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Andrea Hernández-Martínez
Universidad Castilla La Mancha

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Journal article
Published: 26 February 2021 in Retos
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El presente trabajo trata uno de los aspectos más estudiados en Educación Física como es el modelo pedagógico de Aprendizaje Cooperativo y su repercusión sobre el alumnado en edad escolar. El objetivo principal de esta investigación fue conocer la percepción del profesorado del área de Educación Física en la etapa de Educación Primaria acerca del uso del Aprendizaje Cooperativo y su relación con la Inteligencia Emocional. Para ello, se llevó a cabo una investigación cualitativa por medio de entrevistas semiestructuradas a través de la opinión de un total de seis maestros de Educación Física pertenecientes a la etapa educativa de Educación Primaria. Los resultados obtenidos confirman que los docentes muestran una actitud positiva y poseen buenas percepciones hacia este modelo pedagógico. Sin embargo, todos coinciden en el argumento de que se necesita mucho esfuerzo y trabajo, así como seguimiento constante para obtener beneficios y resultados significativos. Asimismo, afirman que este modelo está estrechamente relacionado con la Inteligencia Emocional, considerándolo un aspecto que lo enriquece todavía más. The present work deals with one of the most studied aspects of Physical Education such as the pedagogical model of Cooperative Learning and its impact on shool-age students. The main goal of this research was to know the perception of teachers in the area of Physical Education in Primary Education about the use of Cooperative Learning and its relationship with Emotional Intelligence. To this end, qualitative research was carried out through semi-structured interviews thanks to the opinion of a total six Physical Education teachers from the Primary Education. The results obtained confirm that teachers show a positive attitude and have good perceptions towards this pedagogical model. However, everyone agrees on the argument that it takes a lot of effort and work, as well as constant monitoring to obtain benefits and significative results. They also affirm that this model is closely related to Emotional Intelligence, considering it as an aspect that enriches it even more.

ACS Style

Adela Sánchez Molina; Irene González Martí; Andrea Hernández Martínez. Percepción del profesorado de Educación Física sobre el Aprendizaje Cooperativo y su relación con la Inteligencia Emocional (Physical Education teacher´s perception of Cooperative Learning and its relation to Emotional Intelligence). Retos 2021, 41, 735 -745.

AMA Style

Adela Sánchez Molina, Irene González Martí, Andrea Hernández Martínez. Percepción del profesorado de Educación Física sobre el Aprendizaje Cooperativo y su relación con la Inteligencia Emocional (Physical Education teacher´s perception of Cooperative Learning and its relation to Emotional Intelligence). Retos. 2021; 41 ():735-745.

Chicago/Turabian Style

Adela Sánchez Molina; Irene González Martí; Andrea Hernández Martínez. 2021. "Percepción del profesorado de Educación Física sobre el Aprendizaje Cooperativo y su relación con la Inteligencia Emocional (Physical Education teacher´s perception of Cooperative Learning and its relation to Emotional Intelligence)." Retos 41, no. : 735-745.

Journal article
Published: 07 September 2020 in Sustainability
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The aim of this study is to evaluate a theoretical model for analyzing the influence of need satisfaction, need thwarting, motivation, enjoyment, boredom, and exhaustion in physical education on the intention to be physically active. In addition, we examined the mediation effect of motivation between psychological basic needs and the intention to be physically active. The study was based on self-determination theory. To achieve this, 480 students between 12 and 18 years old filled out a questionnaire to measure the satisfaction and thwarting of basic psychological needs, motivation, enjoyment, boredom, exhaustion, and intention to be physically active. The results of path analysis showed the relevance of the satisfaction of the need for competence in physical education in order to increase self-determined motivation, enjoyment, and intention to be physically active. Additionally, intention was positively predicted by enjoyment and negatively predicted by exhaustion. Need thwarting directly predicted negative consequences, such as boredom and exhaustion. Motivation mediated the relationship between basic needs and intention to be physically active. These data highlight the importance of considering basic psychological need thwarting in studies on the promotion of physical activity.

ACS Style

Ricardo Cuevas-Campos; Juan Fernández-Bustos; David González-Cutre; Andrea Hernández-Martínez. Need Satisfaction and Need Thwarting in Physical Education and Intention to be Physically Active. Sustainability 2020, 12, 7312 .

AMA Style

Ricardo Cuevas-Campos, Juan Fernández-Bustos, David González-Cutre, Andrea Hernández-Martínez. Need Satisfaction and Need Thwarting in Physical Education and Intention to be Physically Active. Sustainability. 2020; 12 (18):7312.

Chicago/Turabian Style

Ricardo Cuevas-Campos; Juan Fernández-Bustos; David González-Cutre; Andrea Hernández-Martínez. 2020. "Need Satisfaction and Need Thwarting in Physical Education and Intention to be Physically Active." Sustainability 12, no. 18: 7312.

Journal article
Published: 21 October 2019 in Retos
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Los ambientes de aprendizaje se entienden como una organización estudiada de espacios y materiales. El docente tiene un rol secundario, por lo que esta tendencia favorece una participación libre y activa de los estudiantes. Se entiende que es una forma de potenciar la creatividad y el trabajo autónomo, evitando el trabajo reproductivo. El objetivo propuesto pretendía determinar el nivel de disfrute de los estudiantes en las sesiones desarrolladas a través de la propuesta de entornos de aprendizaje. La muestra estuvo compuesta por 420 niños, de un centro educativo. Los instrumentos utilizados fueron el Sonrisómetro en el cual se registró el disfrute de los estudiantes, y un registro de observación en el que se anotaban aspectos relativos al comportamiento de los participantes en referencia a las actividades realizadas. Los datos revelaron que el disfrute de los estudiantes fue elevado, tanto por lo que mostraban los resultados del Sonrisómetro como por las conductas registradas. Learning environments are understood as a prepared organization of spaces and materials. Teachers have a secondary role, so this tendency promotes free and active participation of students. This is understood as a way for promoting creativity and autonomous work, avoiding repetitive work. The proposed objective sought to determine students’ level of enjoyment in sessions carried out via the proposal of learning environments. The sample was composed of 420 children from an educational center. The instruments used were the Smile-meter, by means of which students’ enjoyment was recorded, and an observation log in which aspects of students’ behavior related to the carried-out activities were written down. The data showed students’ enjoyment was high based on both the results from the smile-meter and on the recorded behaviors.

ACS Style

Andrea Hernández Martínez; Irene González Martí; Yolanda Sánchez Matas; Sebastián Carrión Olivares. Los ambientes de aprendizaje en Educación física y motivación en las primeras edades (Learning environments in Physical Education and motivation in early childhood). Retos 2019, 761 -767.

AMA Style

Andrea Hernández Martínez, Irene González Martí, Yolanda Sánchez Matas, Sebastián Carrión Olivares. Los ambientes de aprendizaje en Educación física y motivación en las primeras edades (Learning environments in Physical Education and motivation in early childhood). Retos. 2019; (38):761-767.

Chicago/Turabian Style

Andrea Hernández Martínez; Irene González Martí; Yolanda Sánchez Matas; Sebastián Carrión Olivares. 2019. "Los ambientes de aprendizaje en Educación física y motivación en las primeras edades (Learning environments in Physical Education and motivation in early childhood)." Retos , no. 38: 761-767.

Journal article
Published: 28 December 2016 in Anales de Psicología
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Muscle dysmorphia (MD) is a body dismorphic disorder in which the sufferer is dissatisfied with their body size and shape. MD has yet to be studied in weightlifters, and the objective of this research study is to detect its symptoms in 32 male weightlifters as well as any related characteristics and behaviours. This study involved the distribution of a sociodemographic questionnaire in addition to the Escala de Satisfacción Muscular, the Physical Self-Concept Questionnaire, and the Somatomorphic Matrix, with the anthropometric measurements of the participants also being recorded. The results revealed the existence of body dissatisfaction among athletes and, in some cases, muscle perception that does not equate to reality. The athletes also use substances to build their muscles and enhance their performance, display obsessive muscle checking behaviours, and have low general physical self-concept that stems from their muscle (dis)satisfaction. To conclude, this study confirms the existence of MD in this sport.

ACS Style

Andrea Hernández-Martínez; Irene González-Martí; Onofre Ricardo Contreras Jordán. Detection of Muscle Dysmorphia symptoms in male weightlifters. Anales de Psicología 2016, 33, 204 .

AMA Style

Andrea Hernández-Martínez, Irene González-Martí, Onofre Ricardo Contreras Jordán. Detection of Muscle Dysmorphia symptoms in male weightlifters. Anales de Psicología. 2016; 33 (1):204.

Chicago/Turabian Style

Andrea Hernández-Martínez; Irene González-Martí; Onofre Ricardo Contreras Jordán. 2016. "Detection of Muscle Dysmorphia symptoms in male weightlifters." Anales de Psicología 33, no. 1: 204.

Journal article
Published: 21 December 2016 in Sportis. Scientific Journal of School Sport, Physical Education and Psychomotricity
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La Dismorfia Muscular (DM) es un desorden mental caracterizado por la subestimación del tamaño y forma corporal. No ha sido estudiada en ciclistas, dado que son deportistas que no cumplen a priori las características de este desorden, como son el levantamiento excesivo de pesas y el desarrollo muscular. El objetivo de este trabajo es detectar síntomas de Distrofia Muscular. Se realizó una investigación que contó con 20 ciclistas varones a los que se les administró la Escala de Satisfacción Muscular, el Cuestionario de Autoconcepto Físico, y el Somatomorphic Matrix, además de registrarse las medidas antropométricas de los participantes. Los resultados muestran que existe insatisfacción corporal entre los deportistas, y que su percepción muscular no corresponde con la realidad. Su autoconcepto físico se relaciona con su autoconcepto general así como estas dos variables con las de atractivo físico y condición física. Se comprueba en este estudio que no existe DM, como tal, entre los deportistas participantes pero si una percepción errónea de su apariencia física y cierta insatisfacción en relación a la misma.

ACS Style

Andrea Hernández-Martínez; Irene González-Martí; Nieves María Sáez-Gallego. Síntomas de Dismorfia Muscular y Autoconcepto Físico en ciclistas varones. Sportis. Scientific Journal of School Sport, Physical Education and Psychomotricity 2016, 3, 173 -186.

AMA Style

Andrea Hernández-Martínez, Irene González-Martí, Nieves María Sáez-Gallego. Síntomas de Dismorfia Muscular y Autoconcepto Físico en ciclistas varones. Sportis. Scientific Journal of School Sport, Physical Education and Psychomotricity. 2016; 3 (1):173-186.

Chicago/Turabian Style

Andrea Hernández-Martínez; Irene González-Martí; Nieves María Sáez-Gallego. 2016. "Síntomas de Dismorfia Muscular y Autoconcepto Físico en ciclistas varones." Sportis. Scientific Journal of School Sport, Physical Education and Psychomotricity 3, no. 1: 173-186.