Models teòrics explicatius de l'aprenentatge motor

En este artículo se repasan los principales modelos teóricos explicativos del aprendizaje motor. En un primer apartado se comentan las aportaciones propias de la psicología cognitiva y más concretamente del corriente del procesamiento de la información: la Teoría del bucle cerrado de Jack Adams y la Teoría del esquema de Richard Schmidt. Posteriormente, se exponen las críticas que han recibido estos modelos y, para hacerlo, se introducen las principales aportaciones que el científico ruso Nikolai Bernstein hizo al estudio del aprendizaje y el control motor. A partir de estas aportaciones, se introducen las formulaciones teóricas que, surgidas desde la perspectiva dinámica-ecológica, pretenden superar las limitaciones de los modelos cognitivos. Finalmente, se comparan las dos perspectivas y se sugieren algunas posibles vías de desarrollo futuro del campo que nos ocupa. _____________________________________________________________________________________________________________________________________________________________ Cet article permet à l’auteur de réviser les principaux modèles théoriques explicatifs de l’apprentissage moteur. Dans un premier chapitre, il commente les contributions propres de la psychologie cognitive et plus concrètement du courant du traitement de l’information: la théorie en boucle fermée de Jack Adams et la théorie du schéma de Richard Schmidt. Ensuite, il expose les critiques qu’ont reçues ces modèles et, pour ce faire, il introduit les principales contributions que le scientifique russe Nikolaï Bernstein a faites à l’étude de l’apprentissage et du contrôle moteur. À partir de ces contributions, il introduit les formulations théoriques, issues de la perspective dynamico-écologique, qui prétendent aller au-delà des limites des modèles cognitifs. Enfin, il compare les deux perspectives et suggèrent certaines voies possibles pour le développement à venir du domaine qui nous intéresse.En este artículo se repasan los principales modelos teóricos explicativos del aprendizaje motor. En un primer apartado se comentan las aportaciones propias de la psicología cognitiva y más concretamente del corriente del procesamiento de la información: la Teoría del bucle cerrado de Jack Adams y la Teoría del esquema de Richard Schmidt. Posteriormente, se exponen las críticas que han recibido estos modelos y, para hacerlo, se introducen las principales aportaciones que el científico ruso Nikolai Bernstein hizo al estudio del aprendizaje y el control motor. A partir de estas aportaciones, se introducen las formulaciones teóricas que, surgidas desde la perspectiva dinámica-ecológica, pretenden superar las limitaciones de los modelos cognitivos. Finalmente, se comparan las dos perspectivas y se sugieren algunas posibles vías de desarrollo futuro del campo que nos ocupa.In this article they go over the principle explanatory theoretical models of the learning motor. First of all they comment on the contributions made by cognitive psychology and more specifically of the ordinary processing of information: A Closed Loop Theory of Motor Control by Jack Adams and the Theory of the Plan by Richard Schmidt. Later, there is an explanation of the criticism that these models have received and, to do so, they introduce the principal contributions that the Russian scientist Nikolai Bernstein made with his study on learning and the control motor. From these contributions, they introduced the theoretical formulations with which, arisen from the dynamicecological perspective, they try to overcome the limitations of the cognitive models. Finally, they compare the two perspectives and suggest some possible channels of future development in the field of education

Instituciones de enseñanza superior de España y Brasil: temática sobre las personas con discapacidad

Las discusiones acerca de la población con discapacidades fueron insertadas en los cursos de Ciencias de la Actividad Física y Deporte y Educación Física como forma de atender a las disposiciones acordadas en diferentes documentos legales elaborados a lo largo de discusiones sobre el proceso de inclusión. Este proceso resultó en una mayor participación de ese grupo en otros ámbitos sociales entre ellos el deporte, el ocio y las competiciones. Eso nos llevó a preguntarnos cómo esta temática es abordada en los cursos citados. Para comprender este factor analizamos los planes docentes o programas de asignaturas de dos instituciones, una de Brasil y otra de España, que ofrecen estos cursos y que se destacan por la relevancia en el área en sus países. Observamos que la cantidad de horas de trabajo dedicado a la discusión sobre las personas con discapacidad es prácticamente la misma en los dos países, aunque la institución brasileña ofrezca mayor cantidad de asignaturas. Además notamos que la institución brasileña presenta repeticiones de temas que tratan específicamente de la etiología de la discapacidad. Las lecturas específicas indicadas en los programas pueden ser más diversificadas en algunas asignaturas. Por fin, notamos que apenas las asignaturas con temática específica sobre las personas con discapacidad las abordan. Creemos que los cursos pueden ofrecer más posibilidades de discusión sobre esta población en otras asignaturas, ya que las personas con discapacidad participan activamente de diversos espacios donde los profesionales de la Educación Física actúan.Discussions about people with disabilities were inserted into the course of Physical Activity Sciences and Sports and Physical Education as a way to meet the agreed provisions in different legal documents developed over discussions about the inclusion process. This process resulted in a greater share of this group in other social areas including sport, leisure and competitions. That led us to ask how this issue is addressed at the listed courses. To understand this factor we analyzed teaching plans or programs of subjects from two institutions, one from Brazil and other from Spain, which offer these courses and highlights the relevance in the area at their countries. We noted that the number of hours of work devoted to the discussion of disability in the specific subjects is almost the same in both countries, although the Brazilian institution offers more subjects. We have also noticed that the Brazilian institution shows repetitions of topics that specifically address the etiology of the disability. Specific readings indicated in the programs can be more diversified at some subjects. Finally, we note that only the subjects with specific focus on people with disabilities address this population. We believe that courses may offer more possibilities for discussion on this in other subjects, because people with disabilities actively participate in many spaces where professionals of Physical Education act

STRIDE LENGTH REGULATION AT THE APPROACH PHASE OF LONG JUMP IN VISUALLY IMPAIRED (F12 CLASS) ATHLETES

The present study examined whether long jumpers with visual impairment (class F12) demonstrate at the approach run the same pattern of footfall variability across trials as athletes without visual impairment. Five male and five female elite F12 class long jumpers were recorded during a competition. The athletes demonstrated an initial ascending footfall variability followed by a descending one, suggesting the existence of stride length regulation. This regulation emerged on the fourth and the third stride prior to take-off area and at a mean distance of 9.09 ± 0.26 m and 6.28 ± 0.26 m for the males and the females respectively from the take-off line. Results indicated that the stride pattern of F12 class long jumpers was similar to that reported in the literature for athletes without visual impairment, with stride regulation commencing one stride closer to the take-off board

A many-analysts approach to the relation between religiosity and well-being

The relation between religiosity and well-being is one of the most researched topics in the psychology of religion, yet the directionality and robustness of the effect remains debated. Here, we adopted a many-analysts approach to assess the robustness of this relation based on a new cross-cultural dataset (N=10,535 participants from 24 countries). We recruited 120 analysis teams to investigate (1) whether religious people self-report higher well-being, and (2) whether the relation between religiosity and self-reported well-being depends on perceived cultural norms of religion (i.e., whether it is considered normal and desirable to be religious in a given country). In a two-stage procedure, the teams first created an analysis plan and then executed their planned analysis on the data. For the first research question, all but 3 teams reported positive effect sizes with credible/confidence intervals excluding zero (median reported β=0.120). For the second research question, this was the case for 65% of the teams (median reported β=0.039). While most teams applied (multilevel) linear regression models, there was considerable variability in the choice of items used to construct the independent variables, the dependent variable, and the included covariates

A Many-analysts Approach to the Relation Between Religiosity and Well-being

The relation between religiosity and well-being is one of the most researched topics in the psychology of religion, yet the directionality and robustness of the effect remains debated. Here, we adopted a many-analysts approach to assess the robustness of this relation based on a new cross-cultural dataset (N = 10, 535 participants from 24 countries). We recruited 120 analysis teams to investigate (1) whether religious people self-report higher well-being, and (2) whether the relation between religiosity and self-reported well-being depends on perceived cultural norms of religion (i.e., whether it is considered normal and desirable to be religious in a given country). In a two-stage procedure, the teams first created an analysis plan and then executed their planned analysis on the data. For the first research question, all but 3 teams reported positive effect sizes with credible/confidence intervals excluding zero (median reported β = 0.120). For the second research question, this was the case for 65% of the teams (median reported β = 0.039). While most teams applied (multilevel) linear regression models, there was considerable variability in the choice of items used to construct the independent variables, the dependent variable, and the included covariates

La inclusión del alumnado inmigrante mediante la práctica de actividades físico-deportivas extraescolares

Una de les conseqüències directes del fenomen de la diversitat cultural és l’elevat nombre d’alumnat nouvingut als centres educatius. Davant d’aquest fet, les activitats físicoesportives poden esdevenir una bona estratègia per afrontar amb eficàcia el repte d’assolir una educació inclusiva i per a tothom. Aquest article presenta un estudi dut a terme als centres educatius reconeguts oficialment com a centres amb aula d’acollida. Concretament, mostra els resultats obtinguts en l’aplicació d’un qüestionari complimentat pels educadors (professorat, mestres i altres agents educatius) amb la intenció de copsar el valor inclusiu de les activitats físicoesportives dutes a terme en horari no-lectiu. _________________________________________________________________________________________________________________________________________________________________________________________ L’une des conséquences directes du phénomène de la diversité culturelle est le grand nombre d’élèves récemment arrivés dans les centres éducatifs. Face à ce fait, les activités physico- sportives peuvent se convertir en une bonne stratégie pour relever de manière efficace le défi qui consiste à atteindre une éducation inclusive et pour tous. Cet article présente une étude réalisée dans les centres éducatifs reconnus officiellement comme des centres ayant des classes d’accueil. Concrètement, elle montre les résultats obtenus de l’application d’un questionnaire destiné aux éducateurs (instituteurs, professeurs et autres agents éducatifs) dans le but d’insister sur et de démontrer la valeur inclusive des activités physico-sportives réalisées en dehors des horaires d’enseignement.One direct consequence of the cultural diversity phenomenon is the huge influx of students to educational centres. In view of this fact, physico-sports activities can be used as a good strategy to effectively address the challenge of achieving an inclusive and all-embracing education. This article presents a study undertaken in officially recognised educational centres with integration classes. Specifically, it shows the findings obtained from the responses to a questionnaire conducted with educators (teaching staff, schoolteachers and other educational agents) with the aim of underscoring and proving the inclusive value of physic-sports activities organised outside teaching hours.Una de las consecuencias directas del fenómeno de la diversidad cultural es el gran número de alumnado recién llegado en los centros educativos. Ante este hecho, las actividades físico-deportivas pueden convertirse en una buena estrategia para afrontar con eficacia el reto de alcanzar una educación inclusiva y para todos. Este artículo presenta un estudio realizado en los centros educativos reconocidos oficialmente como centros con aula de acogida. Concretamente, muestra los resultados obtenidos de la aplicación de un cuestionario dirigido a los educadores (profesorado, maestros y otros agentes educativos) con la intención de remarcar y demostrar el valor inclusivo de las actividades físico-deportivas realizadas en horario no-lectivo

A many-analysts approach to the relation between religiosity and well-being

The relation between religiosity and well-being is one of the most researched topics in the psychology of religion, yet the directionality and robustness of the effect remains debated. Here, we adopted a many-analysts approach to assess the robustness of this relation based on a new cross-cultural dataset (N = 10, 535 participants from 24 countries). We recruited 120 analysis teams to investigate (1) whether religious people self-report higher well-being, and (2) whether the relation between religiosity and self-reported well-being depends on perceived cultural norms of religion (i.e., whether it is considered normal and desirable to be religious in a given country). In a two-stage procedure, the teams first created an analysis plan and then executed their planned analysis on the data. For the first research question, all but 3 teams reported positive effect sizes with credible/confidence intervals excluding zero (median reported beta = 0.120). For the second research question, this was the case for 65% of the teams (median reported beta = 0.039). While most teams applied (multilevel) linear regression models, there was considerable variability in the choice of items used to construct the independent variables, the dependent variable, and the included covariates