ACTIVE VALUES : un programa educativo interdisciplinar basado en la incorporación de actividad física y responsabilidad personal y social en el aula

Esta tesis doctoral se fundamenta en el diseño, aplicación y evaluación de un programa educativo multidisciplinar basado en la incorporación de actividad física (AF) y responsabilidad personal y social en el aula de diferentes áreas curriculares. El objetivo principal fue promocionar la práctica de AF y el desarrollo personal y social de los estudiantes, así como contribuir a múltiples dominios de aprendizaje. Para alcanzar los objetivos de esta investigación, se realizaron diferentes estudios en tres etapas clave de investigación. En la primera etapa, se llevó a cabo una revisión exhaustiva de la literatura científica para identificar enfoques pedagógicos adecuados que formaran parte del programa educativo multidisciplinar. Se identificaron dos estrategias pedagógicas con una sólida fundamentación teórica y evidencia científica: la AF en el aula y el Modelo de Responsabilidad Personal y Social (MRPS). Asimismo, ambas metodologías educativas habían sido implementadas de manera transversal e interdisciplinar en diversas áreas curriculares. Las revisiones sistemáticas realizadas sobre los programas de intervención basados en la AF en el aula y en el MRPS brindaron una evidencia sólida sobre la viabilidad y efectividad de su aplicación en el entorno escolar, lo que respaldaba la idea de que era factible integrar eficazmente ambas estrategias. Dentro de esta etapa, se diseñó y justificó un protocolo de investigación para definir los objetivos y acciones necesarias de esta tesis doctoral. En la segunda etapa, se llevaron a cabo dos estudios piloto y un estudio cuasiexperimental para evaluar el grado de viabilidad y fidelidad del programa educativo, así como analizar las conductas pedagógicas de los docentes cuando implementan el programa y el comportamiento de los estudiantes en el aula. Los hallazgos confirmaron la compatibilidad e interrelación entre la AF y el MRPS para su combinación en el aula de diferentes áreas curriculares. Esto evidencia la adaptabilidad y adecuación del programa educativo para ser implementado en diversas áreas y contenidos curriculares del currículum de Educación Primaria. Los resultados observacionales relacionados con los patrones de comportamiento mostraron una evolución de las conductas pedagógicas de los docentes hacia un estilo interpersonal basado en el apoyo a la autonomía. La modificación de los patrones de comportamiento de los docentes fue acompañada de una mejora en los comportamientos prosociales y las habilidades para la vida de los estudiantes en el aula, lo que contribuyó a generar un clima de aprendizaje más positivo, dinámico y participativo. La incorporación de la AF en este enfoque pedagógico aumentó la participación activa, interacción social e implicación cognitiva del alumnado durante las actividades lectivas. En la tercera etapa de investigación, se realizaron dos estudios cuasiexperimentales para examinar el impacto del programa educativo multidisciplinar sobre diferentes dominios de aprendizaje de los estudiantes. Los resultados mostraron efectos positivos en diferentes dimensiones: (a) física, reducción del tiempo sedentario, mejora de la AF de moderada a vigorosa intensidad y mejora de las capacidad físicas de fuerza y resistencia; (b) cognitiva, mejora de las funciones ejecutivas de planificación y fluidez verbal; (c) afectiva, satisfacción de las necesidades psicológicas básicas y mejora de la motivación autodeterminada; (d) social, mejora del clima social del profesorado y la responsabilidad social; y (e) conductual, mejora del comportamiento en el aula, los niveles de AF y la intención de ser físicamente activo. En conclusión, el programa educativo multidisciplinar puede ser una alternativa pedagógica útil para paliar problemáticas globales como la falta de AF y valores educativos, así como promover un desarrollo multidimensional en los estudiantes. A pesar de las numerosas limitaciones que presenta esta investigación, los hallazgos evidencian nuevas líneas de investigación futura para promover prácticas educativas interdisciplinares centradas en el bienestar y desarrollo integral de los jóvenes.This doctoral thesis is based on the design, implementation and evaluation of a multidisciplinary educational programme based on the incorporation of physical activity (PA) and personal and social responsibility in the classroom of different curricular areas. The main objective was to promote the practice of PA and the personal and social development of students, as well as to contribute to multiple domains of learning. To achieve the objectives of this research, different studies were conducted in three key research stages. In the first stage, a comprehensive review of the scientific literature was carried out to identify suitable pedagogical approaches to be part of the multidisciplinary educational programme. Two pedagogical strategies with a solid theoretical foundation and scientific evidence were identified: Classroom-Based Physical Activity (CB-PA) and Teaching Personal and Social Responsibility (TPSR). Furthermore, both educational methodologies had been implemented in a cross-cutting and interdisciplinary manner in various curricular areas. Systematic reviews of intervention programmes based on CB-PA and TPSR provided solid evidence of the feasibility and effectiveness of their application in the school environment, which supported the idea that it was feasible to effectively integrate both strategies. Within this stage, a research protocol was designed and justified to define the objectives and necessary actions of this doctoral thesis. In the second stage, two pilot studies and a quasi-experimental study were carried out to assess the degree of feasibility and fidelity of the educational programme, as well as to analyse teachers’ pedagogical behaviours when implementing the programme and students’ classroom behaviour. The findings confirmed the compatibility and interrelation between CB-PA and TPSR for their combination in the classroom of different curricular areas. This evidences the adaptability and suitability of the educational programme to be implemented in different areas and curricular contents of the Primary Education curriculum. Observational results related to behavioural patterns showed an evolution of teachers' pedagogical behaviours towards an interpersonal style based on autonomy support. The modification of teachers' behavioural patterns was accompanied by an improvement in students' pro-social behaviours and life skills in the classroom, which contributed to a more positive, dynamic and participatory learning climate. The incorporation of CB-PA in this pedagogical approach increased students' active participation, social interaction and cognitive engagement during classroom activities. In the third stage of research, two quasi-experimental studies were conducted to examine the impact of the multidisciplinary educational programme on different domains of student learning. The results showed positive effects on different dimensions: (a) physical, reduction of sedentary time, improvement of moderate to vigorous intensity PA and improvement of physical strength and endurance capacities; (b) cognitive, improvement of executive functions of planning and verbal fluency; (c) affective, satisfaction of basic psychological needs and improvement of self-determined motivation; (d) social, improvement of teacher social climate and social responsibility; and (e) behavioural, improvement of classroom behaviour, PA levels and intention to be physically active. In conclusion, the multidisciplinary educational programme can be a useful pedagogical alternative to palliate global problems such as the lack of PA and educational values, as well as to promote multidimensional development in students. In spite of the many limitations of this research, the findings show new lines of future research to promote interdisciplinary educational practices focused on the wellbeing and integral development of young people

Factores que influyen en la percepción del alumnado sobre la importancia de la educación física

Currently, an increase in sedentary behaviors has been observed in young people due to changes in the motivations and interests of the students. For this reason, it was proposed to know the factors that influence the perception of students about the importance of Physical Education (PE). For this, there were 780 Primary and Secondary students from the Region of Murcia, who were administered the Attitudes towards PE Questionnaire (CAEF). Regarding the results, it was observed that the variables that mainly influence the perception of the importance of PE are the good relationship with the teacher of the area, the increase in mood after the classes and the belief that the contents are valuable. Therefore, it is concluded that PE must have a curriculum with valuable and useful content, establish a good classroom climate and use a methodology that encourages the perception of competence and belonging to the group.Actualmente se ha observado un aumento de conductas sedentarias en los jóvenes debido a cambios en las motivaciones e intereses de los estudiantes. Por este motivo, se planteó conocer los factores que influyen en la percepción del alumnado sobre la importancia de la Educación Física (EF). Para ello, se contó con 780 estudiantes de Primaria y Secundaria de la Región de Murcia, a los que se les administró el Cuestionario de Actitudes hacia la EF (CAEF). En cuanto a los resultados, se observó que las variables que principalmente influyen en la percepción sobre la importancia de la EF son la buena relación con el docente del área, el aumento del estado de ánimo tras las clases y la creencia de que los contenidos son valiosos. Por lo tanto, se concluye que la EF debe tener un currículo con contenidos de valor y útiles, establecer un buen clima del aula y usar una metodología que fomente la percepción de competencia y de pertenencia al grupo

Ecological studies in Alto Guadalquivir wetlands : a first step towards the application of conservation plans

This paper reviews the most recent studies carried out in the Alto Guadalquivir wetlands. Data on wetland inventory and classification in typologies, faunal and floral community values are presented as well as the effects that agricultural pollutants have on some aquatic species. These results support the need for a correct wetland policy that allows for the conservation of these aquatic ecosystems.Este trabajo revisa los estudios más recientes llevados a cabo en los humedales de la comarca del Alto Guadalquivir. Se presentan datos sobre el inventario de humedales y su clasificación en tipologías, los valores más relevantes de sus comunidades de flora y fauna y los efectos que ejercen los contaminantes agrícolas sobre algunas especies. Estos resultados apoyan la necesidad de una correcta política de humedales que permita la conservación de estos ecosistemas acuáticos

Effects of a Hybrid Program of Active Breaks and Responsibility on the Behaviour of Primary Students: A Mixed Methods Study

Schools are ideal environments to promote healthy lifestyles and teach values among students. In this sense, the present study aims to verify the result of an Active Break program (AB) within the Teaching Personal and Social Responsibility (TPSR) Model in the school environment. The sample consisted of two teachers/tutors from the sixth year of Primary Education and 51 pupils, aged between 11 and 13 years, who were divided into an experimental group (n = 26) and a control group (n = 25). The intervention program lasted 3 months, in which the hybridised methodology was applied during 100% of the weekly classes, computing a total of 156 sessions by the end of the study. It was a quasi-experimental study design that used a mixed methodology combining a systematic observational analysis with semi-structured interviews. The results showed an evolution in the behaviour of the teacher from the experimental group from a controlling style to one centred on the transfer of autonomy, while the teacher from the control group primarily used strategies based on the imposition of tasks and the establishment of organisation, which caused an increase in disruptive behaviours among students. We conclude that the program is adaptable to Primary Education and can be extended to any educational environment to improve the classroom climate and attract the attention of students and, finally, allows for the promotion of new teaching strategies.We are grateful for the support of the National Institute of Physical Education of Catalonia (INEFC); the Spanish government subprojects integration ways between qualitative and quantitative data, multiple case development, and synthesis review as main axis for an innovative future in physical activity and sports research (PGC2018-098742-B-C31) and mixed method approach on performance analysis (in training and competition) in elite and academy sport (PGC2018-098742-B-C33) (2019–2021) (Ministry of Science, Innovation and Universities/State Research Agency/European Regional Development Fund), which are part of the coordinated project’s new approach to research in physical activity and sport from mixed methods perspective (NARPAS_MM) (SPGC201800X098742CV0); the Generalitat de Catalunya Research Group [Research group and in novation in designs] (GRID); Technology and multimedia and digital application to observational designs (Grant number 2017 SGR 1405). All individuals included in this section have consented to the acknowledgement

Implementation of a Hybrid Educational Program between the Model of Personal and Social Responsibility (TPSR) and the Teaching Games for Understanding (TGfU) in Physical Education and Its Effects on Health: An Approach Based on Mixed Methods

The present study investigates the effect of an educational program hybridized between the Model of Personal and Social Responsibility (TPSR) and the Teaching Games for Understanding (TGfU) in physical education classes on the health and psychosocial variables of students, as well as knowing the advantages and disadvantages of its implementation by teachers. The applied program lasted 11 weeks in two Secondary Education centers with a total of four teachers (two in the experimental group and two in the control group) and 99 students (55 from the control group and 44 from the experimental group). We use research methodology Mixed Methods with a quasi-experimental design, where students completed a questionnaire before and after the educational program and teachers were interviewed at the end of the intervention. The results of the questionnaires indicate significant improvements in the experimental group over time in terms of the intention to be physically active, as well as in autonomous motivation, the self-determination index, the index of psychological mediators, personal and social responsibility, and enjoyment. Moreover, the interviews show positive opinions regarding the organizational capacity of the session using this methodology and the interest of teachers in continuing to apply it in the future, as well as the need for initial and ongoing training for proper implementation. In conclusion, the hybridization between the TPSR and TGfU model is presented as an effective alternative to be applied in the educational context with the aim of improving young peoples’ intention to be physically active and psychological variables, such as motivation, responsibility, and enjoyment, in physical education classes

Experiencia inicial con la prótesis de despliegue rápido en posición aórtica Edwards Intuity

ResumenObjetivoDisponemos de una nueva clase de prótesis aórticas de despliegue rápido para tratamiento quirúrgico de la estenosis aórtica. Permitirían disminuir los tiempos quirúrgicos y facilitarían la cirugía mínimamente invasiva. Presentamos nuestra experiencia inicial con la válvula Edwards Intuity en el contexto del estudio multicéntrico Foundation.Pacientes y métodosEntre septiembre de 2012 y febrero de 2014 se implantaron 25 prótesis aórticas Edwards Intuity en 26 pacientes (77±4,3años; 52% varones). Veinticuatro (96%) fueron reemplazo valvular aislado, y 9 pacientes (36%) tuvieron abordaje mínimamente invasivo. Los pacientes fueron estudiados al alta, a los 3meses y al año de la intervención.ResultadosHubo éxito en el implante en el 96,2% de los pacientes (25/26). No hubo mortalidad hospitalaria. Seguimiento medio de 11±5,4meses, supervivencia acumulada del 96%. Un paciente falleció a los 11meses por un ictus isquémico. El tiempo medio de pinzamiento aórtico fue de 38,2±10,1min y el tiempo medio de circulación extracorpórea, de 62,4±11,1min. A los 3meses, el área valvular efectiva media fue de 1,70±0,42cm2. El 91% de los pacientes (23/25) estaban en grado funcionali en el seguimiento.ConclusionesEl implante de la válvula Edwards Intuity para el tratamiento de la estenosis aórtica ha sido factible, seguro y eficaz. Los tiempos de isquemia miocárdica y de circulación extracorpórea parecen reducirse en comparación con la cirugía valvular aórtica habitual. El comportamiento hemodinámico inicial de la prótesis Edwards Intuity es excelente.AbstractObjectiveA new class of rapid deployment prostheses is now available for surgical treatment of aortic stenosis. These prostheses offer the possibility of reducing the duration of cardiopulmonary bypass and aortic clamping times, and facilitate the use of minimally invasive surgery. We present our initial experience with the Edwards Intuity valve in the context of a multicentre Foundation study.Patients and methodsBetween September 2012 and February 2014, 25 Edwards Intuity valves were implanted in 26 patients (77±4.3years; 52% male). Twenty-four (96%) were isolated aortic valve replacement; a minimally invasive approach was used on 9 patients (36%). Patients were studied at discharge, three months, and one year after surgery.ResultsImplantation success rate was 96.2% (25/26). There was no hospital mortality. Mean follow-up of 11±5.54months, cumulative survival of 96%. One patient died eleven months after surgery due to ischaemic stroke. The mean aortic clamping time was 38.2±10.1minutes, and the mean cardiopulmonary bypass (CPB) time was 62.4±11.1minutes. In the echocardiography at 3months, the mean effective valve area was 1.70±0.42cm2, and 91% of patients (23/25) were in functional classi NYHA at follow-up.ConclusionsThe implantation of the Edwards Intuity valve for surgical treatment of aortic stenosis has shown to be feasible, safe and effective. Times of myocardial ischaemia and extracorporeal circulation appear to be reduced compared with normal aortic valve surgery. The initial haemodynamic performance of the Edwards Intuity prosthesis is excellent

Antioxidant Activity and Bio-Accessibility of Polyphenols in Black Carrot (Daucus carota L. ssp. sativus var. atrorubens Alef.) and Two Derived Products during Simulated Gastrointestinal Digestion and Colonic Fermentation

Black carrot has been attracting increasing thanks to its high bioactive compound content. This study presents the polyphenol bio-accessibility of black carrot and two derived products (black carrot snack (BC snack) and black carrot seasoning (BC seasoning)) after in vitro gastrointestinal digestion and colonic fermentation. Additionally, antioxidant activity was measured by 2,2′-azinobis-(3-ethylbenzothiazoline-6-sulphonic acid) diammonium salt (ABTS), 1,1-diphenyl-2-picryl-hydrazyl (DPPH) and oxygen radical absorbance capacity (ORAC) assays. Nine flavonoids and eight anthocyanins were determined by ultra high-performance liquid chromatography high resolution mass spectrometry (UHPLC-HRMS) analysis, the predominant compounds being the hydroxycinnamic acids 3-O-feruloylquinic acid, 4-O-feruloylquinic acid and chlorogenic acid. The BC snack (108 µmol/g DW) presented the highest total polyphenol content, followed by BC seasoning (53 µmol/g DW) and black carrot (11.4 µmol/g DW). The main polyphenols still bio-accessible after in vitro digestion were the hydroxycinnamic acids, with mean recovery rates of 113 % for black carrot, 69% for BC snack and 81% for BC seasoning. The incubation of black carrot and its derived products with human faecal bacterial resulted in the complete degradation of anthocyanins and in the formation of mainly 3-(4′-hydroxyphenyl)propanoic acid as the major catabolic event. In conclusion, our results suggest that the black carrot matrix impacts significantly affects the bio-accessibility of polyphenols and, therefore, their potential health benefits

Six Collective Challenges for Sustainability of Almería Greenhouse Horticulture

Globally, current food consumption and trade are placing unprecedented demand on agricultural systems and increasing pressure on natural resources, requiring tradeoffs between food security and environmental impacts especially given the tension between market-driven agriculture and agro-ecological goals. In order to illustrate the wicked social, economic and environmental challenges and processes to find transformative solutions, we focus on the largest concentration of greenhouses in the world located in the semi-arid coastal plain of South-east Spain. Almería family farming, predominantly cooperative, greenhouse intensive production, commenced after the 1960s and has resulted in very significant social and economic benefits for the region, while also having important negative environmental and biodiversity impacts, as well as creating new social challenges. The system currently finds itself in a crisis of diminishing economic benefits and increasing environmental and social dilemmas. Here, we present the outcomes of multi-actor, transdisciplinary research to review and provide collective insights for solutions-oriented research on the sustainability of Almeria’s agricultural sector. The multi-actor, transdisciplinary process implemented collectively, and supported by scientific literature, identified six fundamental challenges to transitioning to an agricultural model that aims to ameliorate risks and avoid a systemic collapse, whilst balancing a concern for profitability with sustainability: (1) Governance based on a culture of shared responsibility for sustainability, (2) Sustainable and efficient use of water, (3) Biodiversity conservation, (4) Implementing a circular economy plan, (5) Technology and knowledge transfer, and (6) Image and identity. We conclude that the multi-actor transdisciplinary approach successfully facilitated the creation of a culture of shared responsibility among public, private, academic, and civil society actors. Notwithstanding plural values, challenges and solutions identified by consensus point to a nascent acknowledgement of the strategic necessity to locate agricultural economic activity within social and environmental spheres.This paper demonstrates the need to establish transdisciplinary multi-actor work-schemes to continue collaboration and research for the transition to an agro-ecological model as a means to remain competitive and to create value