Nuevas perspectivas en la didáctica de la Educación Física: [New perspectives in the teaching of Physical Education]

Podemos considerar a la Educación Física como una de las materias que contribuye en mayor medida al desarrollo físico y mental de los estudiantes, inculcándoles valores sociales imprescindibles (solidaridad, respeto, tolerancia, honradez, etc.), a la vez que los prepara para una vida saludable y favorece su integración social. Para ello, es necesario seguir avanzando e investigando teniendo en cuenta las características concretas de nuestra área de conocimiento. Es precisamente por ello que en este número monográfico presentamos una serie de artículos científicos originales que persiguen ofrecer nuevas posibilidades didácticas en la enseñanza del Educación Física, tanto en el ámbito escolar como en la formación de futuros docentes

Contribución para el criterio diagnóstico de la Dismorfia Muscular (Vigorexia)

Muscle Dysmorphia or Bigorexia is a mental disorder whose focus of concern is the underestimation of body size and shape as a result of the distortion in body image experienced by those affected. This is a new mental disorder and, therefore, is not yet classified in the manuals for mental disorders. While some authors propose its classification under an Eating Disorder (ED), others argue that it is a Body Dysmorphic Disorder (BDD), or have even been able to justify its classification as an Obsessive-Compulsive Disorder (OCD). Due to the disparity of opinions, this study aims to contribute to classifying Muscle Dysmorphia, as a mental disorder, by the decision tree classification technique of data mining. The items that take on increasing importance within this classification method are the ones related to body size and shape that participants have, perceive and desire. The results inform us that the most important variables are related to a BDD. This is the reason why we contribute to classifying Muscle Dysmorphia through the diagnostic criteria of BDD

Service-learning integrated into the sport education model as a facilitator of the transition to secondary education

El presente trabajo describe la propuesta e impacto de un programa basado en la aplicación integrada del Aprendizaje-Servicio (ApS) en el Modelo de Educación Deportiva (MED), en la creación de facilitadores para la transición de Educación Primaria (EP) a Educación Secundaria (ES). La muestra estuvo compuesta por seis docentes, 142 estudiantes de sexto curso de EP y 64 de ES. Se creó una red deportiva de centros según los preceptos del MED y se utilizó la red social educativa Edmodo para la coordinación de los elementos competitivos y el incremento de contacto social entre el alumnado. La percepción del alumnado y docentes se recogió mediante cuestionarios, grupos focales y autoinformes. Los resultados mostraron que docentes y alumnado percibieron que se consiguieron los objetivos en cuanto a los facilitadores para la transición, así como satisfacción con la metodología utilizada.This paper describes the proposal and impact of a program based on the integration of Service-Learning into the Sport Education Model (SEM), in the creation of facilitators for the transition from Primary School (PS) to Secondary School (SS). The sample consisted of six teachers, 142 grade six PS students and 64 grade four SS students. A Sport Education league was created according to the precepts of the SEM. The educational social network Edmodo was used to coordinate the competitive elements and increase social contact among students. The perception of the students and teachers was collected through questionnaires, focus groups and self-reports. The results showed that teachers and students perceived that the objectives were achieved in terms of facilitating transition from PS to SS, as well as a positive perception of the teaching strategies used

Associations between health-related physical fitness and self-esteem in primary school children

Physical fitness plays an important role as an indicator of physical health. It is also associated with psychological well-being by showing positive relationships between its components and self-esteem in children and adolescents. However, while the musculoskeletal fitness shows clearer associations, this is not the case of cardiorespiratory fitness and body composition. This study aimed to determine the relationships between the different components of the physical fitness and self-esteem in a sample of 377 students from 9 to 13 years in Albacete. Physical fitness was measured by the 20m shuttle run, broad jump test and handgrip strength. Waist circumference and body mass index were used as body composition measures. Self-esteem was evaluated with the Multimedia and Multilingual Questionnaire for Self-Esteem Assessment, attending to its academic, athletic, socio-affective and global domains. Results showed significant positive associations of 20m shuttle run and broad jump test with global self-esteem and most of the dimensions. There were also significant correlations between body composition measures and athletic and global self-esteem. These results allow for guiding those interventions aimed at increasing self-esteem in school age and incorporating the improvement of physical fitness.The researchers Álvaro Infantes-Paniagua and María Pilar León are supported by a grant from the Spanish Ministry of Education, Culture and Sport (FPU16/00082 and FPU15/00137, respectively)

El autoconcepto físico y su relación con la práctica deportiva en estudiantes adolescentes

This study analyses the relationship between regular participation in sport and physical self-concept. The Physical Self-Concept Questionnaire (Cuestionario de Autoconcepto Físico - CAF) and the Intensity of Sport Motivation Questionnaire were administered to 400 adolescents between the ages of 12 and 17. The data were analysed through an analysis of the average scores and variances on the different scales of the questionnaire. The results show that the adolescents who participate in sport on a regular basis (at least once a week) had higher perceptions of their self-concept, both general and physical, compared with those who do not usually participate in sport. The adolescents who participate in sport on a regular basis scored higher on all the CAF scales. Moreover, frequency of participation, length of training sessions, years of play, satisfaction and pleasure in playing sport are positively related to general and physical self-concept. These positive relations occurred in all the CAF scales, although differences were more significant on the Sport Performance and Physical Condition scales

Physical Fitness and Peer Relationships in Spanish Preadolescents

Several studies have linked physical fitness (PF) with improvements in health, at a physiological and psychological level; however, there is little evidence of its relationship with health in the social field. Hence, the main aim of this study was to determine the existing relationship between PF and peer relations, as an indicator of social health in Spanish pre-teens. For that purpose, 642 participants aged 9 to 12 were chosen and given the high-priority Alpha Fitness battery in order to assess the PF, as well as the Classroom Social Experiences Query (CESC) to assess their social status. The results showed that those students with a better cardio-respiratory fitness obtained more nominations from their classmates in pro-sociality and positive status, and fewer in victimisation and negative status. Additionally, although to a lesser extent, muscular fitness was also related to a higher positive status and lower victimisation. The weight condition was also related to social behaviours, although the resulting data were di erentiated by sex. While females with a standard weight stood out for their positive status, underweight males obtained worse results in positive status and fewer in negative status. These results all correspond with the aesthetic models imposed by society for females and males, respectively. These results show that PF is related to social health, which makes necessary the promotion of physical activity and the development of PF within the school environment, with attention to its relationship with the social health of the students

Effect of Physical Activity on Self-Concept: Theoretical Model on the Mediation of Body Image and Physical Self-Concept in Adolescents

Physical activity can help individuals to achieve a positive self-concept and promote psychological well-being in adolescents through the improvement of physical perceptions and body satisfaction. The importance of BMI, body dissatisfaction, and physical self-concept on the configuration of the self-concept is also emphasized. Educational policymakers and Physical Education teachers should implement strategies to promote physical activity in the schools and provide a Quality Physical Education programs to increase physical activity during adolescence

Body Dissatisfaction in Adolescents: Differences by Sex, BMI and Type and Organisation of Physical Activity

The aim of this study was to assess the di erences in body dissatisfaction (BD) of male and female adolescents by body max index (BMI) and the quantity, type and organisation of physical activity (PA). To do so, 652 adolescents aged 12–17 years participated in a cross-sectional study. The cognitive-a ective component of BD was assessed with the Body Shape Questionnaire (BSQ) and the perceptual component with Gardner’s scale for the assessment of, body image (BI). PA was measured with the International Physical Activity Questionnaire (IPAQ-SF) and the item 1 from the Physical Activity Questionnaire for Adolescents (PAQ-A). The results show that sex and BMI are key variables when determining BD. Moderate-to-vigorous PA (MVPA) was moderately associated with a greater body satisfaction in males but no association was found between BD and the participation and organisation of PA. Moreover, the results suggest that participants in aesthetic/lean PA are at a higher risk of su ering from BD than participants in other PA types. These findings provide useful information for the design of programmes promoting healthy lifestyles, weight control and BI concern during the school period