Sarmento, H, Figueiredo, A, Lago-Peñas, C, Milanovic, Z, Barbosa, A, Tadeu, P, and Bradley, PS. Influence of tactical and situational variables on offensive sequences during elite football matches. J Strength Cond Res 32(8): 2331–2339, 2018—This study examined the influence of tactical and situational variables on offensive sequences during elite football matches. A sample of 68 games and 1,694 offensive sequences from the Spanish La Liga, Italian Serie A, German Bundesliga, English Premier League, and Champions League were analyzed using χ² and logistic regression analyses. Results revealed that counterattacks (odds ratio [OR] = 1.44; 95% confidence interval [CI]: 1.13–1.83; p < 0.01) and fast attacks (OR = 1.43; 95% CI: 1.11–1.85; p < 0.01) increased the success of an offensive sequence by 40% compared with positional attacks. The chance of an offensive sequence ending effectively in games from the Spanish, Italian, and English Leagues were higher than that in the Champions League. Offensive sequences that started in the preoffensive or offensive zones were more successful than those started in the defensive zones. An increase of 1 second in the offensive sequence duration and an extra pass resulted in a decrease of 2% (OR = 0.98; 95% CI: 0.98–0.99; p < 0.001) and 7% (OR = 0.93; 95% CI: 0.91–0.96; p < 0.001), respectively, in the probability of its success. These findings could assist coaches in designing specific training situations that improve the effectiveness of the offensive process.

The COVID-19 pandemic caused changes in higher education institutions, mainly due to the temporary closure of face-to-face activities in universities worldwide. The transformation from face-to-face to online education was one of the emerging solutions to this crisis. This research aims to analyse and describe the adaptation process from face-to-face to online education and the perceptions of faculty and students during the pandemic in a literature review study. We developed this study following the methodology supported by the PRISMA statement and the PICoS strategy, retrieving scientific literature from Web of Science, Scopus, ERIC and PsycINFO. Of the 241 studies that the search yielded, 29 have been included. The results showed that online education was an enabling alternative for the development of higher education, but numerous weaknesses in the transition to online education were identified. The study concludes that online learning is a future direction in higher education. Therefore, institutions should invest more in online education platforms and improve faculty training plans.

Teacher collaboration through networking needs to be promoted due to its positive effects on the world of teaching. Teaching collaboration in virtual environments affects the professional learning of teachers in their initial and in-service training, being potentially beneficial for instructional processes. The purpose of this paper is to know ways to promote teacher collaboration through the establishment of professional networks within and between schools, involving both teachers and students themselves at all educational stages. The method used in this paper is the Systematic Review, according to the PRISMA guidelines. The research was made in Scopus and WOS databases. The systematic review gave as a result of 16 articles on how teachers professionalize their positions through the establishment of intra- and inter-institutional collaboration networks. It has been observed that Web 2.0 and ICT offer new paths to achieve effective teacher collaboration relationships. It also sets out the main challenges to be faced by teachers and institutions themselves to effectively strengthen networks for school improvement. As a conclusion, the establishment of a collaborative networking culture requires the setting-up of virtual environments.

INTRODUCCIÓN: En la actualidad, se busca un modelo de profesorado competente, capaz de sortear los retos de la sociedad del conocimiento. Entre las competencias “deseables” destaca la científica y tecnológica, a fin de explorar e incluir todas las posibilidades ofrecidas por las Tecnologías de la Información y Comunicación (TIC) en sus prácticas docentes. MÉTODO: El presente estudio responde a un diseño descriptivo-correlacional, cuya finalidad es analizar la percepción de los futuros docentes sobre su competencia científica en el uso de las TIC. Para ello, se elaboró un cuestionario ad hoc, de 30 ítems y cuatro opciones de respuestas. Las cuestiones incluían aspectos como su actitud hacia el uso de las TIC, qué importancia otorgaban a su inclusión en el aula, así como su opinión sobre si realmente estaban preparados para afrontar el reto de utilizarlas en su posterior ejercicio profesional. RESULTADOS: Los resultados revelan que los aspirantes a maestros se sienten tecnológicamente competentes, pero admiten que no son capaces de integrar las TIC en el aula pese a conocer las posibilidades didácticas que ofrecen. A su vez, los participantes poseen una valoración positiva hacia el uso de las TIC en el aula, aunque reconocen ciertas carencias formativas para asegurar su éxito cuando trabajen como maestros. Se establece una relación positiva entre la valoración de las TIC en la enseñanza, sus efectos en el aprendizaje, el conocimiento de su uso con fines didácticos y cómo incluirlas en las prácticas docentes. DISCUSIÓN: Se evidencia la necesidad de cambiar los programas formativos sobre tecnología educativa para alcanzar una integración equilibrada entre el conocimiento científico de las herramientas tecnológicas y el conocimiento didáctico-pedagógico. INTRODUCTION: We are currently looking for a competent teaching model able to face the new challenges of the knowledge society. Among the "desirable" competences, scientific and technological stands out, in order to explore and include all the opportunities offered by Information and Communication Technologies (ICT) in their teaching practices. METHOD: This study responds to a descriptive-correlational design, whose purpose is to analyse the perception of future teachers about their scientific competence regarding the use of ICTs. For this purpose, an ad hoc questionnaire was developed, with 30 items and four response options. The questions included aspects such as their attitude towards the use of ICTs, what importance they attached to their inclusion in the classroom, as well as their perception about whether they were really prepared to face the challenge of using them in their subsequent professional practice. RESULTS: The results reveal that teacher aspirants feel technologically competent, but admit that they are not able to integrate ICTs into the classroom even though they know what teaching opportunities they offer. In turn, the participants have a positive appreciation for the use of ICT in the classroom, although they recognise a number of training needs to ensure their success when working as teachers. A positive relationship is established between the assessment of ICT in teaching, its effects on learning, knowledge of its use for teaching purposes and how to include it in teaching practices. DISCUSSION: There is an evident need to reform training programmes on educational technology in order to achieve a balanced integration between scientific knowledge of technological tools and didactic-pedagogical knowledge.

RESUMEN: La formación del profesorado es necesaria y esencial para desarrollar una educación de calidad en igualdad y equidad. En este contexto, las Tecnologías de la Información y la Comunicación (TIC) abren una nueva forma de acceder a la información y un gran puente de comunicación, ya que para algunas personas las tecnologías constituyen la única vía de acceso al mundo educativo y de la cultura. El propósito de este estudio es realizar una revisión sistemática entorno a la producción, en forma de artículos científicos, durante la última década en relación con la formación del profesorado en TIC como apoyo al alumnado con discapacidad. Se realizó una búsqueda en las bases de datos Web of Science y Scopus siguiendo las directrices de la declaración PRISMA y la estrategia PICoS. De un total de 143 artículos fueron seleccionados 22. Los principales resultados muestran un incremento creciente en el número de publicaciones, sin embargo, su impacto sigue siendo escaso. Entre las conclusiones se destaca que la escasa existencia de literatura científica es uno de los principales problemas que pueden dificultar la formación del profesorado.

El uso de las Tecnologías de la Información y la Comunicación (TIC) es cada vez más frecuente en las clases de Educación Física. El objetivo de este estudio fue realizar una revisión sistemática de las investigaciones que evalúan el uso de las TIC ante alumnos con discapacidad en Educación Física. Se ha llevado a cabo una revisión sistemática, que abarcó el periodo de 2009 hasta 2019, en las bases de datos de Education Resource Information Center (ERIC), PubMed, Web of Science (WoS) y Scopus. En el aspecto metodológico se han tenido en cuenta los criterios de elegibilidad y de selección de los estudios establecidos en la declaración PRISMA. Se seleccionaron 14 estudios de un total de 478. Los resultados se presentan en dos fases, en la primera se analizan los datos generales de carácter cuantitativo de los estudios extraídos. En la segunda, se examinan los datos cualitativos y se presentan los grafos de palabras clave con mayor frecuencia. Entre las conclusiones se destaca que la producción científica de alto impacto en los últimos diez años (2009-2019) se encuentra todavía poco desarrollada. Se aprecia un aumento de estudios relacionados con el uso del smartphone, tablet, tecnologías de asistencia y realidad virtual que favorecen el desarrollo cognitivo, comunicativo y social de este alumnado. The use of Information and Communication Technologies (ICT) is increasingly frequent in Physical Education classes. The objective of this study was to carry out a systematic review of research evaluating the use of ICT by students with disabilities in Physical Education. A systematic review, covering the period 2009-2019, was carried out in the databases of the Education Resource Information Center (ERIC), PubMed, Web of Science (WoS) and Scopus. In the methodological aspect, the eligibility and selection criteria of the studies established in the PRISMA statement were considered. 14 studies were selected from a total of 478. The results are presented in two phases: in the first one, the general quantitative data of the extracted studies is analyzed. In the second phase, qualitative data is examined, and graphs of the most frequent keywords are presented. Among the conclusions, it is highlighted that there is a lack of production of high scientific impact in the last ten years (2009-2019). There is an increase in studies related to the use of smartphones, tablets, assistive technologies and virtual reality fostering cognitive, communicative and social development of these students.