Students’ skills acquisition is one of the main aims of higher education institutions. On the one hand, the development of professional competences is important, but on the other hand, it is known that professionals who feel competent have a more intrinsic motivation in their jobs. The goal of this study was to describe and detail the perceptions of students, graduates, and their university tutors about the level of acquisition by students of professional competences. The methodology was based on a descriptive and comparative study that included a total sample of 2075 participants of the Degree in Primary Teaching and the Degree in Physical Activity and Sport Science. All of them came from 21 different universities of Spain: 345 university tutors, 1243 students, and 487 graduates. The instrument used was a competences perception questionnaire. The statistical analysis included means, standard deviations, and an ANOVA analysis. The results show discrepancies in the perceptions of proficiency levels between students and graduates, on one hand, and university tutors, on the other. Likewise, there was general agreement that competences related to critic capacity and motor games were the most acquired and programs for individuals with special needs were the least acquired.

To study the influence of a short programme of stretching exercises on anxiety levels of workers in a Spanish logistic company. A controlled clinical trial was carried out by means of an inter-subject design of random homogeneous blocks. Participants were assigned to the experimental group (n=67), treated with a programme of stretching exercises of 10-minute duration after working hours for a period of 3 months, or to the untreated control group (n=67). The primary result variable was anxiety, and the secondary variables were burnout syndrome, quality of life and flexibility. An analysis of covariance (ANCOVA) by intention to treat was performed on each of the result variables by controlling the baseline scores, the age and the practice of introjective activities outside the program, with the size effect calculated by means of the partial eta-squared value (η(2)). The results of the ANCOVA showed a moderate effect of the stretching exercise programme on the levels of anxiety (η(2)=0,06; P=.004). Other effects found were substantial for flexibility (η(2)=0,13; P<.001); moderately high for bodily pain (η(2)=0,08; P=.001), and moderate for vitality (η(2)=0,05; P=.016); mental health (η(2)=0,05; P=.017); general health (η(2)=0,04; P=.028) and exhaustion (η(2)=0,04; P=.025). The implementation of a short programme of stretching exercises in the work place was effective for reducing levels of anxiety, bodily pain and exhaustion, and for raising levels of vitality, mental health, general health and flexibility. This type of intervention could be seen as a low-cost strategy for improving the well-being of workers.

En este artículo se analiza el desarrollo competencial de un grupo de 58 estudiantes de 3^er curso de Educación Primaria, mención de Educación Física, en el programa de formación inicial del profesorado de la Facultad de Educación de Valladolid. Se pretende como objetivo conocer qué competencias transversales están presentes en las clases prácticas de la asignatura Expresión y Comunicación Corporal, en la que los estudiantes asumen el rol de profesor. Durante las clases se utilizan estrategias de evaluación formativa, como la coevaluación (desde observadores externos) y la autoevaluación (del propio estudiante). Para analizar los resultados obtenidos se aplicó el programa informático Atlas.ti (Versión 8.1) y el video análisis. En las conclusiones se extrae como valoración positiva la presencia de las competencias para el liderazgo, para la acción comunicativa y para la planificación y organización docente.

Percepciones de Estudiantes Universitarios sobre una Evaluación Formativa en el Trabajo en Equipo

Scientific sport magazines, scientific phisical education magazines

En este estudio se exploran las dificultades que tienen los futuros docentes de educación física con el uso del feedback en situaciones simuladas de enseñanza-aprendizaje de expresión corporal. Durante dos años se realiza una investigación-acción desarrollada en la Universidad de Valladolid y la Universidad de Zaragoza. Los estudiantes, durante el proceso de retroalimentación integrado en un sistema de evaluación formativa, toman conciencia de su uso y progresan en la tarea de enseñar y evaluar como parte del propio proceso de aprendizaje. Se acomete una investigación-acción durante dos cursos académicos y se realiza un análisis de contenido, con un proceso de codificación de la información, para descubrir las dificultades comunicativas experimentadas. Las principales observadas se relacionan con la escasa presencia de feedback afectivo o motivador. Consideran importante la retroalimentación afectiva; sin embargo, los datos muestran que encuentran dificultades en su utilización aunque resulte fundamental para la mejora de la comunicación y el proceso docente. This study explores the difficulties that future physical education teachers have when using feedback in simulated teaching situations on body expression. For two years, action research was carried out at the University of Valladolid and the University of Zaragoza in which students, during the feedback process integrated into a formative assessment system, become aware of their use of feedback and progress in teaching and assessing tasks as a part of the learning process itself. Action research is carried out during two academic years and an analysis of content with a coding information process is performed to discover communicative difficulties experienced. The main issues observed are related to the scarce presence of affective or motivating feedback. Regarding affective feedback, they consider it important, although data shows that they find it difficult to use it; being a fundamental part of the improvement of communication and the teaching process.