Background: This study aims to analyze university student motivation during the period of semi-presence-based education due to the COVID-19 pandemic, based on the type of educational material used: Augmented Reality (AR) videos and traditional videos associated with the Flipped Classroom (FC) methodology. Methods: A sample of 129 university students were asked to take the Instructional Materials Motivation Survey (IMMS). Results indicate that participants in the study were generally more motivated by AR educational material than by FC material; although mean motivation levels with both instruments are extremely high, with scores of 4.57 and 5.64 for FC and AR, respectively. Conclusions: Therefore, a conclusion was met which determines that these results are a starting point to continue the research of the motivational impact of using different types of videos in active methodologies.

This research analyzes the fall history of a group of elderly people and studies the effects of an intervention program based on Adapted Utilitarian Judo (JUA) to teach fall control in subjects with fear of falling syndrome (FOF). We adopted a quasi-experimental research design with pre-post measurement of the experimental group, in a healthy, pre-fragile sample of 12 women aged 71.5 ± 8 years, chosen using non-probabilistic-incidental accessibility sampling. The WHO questionnaire was used for the functional assessment of the fall. To evaluate FOF, we applied the 16-item version of the Falls Efficacy Scale-International (FES-I), (pretest and posttest). This intervention program was based on Adapted Utilitarian Judo and conducted over 8 weeks, with two 60-minute sessions each week. After analyzing the scores obtained by the subjects in the pre and post FES-I, we found that the intervention with the JUA program had been significant for the experimental group with p ≤ 0.004, and there was an 11.9% decrease in the fear of falling (FES-I pos = 18.17). The results show that after the application of the JUA program there were significant improvements in subjects’ perception of FOF, with this being greater in those who had the highest levels of fear of falling before the intervention.

Background: Currently, adolescents grow up consuming a large amount of multimedia content and lead a sedentary lifestyle. As a result, emerging trends show greater feelings of loneliness. The present research seeks to describe adolescents’ attitudes towards Physical Education (PE), indices of loneliness and physical activity (PA) engagement. Further, it analyses associations between attitudes towards PE as a function of PA engagement and considers sex, loneliness and school year repetition as factors. Method: A sample of 2388 adolescents (43.3% males and 56.6% females) was recruited. Participants were aged 11–17 years (M = 13.8 years; SD = 1.2) and came from Spain. The following instruments were used: The Attitudes towards Physical Education questionnaire (AQPE) in order to analyze attitudes towards PE, and the University of California at Los Angeles (UCLA) loneliness scale to estimate loneliness. Results: With regard to sex and attitudes towards PE, significant differences were detected in relation to the difficulty of PE, with higher values being achieved in males (M = 2.4) than females (M = 2.3). A medium correlation emerged between the dimension of loneliness and the usefulness of PE (r = 0.323 **). Conclusions: It is confirmed that adolescents who experience greater levels of emotional or relational loneliness have less positive attitudes towards PE.

The purpose of this study is to analyze the concurrent validity of the psychological variables self-confidence and anxiety among the psychological measurement instruments: Psychological Characteristics Questionnaire related to Sports Performance (CPRD); Competitive State Anxiety Inventory-2 (CSAI-2); and Sports Psychological Inventory LOEHR. For this purpose, a correlational study was conducted between the selected variables and pertinent aspects of the measurement instruments. The study has revealed that the psychological variables self-confidence and anxiety are relevant in all three instruments, although not in all of the selected items.

La función Psicopedagógica del técnico deportivo de un club se pone de manifiesto como un pragmático proceso que facilita el aprendizaje físico, técnico-táctico y psicológico de sus jugadores. A través de determinadas herramientas de fácil aplicación, el técnico fomentará el despliegue de habilidades psicológicas que revertirán en el paulatino crecimiento intencional de todas las facultades específicas del deportista. Al mismo tiempo, centrará su atención en el logro de objetivos generales y específicos en los ámbitos: deportivo, formativo e institucional. El desarrollo de la Autoconfianza, el aumento de la Motivación, el Control de las emociones y la adecuada focalización de la Atención-Concentración permitirán en los jugadores la óptima capacitación en el proceso de Enseñanza-Aprendizaje, y sin duda contribuirá a la obtención de mejores resultados.Palabra clave: Intervención, formación educativa, habilidades psicológicas, Autoconfianza, Motivación, Control emocional y Atención-Concentración. The Psychopedagogical function of a club sports trainer entails a pragmatic process which benefits the physical, technical-tactical and psychological learning of the players. With the aid of specific easily-applied tools, the trainer encourages the exposure of psychological skills which will have a positive impact on the gradual intentional development of all the specific faculties of the sportsman. The trainer will also concentrate on the achievement of general and specific aims in the sports, learning, and institutional fields. The development of Self-Confidence, an increase in Motivation, Emotional Control and the right focus on Attention-Concentration will enable the players to have top training in the Teaching-Learning process which will, undoubtedly, contribute to achieving better results.Key words: Intervention, education, psychological skill, Self-confidence, Motivation, Emotional control and Attention-Concentration.

El arte de la guerra aplicado al deporte de competición