ESPIRAL. CUADERNOS DEL PROFESORADO最新文献

{"title":"Learning-service in High-school: Systematic review from physical education [El aprendizaje-servicio en Educación Secundaria: Revisión sistemática desde la Educación Física]","authors":"Raul Valldecabres Hermoso, Irene López Secanell","doi":"10.25115/ecp.v17i35.9659","DOIUrl":"https://doi.org/10.25115/ecp.v17i35.9659","url":null,"abstract":"El propósito de este estudio fue realizar una revisión sistemática de trabajos publicados en los últimos 6 años sobre experiencias de aprendizaje-servicio realizadas en educación física con estudiantes de Educación Secundaria. Para ello se analizaron los artículos publicados desde 2017 hasta 2023 mediante la base de datos de Google Scholar, Dialnet, Eric, Web of Science, Scopus, SportDiscus y MEDLINE. Tras dos procesos de filtrado mediante criterios de inclusión y exclusión, se han incluido 4 artículos. Los resultados muestran que el Aprendizaje por Servicio (ApS) ha sido empleado de manera efectiva para abordar la dinámica de relaciones entre grupos de distintas edades o cursos, mejorar las actitudes de los estudiantes hacia la inmigración y promover el desarrollo de valores solidarios. Se constata que esta metodología tiene un impacto positivo en la formación de valores como la solidaridad, compromiso, responsabilidad y autonomía entre los estudiantes. No obstante, se evidencia una escasez de literatura específica sobre el ApS en el ámbito de la educación física en secundaria, lo cual justifica la necesidad de aumentar la producción académica en este campo. Asimismo, se concluye que es esencial fomentar una mayor formación del profesorado, dotándolos de las estrategias necesarias para la aplicación efectiva de esta metodología en su práctica diaria. \u0000Abstract\u0000The purpose of this study was to conduct a systematic review of papers published in the last 6 years on service-learning experiences conducted in physical education with Secondary Education students. For this purpose, articles published from 2017 to 2023 were analyzed using Google Scholar, Dialnet, Eric, Web of Science, Scopus, SportDiscus and MEDLINE database. After two filtering processes using inclusion and exclusion criteria, 4 articles were included. The results show that Service-Learning (SL) has been used effectively to address the dynamics of relationships between groups of different ages or grades, improve students' attitudes towards immigration and promote the development of solidarity values. It is found that this methodology has a positive impact on the formation of values such as solidarity, commitment, responsibility and autonomy among students. However, a scarcity of specific literature on ApS in the field of secondary physical education is evident, which justifies the need to increase academic production in this field. Likewise, it is concluded that it is essential to promote further teacher training, providing them with the necessary strategies for the effective application of this methodology in their daily practice","PeriodicalId":513823,"journal":{"name":"ESPIRAL. CUADERNOS DEL PROFESORADO","volume":"92 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140236179","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Relationship between motor coordination and academic performance in schoolchildren ages 6 to 11 [Relación entre la coordinación motriz y el rendimiento académico en escolares de 6 a 11 años]","authors":"José Manuel Cenizo-Benjumea, Javier Gálvez González, Soledad Ferreras-Mencía, Jorge Ramírez-Lechuga","doi":"10.25115/ecp.v17i35.9613","DOIUrl":"https://doi.org/10.25115/ecp.v17i35.9613","url":null,"abstract":"La práctica de actividad física durante la infancia ha sido asociada con efectos beneficiosos en algunos procesos cognitivos. El objetivo fue analizar la relación entre la coordinación motriz y el rendimiento académico en escolares. Participaron 473 (255 niños y 218 niñas) con edades entre 6 y 11 años de un centro de Educación Primaria de la provincia de Sevilla. Se utilizó el test 3JS para valorar la coordinación motriz (locomoción y control de objetos). Se obtuvo el rendimiento académico tomando las calificaciones de la evaluación ordinaria de las áreas comunes en el periodo educativo estudiado, en las áreas instrumentales (Matemáticas y Lengua) y específicas (Ciencias Naturales, Ciencias Sociales, Inglés y Artística). Los escolares con una coordinación motriz buena-muy buena mostraron diferencias (p < .001) en las diferentes variables del rendimiento académico respecto a los dos grupos de coordinación motriz (normal y baja-muy baja). Se puede concluir que: 1) el nivel de coordinación motriz se relaciona positivamente con el rendimiento académico global y con el rendimiento académico en las áreas instrumentales y específicas, 2) la locomoción muestra una relación significativa con el rendimiento académico y 3) el giro es la habilidad motriz con mayor influencia en el rendimiento académico global.\u0000Abstract\u0000The practice of physical activity during childhood has been associated with positive effects on some cognitive processes. The objective was to analyze the relationship between motor coordination and academic performance in schoolchildren. A total of 473 participants (255 boys and 218 girls) aged between 6 and 11 years from a Primary Education center in the province of Seville. The 3JS test was used to assess motor coordination (locomotion and object control). Academic performance was obtained by taking the grades from the ordinary evaluation of the common areas in the educational period studied, in the instrumental areas (Mathematics and Language) and specific areas (Natural Sciences, Social Sciences, English and Art). Schoolchildren with good-very good motor coordination showed differences (p < .001) in the different academic performance variables with respect to the two motor coordination groups (normal and low-very low). It can be concluded that: 1) the level of motor coordination is positively related to overall academic performance and to academic performance in instrumental and specific areas, 2) locomotion shows a significant relationship with academic performance and, 3) turning is the motor skill with the greatest influence on overall academic performance.","PeriodicalId":513823,"journal":{"name":"ESPIRAL. CUADERNOS DEL PROFESORADO","volume":"98 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140236376","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Experiences of Service-Learning in the initial training of physical education teachers [Experiencias de Aprendizaje-Servicio en la formación inicial del profesorado de Educación Física]","authors":"Félix Enrique Lobo-de-Diego, Roberto Monjas-Aguado, Juan Carlos Manrique-Arribas","doi":"10.25115/ecp.v17i35.9688","DOIUrl":"https://doi.org/10.25115/ecp.v17i35.9688","url":null,"abstract":"La formación inicial del profesorado de Educación Física (EF) se emplaza como un ámbito ideal en el que aplicar el Aprendizaje y Servicio (ApS). El propósito de este trabajo es estudiar la satisfacción por realizar actividades que ayudan a personas con algún tipo de carencia física y/o psíquica y la mejora de las relaciones interpersonales en la formación inicial del profesorado de EF a través del ApS. En esta investigación se ha empleado una metodología de carácter cualitativo y exploratorio a través de la cual se han realizado entrevistas con tres profesores universitarios y dos grupos focales con nueve estudiantes participantes en proyectos de ApS. Los resultados muestran la satisfacción con los proyectos en los que se desarrollan la formación ciudadana y compromiso social de los participantes mientras se potencia la actividad física como medio para la promoción de hábitos saludables. Se concluye que los proyectos ApS constituyen una indudable oportunidad de aprendizaje para los estudiantes en la formación inicial del profesorado, que aprenden a desarrollar su labor en diferentes contextos, mientras se favorecen el diálogo y la comunicación entre la universidad y la comunidad, promoviendo el desarrollo de valores cívicos desde el compromiso social que se plantea para su realización.\u0000Abstract\u0000The initial training of physical education (PE) teachers is an ideal setting in which to apply Service-Learning. The purpose of this work is to study the satisfaction of carrying out activities that help people with some kind of physical and/or psychological deficiency and the improvement of interpersonal relationships in the initial training of PE teachers through Service-Learning. In this research, a qualitative and exploratory methodology was used in which interviews were conducted with three university teachers and two focus groups with nine students participating in Service-Learning projects. The results show satisfaction with the projects in which the participants' citizenship training and social commitment are developed while physical activity is promoted as a means of promoting healthy habits. It is concluded that the Service-Learning projects constitute an unquestionable learning opportunity for students in initial teacher training, with which they learn to develop their work in different contexts, while favouring dialogue and communication between the university and the community, promoting the development of civic values from the social commitment that arises for their implementation.","PeriodicalId":513823,"journal":{"name":"ESPIRAL. CUADERNOS DEL PROFESORADO","volume":"74 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140238513","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Cyberbullying and self-concept in physical education school children [Ciberacoso y autoconcepto en escolares de Educación Física]","authors":"Jorge Rojo-Ramos, Santiago Calero-Morales, Santiago Gómez-Paniagua, Carmen Galán-Arroyo","doi":"10.25115/ecp.v17i35.9506","DOIUrl":"https://doi.org/10.25115/ecp.v17i35.9506","url":null,"abstract":"Cyberbullying is a highly complex phenomenon resulting from the continuous and inexhaustible evolution of Information and Communication Technologies (ICTs). Factors are sought that are associated with this phenomenon as emotional self-efficacy, self-esteem and empathy have been shown to be. Thus, the objectives were: (1) to analyze scores on the Cyberbullying (ECIPQ) and Self-Concept (AF-5) questionnaires as a function of gender and educational stage, (2) to explore the correlations between cyberbullying and self-concept as a function of gender and educational stage. A cross-sectional study was designed with a total of 1155 participants, 48.8% boys and 51.2% girls, where 75.9% studied compulsory secondary education (CSE) and 24.1% Baccalaureate. Significant inverse mean correlations were shown between cyberbullying dimensions with total self-concept for both sexes (r = -0.15 - -0.11; p < 0.01) and for CSE students (r = -0.13 - -0.12; p < 0.01), with these correlations being observed in high school students for cybervictimization (r = -0.14; p = 0.02). Significant inverse mean correlations were observed between academic (r = -0.25 - -0.22; p < 0.01 - 0.04) and family self-concept (r = -0.27 - -0.26; p < 0.01) with cyberbullying for both sexes and both educational stages. Direct and significant mean correlations were also shown between emotional self-concept and cyberbullying for both sexes (r = 0.19 - 0.20; p < 0.01) and for both educational stages (r = 0.17 - 0.21; p < 0.01). Self-concept is shown to be a protective factor for cyberbullying, therefore, addressing and working on it through the different dimensions can combat adolescent cyberbullying arising from the advance of technology and traditional bullying itself.\u0000Resumen\u0000El ciberacoso es un fenómeno muy complejo derivado de la continua e inagotable evolución de las tecnologías de la información y la comunicación (TIC). Se buscan factores asociados a este fenómeno como la autoeficacia emocional, la autoestima y la empatía. Así, los objetivos fueron: (1) analizar las puntuaciones en los cuestionarios de Ciberacoso (ECIPQ) y Autoconcepto (AF-5) en función del género y la etapa educativa, (2) explorar las correlaciones entre el ciberacoso y el autoconcepto según el género y la etapa educativa. Se diseñó un estudio transversal con un total de 1155 participantes, 48,8% chicos y 51,2% chicas, donde el 75,9% cursaba Educación Secundaria Obligatoria (ESO) y el 24,1% Bachillerato. Se mostraron correlaciones medias inversas significativas entre las dimensiones del ciberacoso con el autoconcepto total para ambos sexos (r = -0,15 -0,11; p < 0,01) y para los estudiantes de ESO (r = -0,13 -0,12; p < 0,01), observándose estas correlaciones en los estudiantes de Bachillerato para la cibervictimización (r = -0,14; p = 0,02). Se observaron correlaciones medias inversas significativas entre el autoconcepto académico (r = -0,25 -0,22; p < 0,01 - 0,04) y familiar (r = -0,27 -0,26; p < 0,01) con el ciberacoso par","PeriodicalId":513823,"journal":{"name":"ESPIRAL. CUADERNOS DEL PROFESORADO","volume":"22 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140248978","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Perceptions of those responsible for a juvenile justice centre regarding a service-learning experience in physical activity and sports [Percepción de los responsables de un centro de justicia juvenil sobre una experiencia de Aprendizaje-Servicio en actividad física y deportiva]","authors":"Abraham García-Fariña, Antonio Gómez-Rijo, Jorge Miguel Fernández-Cabrera, Francisco Jiménez-Jiménez","doi":"10.25115/ecp.v17i35.9705","DOIUrl":"https://doi.org/10.25115/ecp.v17i35.9705","url":null,"abstract":"Las valoraciones de las experiencias de Aprendizaje-Servicio (ApS) se centran, principalmente, en las percepciones de los grupos que contribuyen o se benefician del servicio. Sin embargo, los estudios que incorporen las valoraciones de los agentes institucionales son escasos. Este trabajo busca explorar las percepciones de cuatro responsables institucionales de un centro de justicia juvenil sobre una experiencia de ApS, que involucró a estudiantes universitarios del Máster del Profesorado de Educación Física conjuntamente con personas privadas de libertad, a través de un encuentro sociodeportivo. Para el análisis cualitativo de las percepciones, se llevó a cabo un grupo focal con los responsables. Entre los resultados enfatizaron el impacto positivo del ApS en el desarrollo de habilidades sociales y consideraron que los encuentros sociodeportivos son beneficiosos para la reinserción social. También destacaron la mejora individual a través de la cooperación igualitaria en las actividades de planificación. Aunque los responsables consideraron enriquecedora la experiencia, asumieron que se podrían introducir mejoras como una mayor visibilidad interna y externa de la experiencia, una mayor participación de los profesionales y estudiantes del centro y una mayor frecuencia de los encuentros socio deportivos propuestos.\u0000Abstract\u0000The evaluations of service-learning (SL) experiences focus mainly on the perceptions of the groups that contribute to or benefit from the service. However, studies incorporating the assessments of institutional agents are scarce. This work seeks to explore the perceptions of four institutional leaders of a juvenile justice centre on their SL experiences and focuses on university students in a master’s programme in physical education, together with people deprived of liberty, through a sociosporting meeting. For the qualitative analysis of these perceptions, a content analysis of focus group statements held with the institutional leaders is carried out. The results show the perception of a positive impact of SL on the development of social skills and a favourable stimulus for social reintegration, and the co-responsibility of both groups in the design and implementation of activities is highlighted as an element that favours the development of personal skills in the group receiving the service. From an institutional perspective, it is assumed that improvements must be made in the internal and external visibility of the experience and that the involvement of more professionals and students at the centre must be promoted.","PeriodicalId":513823,"journal":{"name":"ESPIRAL. CUADERNOS DEL PROFESORADO","volume":"21 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140266945","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}