater percentage meeting the daily PA recommendation and the school-based PA recommendation than girls and adolescents, respectively. Compliance with daily PA recommendation was markedly higher than that with the school-based PA recommendation, regardless of sex and age groups (ie, 80.4% vs 24.1% for daily and school-based PA recommendations, respectively, in child boys). A very low percentage (ie, 9.7% and 1.2% of child boys with almost 50% of moderate-to-vigorous PA during recess and PEC, respectively) of students reached the recommended PA levels for recess and PEC.[Conclusions] Physical activity levels during school hours, recess, and PEC in children and adolescents are very low. Promoting PA in school settings is essential, especially in girls and adolescents.“Ramón y Cajal”. Grant Number: RYC‐2016‐20546. National Plan for Research: Development and Innovation (R + D + i) MICINN. Grant Numbers: DEP 2010‐21662‐C04‐00, DEP 2010‐21662‐C04‐01, DEP 2010‐21662‐C04‐02, DEP 2010‐21662‐C04‐03, DEP 2010‐21662‐C04‐04

Independent and combined influence of neonatal and current body composition on academic performance in youth: The UP & DOWN Study

Backgrounds: Unhealthy body composition is a cause for concern across the lifespan. Objective: The objective of this study was to examine the independent and combined associations between neonatal and current body composition with academic performance among youth. Methods: This cross-sectional study was conducted with a total of 1557 youth (745 girls) aged 10.4 ± 3.4 years. Birth weight and length at birth were self-reported. Current body composition was assessed by body mass index (BMI), waist circumference (WC) and percentage of body fat (BF%). Academic performance was assessed through schools records. Results: Birth weight was related to all academic variables in boys, independent of potential confounders, including BMI; whereas WC, BMI and BF% were related to all academic performance indicators in both boys and girls, independent of potential confounders, including birth weight (all P  <  0.05). In addition, the combined adverse effects of low birth weight and current overweight on academic performance were observed in both boys and girls for grade point average (GPA) indicator. Boys in the group with none adverse effect had significantly higher scores in GPA (score +0.535; 95% confidence interval, 0.082–0.989) than boys in the group of both adverse effects (P  <  0.007); among girls, GPA score was higher in the group with none adverse effect than in the groups with one or two adverse effects (P for trend = 0.029). Conclusions: Neonatal and current body composition, both independently and combined, may influence academic performance in youth