New technologies are tools that are present in daily life on a regular basis. In order to improve the didactic process, education must take into account these new technologies. In the field of physical education, the significance of these technologies is reflected in the existence of applications that can be carried out within the field, both for educational purposes and for physical fitness and health. This is due to the potential presented by virtual reality, augmented reality and mixed reality. The objective of this study was to examine the utilisation and impact of AR, VR and MR technologies in physical education at the compulsory stage. In order to achieve this objective, a design based on the PRISMA methodology for conducting systematic reviews was employed. The databases of WOS, Scopus, PubMed and Google Scholar were subjected to analysis. The results indicate that there has been a notable increase in research activity in this field in recent years. The analysis yielded four principal areas of focus, namely the utilisation of pedagogical methodologies, the enhancement of motor and health-related competencies, and moreover, the facilitation of optimal integration of students in physical education. The utilisation and consequences of novel technologies represent a suitable instrument for enhancing the educational experience of students enrolled in physical education programmes.

Virtual and augmented reality technologies are increasingly being implemented in education and there is a growing body of evidence on their usefulness for training academic and non-academic skills among student with different education levels and diverse educational needs. To fully benefit from their use, teachers need to know the different existing tools and their potential, as well as be trained and motivated in their use. The current study aims to evaluate the factors that promote and hinder the use of virtual and augmented reality in future teaching professionals. Data were gathered by means of an online questionnaire from a total of 422 Spanish students from the Universidad Pontificia de Salamanca (Spain). Instrumental analyses (Cronbach’s Alpha, and CFA) were performed, together with descriptive, correlational, and inferential tests (Manova, Anova, and Student’s T test) to contrast the hypotheses. Results indicate that participants show favorable attitudes towards these technologies, but have little knowledge of them. Age, year of study, and knowledge are associated with a higher perception of usefulness as tools for teaching and learning and for promoting inclusion. The results support the relevance of providing knowledge, and enhancing skills, thus fostering positive attitudes towards these technologies.

El principal objetivo de este estudio ha sido analizar la relación entre la percepción de los alumnos de sus centros educativos, en cuanto a centros inclusivos, y el estatus sociométrico de los mismos. Para ello se contó con una muestra de 881 alumnos pertenecientes a 43 aulas de primaria (de 6 a 12 años) de diferentes niveles educativos, entre los cuales se encontraban 98 alumnos con necesidades específicas de apoyo educativo (11,12%), todos ellos escolarizados en centros educativos ordinarios de la región de Extremadura (España). Para analizar el estatus sociométrico se utilizó un cuestionario basado en el método de nominación de iguales y la asociación de atributos. Para valorar la percepción de los alumnos de sus centros educativos se utilizó el Cuestionario sobre el Punto de Vista de los Niños extraído del Index for Inclusion (Booth, Ainscow y Kingston, 2006). El estudio mostró que la percepción que tienen los alumnos de sus centros educativos, tanto si éstos tienen necesidades específicas de apoyo educativo como si no, está significativamente asociada a su estatus sociométrico, y más concretamente, al rechazo que reciben en sus clases por parte de sus iguales. También indicó que los estudiantes con necesidades específicas de apoyo educativo se ven más apoyados por los profesores que por sus compañeros. Todo ello nos lleva a reflexionar sobre si las medidas organizativas que adoptan las escuelas para dar respuesta a las necesidades educativas puedan afectar a su inclusión. De ahí, la necesidad de evaluar periódicamente las estrategias de agrupamiento y la percepción de los alumnos de sus centros educativos.

EFECTO DE LOS JUEGOS REDUCIDOS SOBRE JUGADORAS DE FÚTBOL

In a rapidly changing world, the mission of education deserves some reflection. Mutual understanding and assessment between trainers and trainees offers a way to promote discussion concerning goals, values, and strategies that should be promoted at schools. This study offers the views of 153 pre-service teachers and their respective trainers during their practicum. We aimed to determine if an association exists between the scores of pre-service teachers and teachers regarding behaviors and attitudes shown by the first. We also want to analyze the extent to which pre-service teachers rate the importance of different educational strategies as well as the extent to which teachers use these strategies in their daily work. We also aim to determine to what extent self-rated behaviors and attitudes of pre-service teachers are associated to their ratings on importance and utilization of different educational strategies. Two questionnaires were utilized to gather the data. Results revealed higher scores on self-evaluation than others’ evaluations; utilization of diverse educational strategies was associated to evaluations on pre-service students’ responsibility, ability to detect and meet students’ needs, and final grade in practicum. Association between pre-service teachers’ self-evaluation and evaluation on the importance of different educational strategies revealed large associations between climate for the expression of ideas, teaching methodology, and the importance given to using language appropriate to the level of the students. Average ratings on importance and utilization of different teaching strategies resulted in high scores, with utilization of teaching methodologies obtaining the lowest scores. Gender resulted in significant differences on importance, with women scoring higher than men. Importance scores were significantly higher than utilization scores. High associations were found between self- and others’ evaluations on values related to compliance with rules, as well as on behaviors associated to maintain order and discipline in the classroom. Differences in views of teaching, importance, and utilization of different teaching strategies should be debated in order to advance our understanding of effectiveness of educational practices.