Design and validation of the soccer tactical knowledge test (STKT)

El propósito de este estudio fue determinar la validez de un test de evaluación del conocimiento táctico en fútbol. Siete expertos revisaron el instrumento y 465 niños/as de entre 8-14 años fueron encuestados. El 100% de acuerdo entre los expertos, la consistencia interna (α=.87), la correlación Testretest (r=.75) y la correlación entre el conocimiento táctico y el criterio externo de entrenadores de fútbol (p<.01), sugirieron que el instrumento era fiable. El contexto deportivo se mostró determinante sobre el nivel de conocimiento táctico (p<.01) apoyando la validez de constructo y concurrente. Estos resultados confirmaron la validez del instrumento para evaluar el conocimiento táctico en fútbol de jóvenes que se inician a los deportes de equipoThe purpose of the present study was to determine the validity of a tactical knowledge assessment test in soccer. Seven experts reviewed the instrument and 465 children aged 8 to 14 years completed the test. The experts’ opinion (100% agreement), internal consistency (α=.87), Test-retest correlation (r=.75), and the correlations between the soccer tactical knowledge and the external criterion of soccer coaches (r=.46, p<.01), showed reasonable evidence for assessing the test reliability. The sport context was determinant on the tactical knowledge (p<.01), supporting construct and concurrent validity. These results verify the validity of this instrument for assessing soccer tactical knowledge in young beginners who are starting to practice team sport

Conocimiento sobre la táctica deportiva de alumnos de educación primaria

The purpose of this research was to analyze tactical knowledge (declarative and procedural) in Primary School students (156 boys and 132 girls aged 8-13 years). Students completed the Soccer Tactical Knowledge Test, and were analyzed depending on age, experience and gender. Significant differences were observed in tactical knowledge depending on age of the students (F= 8.490, p&lt;.01, η2= .13), and gender (F= 135 853, p&lt;.01, η2= .32). Likewise, hours of weekly practice and years of competition correlated significantly with tactical knowledge, (r= .46) and (r= .49) respectively. However, these correlations, as well as the effect size analysis suggested that these variables would not have been the primary cause of the differences observed. Therefore, further studies are needed to analyze the relationship between tactical knowledge and other factors such as formal instruction or the methodologies used in sport teaching.El propósito de esta investigación fue analizar el conocimiento táctico de alumnos de 3º a 6º curso de Educación Primaria (156 chicos y 132 chicas). Estos completaron el Test de Conocimiento Táctico Ofensivo y el género. Se observaron diferencias significativas en función de la edad (F= 8.490, p&lt;.01, η2=.13) y el género (F= 135.853, p&lt;.01, η2=.32). La experiencia en horas de práctica semanal y en años de competición correlacionaron significativamente con el conocimiento táctico, (r=.46) y (r=.49). Sin embargo, los valores de estas correlaciones así como la magnitud del efecto sugirieron que estas variables no eran la causa principal de las diferencias observadas. Son necesarios más estudios que analicen la relación entre el conocimiento táctico y otros factores como la instrucción formal o el tipo de metodologías empleadas en la enseñanza de los juegos deportivos

El Modelo de Educación Deportiva en España: una revisión del estado de la cuestión y prospectiva

En la actualidad, han sido varias las aplicaciones del Modelo de Educación Deportiva (MED) en el sistema educativo español. Sin embargo, las investigaciones con este innovador modelo de enseñanza son escasas. El objetivo de este trabajo es conocer el progreso y la evolución del MED en España desde el 2010 hasta 2014, así como el impacto que ha tenido en los estudiantes y docentes que lo han llevado a cabo. En este trabajo se han registrado 12 estudios realizados en distintas modalidades deportivas, con diferentes metodologías, duración, dimensiones de aprendizaje y niveles educativos. Se ha realizado una búsqueda sistemática de la literatura en EBSCO HOST, Dialnet, SPORTDiscus y Google Scholar, con las palabras clave: “Sport Education”, “Educación Deportiva”, “Modelo de Educación Deportiva”, “Modelo de Educación”, “Modelo de Enseñanza” y “Modelo”. Los hallazgos demuestran las posibilidades del MED en relación al fomento de competencias básicas, motivación, participación, implicación del género femenino en los deportes o la inclusión de alumnos no integrados. No obstante, el estado de la investigación en torno al MED indica la necesidad de desarrollar adecuadamente aspectos claves para una aplicación eficaz del modelo, entre otros la formación previa y organización de los docentes o el reparto de roles-funciones de los alumnos. Tras la revisión efectuada, se puede concluir que el MED puede educar a los estudiantes para que logren ser más cultos, competentes, entusiastas y que adopten un estilo de vida activo. Esto se debe a que con el MED los alumnos pueden mejorar sus conocimientos y experimentar el/los deporte/s de forma autónoma, divertida y responsable, aprendiendo valores sociales positivos de forma simultánea

Relación del conocimiento táctico de jóvenes futbolistas con la edad, la experiencia y el nivel de pericia

Dada la importancia del conocimiento previo para decidir de forma adaptable en el deporte, se estudió el conocimiento táctico de 109 jóvenes futbolistas de ocho a doce años y su relación con la edad, la experiencia y el nivel de pericia, mediante el Test de Conocimiento TácticoOfensivo en Fútbol. Se observaron diferencias significativas de magnitud moderada en función de la edad y la experiencia en competición federada de los jugadores (p &lt; ,05; r &lt; ,40), aunque los resultados fueron dispares. El nivel de pericia correlacionó significativamente con los conocimientos declarativo (rho = ,350; p &lt; ,01), procedimental (rho = ,446; p &lt; ,01) y táctico de los jugadores (rho = ,446; p &lt; ,01). Los hallazgos sugieren que la edad y experiencia no tienen un papel tan determinante sobre el conocimiento táctico como otras variables: metodologías de enseñanza recibidas o la formación del entrenador. Se necesitan estudios en los que se analice si la formación específica en el conocimiento de los problemas tácticos mejora la habilidad de toma de decisiones en el deporte en general y en el fútbolbase en particular

Estilos de aprendizaje y evaluación formativa: Estudio con universitarios de Educación Física chilenos

Assessment contributes to students learning. Formative assessment is a useful strategy of the initial teacher training. Perceptions about the assessment of Chilean university Physical Education students (n = 95), depending on their learning style, gender and academic course were analyzed. The Learning Styles Questionnaire and the Spanish version of the Assessment Experience Questionnaire were used. The results showed negative perceptions about the assessment process. Significant differences were observed in the perceptions about the use of feedback depending on the learning style of the students (F = 1.062, p =. 004). Significant differences were observed in the perception about the amount of effort (F = 5.888, p =. 000), the suitability of the evaluation (F = 3.282, p =. 015) and the shallow approach to the learning (F = 5.472, p =. 001), depending on the academic course. Gender was not a determinant of perceptions. The findings suggest the use of traditional procedures of assessment (summative assessment) with the students. On the other hand, findings show the influence of learning stylesand the academic course on student perceptionsand learning styles and feedback. This information contributes to a deeper understanding of the learning mode of the students according to their characteristics and context.La evaluación contribuye a la formación del aprendizaje, facilitando el avance del estudiante. La evaluación formativa se presenta como una estrategia eficaz dentro de la formación inicial docente. Se analizaron las percepciones sobre la evaluación de universitarios de Educación Física chilenos (n = 95), en función de su estilo de aprendizaje, género y curso académico. Se utilizaron el Cuestionario de Estilos de Aprendizaje y la versión en castellano del Assessment Experience Questionnaire. Los resultados mostraron percepciones negativas sobre el proceso evaluativo. Se observaron diferencias significativas en las percepciones sobre el uso del feedback en función del estilo de aprendizaje (F= 1.062, p = .004). Se observaron diferencias significativas en la percepción de la cantidad de esfuerzo (F= 5.888, p = .000), la adecuación de la evaluación (F= 3.282, p = .015)y la aproximación superficial al aprendizaje (F= 5.472, p = .001), en función del curso académico. El género no fue determinante de las percepciones. Los hallazgos sugieren la utilización de procedimientos de evaluación tradicional con los encuestados. Se encontraron relaciones entre el estilo de enseñanza y el feedback, y entre el curso académico y las percepciones de evaluación. Esta información contribuye a un entendimiento más profundo del modo de aprender de los estudiantes en función de sus características y contexto

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

Sports teams as complex adaptive systems: manipulating player numbers shapes behaviours during football small-sided games

Small-sided and conditioned games (SSCGs) in sport have been modelled as complex adaptive systems. Research has shown that the relative space per player (RSP) formulated in SSCGs can impact on emergent tactical behaviours. In this study we adopted a systems orientation to analyse how different RSP values, obtained through manipulations of player numbers, influenced four measures of interpersonal coordination observed during performance in SSCGs. For this purpose we calculated positional data (GPS 15 Hz) from ten U-15 football players performing in three SSCGs varying in player numbers (3v3, 4v4 and 5v5). Key measures of SSCG system behaviours included values of (1) players’ dispersion, (2) teams’ separateness, (3) coupling strength and time delays between participants’ emerging movements, respectively. Results showed that values of participants’ dispersion increased, but the teams’ separateness remained identical across treatments. Coupling strength and time delay also showed consistent values across SSCGs. These results exemplified how complex adaptive systems, like football teams, can harness inherent degeneracy to maintain similar team spatial–temporal relations with opponents through changes in inter-individual coordination modes (i.e., players’ dispersion). The results imply that different team behaviours might emerge at different ratios of field dimension/player numbers. Therefore, sport pedagogists should carefully evaluate the effects of changing RSP in SSCGs as a way of promoting increased or decreased pressure on players

Interacting entropy-corrected new agegraphic dark energy in Brans-Dicke cosmology

Motivated by a recent work of one of us [1], we extend it by using quantum (or entropy) corrected new agegraphic dark energy in the Brans-Dicke cosmology. The correction terms are motivated from the loop quantum gravity which is one of the competitive theories of quantum gravity. Taking the non-flat background spacetime along with the conformal age of the universe as the length scale, we derive the dynamical equation of state of dark energy and the deceleration parameter. An important consequence of this study is the phantom divide scenario with entropy-corrected new agegraphic dark energy. Moreover, we assume a system of dark matter, radiation and dark energy, while the later interacts only with dark matter. We obtain some essential expressions related with dark energy dynamics. The cosmic coincidence problem is also resolved in our model.Comment: 16 pages, no figure, accepted for publication in Gen. Relativ. Gra

AIC, BIC, Bayesian evidence against the interacting dark energy model

Recent astronomical observations have indicated that the Universe is in the phase of accelerated expansion. While there are many cosmological models which try to explain this phenomenon, we focus on the interacting $\Lambda$CDM model where the interaction between the dark energy and dark matter sectors takes place. This model is compared to its simpler alternative---the $\Lambda$CDM model. To choose between these models the likelihood ratio test was applied as well as the model comparison methods (employing Occam's principle): the Akaike information criterion (AIC), the Bayesian information criterion (BIC) and the Bayesian evidence. Using the current astronomical data: SNIa (Union2.1), $h(z)$, BAO, Alcock--Paczynski test and CMB we evaluated both models. The analyses based on the AIC indicated that there is less support for the interacting $\Lambda$CDM model when compared to the $\Lambda$CDM model, while those based on the BIC indicated that there is the strong evidence against it in favor the $\Lambda$CDM model. Given the weak or almost none support for the interacting $\Lambda$CDM model and bearing in mind Occam's razor we are inclined to reject this model.Comment: LaTeX svjour3, 12 pages, 3 figure

Cause of Death and Predictors of All-Cause Mortality in Anticoagulated Patients With Nonvalvular Atrial Fibrillation : Data From ROCKET AF

M. Kaste on työryhmän ROCKET AF Steering Comm jäsen.Background-Atrial fibrillation is associated with higher mortality. Identification of causes of death and contemporary risk factors for all-cause mortality may guide interventions. Methods and Results-In the Rivaroxaban Once Daily Oral Direct Factor Xa Inhibition Compared with Vitamin K Antagonism for Prevention of Stroke and Embolism Trial in Atrial Fibrillation (ROCKET AF) study, patients with nonvalvular atrial fibrillation were randomized to rivaroxaban or dose-adjusted warfarin. Cox proportional hazards regression with backward elimination identified factors at randomization that were independently associated with all-cause mortality in the 14 171 participants in the intention-to-treat population. The median age was 73 years, and the mean CHADS(2) score was 3.5. Over 1.9 years of median follow-up, 1214 (8.6%) patients died. Kaplan-Meier mortality rates were 4.2% at 1 year and 8.9% at 2 years. The majority of classified deaths (1081) were cardiovascular (72%), whereas only 6% were nonhemorrhagic stroke or systemic embolism. No significant difference in all-cause mortality was observed between the rivaroxaban and warfarin arms (P=0.15). Heart failure (hazard ratio 1.51, 95% CI 1.33-1.70, P= 75 years (hazard ratio 1.69, 95% CI 1.51-1.90, P Conclusions-In a large population of patients anticoagulated for nonvalvular atrial fibrillation, approximate to 7 in 10 deaths were cardiovascular, whereasPeer reviewe