Autonomía y orientación en el Espacio Europeo de Educación Superior mediante el portafolio y la tutoría

En el nuevo rol del profesor y del estudiante universitario, según el cual el primero asume funciones de guía, orientador, asesor y facilitador de recursos para el aprendizaje activo del segundo, se le da más importancia al aprendizaje que a la enseñanza. En este trabajo mostramos la percepción que tienen 290 estudiantes de distintas especialidades de Magisterio y Fisioterapia sobre el uso del portafolios y de la tutoría como elementos de interés para los procesos de innovación docente (Espacio Europeo de Educación Superior). Para tal fin se ha pasado un cuestionario, efectuándose un análisis descriptivo y comparativo, obteniendo evidencias de interés

Editorial

El año 2017 ha sido el año clave para la expansión de la asociación ADDIJES, quienes aún no sepan de ella, esta es una asociación sin ánimo de lucro inscrita en el organismo correspondiente y cuyos fines son exclusivamente de formación continua, se intenta dar un paso más en esta entidad creando para ello ESHPA - Education, Sport, Health and Physical Activity, que es una revista científica multidisciplinar, de carácter informativo que aborda la actividad física desde diversos prismas. Esta revista contiene publicaciones referidas a la investigación en educación, deporte, salud y actividad física, aspectos relacionados con la educación física, los factores psicosociales y de salud en diversos colectivos y ámbitos, que favorecerán la educación integral y de calidad de vida. Desde la Facultad de Ciencias de la Educación y de Ciencias del Deporte de la Universidad de Granada, consideramos que la calidad de los procesos de enseñanza-aprendizaje pasa por la eficacia y excelencia en la formación del profesorado por lo que se hace necesario investigar alrededor del procedimiento para su mejora en beneficio de la sociedad. Una revista de tipo científico es aquella en donde se intenta recoger de una manera periódica el progreso de la ciencia mediante las diversas publicaciones, por lo que en esta revista se primará la especialización en educación física.The Year 2017 has been the key year for the expansion of the association ADDIJES, who still do not know about it, this is a non-profit association registered in the corresponding body and whose purposes are exclusively continuous training, we try to take a step more in this entity creating for it ESHPA - Education, Sport, Health and Physical Activity, which is a multidisciplinary scientific journal, of informative nature that addresses physical activity from various points of view. This journal contains publications related to research in education, sports, health and physical activity, aspects related to physical education, psychosocial and health factors in various groups and areas, which will promote comprehensive education and quality of life. From the Faculties of Education Sciences and Sports Sciences of the University of Granada, we believe that the quality of the teaching-learning process passes through the effectiveness and excellence in teacher training so it is necessary to investigate around the procedure for its improvement for the benefit of society. A journal of a scientific nature is one in which it is tried to collect in a periodic way the progress of science through the various publications, so that in this journal the specialization in physical education will be given priority

Influencia de los factores psicológicos sobre las lesiones deportivas en deportes de equipo

[ES]Este trabajo es un compendio de publicaciones que giran en torno a tres pilares (lesiones, psicología y deportes colectivos) y que presentó como objetivo el comprobar y analizar las características generales y predictivas de las lesiones deportivas, así como la influencia de las variables psicológicas (ansiedad estado/rasgo o resilencia) en deportes colectivos. La participación de un total de 554 jugadores de España y México, con edades entre los 10 y 38 años de diversas categorías y modalidades deportivas (futbol, balonmano y hockey hierba), permitió el registro y evaluación de las variables Sociodemográficas (Hoja de Autoregistro), Psicológicas (STAI-RASGO, CSAI-2R, POMS, Cuestionario de Apoyo Social y CD-RISC) y Lesionales (Colorado Injury Reporting System). Los análisis realizados mediante los programas SPSS 20.0 y AMOS 18 determinaron que la ansiedad estado/rasgo y la demarcación no son variables que influyen en la ocurrencia de lesiones; la causas de estas son de tipo multifactorial y puede depender tanto de aspectos físicos como técnicos, tácticos y psicológicos[EN]This work is a compendium of papers that revolve around three pillars (injuries, psychology and team sports) and presented as objective test and analyze the general characteristics and predictors of sports injuries as well as the influence of psychological variables (state / trait anxiety or resilience) in team sports. The participation of a total of 554 players from Spain and Mexico, aged between 10 and 38 years of various categories and types of sports (football, handball and hockey), allowed the registration and evaluation of Sociodemographic variables (Sheet Self-Registration), Psychological (STAI-TRAIT, CSAI-2R, POMS, Social Support Questionnaire and CD-RISC) and injuries (Colorado Injury Reporting System). Analyses performed using the SPSS 20.0 and AMOS 18 programs determined that the state/trait anxiety and demarcation are not variables that influence the occurrence of injuries; the causes of these multifactorial and may depend both physical aspects such as technical, tactical and psychologicalTesis Univ. Jaén. Departamento de Didáctica de la Expresión Musical Plástica y Corporal. Leída el 27 de febrero, 201

Actividad física y autoconcepto en centros bilingües y no bilingües: Un análisis mediante ecuaciones estructurales

The aim of this study is to analyse, define and contrast a model that explains the concept of self-awareness and teenagers’ attitudes towards Physical Education (P.E.). Using multi-group structural equations, the study also delves deeper into the links between the concept of self and attitudes of learners toward the physical education teacher according to the type of school (bilingual or non-bilingual). The total sample was made up of 2,388 teenage students aged between 11 and 17 (1,151 bilingual and 1,237 non-bilingual). The students responded to a socio-demographic questionnaire, a self-concept test, and a test dealing with Attitude toward Physical Education, to analyse the level of teaching of the foreign language in addition to aspects pertaining to the subject of physical education and the degree of concept of self or self-awareness. The results indicate higher levels of influence of the academic aspect in PE training in bilingual schools, whereas in non-bilingual contexts, it is the physical dimension that is rated more positively. Similarly, the data points to a positive and direct link between the overall concept of self in teenagers, with sense of empathy toward the teacher and value placed on the subject of physical education in students attending bilingual schools.El presente estudio tiene como objetivos analizar, definir y contrastar un modelo explicativo sobre el autoconcepto y la actitud hacia la educación física en adolescentes. Utilizando análisis de ecuaciones estructurales multigrupo, el estudio también analiza las relaciones existentes entre el autoconcepto y la actitud hacia el profesor de educación física en base al tipo de centro en donde estudian los adolescentes (bilingüe o no). La muestra está formada por 2.388 adolescentes de entre 11 y 17 años (1.151 bilingües y 1.237 de centros no bilingües). Se aplicó un cuestionario de tipo sociodemográfico, el test de autoconcepto y un cuestionario de actitud hacia la Educación Física con el fin de analizar el nivel de enseñanza de lengua extranjera, aspectos relacionados con la asignatura de educación física y el nivel de autoconcepto. Los resultados depararon una alta influencia del aspecto académico de los adolescentes en los centros bilingües, mientras que, en el caso de los no bilingües, es la dimensión física la más valorada. Asimismo, los datos establecen una asociación positiva y directa entre el autoconcepto general de los adolescentes, la empatía con el profesor y la valoración hacia la asignatura de educación física en los alumnos que estudian en centros educativos bilingües

Actividad física y autoconcepto en centros bilingües y no bilingües: Un análisis mediante ecuaciones estructurales

The aim of this study is to analyse, define and contrast a model that explains the concept of self-awareness and teenagers’ attitudes towards Physical Education (P.E.). Using multi-group structural equations, the study also delves deeper into the links between the concept of self and attitudes of learners toward the physical education teacher according to the type of school (bilingual or non-bilingual). The total sample was made up of 2,388 teenage students aged between 11 and 17 (1,151 bilingual and 1,237 non-bilingual). The students responded to a socio-demographic questionnaire, a self-concept test, and a test dealing with Attitude toward Physical Education, to analyse the level of teaching of the foreign language in addition to aspects pertaining to the subject of physical education and the degree of concept of self or self-awareness. The results indicate higher levels of influence of the academic aspect in PE training in bilingual schools, whereas in non-bilingual contexts, it is the physical dimension that is rated more positively. Similarly, the data points to a positive and direct link between the overall concept of self in teenagers, with sense of empathy toward the teacher and value placed on the subject of physical education in students attending bilingual schools.El presente estudio tiene como objetivos analizar, definir y contrastar un modelo explicativo sobre el autoconcepto y la actitud hacia la educación física en adolescentes. Utilizando análisis de ecuaciones estructurales multigrupo, el estudio también analiza las relaciones existentes entre el autoconcepto y la actitud hacia el profesor de educación física en base al tipo de centro en donde estudian los adolescentes (bilingüe o no). La muestra está formada por 2.388 adolescentes de entre 11 y 17 años (1.151 bilingües y 1.237 de centros no bilingües). Se aplicó un cuestionario de tipo sociodemográfico, el test de autoconcepto y un cuestionario de actitud hacia la Educación Física con el fin de analizar el nivel de enseñanza de lengua extranjera, aspectos relacionados con la asignatura de educación física y el nivel de autoconcepto. Los resultados depararon una alta influencia del aspecto académico de los adolescentes en los centros bilingües, mientras que, en el caso de los no bilingües, es la dimensión física la más valorada. Asimismo, los datos establecen una asociación positiva y directa entre el autoconcepto general de los adolescentes, la empatía con el profesor y la valoración hacia la asignatura de educación física en los alumnos que estudian en centros educativos bilingües

Analysis of the psychomotor profile, learning difficulty and emotional level in preschoolers

The study of emotions, learning and psychomotor profile is currently under development, but it has not been very numerous in preschool-age populations. Based on this, this work is proposed with the objectives of analysing emotional intelligence and psychomotor characteristics of a school population of children under 5 years old and establishing the relationships between psychomotor and intelligence parameters with sociodemographic variables. Sixty-two pre-schoolers between the ages of two and three (2.78 ± 0.42 years) in the city of Riobamba in Ecuador participated in this non-experimental, descriptive, cross-sectional study. They were administered the psychomotor battery (BMP) by Da Fonseca (1975), and the EKAT (Emotion Knowledge and Awareness Test) adapted to the child population by Rossi (2016). The results showed that most of the participants presented a normal psychomotor profile and had no learning difficulties, while the faces generated greater knowledge in which they looked annoyed and surprised. Work of this type promotes knowledge at a physical and cognitive level of elements that affect schoolchildren and that could have repercussions at a later age

Analysis of the psychomotor profile, learning difficulty and emotional level in preschoolers

The study of emotions, learning and psychomotor profile is currently under development, but it has not been very numerous in preschool-age populations. Based on this, this work is proposed with the objectives of analysing emotional intelligence and psychomotor characteristics of a school population of children under 5 years old and establishing the relationships between psychomotor and intelligence parameters with sociodemographic variables. Sixty-two pre-schoolers between the ages of two and three (2.78 ± 0.42 years) in the city of Riobamba in Ecuador participated in this non-experimental, descriptive, cross-sectional study. They were administered the psychomotor battery (BMP) by Da Fonseca (1975), and the EKAT (Emotion Knowledge and Awareness Test) adapted to the child population by Rossi (2016). The results showed that most of the participants presented a normal psychomotor profile and had no learning difficulties, while the faces generated greater knowledge in which they looked annoyed and surprised. Work of this type promotes knowledge at a physical and cognitive level of elements that affect schoolchildren and that could have repercussions at a later age

Análisis de los constructos de autoconcepto y resiliencia, en jugadoras de baloncesto de categoría cadete

El presente estudio tuvo como objeto determinar y analizar las propiedades psicométricas de los instrumentos Autoconcepto Forma-5 (AF- 5) y CD-RISC así como describir y analizar las relaciones existentes entre ambas y especificar el efecto que tienen las horas de entrenamiento regular y la posición en baloncesto sobre las dimensiones psicosociales (autoconcepto y resiliencia), en jugadoras de baloncesto adolescentes españoles, considerando de manera simultánea variables personales y físico deportivas. Las participantes fueron 74 jugadoras cadetes, con edades comprendidas entre los 12 y 16 años, para el análisis estadística se llevó a cabo un análisis factorial exploratorio y análisis de regresión, donde se exploraba el efecto que tenían las horas de entrenamiento y posicionamiento, sobre las dimensiones de los cuestionarios Autoconcepto Forma-5 (AF-5) de García y Musitu (1999) y de la resiliencia (CD-RISC) de Connor y Davidson (2003). Los resultados, señalan que los cuestionarios CD RISC y AF-5 son aplicables a la población de jugadoras adolescentes de baloncesto, que estas presentan un desafío de la conducta orientada a la acción y autoconcepto familiar elevado en relación al resto de dimensiones. El posicionamiento en el terreno de juego no ejerce ninguna influencia en los aspectos psicosociales y el análisis de regresión establece que a mayor tiempo de entrenamiento se produce un incremento en el autoconcepto.The present study was to determine and analyze the psychometric properties of self-concept (AF-5) and resilience (CD-RISC). The aims of this study as to describe and analyze the relationships between them and specify the effect of hours of regular training and position in basketball on the psychosocial dimensions (self-concept and resilience) in Spanish adolescents basketball players, considering simultaneously personal and physical sports variables. Participants were 74 youth players, aged between 12 and 16 years. It conducted an exploratory factor analysis and regression analysis and the effect they had training hours, positioning, on the dimensions of the test Autoconcepto Form-5 (AF-5) García and Musitu (1999) and explores resilience (CD-RISC), Connor and Davidson (2003). The results indicate that the questionnaires CD-RISC and AF-5 are applicable to the population of youth basketball players. These are challenging the action-oriented behavior and familiar self-concept is high in relation to the other dimensions. Positioning in the field has no influence on the psychosocial aspects and the regression analysis establishes that longer training arean increase in self-concept

Analysis of Self-Concept in Adolescents before and during COVID-19 Lockdown: Differences by Gender and Sports Activity

An appeal has been issued to the scientific community to investigate physical, mental and emotional states, and pro-social behaviours during the COVID-19 pandemic. Hence, this study aims to investigate adolescents’ self-concept before and during a lockdown period in relation to gender and type/amount of physical activity or sports. The pre-lockdown sample of 366 adolescents were aged 13–17 years (M = 15.51 ± 0.65), of whom 192 (52.5%) were females and 174 (47.5%) were males. During the lockdown, the age range of the sample was 13–17 years (M = 14.57 ± 1.47), of whom 82 (60.3%) were females, and 54 (39.7%) were males. The Form-5 Self-concept Questionnaire (AF-5) was used to measure adolescents’ self-concept. There was a reduction in adolescents’ overall self-concept during the COVID-19 pandemic, which was positively associated with emotional well-being, with family and peers being essential factors in the development of an appropriate self-concept. Furthermore, girls’ self-concept, especially academic self-concept, was higher than that of boys during the lockdown. However, both physical and emotional self-concept were higher for boys than girls before the COVID-19 lockdown, although no differences were found during the lockdown. The findings reveal that physical activity was positively correlated to self-concept before and during the COVID-19 lockdown

Could the complying with WHO physical activity recommendations improve stress, burnout syndrome, and resilience? A cross‑sectional study with physical education teachers

Purpose Teachers are exposed to inherent psychosocial risks in the workplace such as chronic stress, psychological distress, exhaustion, and burnout syndrome. To compare the values in psychosocial variables based on compliance with the recommendations for physical activity by the World Health Organization (WHO) and the type of physical activity performed. Methods The study had a non-experimental and comparative design, with measurements in a single group. The sample was composed of 415 physical education teachers from Spain, with an age range of 21–53 years (28.78 ± 6.15) and a heterogeneous distribution of gender (69.4% male; 30.6% women). The Perceived Stress Scale, the Maslach Burnout Inventory, the Connor–Davidson Resilience Scale, and an Ad-Hoc questionnaire were used to record the sociodemographic aspects and physical-sports practice. Results Most of the teachers complied with the recommendations for physical activity practice (n = 335; 80.7%). Physical activity was associated with lower signs of burnout and a greater ability to overcome. Although, teachers who did not comply with WHO recommendations, showed greater stress and emotional exhaustion. In conclusion, enough practice of physical activity based on WHO was shown as a preventive factor of stress and signs of burnout. Conclusions The findings suggest that perform physical activity based on the WHO recommendations helps for work stress prevention and burnout syndrome in teachers, as well as to overcome work adversities.Universidad de Granada/CBU