Modelo TPACK en contextos de aprendizaje cooperativo: percepción de alumnado universitario de Educación Física durante la formación docente inicial

Esta investigación persiguió analizar si el modelo TPACK (Technological Pedagogical Content Knowledge - Conocimiento Técnico Pedagógico del Contenido) en contextos de Aprendizaje Cooperativo (AC) favorece la percepción de competencia digital de alumnado universitario de educación física en formación inicial docente. El diseño fue cuasi-experimental pretest-postest sin grupo control con 126 participantes. Tras la intervención, los resultados mostraron el aumento de percepción en las competencias TPACK (disciplinares, pedagógicas, tecnológicas, pedagógicas del contenido, tecnológicas del contenido, tecnológicas pedagógicas, y tecnológicas y pedagógicas del contenido). No hay estudios previos que hayan examinado este modelo en contextos de AC por lo que este trabajo se presenta como una alternativa para fomentar la percepción de la competencia digital docente

Influência dos tipos de agrupamento na competência social dos futuros professores Educação Física na implementação da aprendizagem cooperativa

The objective of this research was to verify the incidence of cooperative learning (CL) in social competence depending on the types of grouping of students. Fifty-three (53) third-year students of the Primary Education Teaching Degree participated with the mention of Physical Education (PE). A quasi-experimental design was used where intervention was implemented for four months with pre-test and post-test measures through a sociometric questionnaire. Data processing was performed using Sociomet software. The results obtained indicate that the seminars that have used free and heterogeneous groupings have obtained better scores for the perception of social competence than the seminar organized in homogeneous subgroups. Thus, it is considered that the homogeneity criterion should be discarded when implementing CA in PE.El objetivo de esta investigación fue comprobar la incidencia del aprendizaje cooperativo (AC) en la competencia social en función de los tipos de agrupamiento del alumnado. Participaron 53 estudiantes de tercer curso del Grado de Magisterio Educación Primaria de la mención de Educación Física (EF). Se utilizó un diseño cuasi-experimental donde se implementó una intervención durante cuatro meses con medidas pre-test y post-test a través de un cuestionario sociométrico. El tratamiento de datos se realizó mediante el software Sociomet. Los resultados obtenidos indican que los seminarios que han utilizado agrupamientos libres y heterogéneos han obtenidos mejores puntuaciones de percepción de competencia social que el seminario organizado en subgrupos homogéneos. Así pues, se considera que el criterio de homogeneidad debe ser descartado a la hora de implementar el AC en EF.O objetivo desta pesquisa foi verificar a incidência da aprendizagem cooperativa (LC) na competência social em função dos tipos de agrupamento de alunos. Participaram 53 alunos do terceiro ano do Ensino Fundamental da Licenciatura da menção à Educação Física (EF). Foi utilizado um desenho quase experimental onde foi implementada uma intervenção durante quatro meses com medidas pré-teste e pós-teste através de um questionário sociométrico. O processamento dos dados foi realizado por meio do software Sociomet. Os resultados obtidos indicam que os seminários que utilizaram agrupamentos livres e heterogêneos obtiveram melhores pontuações para a percepção de competência social do que o seminário organizado em subgrupos homogêneos. Assim, considera-se que o critério de homogeneidade deve ser descartado na implementação da AC em EF

COLECCIÓN INVESTIGACIÓN EN CIENCIAS DEL DEPORTE -3-

Libro de actas con los resúmenes de las ponencias, comunicaciones, pósteres y proyectos de innovación presentados en el IV Congreso Internacional Universitario Trail Running y Raids de Aventura Ruta de las Fortalezas 2018Actividad Física y Deport

Exploring the perception of barriers to a dual career by student-athletes with/out disabilities

n recent years, there has been an increase in knowledge about the barriers experienced by people with disabilities in the education system or sports. However, no studies have analyzed the barriers for those who try to succeed in both disciplines (dual career). The purpose of this study was to examine the barriers faced by student-athletes with/out disability to a dual career combining studies and sport. Two groups were involved in the study (n = 162): student-athletes with disabilities (n = 79) and student-athletes without disabilities (n = 83). Data collected included: (a) socio-demographic aspects; and (b) barriers towards achieving a good balance between sport and academics during the dual career, through the "Perceptions of dual career student-athletes" (ESTPORT) questionnaire. The results showed that student-athletes with disabilities were more likely to perceive in a greater extent the barriers, the university is far from my home (p = 0.007) and the university is far from my training site (p = 0.006), I find myself unable to balance study and training time (p = 0.030), I have to take care of my family (p<0.001), and my current job does not allow me to study enough (p<0.001). The MANOVA analysis showed that the factors gender, competitive level, and employment status had an influence on the perception of some barriers between groups. In conclusion, student-athletes with disabilities perceived barriers more strongly than those without disabilities, and measures are needed to ensure their inclusion in the education system

Diseño y validación del cuestionario de percepción de los estudiantes universitarios-deportistas de alto nivel sobre la carrera dual (ESTPORT).

El objetivo de la presente investigación fue diseñar y validar un instrumento de evaluación para conocer la percepción de los estudiantes universitarios-deportistas de alto nivel sobre la carrera dual. En la creación inicial del instrumento se definió el constructo y se establecieron tres dimensiones: carrera académica, carrera deportiva y tutor deportivo. En la validez de contenido, tras un proceso de traducción inversa, los expertos (n = 8) valoraron positivamente el constructo, las dimensiones y las preguntas cuestionario. Los resultados estadísticos de los ítems mostraron la adecuada validez de comprensión de los participantes (n = 30). En la validez de constructo (n = 73), las propiedades psicométricas mostraron la adecuada calidad psicométrica, consistencia interna, fiabilidad y bondad de ajuste. El instrumento también contó con evidencias externas de validez, dado que los resultados fueron en la línea de lo que demuestra la literatura. Por ello, este trabajo ofrece un cuestionario válido y fiable de 84 preguntas (en español y en inglés) que permite medir la percepción de los estudiantes universitarios-deportistas de alto nivel sobre la carrera dual.Actividad Física y Deport

Design and validation of a questionnaire about the perceptions of dual career student-athletes (ESTPORT)

Abstract The purpose of this paper was to design and validate a questionnaire about the perceptions of elite studentathletes at university relating to their dual career. In the initial creation of the instrument, constructs were defined and three dimensions were established: academic life, sporting life and sports tutor. After a process of ‘back translation’, experts (n = 8) agreed the construct to ensure content validity, the dimensions and the questionnaire questions. Statistical analysis of the items showed adequate comprehension to confirm content validity of participants (n = 30). In construct validity (n = 73), the results showed correct psychometric quality, internal consistency, reliability and adequacy of the structural model. The instrument had evidence of external validity, since the results were congruent with the main findings of the research. This questionnaire was found to be a valid and reliable assessment instrument, consisting of 84 questions (in Spanish and English language), that enables the perception of elite student-athletes to be known about their dual career whilst at university

Percepción de la influencia del modelo Estport en la carrera dual de los estudiantes-deportistas en universidades de España e Italia

The objective of the present study was to analyze the influence of the Estport model implemented in universities in Spain and Italy, after intervention in an academic year. 153 student-athletes participated, 109 Spaniards and 44 Italians, with ages between 17 and 48 years (M = 23.62; DT = 4.31) of different sports level: amateur (25.4%), semi-professional (42.8%), and professional (31.8%). The ESTPORT questionnaire on the perception of university students-high-level athletes about the dual career was used. The Italian athletes perceived more barriers than the Spanish and in general, the men perceived more barriers than the women. Regarding the perception of aid tools and sports mentoring, there are no significant differences between countries and gender, a similar perception of the influence of the Estport model could suppose it.El objetivo del presente estudio fue analizar la in-fluencia del modelo Estport a través de la evaluación de las percepciones de los deportistas en cuanto a ba-rreras, herramientas de ayuda y el tutor deportivo. La intervención tuvo una duración de un curso académico universitario en universidades de España e Italia. Par-ticiparon 153 estudiantes-deportistas, 109 españoles y 44 italianos, con edades comprendidas entre los 17 y 48 años (M = 23.62; DT = 4.31) de distinto nivel deportivo: amateur (25.4%), semi-profesional (42.8%) y profesio-nal (31.8%). Se utilizó el cuestionario de percepción de los estudiantes universitarios-deportistas de alto nivel sobre la carrera dual. Los deportistas italianos percibie-ron más barreras que los españoles y, en general, los hombres percibieron más barreras que las mujeres. Con respecto a la percepción de las herramientas de ayuda y la tutoría deportiva, no existieron diferencias significa-tivas entre países y género, lo que podría suponer una percepción similar de la influencia del modelo EstportActividad Física y Deport

Diseño y validación del cuestionario de percepción de los estudiantes universitarios-deportistas de alto nivel sobre la carrera dual (ESTPORT)

The purpose of this paper was to design and validate a questionnaire about the perceptions of elite studentathletes at university relating to their dual career. In the initial creation of the instrument, constructs were defined and three dimensions were established: academic life, sporting life and sports tutor. After a process of ‘back translation’, experts (n = 8) agreed the construct to ensure content validity, the dimensions and the questionnaire questions. Statistical analysis of the items showed adequate comprehension to confirm content validity of participants (n = 30). In construct validity (n = 73), the results showed correct psychometric quality, internal consistency, reliability and adequacy of the structural model. The instrument had evidence of external validity, since the results were congruent with the main findings of the research. This questionnaire was found to be a valid and reliable assessment instrument, consisting of 84 questions (in Spanish and English language), that enables the perception of elite student-athletes to be known about their dual career whilst at universityEl objetivo de la presente investigación fue diseñar y validar un instrumento de evaluación para conocer la percepción de los estudiantes universitarios-deportistas de alto nivel sobre la carrera dual. En la creación inicial del instrumento se definió el constructo y se establecieron tres dimensiones: carrera académica, carrera deportiva y tutor deportivo. En la validez de contenido, tras un proceso de traducción inversa, los expertos (n = 8) valoraron positivamente el constructo, las dimensiones y las preguntas cuestionario. Los resultados estadísticos de los ítems mostraron la adecuada validez de comprensión de los participantes (n = 30). En la validez de constructo (n = 73), las propiedades psicométricas mostraron la adecuada calidad psicométrica, consistencia interna, fiabilidad y bondad de ajuste. El instrumento también contó con evidencias externas de validez, dado que los resultados fueron en la línea de lo que demuestra la literatura. Por ello, este trabajo ofrece un cuestionario válido y fiable de 84 preguntas (en español y en inglés) que permite medir la percepción de los estudiantes universitarios-deportistas de alto nivel sobre la carrera dualActividad Física y Deport

Understanding dual career views of European university athletes: The more than gold project focus groups

Previous studies have found that student-athletes (S-As) have difficulties in achieving dual career (DC) success. However, no studies have analysed the opinion of the S-As on the functioning of DC with a qualitative methodology. The aim of the present work was to collect the opinions of elite university S-As in relation to DC policy adopted by their academic institutions in different European countries. In total, 77 athletes (F = 35, M = 42; age range: 20-25 years) participated in 15 national face-to-face focus groups in five different countries, to discuss aspects that higher education institutes should implement in relation to: 1) the athletes' needs; 2) assistance/tutorship: 2) curricula requirements; 3) financial support; 4) logistic support; 5) social support; and 6) dual career policies. Fifty of the athletes competed in individual sports and twenty-seven team sports. Of them, 57 was enrolled at undergraduate, 17 was enrolled in a master and 3 in a PhD. The athletes were presented with 13 open-ended questions one by one, and were ensured freedom to interact. All the discussions were recorded. After this, a general discussion took place in which the participants identified and agreed on a final list of statements from their focus group deemed to be relevant to DC athletes as university students. Then, at a consensus meeting, the findings were combined, repetitions were eliminated, and fragmented statements were condensed into broader ones. A final list of 31 statements, organized in six related content units, were identified in relation to the athletes' needs (n = 5), assistance/tutorship (n = 5), curricula requirements (n = 4), financial support (n = 4), logistic support (n = 4), social support (n = 6), and DC policies (n = 3), respectively. In conclusion, this cross-national qualitative research study synthesized the S-As views about their needs and the most relevant DC policies and provisions that higher education institutes should provide to ensure them with positive academic experiences towards the achievement of a degree

Percepción de alumnado y profesorado de Educación Primaria sobre el aprendizaje basado en competencias.

En la actualidad, el sistema educativo se encuentra en continuo proceso de cambio, y ello implica la incorporación de nuevos enfoques de aprendizaje, así como planteamientos metodológicos innovadores. Uno de estos planteamientos, hace referencia al proceso de enseñanza, aprendizaje y evaluación basado en competencias, el cual supone un tópico de debate en curso en la comunidad educativa a nivel internacional (e.g., Comisión Europea, 2012; Edwards & López, 2008). Teniendo en cuenta la relevancia y vigencia de este marco competencial en el contexto educativo, es prioritario contar con indicadores y herramientas de evaluación fiables y universales que permitan valorar este proceso desde la perspectiva múltiple de los agentes implicados (e.g., Méndez-Giménez, Sierra-Arizmendiarrieta, & Mañana-Rodríguez, 2013; Miñano & Castejón, 2011). A partir de estos antecedentes, la presente tesis doctoral persiguió diseñar y validar tres instrumentos de evaluación, y su análisis, que permitan explorar la percepción de alumnado y profesorado sobre el aprendizaje basado en competencias. Se establecieron dos fases de investigación: (I) ‘Diseño y validación de los instrumentos de evaluación’; y (II) ‘Percepción de alumnado y profesorado de Educación Primaria sobre el aprendizaje basado en competencias’. En la primera, se contemplaron tres estudios: (I) Diseño y validación del ‘Cuestionario del Aprendizaje Percibido Basado en Competencias para el Alumnado de Educación Primaria (#ICOMpri1)’ (Anexo 3); (II) Diseño y validación del ‘Cuestionario de Percepción del Profesorado de Educación Primaria sobre el Aprendizaje del Alumnado Basado en Competencias (#ICOMpri2)’ (Anexo 4); y (III) Diseño y validación del ‘Cuestionario de Percepción del Profesorado de Educación Primaria sobre la Inclusión de las Competencias (#ICOMpri3)’ (Anexo 5). Procedimiento que, para cada uno de los instrumentos, fue desarrollado siguiendo las fases propuestas por Carretero-Dios y Pérez (2005). En la primera, ‘Creación inicial del instrumento’, se contempló la necesidad e innovación de la escala a construir. En la segunda, ‘Validez de contenido’, se abordaron tres rondas de valoración por expertos siguiendo el método de validación inter-jueces (n = 35). En la tercera, ‘Validez de comprensión por participantes’ (173 estudiantes y 45 docentes), se examinó el análisis estadístico de los ítems. En la cuarta, ‘Validez de constructo’ (523 estudiantes y 255 docentes), se analizó la estructura interna del instrumento. Por último, se analizó la ‘Estimación de fiabilidad y obtención de evidencias externas de validez’, para cada uno de ellos. En la segunda fase, se abordaron dos estudios: (IV) Percepción de alumnado y profesorado de Educación Primaria sobre el aprendizaje de los estudiantes basado en competencias; y (V) Percepción de profesorado de Educación Primaria sobre la inclusión de las competencias. Se examinó la percepción de 8.513 alumnos y 1.010 maestros, de tercer a sexto curso de Educación Primaria, sobre el aprendizaje basado en competencias. Tanto alumnado como profesorado reportaron puntuaciones altas de percepción. Según los modelos de predicción de aprendizaje competencial basados en la percepción de ambos, una de las posibles recomendaciones que permitirían facilitar la inclusión y el desarrollo del aprendizaje basado en competencias podría ser la formación del profesorado guiada hacia modelos pedagógicos innovadores que faciliten el desarrollo de las competencias predictoras del aprendizaje percibido. En definitiva, el sistema educativo se encuentra en un proceso de cambio continuo. Por ello, tener información directa de la opinión de alumnado y profesorado sobre algunas variables influyentes de este proceso complejo, será determinante para retroalimentar coherentemente la dinamica del mismo. ABSTRACT Today, the education system is subject to a process of constant change, involving the incorporation of new learning approaches as well as innovative methodological approaches. One of these approaches relates to competency-based teaching, learning and assessment processes, which are a topic of considerable debate among the educational community at the international level (i.e., Europena Commission, 2012; Edwards & López, 2008). Considering the relevance and validity of this learning framework within the educational context, reliable and universal indicators and assessment tools that enable teaching, learning and evaluation processes to be assessed from the different perspectives are extremely valuable (i.e., Méndez-Giménez, Sierra-Arizmendiarrieta, & Mañana-Rodríguez, 2013; Miñano & Castejón, 2011). Given this scenario, the aims of this doctoral dissertation were to design and validate three assessment tools, and their analysis, to explore how Primary School teachers and students perceive the competency-based learning framework. The research phases were: (I) ‘Design and validation process of the assessment tools’; and (II) ‘Perception of Primary School students and teachers about the competency-based learning’. In the first, the studies were: (I) Design and validation of the ‘Questionnaire on Perceived Competency-based Learning for Primary School students (#ICOMpri1)’ (Appendix 3); (II) Design and validation of the ‘Questionnaire of Perception of Elementary Education Teachers about Student Competency-based Learning (#ICOMpri2)’ (Appendix 4); and (III) Design and validation of the ‘Questionnaire on Perception of Primary School teachers on the Inclusion of Key Competences (#ICOMpri3)’ (Appendix 5). The design process and validation of this questionnaire followed the indications of Carretero-Dios and Pérez (2005). The first, ‘Initial creation of instrument’, involved the discussion of the need and innovation of the scale to be constructed. The second, ‘Content validation by experts’, addressed three different validation rounds were carried out with experts. In the peer-review validation method, a total number of 35 experts participated. The third, ‘Validation of comprehension by participants’ (173 students and 45 teachers of Primary School), examined the statistical analysis of the items, after evaluating. The fourth, ‘Validity of construct’ (523 students and 255 teachers), examinated the internal structure of the instrument. Last, the ‘Reliability analysis and external evidence’, was analyzed for each assessment tool. In the second phase, the studies were: (IV) Perception of Primary School and teachers about the competency-based learning; and (V) Perception of Primary School teachers on the inclusion of key competences. In this phase, was examinated the perception of 8.513 students and 1.010 teachers, from third to sixth year of Primary School, on competency-based learning. Overall, both teachers and students reported high scores of perceptions. The prediction models according to students and teachers, showed that one of the possible recommendations that could facilitate the inclusion and the improvement of the competency-based learning process, is attributed to the design of innovative pedagogical models that facilitate the development of the competences that predict perceived learning. The educational system is involved in a process of continuous change. Therefore, to collect information directly from students and teachers on some influential variables of this complex process, will be decisive for feedback consistently its dynamics.Actividad Física y Deport