The NIKE Vaporfly shoe was introduced in May 2017 as part of the original #Breaking2 Project (an event aimed to run the first marathon under 2 h). This new advanced shoe technology (NAST) changed the footwear design conception. The aim of this study was (i) to analyse the effect of NAST in men’s marathon performance, (ii) to analyse whether the changes in the environmental constraints (temperature and wind) and orography of the marathons, age and birthplace of the runners has changed from 2015 to 2019 and (iii) to analyse the impact of NAST on the historical 50 best performances. Data from top-100 men's marathon performances were collected in that timeframe. The shoes used by the athletes were identified (in 91.8% of the cases) by publicly available photographs. External and environmental conditions of each marathon and age and birthplace of the runners were also analysed. Marathon performances improved from 2017 onwards between 0.75 and 1.50% compared to 2015 and 2016 (p < 0.05). In addition, the improvement was greater in the upper deciles than in the lower ones (p < 0.001). Runners wearing NAST ran ~ 1% faster in marathon compared to runners that did not use it (p < 0.001). When conducting an individual analysis of athletes who ran with and without NAST, 72.5% of the athletes who completed a marathon wearing NAST improved their performance by 0.68% (p < 0.01). External and environmental conditions, age or birthplace of runners seems not to have influenced this performance improvement. NAST has had a clear impact on marathon performance unchanged in the environmental constraints (temperature and wind), orography, age, and birthplace of the runners but with differences between venues.

The European Higher Education Area, which is based on competency acquisition, has led to changes in teaching methods and student evaluations. In this new context, placements represent the best university–business connection for the development of competencies and integration of students into the employment market. Therefore, the primary objective of this study is to construct and empirically apply a model to identify and assess the generic competencies of students in their learning. The study employs a sample of 351 student reports by professional supervisors of social sciences students who held two-year placements. Before testing the hypotheses, the measuring instrument was evaluated by means of a partial least squares regression. The results identify the extent to which students acquired competencies and the primary differences between both academic years. Useful information for teachers and professionals is provided in a proposed learning and assessment tool for placements.

Desde hace casi un siglo la preocupación de las universidades sobre la satisfacción de los estudiantes con la calidad de la docencia recibida se ha ido incrementando. La revisión de la literatura permite clasificar los atributos de una docencia de calidad en tres grandes tipos de competencias: pedagógicas, genéricas y disciplinares. El objetivo de este trabajo es señalar las variables, que a juicio de los estudiantes, más influyen en la satisfacción del alumnado con la calidad de la docencia. Los participantes fueron 476 estudiantes del grado de Administración y Dirección de Empresas de la Universidad Castilla La Mancha. Se utilizó un cuestionario construido ad hoc para valorar la satisfacción de los estudiantes con la docencia. Se utilizaron pruebas paramétricas (Análisis de Regresión Logística) y no paramétricas (árbol de decisión). Nuestros datos indican que si el profesor explica con claridad, se preocupa por averiguar si los conceptos explicados han sido entendidos y prepara sus clases la valoración sobre la calidad de su docencia será muy satisfactoria. El identificar los atributos de una docencia de calidad permitirá a las universidades elaborar planes de formación inicial y permanente de su profesorado teniendo presente el papel crucial que juegan las competencias genéricas, pedagógicas y disciplinares en la interacción profesor-estudiante. For almost a century now, the concern of universities about student satisfaction with teaching quality has been increasing. A literature review has enabled the attributes of quality teaching to be classified into three main types: pedagogical, generic, and disciplinary. The aim of this paper is to identify the variables that, in the opinion of students, most influence student satisfaction regarding teaching quality. A total of 476 undergraduate students participated from Business Administration and Management of the University of Castilla-La Mancha (Spain). An ad hoc questionnaire was used to assess student satisfaction with teaching. Parametric (Logistic Regression Analysis) and non-parametric (Decision Tree) models were used. Our data indicate that if the professor explains the subject clearly, is concerned to find out whether the explanations have been understood, and carefully prepares the classes; the teaching-quality assessment will be very satisfactory. The identification of the attributes of quality teaching will enable universities to draw up initial and ongoing training plans for their teaching staff, bearing in mind the crucial role played by generic, pedagogical, and disciplinary competences in professor-student interaction.

The primary goal was to examine the influence of early specialization on the performance of senior elite swimmers. Secondly, to provide information about the influence of swim style, distance, sex, status, country, years of high-level competition (YHLC) and age in swimmer’s performance. Data was obtained from International Federation of Swimming (FINA) regarding the participants 2006–2017 of junior and senior World Championships (WCs). The final filtered database included 4076 swimmers after removing those participating only in junior WCs. Cramer V coefficient, double and triple-entry tables were used to measure the relationship between the positions occupied in junior and senior phases. A One-Way ANOVA analysis was used to explain the variables time and rank between swimmers who participated in junior and senior WC or just in senior in all the distances and swim styles (SS). A univariate general linear model (GLM) was used to examine the association between time/rank and category (swimmers that participated previously in junior WC or not); YHLC; country; status (highest finishing position: final/semi-final/heats) and age. Significant differences (p < .001) were found in the GLM, with Rank as dependent variable, for all the variables. Showing that swimmers that participated previously in junior categories obtained greater results in all the interactions, except in 1500m freestyle. Significant differences (p < .001) were found between the variables position and YHLC, showing the variable position improvements as swimmers attended more WCs. Competing in junior WC has a positive influence in achieve posteriori success in FINA WC. YHLC have a positive impact to achieve better positions.