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

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.

Unexpected Consequences: Women’s experiences of a self-hypnosis intervention to help with pain relief during labour.

Background Self-hypnosis is becoming increasingly popular as a means of labour pain management. Previous studies have produced mixed results. There are very few data on women’s views and experiences of using hypnosis in this context. As part of a randomized controlled trial of self-hypnosis for intra-partum pain relief (the SHIP Trial) we conducted qualitative interviews with women randomized to the intervention arm to explore their views and experiences of using self-hypnosis during labour and birth. Methods Participants were randomly selected from the intervention arm of the study, which consisted of two antenatal self-hypnosis training sessions and a supporting CD that women were encouraged to listen to daily from 32 weeks gestation until the birth of their baby. Those who consented were interviewed in their own homes 8-12 weeks after birth. Following transcription, the interviews were analysed iteratively and emerging concepts were discussed amongst the authors to generate organizing themes. These were then used to develop a principal organizing metaphor or global theme, in a process known as thematic networks analysis. Results Of the 343 women in the intervention group, 48 were invited to interview, and 16 were interviewed over a 12 month period from February 2012 to January 2013. Coding of the data and subsequent analysis revealed a global theme of ‘unexpected consequences’, supported by 5 organising themes, ‘calmness in a climate of fear’, ‘from sceptic to believer’, ‘finding my space’, ‘delays and disappointments’ and ‘personal preferences’. Most respondents reported positive experiences of self-hypnosis and highlighted feelings of calmness, confidence and empowerment. They found the intervention to be beneficial and used a range of novel strategies to personalize their self-hypnosis practice. Occasionally women reported feeling frustrated or disappointed when their relaxed state was misinterpreted by midwives on admission or when their labour and birth experiences did not match their expectations. Conclusion The women in this study generally appreciated antenatal self-hypnosis training and found it to be beneficial during labour and birth. The state of focused relaxation experienced by women using the technique needs to be recognized by providers if the intervention is to be implemented into the maternity service

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

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

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

Restricting datasets to classifiable samples augments discovery of immune disease biomarkers

Immunological diseases are typically heterogeneous in clinical presentation, severity and response to therapy. Biomarkers of immune diseases often reflect this variability, especially compared to their regulated behaviour in health. This leads to a common difficulty that frustrates biomarker discovery and interpretation – namely, unequal dispersion of immune disease biomarker expression between patient classes necessarily limits a biomarker’s informative range. To solve this problem, we introduce dataset restriction, a procedure that splits datasets into classifiable and unclassifiable samples. Applied to synthetic flow cytometry data, restriction identifies biomarkers that are otherwise disregarded. In advanced melanoma, restriction finds biomarkers of immune-related adverse event risk after immunotherapy and enables us to build multivariate models that accurately predict immunotherapy-related hepatitis. Hence, dataset restriction augments discovery of immune disease biomarkers, increases predictive certainty for classifiable samples and improves multivariate models incorporating biomarkers with a limited informative range. This principle can be directly extended to any classification task

Brain multiplexes reveal morphological connectional biomarkers fingerprinting late brain dementia states

Accurate diagnosis of mild cognitive impairment (MCI) before conversion to Alzheimer\u27s disease (AD) is invaluable for patient treatment. Many works showed that MCI and AD affect functional and structural connections between brain regions as well as the shape of cortical regions. However, \u27shape connections\u27 between brain regions are rarely investigated -e.g., how morphological attributes such as cortical thickness and sulcal depth of a specific brain region change in relation to morphological attributes in other regions. To fill this gap, we unprecedentedly design morphological brain multiplexes for late MCI/AD classification. Specifically, we use structural T1-w MRI to define morphological brain networks, each quantifying similarity in morphology between different cortical regions for a specific cortical attribute. Then, we define a brain multiplex where each intra-layer represents the morphological connectivity network of a specific cortical attribute, and each inter-layer encodes the similarity between two consecutive intra-layers. A significant performance gain is achieved when using the multiplex architecture in comparison to other conventional network analysis architectures. We also leverage this architecture to discover morphological connectional biomarkers fingerprinting the difference between late MCI and AD stages, which included the right entorhinal cortex and right caudal middle frontal gyrus