The use of technologies for learning is increasingly present in the field of education, and is being implemented in all its different areas, including Physical Education. Within that area, traditional dance is part of the body expression contents, although its presence in the classroom is not sufficient. This paper analyses the effects of using technology, specifically the use of QR codes, for learning to dance, and its influence on higher education students’ motivation. For this purpose, a sample of 30 students enrolled in a Higher Occupational Training Program in the Community of Madrid (Spain) was used. A mixed methodology combining quantitative and qualitative research techniques was applied. The AMPET questionnaire was employed, along with a quasi-experimental design with a pre-post experimental intervention design with two groups and semi-structured interviews. The results show that students’ anxiety and stress decrease following the intervention, whilst their perception of competence increases. These results are more significant when QR codes are used. The study’s major conclusions highlight the positive effects on achievement motivation following the intervention and students’ positive perception after using the QR codes.

Las tecnologías de la información y la comunicación (TIC) están presente en la Educación. Existen diferentes formas de clasificación de las diferentes herramientas. Los códigos QR permiten conectar objetos reales con cualquier contenido web adicional. A través de estos códigos se pueden visualizar movimientos y danzas. Así, se han aplicado en las clases de Educación Física, siendo escasos los estudios de su aplicación para actividades de danza y expresión corporal. Es por ello, que este trabajo pretende analizar la diversión y disfrute del alumnado hacia el uso de los códigos QR para el aprendizaje de la danza. El estudio se llevó a cabo con una muestra de 30 estudiantes de un Grado Superior de Formación Profesional del ámbito de la Educación Física con un diseño cuasi-experimental, utilizando un pretest y un postest. Las conclusiones determinan que la diversión y el disfrute en las clases de Educación Física aumentaron cuando el alumnado utilizó los códigos QR para aprender las danzas sin observarse diferencias estadísticamente significativas. Como futuras líneas de investigación sería interesante ampliar la intervención con un número mayor de sesiones.

El estudio pretende conocer y analizar cómo es la actitud de los profesores de Educación Física ante alumnos con necesidades educativas especiales, relacionándolo con titulación y sociodemográfica. La metodología es cuantitativa y transversal, con una muestra de 40 profesores de la Comunidad de Madrid de Primaria y Secundaria. Para el análisis de los resultados se ha optado por un análisis bivariable a través de tablas de contingencia. Así, existen relaciones moderadas entre la variable actitud con la edad (Ø= .449), sexo (Ø= .411) y titulación (Ø= .422) siendo así siempre que Ø= .25- .5., llegando a la conclusión de que aún existe una actitud de rechazo ante estos alumnos.

In the context of the practice of physical sports activities (PSA), people with intellectual disabilities (PID) have up to a 62% lower possibility of responding to internationally agreed-upon physical activity requirements, showing a higher risk of presenting serious health problems. This study aimed to analyze the levels of perception towards the latent construct of quality of life that a PID who practices PSA would have with respect to those PIDs who do not practice PSA. The sample consisted of 371 PIDs, of whom 278 practiced PSA and 93 did not practice PSA. The instrument used for data collection was the INICO-FEAPS scale. Methodologically, 12 binary logistic regression models were fitted. The results identify greater possibilities of perception by PIDs who perform DFA at the level of self-determination (4.88 OR), rights (5.0 OR), social inclusion (2.06 OR), personal development (2.80 OR), interpersonal relationship (3.19 OR), material well-being (4.41 OR) and quality of life (3.97 OR). Furthermore, when grouping the dimensions by independence (3.67 OR), social (4.34 OR) and well-being (3.91 OR), the odds were favourable toward those PIDs performing PSA. In conclusion, PIDs who perform PSA may present greater possibilities of having the quality of life construct.

Cooperative tasks enhance learning, interaction and communication amongst students. Thus, this research aims to analyze the attitude of Physical Education teachers towards cooperative learning and possible improvements in different qualities in relation to ownership of the teaching center and teaching experience. The sample was made up of 455 Physical Education teachers (70.8% men and 29.2% women, aged from 30 to 50), and an inferential statistical analysis was carried out using different tests (ANOVA and Welch). The results of this investigation show that the attitude of the teachers who work in state schools is more positive than those working in semi-private schools as regards improvement of responsibility (p=.002) and group discussion (p=.000). Additionally, teachers who teach in state schools consider that cooperative learning improves group communications (p=.000) and group cohesion (p=.001) to a greater extent than teachers who work in semi-private and private schools. Moreover, the teachers with less teaching experience have a more positive attitude towards cooperative learning than the teachers who have more teaching experience, because the former consider that this method improves different skills in the students, such as socialization and social interaction, the acquisition of habits of coexistence, responsibility and co-responsibility, interpersonal relationships, group discussion, etc.