Scale for environmental attitude in physical aActivities in natural environments

La realización de actividades físico-deportivas en el medio natural debe conllevar una actitud de respeto hacia el medioambiente entre los participantes. El objetivo de este artículo es diseñar y validar un instrumento para valorar la actitud ambiental generada en este tipo de prácticas en ámbitos formativos. El cuestionario se concretó en 16 ítems con 5 opciones de respuesta (1, Nada de acuerdo; 5, Muy de acuerdo). Para la validación de la escala se contó con una muestra de 162 estudiantes universitarios de titulaciones relacionadas con la actividad física y el deporte (grado o máster en Ciencias de la Actividad Física y el Deporte), que han cursado alguna asignatura relacionada con las actividades físicas en el medio natural. La fiabilidad obtenida con el α de Cronbach fue de 0.75. Los resultados obtenidos muestran que la escala de actitudes hacia el medioambiente en la práctica de actividades físico-deportivas en el medio natural es un instrumento válido y fiable para valorar la actitud hacia el medioambiente en la participación en actividades físico-deportivas en el medio natural, desde un modelo ecológico. Las conclusiones extraídas, tras su construcción, indican la conveniencia de revisar si las actividades físicas en el medio natural se desarrollan desde una perspectiva sostenible para que, en el caso de que no sea así, se apliquen las estrategias necesarias para su transformaciónEngaging in physical-sport activities in nature should lead to an attitude of respect for the environment among participants. The objective of this article is to design and validate an instrument to assess the environmental attitude generated in this kind of practice within the sphere of training. The questionnaire has 16 items with 5 response choices (1, totally disagree to 5, totally agree). To validate the scale, a sample was used of 162 university students in degrees related to physical activity and sport (Bachelor’s or Master’s in Physical Activity and Sport Sciences) who were taking a course related to physical activities in nature. The reliability obtained with the Cronbach’s α was 0.75. The results show that the scale of attitudes towards the environment in the practice of physical-sport activities in nature is a valid, reliable instrument from an ecological model. After its construction, the conclusions extracted indicate the advisability of checking whether physical activities in nature are carried out from a sustainable perspective so that if they are not, the strategies needed to transform them can be applie

Analysis and proposals for change in the methodology and evaluation in the European Higher Education Area

En el presente trabajo se analizan los cambios introducidos en la metodología y en la evaluación de la docencia universitaria, mediante un estudio cualitativo, recogiendo datos a través de cuestionarios, entrevistas, análisis de documentos y grupos de discusión. Los participantes en el estudio lo constituye el profesorado (75%) y los estudiantes (85%) implicados en los estudios de Grado. El análisis de los datos se ha realizado mediante una matriz DAFO, obteniendo las fortalezas, debilidades, amenazas y oportunidades derivadas de la actual realidad docente. Los resultados obtenidos muestran la innovación en el uso de metodologías más participativas y de modelos de evaluación formativa, así como las dificultades y resistencias que aparecen ante dichos cambios. Las conclusiones ofrecidas muestran las dificultades encontradas para generar el cambio en la metodología y la evaluación, derivadas tanto de la falta de recursos, como de las condiciones contextuales, o bien, de la concepción tradicional del aprendizaje, entre otras causas. Por contraposición, se destacan los beneficios que supone modificar las prácticas de aprender y de evaluar, repercutiendo en la necesidad de una mejor formación docente, lo que puede generalizarse a otras titulaciones universitariasIn this paper the changes in methodology and evaluation of university teaching, through a qualitative study, collecting data through questionnaires, interviews, document analysis and focus groups are analyzed. Participants in the study are the teachers (75%) and students (85%) involved in graduate studies. The data analysis was performed using a SWOT matrix, obtaining the strengths, weaknesses, threats and opportunities arising from the current educational reality. The results show innovation in the use of more participatory methodologies and models of formative assessment, as well as the difficulties and resistance that appear to such changes. The findings show the difficulties offered to create change in the methodology and evaluation under both the lack of resources, such as the contextual conditions, or, in the traditional conception of learning, among other causes. By contrast, highlights the benefits of changing practices to learn and evaluate, affecting improved teacher training, which can be generalized to other university degree

Environmental Education in Initial Training: Effects of a Physical Activities and Sports in the Natural Environment Program for Sustainable Development

This research has been carried out within the R+D+i project ‘University Service-Learning in Physical Activity and Sport. Opportunity for social inclusion’, reference PID2019-105916RB-I00. In addition, funding has also been obtained from the Spanish Sports Council, through the RIADIS Research Network with reference code 03/UPB/20.Training for sustainable development is an educational challenge of prime importance. Physical activity and sports in natural environments provide training committed to sustainability and environmental education. The objective of this study was to assess the effects of an undergraduate training program in Physical Activities and Sports in Natural Environments concerned with sustainable development. A total of 113 students from the Autonomous University of Madrid (Spain) who are studying a Bachelor’s Degree in Physical Activity and Sports Sciences and a Master’s Degree in Teacher Training for Secondary Education and High School (specializing in Physical Education) were involved. Specifically, we aimed to assess the impact of this training program on three dimensions related to Environmental Education (knowledge, behaviors, and attitudes). Its effect was also examined bearing in mind students’ sex, age and educational profile (sportive and educational). Mixed-methods were used: for the quantitative approach, data were collected with the Environmental Attitude in Physical Activities in Natural Environments validated scale; for the qualitative approach individual reflective diaries completed by students that attended the program were analyzed. The results show positive effects on the students regarding the three dimensions of Environmental Education, for both the sportive and educational training profiles. The quantitative results do not present significant differences concerning the gender variable, although the qualitative information shows that female students perceived a greater environmental sensitivity during their practices. Regarding the age variable, significant differences are found in the youngest students with an educational profile. To conclude, the study ratifies that the program carried out generated improvements in terms of knowledge, behaviors and attitudes toward the environment and sustainable development. Future research should use larger samples and consider other variables related to education for sustainability.PID2019-105916RB-I00Spanish Sports Council 03/UPB/2

Análisis de la investigación sobre Aprendizaje basado en Proyectos en Educación Física

Physical Education, as a school subject, must respond to the educational demands of a complex and diverse society. In this framework, it is understandable to support on models focused on learning and not on teaching, which invites us to generate a renewal of approaches, models and methodological strategies. Active methodologies are an opportunity to respond to these new challenges. This article focuses on reviewing the state of the question about learning strategies in Physical Education, such as Project-Based Learning. The procedure used for the analysis, has focused on registering the projects, experiences and research published in different databases of restricted access and free access. Among the inclusion criteria, they were considered relevant to the subject, had scientific quality and relevance in the area of knowledge. Through the analysis carried out, we can point out the proliferation of experiences and research focused on Project-based Learning. The conclusions of the study reveal the commitment to improving the quality of learning in Physical Education, in addition to its orientation to contribute to the development of key competences.La Educación Física, como materia escolar, debe responder a las demandas educativas de una sociedad compleja y diversa. En este marco es comprensible apostar por modelos centrados en el aprendizaje y no en la enseñanza, lo que nos invita a generar una renovación de los enfoques, modelos y estrategias metodológicas. Las metodologías activas son una oportunidad única para responder a estos nuevos retos formativos. El presente artículo se centra en revisar el estado de la cuestión sobre estrategias de aprendizaje en Educación Física, como es el Aprendizaje basado en Proyectos. El procedimiento empleado para el análisis se ha centrado en registrar los proyectos, experiencias e investigaciones publicadas en diferentes bases de datos de acceso restringido y de libre acceso. Entre los criterios de inclusión, se han considerado que fueran pertinentes con la temática, tuvieran calidad científica y relevancia en el área de conocimiento. A través del análisis efectuado, podemos señalar la proliferación de experiencias e investigaciones centradas en el Aprendizaje basado en Proyectos. Las conclusiones del trabajo revelan la apuesta por la mejora de la calidad de los aprendizajes en Educación Física, además de su orientación por contribuir al desarrollo de las competencias clave

Training physical education teachers for social justice: Effects of service-learning on Chilean and Spanish students

This article compares the effects of two Service-Learning models in Physical Education for teacher training from a Social Justice perspective. With a quantitative approach, comparative non-experimental design, the sample is made up of 90 university students from two universities: Chilean and Spanish, who have participated in Service-Learning experiences in the field of Physical Education. Statistical analysis and processing was performed using the SPSS v.25 program, set the significance level for all analyzes at P&lt;0.05. The results of the study show significant differences on the effects produced by each Service-Learning model in initial training from a Social Justice perspective, used in each university. Equally, the results are in line with other studies that show how participation in Service-Learning experiences favors the development of critical reflexivity on Social Justification in future Physical Education teachers; in addition to granting them tools for the resolution of problematic events, based on real community situations.Este artículo compara los efectos de dos modelos de Aprendizaje-Servicio en Educación Física para la formación de docentes desde una perspectiva de Justicia Social. Con un enfoque cuantitativo no experimental comparativo, la muestra se compone de 90 estudiantes universitarios de dos universidades: chilena y española que han participado en experiencias de Aprendizaje-Servicio en el ámbito de la Educación Física durante los cursos 2018/19 y 2019/20. El tratamiento y análisis estadístico se realizó mediante el programa SPSS v.25, estableciendo el nivel de significación para todos los análisis en P<0,05. Los resultados del estudio muestran diferencias significativas sobre los efectos que produce cada modelo de Aprendizaje-Servicio en la formación inicial desde una perspectiva de Justicia Social, utilizado en cada universidad. Asimismo, los resultados se encuentran en línea con otros estudios que muestran cómo la participación en experiencias de Aprendizaje-Servicio favorece el desarrollo de la reflexibidad crítica sobre la Justifica Social en los futuros docentes de Educación Física; además de otorgarles herramientas para la resolución de eventos problemáticos, a partir de situaciones comunitarias reale

Influence of the university service-learning on professional skill of students from physical activity and sport degree

El presente estudio tiene por objetivo examinar la percepción de la competencia profesional del alumnado que cursa titulaciones universitarias del ámbito de la Actividad Física y el Deporte (AFD) participante en proyectos de Aprendizaje-Servicio Universitario (ApSU), en función de su sexo y edad, así como del perfil del colectivo receptor de dichos proyectos. En el estudio participaron 211 estudiantes (alumnos=88, alumnas=123) de siete universidades españolas, con edades comprendidas entre 19 y 35 años, que se implicaron en proyectos de ApSU en AFD con nueve colectivos vulnerados diferentes. El instrumento usado para determinar el aprendizaje profesional y los efectos del ApSU en AFD fue la escala “Aprendizaje-Servicio en Actividad Física” (E-ASAF), compuesta por seis dimensiones: aprendizaje, valor pedagógico, impacto social, desarrollo profesional, competencias profesionales y opinión. Respecto a la relación de las características del alumnado con los resultados, se estudió el sexo (hombre y mujer), rangos de edad (25 años) y tipos de colectivos receptores participantes en los proyectos (diversidad funcional, social y cultural/religiosa). Los análisis estadísticos fueron llevados a cabo mediante un análisis multivariante de la varianza (MANOVA). Todas las dimensiones de la escala fueron significativas excepto el impacto social y las competencias profesionales. El sexo, rango de edad y tipo de colectivo receptor vulnerado presentaron efectos significativos en sus diferencias respecto a las dimensiones de la escala. Además, la interacción entre colectivo vulnerado receptor/sexo y colectivo vulnerado receptor/rango de edad presentó una relación con las dimensiones de la escala de valor pedagógico y desarrollo profesional. En conclusión, este estudio muestra la relación del ApSU con el afianzamiento de contenido curricular y la percepción de aprendizaje profesional en estudiantes de AFD, así como las relaciones existentes entre factores como el sexo, la edad del alumnado participante y la tipología de los colectivos receptoresThe aim of this study is to examine the perception of the professional competence of students who are attending Physical Activity and Sport (PAS) related degrees, participating in University Service-Learning (USL) projects, according to their sex and age, as well as the profile of the group recipient of these projects. 211 students from seven Spanish universities participated in the study (male = 88, female = 123). Their age ranged between 19 and 35 and all students were participants of USL projects in PAS with nine different vulnerable groups. The instrument used to determine the professional learning and effects of USL in PAS was the scale “Service-Learning in Physical Activity” (S-LPA, E-ASAF in Spanish). Six dimensions form S-LPA: learning, pedagogical value, social impact, professional development, professional skills and opinion. With regard to the relationship between the characteristics of the students and the results, gender (men and women), age range (25 years) and the types of recipient groups in this study (functional, social and cultural/religious diversity) were studied. Statistical analyses were carried out using a multivariate analysis of variance (MANOVA). All dimensions of the scale were significant except the social impact and professional skills. Gender, age range and type of recipient group showed significant differences with respect to the dimensions of the S-LPA scale. In addition, the interaction between type of recipient group/gender and type of recipient group/age range showed a relationship with the dimension of pedagogical value and professional development. In conclusion, this study shows the relationship of the USL with the consolidation of curricular content and the perception of professional learning in PAS students, as well as the relation with factors such as the sex, the age of the students and the type of recipient groupsLa presente investigación ha sido realizada dentro del proyecto I+D+i “Aprendizaje-Servicio Universitario en Actividad Física y Deporte. Oportunidad para la inclusión social”, con referencia PID2019- 105916RB-I00 y perteneciente a la Convocatoria 2019 de “Proyectos I+D+i”. Además, se ha obtenido financiación del proyecto “Redes de investigación en Ciencias del Deporte”, a partir de la “Red de Investigación RIADIS” con la referencia 03/UPB/20; Convocatoria 2020 del Consejo Superior de Deportes, y de la Convocatoria 2020 del Plan Propio de Investigación y Transferencia de la Universidad de Granada. Finalmente, este estudio también se engloba dentro del Plan Fido 2018 (proyecto nº 572) y 2020 (proyecto nº20-93) de la Unidad de Calidad, Innovación docente y Prospectiva, así como en la convocatoria 2018 de Microproyectos de UGR-Solidaria, todos ellos de la Universidad de Granada, Españ

Indicators of Good Practices of Service-Learning University

The proliferation of innovative experiences in university education has been confirmed in different forums, as well as the evidence of their impact in research. However, the available tools are limited when trying to address the quality assessment of University Service-Learning (USL) projects. We present a tool for the evaluation of your SL projects. The goal of the Matrix is to specify the essential and secondary indicators needed to develop good practices in USL: IM_USL. A protocol is established to carry out its assessment. Dimensions and phases indicators of a project are specied, as well as the agents or people involved in it. This tool tries to guide the development of USL projects and to specify different points to improve. The application of the IM_USL will allow you to explore, exhaustively, each of the dimensions and indicators that make up a USL project, regarding both the AGENTS involved and the PHASES that make up a programme. In order to gather information on the reality of the projects, the phases and agents involved in a USL project will be reviewed in particular, determining the level of achievement of the indicators that compose it and of the dimensions that specify the particularities of each indicator. Finally, a series of questions are proposed to guide the process of analysis and reflection on the quality of the evaluated project. As a result, we will be able to obtain an X-ray of the quality of the project and the possible aspects for improvement.Funding: Spanish Ministry of Science and Innovation. Grant: I+D 2019. REFERENCIA DEL PROYECTO/AEI/10.13039/50110001103

Standalone vertex finding in the ATLAS muon spectrometer

A dedicated reconstruction algorithm to find decay vertices in the ATLAS muon spectrometer is presented. The algorithm searches the region just upstream of or inside the muon spectrometer volume for multi-particle vertices that originate from the decay of particles with long decay paths. The performance of the algorithm is evaluated using both a sample of simulated Higgs boson events, in which the Higgs boson decays to long-lived neutral particles that in turn decay to bbar b final states, and pp collision data at √s = 7 TeV collected with the ATLAS detector at the LHC during 2011

Measurements of Higgs boson production and couplings in diboson final states with the ATLAS detector at the LHC

Measurements are presented of production properties and couplings of the recently discovered Higgs boson using the decays into boson pairs, H →γ γ, H → Z Z∗ →4l and H →W W∗ →lνlν. The results are based on the complete pp collision data sample recorded by the ATLAS experiment at the CERN Large Hadron Collider at centre-of-mass energies of √s = 7 TeV and √s = 8 TeV, corresponding to an integrated luminosity of about 25 fb−1. Evidence for Higgs boson production through vector-boson fusion is reported. Results of combined fits probing Higgs boson couplings to fermions and bosons, as well as anomalous contributions to loop-induced production and decay modes, are presented. All measurements are consistent with expectations for the Standard Model Higgs boson