Vertical comprehensive approach in learning volleyball: a practical example in high school

La función de las unidades didácticas es concretar los contenidos que aparecen en la programación docente en su máximo nivel de concreción respecto a qué, cómo y cuándo enseñar y evaluar, exponiendo de manera reflexiva las actividades y el empleo de recursos.The role of teaching units is to specify the contents displayed in the teaching program at its highest level of specificity about what, howand when to teach and evaluate thoughtfully exposing the activitiesand use of resources

The teachers' perceptions about their key skills

El aprendizaje por competencias tiene su origen en la competencia que tiene el docente para llevar a cabo el proceso de enseñanza-aprendizaje. Los tipos de creencias que el docente construye tras el desarrollo de su labor docente han sido estudiados por autores. En este artículo se presenta un estudio sobre la percepción de competencia que tienen los profesores de educación física de Castilla-La Mancha, en el desempeño de su labor docente. Para ello se analiza el conocimiento del contenido de enseñanza, el conocimiento didáctico del contenido, la gestión/organización de la clase y la capacidad de liderazgo del docente. Se llega a la conclusión de que los profesores tienen una percepción elevada de su competencia, percibiéndose más competentes en gestión/organización de la clase; conocimiento del contenido de enseñanza; conocimiento didáctico del contenido y capacidad de liderazgo.Efficiency of the learning has his origin in the Self-efficacy of the teacher. The types of beliefs that the teacher constructs after the development of his educational labor it has been studied by authors. In this article we present a study on the self-efficacy of the teachers of physical education from Castilla-La Mancha. There is analyzed the knowledge of the content of education, the didactic knowledge of the content, the management/organization of the class and the capacity of leadership of the teacher. We demonstrated how the teachers of physical education have a high perception of his self-efficacy and they perceived more competent in management/organization of the class; knowledge of the content of education; didactic knowledge of the content and capacity of leadership

Claves para aprender Educación Física durante el confinamiento

The purpose of this study was to identify the relationship between learning physical education competence, teachers´ competence and students’ motivation in quarantine.A primary goal of physical education is to develop competence in physically literate individuals with the knowledge, skills, and confidence necessary for a physically active lifestyle. Guided by the teachers´ competence and expectancy-value and interest motivation theories. Method: 686 high school students (297 male and 390 women) from 17 Spanish regions of different social classes and level of instruction, provided data on expectancy beliefs and perceived knowledge of learning competence of physical education, intrinsic motivation, and teachers’ competence. Data were analyzed using descriptive statistics and a simultaneous multiple regression model.To determine the best predictor of each subscale of the learning competence of physical education four parallel mediation models were examined. The mediation models were conducted to test «simultaneous mediation by multiple variables» Results: It was found that teacher competence was a significant predictor of knowledge transference (b = .42, s.e.= .02, p < .001), mediated by psychological needs competence, autonomy, and relatedness.The standardized regression coefficient for this path is .42.The total indirect effect was significant (.17, CI [.13, .21]). Conclusion: This study demonstrates that teacher competence was a significant predictor of learning physical education competence mediated by psychological needs competence. Students’ beliefs about success in physical education have a limited influence on the teachers´ competence and knowing how to attend to the basic psychological needs of the students, in confinemen

Analysis of teachers´perceptions in the development of their professional work

En este estudio se analizan las creencias de autoeficacia de los y las docentes españoles y españolas, en el contexto de la Educación Primaria, Educación Secundaria Obligatoria (ESO) y Bachillerato, aplicando el cuestionario CACPD (Cuestionario de autoeficacia de las competencias profesionales del docente), en el curso escolar 2014-2015. Los resultados arrojan que las creencias sobre la propia eficacia docente, evaluada teniendo en cuenta las competencias docentes, depende del género, la etapa educativa, la titularidad del centro y las materias. No existiendo diferencias significativas en cuanto a los años de experiencia. El estudio concluye que en la formación inicial y continua del profesorado, sería posible llevar a cabo un trabajo centrado en el desarrollo de profesores líderes cuya relación con el alumno sea de reciprocidad, que sepan poner en práctica su capacidad creativa, con una actitud elevada hacia el esfuerzo, motivación y perseverancia en la adversidad, con buena práctica pedagógica y que desarrollen una capacidad de autoevaluación reflexionando y autorregulando su actuación docente, con mirada metacognitiva, cuya finalidad sea mejorar su propia actuación docenteIn this study we analyze Spanish teachers´ believes in Elementary, Middle and High School, applying the questionnaire CACPD (Questionnaire self-efficacy teachers´ believes), in the school course 2014-2015. The study show that the teachers´ believes evaluated efficiency in theirs competences depends on the kind, the educational stage, the ownership of the center and the matters. Not existing significant differences as for the years of experience. The study concludes that in the initial and continuous formation, we could be a work focuses on the development of leading teachers whose relation with the pupil will be of reciprocity, which they can put into practice his creative capacity, with an attitude raised towards the effort, motivation and perseverance in the adversity, with good pedagogic practice and that develop an individual teacher´s capacity of self-evaluation thinking over and self-regulation on their educational action, with metacognition, whose purpose is to improve his own educational actio

Potential benefits of a cognitive training program in MCI

Producción CientíficaBackground - Dementia is a disease that is constantly evolving in older people. Its diverse symptoms appear with varying degrees of severity affecting the daily life of those who suffer from it. The rate in which dementia progresses depends on different aspects of the treatment, chosen to try to control and slow down the development of the illness. Objective: The aim of this study is to assess the effectiveness of cognitive training through a Brain Computer Interface (BCI) and the NeuronUp platform in two age groups whose MMSE is between 18-23 MCI (mild dementia). Method: 32 subjects took part in the study. There were 22 subjects in Group 1 (61-69 years of age) and 10 subjects in Group 2 (70-81 years of age). The criteria for the selection of the groups was to identify the age range with greater improvements due to the training. In order to estimate neuropsychological performance, the subjects were evaluated with the Luria-DNA neuropsychological battery before and after training. This design enables us to evaluate five cognitive areas: visuospatial, spoken language, memory, intellectual processes and attention. Results: Showed that after the training, Group 1 obtained significant improvements in almost all the variables measured when compared with Group 2. This reveals a significant increase in cognitive ability, which degree of enhancement is probably associated with age. Conclusion: All people with mild dementia may delay cognitive impairment with a suitable cognitive training program.This research project was supported in part by “Ministerio de Economía y Competitividad” and FEDER under project TEC2014-53196-R, by ‘European Commission’ (POCTEP 0378_AD_EEGWA_2_P), and by ‘Consejería de Educación de la Junta de Castilla y León’ (VA037U16). J. Gomez-Pilar was in receipt of a grant from University of Valladolid. We thank the managers for their support in carrying out this study, and the people for accepting to participate in this research

Consistencia y fluctuación de los estados de ánimo en un equipo de fútbol profesional durante una competición de play off

The purpose of this paper is to describe a football team's mood processes during competitions through the administration of specific measures. A second division (level B) Spanish football team (Rayo Vallecano SAD, Madrid, Spain) was evaluated by means of the short Spanish version (15 items, Fuentes, García-Merita, Meliá and Balaguer, 1995) of the Profile of Mood State (POMS, MacNair, Lorr and Droppelmann, 1971), four times during the play-off phase (after the end of the regular season) to move on to a higher level during the 2006-07 Spanish Professional Soccer League season (level 2A). The results showed the absence of significant differences in the scores on the POMS' five scales (Depression, Vigour, Anger, Fatigue and Tension) recorded before the four play-off matches, meaning the existence of a consistency in the team's mood states during the whole phase of the play-off and the absence of significant fluctuations in mood mediumlasting processes. Despite that, the POMS' graphic averages displayed several patterns related to different scales. We suggest that the proposed method is useful in studying athletes' and teams' cognitive-emotional processes during specific types of ongoing competitions, as they ensure high ecological validity and provide information for more effective interventions tailor-made for teams

Education. What changes intend?

Se presenta un artículo que pone de manifiesto la importancia de identificar las fuentes del conocimiento en la legislación educativa no universitaria, para que el docente pueda hallar los indicadores necesarios para desarrollar su labor con mayor calidad. Si queremos asistir a un cambio educativo social, entre otras cuestiones, los profesores excelentes y eficaces deberían dominar el paradigma y las teorías que alumbran las fuentes de conocimiento en las que se basa la legislación educativa, en línea con la investigación educativa, para tomar decisiones efectivas en su quehacer docente. Así se podrá desarrollar mejoras en los alumnos de cara a desarrollar su talento y eficacia.This article presents the importance of identifying the sources in non-university education legislation in order to understand the teacher´s efficacy to obtain better results in the pupils. If we want to attend to a social educational change, among other issues, the excellent and effective teachers should master the paradigm and theories that illuminate the sources of knowledge in education legislation, on line with educational research, to make effective decisions in their teaching day to day work. In this way they will be able to develop better results

Efficacy of a cognitive training and domotic control program (BCI) to prevent cognitive impairment

Over time, ageing can cause a state of disability and dependency. This study aims to evaluate the efficacy of cognitive training and domotic control with a computer program (Brain Computer Interface, BCI). In order to do so, estimated neuropsychological performance of the subjects has been evaluated with the Luria-DNA neuropsychological battery before and after training. A quasi-experimental design of repeated measures is defined where five areas are evaluated: visuospatial, spoken language, memory, intellectual processes and an attention test. Said study was carried out at The State Reference Centre for Disability and Dependency (CRE Spanish initials), San Andrés del Rabanedo, León (Spain). 63 people took part, 31 subjects in the experimental group and 32 in the control group. The results showed an improvement in almost all of the measured variables, revealing a significant increase in the cognitive capacity of the experimental group when compared with the control group. It can be concluded that with appropriate cognitive training, elderly people can delay cognitive impairment and enjoy an active ageing process which can have an effect on their life in terms of improving their independence