In recent years, educational research has focused on analyzing significant differences in the academic performance of university students according to the intervention model of the traditional methodology vs. the flipped classroom. This empirical-analytical research is based on a quasi-experimental design with non-equivalent groups. The results reveal significant differences on the average grades of university students; those participating in the flipped classroom obtained higher scores than students following a traditional methodology, regardless of the specialization. Moreover, this research concludes that the flipped classroom approach offers an opportunity to transform the traditional system by improving the classroom environment, the teaching-learning process and the student’s assessment.

This study was designed to examine effects of three practice models, blocked, variable, and combined, on the acquisition, retention, and transfer of new motor skills. 67 subjects ( M age = 9.5 yr., SD = 3) from the fourth year of primary school (31 boys and 26 girls) were assigned at random to three different practice groups (Blocked = 22, Variable = 23, Combined = 22) to study acquisition of two skills, dribbling a soccer ball and kicking a soccer ball at a stationary target using the dominant foot. All participants received a pretest and posttest, a transfer test, and a retention test 2 wk. later. Analysis showed significant improvement after practice of kicking skills by the three groups but not in the dribbling skills, for which only the combined practice group showed any notable improvement. At the end of acquisition, the combined practice group had significantly better performance on the dribbling task than the other two groups. However, the only differences noted in performance of kicking the ball with the dominant foot were by combined practice and blocked groups.

Os objetivos desta investigação estão centrados na análise dos estereótipos de gênero para a atividade física e os motivos da sua prática/não prática, em 2015, em estudantes de ensino não universitário. Os resultados indicam que os meninos mostram ideias mais estereotipadas sobre o binômio mulher/desporte e atividade física, mudando em função da etapa educativa. Quanto à prática da atividade física, são os meninos os que realizam mais horas de atividade física por semana (de 3 a 6) em relação às meninas (de 1 a 2), sendo os motivos associados a saúde, rendimento e aspectos sociais.

La edad y el sexo son variables clave en la construcción del autoconcepto físico, pero en las sociedades actuales, donde conviven diferentes grupos étnicos, el estudio de la influencia de la cultura autóctona es una variable que merece especial atención. La muestra estuvo compuesta por 1911 estudiantes de entre 10 y 17 años (971 mujeres y 940 hombres), utilizando el cuestionario AFAPS como instrumento de medida. Los resultados confirmaron la existencia de mediadores influyentes en el nivel de autoconcepto físico: 1) sexo (p <0,001), siendo los chicos los que obtienen mejores resultados; 2) edad (p <0,05,) ya que el autoconcepto físico mejora con la edad, y 3) cultura (p <0,001), siendo los sujetos pertenecientes a la etnia tamazight que obtienen los valores más altos. Los factores que parecen ser los más influyentes cuando se construye un autoconcepto físico positivo son "Condición física" y "Habilidades motrices".

DETERMINACIÓN DE PREÍNDICES EN PADEL MEDIANTE ANÁLISIS CINEMÁTICO

The aim of this article is to know the role of learning tasks within the pedagogical content knowledge (PCK) of novel sports coaches in initial stages of sports training of children/young people and their impact on their daily work. Participants are two coaches in their first or second working year. A mixed methodology was used by means of polar coordinates analysis. The results agree with previous studies that established that (1) PCK of novel coaches presents deficits in task selection and modification, (2) motivation is the key factor determining tasks selection process, and (3) they do not know how much time they should dedicate to each task. Even so, better development was found in the PCK of the coaches.