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Prof. SEBASTIÁN FEU
University of Extremadura (Spain)

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0 Physical Education
0 Sport Science
0 Performance Analysis in sport
0 Analysis of Coach Behaviour
0 Sport pedagogy

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Journal article
Published: 26 May 2021 in Sustainability
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Analysing declarative and procedural knowledge in sport makes it possible to evaluate the students’ acquisitions in the learning process. This study aimed to compare the acquisition of declarative and procedural knowledge after the implementation of several intervention programmes in school basketball, according to the methodology and prior experience of the students. A total of 55 students from the sixth year of primary education took part in the study, distributed into three groups. Each group participated in a different intervention programme: tactical games approach (TGA), direct instruction (DI) or service teacher’s basketball unit (STBU). The level of knowledge was measured using the Test of Declarative and Procedural Knowledge in Basketball (TDPKB). A descriptive analysis was performed to determine the participants’ characteristics. A factorial ANOVA was subsequently applied in two phases (pre-test and post-test) for independent samples to compare the level of knowledge among the different groups, and a t-test for related samples was performed to compare the pre–post knowledge level within each group. Then, a factorial ANOVA and a test of repeated measures were carried out to determine the effect of the methodology and experience on the students’ knowledge. The results indicate that the TGA, DI and STBU intervention programmes induced improvements in the levels of declarative and procedural knowledge in all the groups, with the students who participated in the TGA programme achieving higher levels of declarative knowledge. Finally, the effect of the absence of practical experience was identified as a determining factor for improvement. The students who had not previously practised basketball achieved higher levels of knowledge with the TGA intervention programme.

ACS Style

María Gamero; Juan García-Ceberino; Sergio Ibáñez; Sebastián Feu. Analysis of Declarative and Procedural Knowledge According to Teaching Method and Experience in School Basketball. Sustainability 2021, 13, 6012 .

AMA Style

María Gamero, Juan García-Ceberino, Sergio Ibáñez, Sebastián Feu. Analysis of Declarative and Procedural Knowledge According to Teaching Method and Experience in School Basketball. Sustainability. 2021; 13 (11):6012.

Chicago/Turabian Style

María Gamero; Juan García-Ceberino; Sergio Ibáñez; Sebastián Feu. 2021. "Analysis of Declarative and Procedural Knowledge According to Teaching Method and Experience in School Basketball." Sustainability 13, no. 11: 6012.

Journal article
Published: 15 May 2021 in Sensors
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The present study analyzed the multi-location external workload profile in basketball players using a previously validated test battery and compared the demands among anatomical locations. A basketball team comprising 13 semi-professional male players was evaluated in five tests (abilities/skills/tests): (a) aerobic, linear movement, 30-15 IFT; (b) lactic anaerobic, acceleration and deceleration, 16.25 m RSA (c) alactic anaerobic, curvilinear movement, 6.75 m arc (d) elastic, jump, Abalakov test (e) physical-conditioning, small-sided game, 10’ 3 vs.3 10 × 15 m. PlayerLoadRT was evaluated at six anatomical locations simultaneously (interscapular line, lumbar region, knees and ankles) by six WIMU PROTM inertial devices attached to the player using an ad hoc integral suit. Statistical analysis was composed of an ANOVA of repeated measures and partial eta squared effect sizes. Significant differences among anatomical locations were found in all tests with higher values in the location nearer to ground contact (p < 0.01). However, differences between lower limb locations were only found in curvilinear movements, with a higher workload in the outside leg (p < 0.01). Additionally, high between-subject variability was found in team players, especially at lower limb locations. In conclusion, multi-location evaluation in sports movements will make it possible to establish an individual external workload profile and design specific strategies for training and injury prevention programs.

ACS Style

Carlos Gómez-Carmona; Sebastián Feu; José Pino-Ortega; Sergio Ibáñez. Assessment of the Multi-Location External Workload Profile in the Most Common Movements in Basketball. Sensors 2021, 21, 3441 .

AMA Style

Carlos Gómez-Carmona, Sebastián Feu, José Pino-Ortega, Sergio Ibáñez. Assessment of the Multi-Location External Workload Profile in the Most Common Movements in Basketball. Sensors. 2021; 21 (10):3441.

Chicago/Turabian Style

Carlos Gómez-Carmona; Sebastián Feu; José Pino-Ortega; Sergio Ibáñez. 2021. "Assessment of the Multi-Location External Workload Profile in the Most Common Movements in Basketball." Sensors 21, no. 10: 3441.

Journal article
Published: 26 April 2021 in Children
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This study was to analyze and compare the learning acquired by the students in the sport of basketball in two different methodologies. The sample was composed of 40 students divided into two groups. The intervention programs had previously been validated. A descriptive analysis of the learning indicators, a t-test for independent samples to identify the differences between the methods, and a t-test for related samples to analyze the differences in each group were performed. There are differences between the performance profiles of students in the Direct Instruction in Basketball program and those in the Tactical Game in Basketball program in nine variables. Significant differences are found in the situations of dribbling, shooting, passing and movement, spacing, off-ball defense, and help and in the performance indicator for decision making, execution, and total, which are favorable to the Tactical Game in Basketball program. The students of the Direct Instruction in Basketball program only improved in three variables after the program, while the Tactical Game in Basketball students improved in thirteen variables. It is recommended that the teachers at the schools use the Tactical Game in Basketball methodology for their basketball teaching lessons, because student learning is better than in the Direct Instruction in Basketball program.

ACS Style

Sergio González-Espinosa; Javier García-Rubio; Sebastián Feu; Sergio Ibáñez. Learning Basketball Using Direct Instruction and Tactical Game Approach Methodologies. Children 2021, 8, 342 .

AMA Style

Sergio González-Espinosa, Javier García-Rubio, Sebastián Feu, Sergio Ibáñez. Learning Basketball Using Direct Instruction and Tactical Game Approach Methodologies. Children. 2021; 8 (5):342.

Chicago/Turabian Style

Sergio González-Espinosa; Javier García-Rubio; Sebastián Feu; Sergio Ibáñez. 2021. "Learning Basketball Using Direct Instruction and Tactical Game Approach Methodologies." Children 8, no. 5: 342.

Journal article
Published: 19 April 2021 in Sustainability
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Research on Sports Pedagogy necessitates studying the knowledge possessed by pre-service teachers (PSTs) and its application in the planning of sports in school. The main objectives of this study were to consider if PSTs really apply their beliefs when planning their didactic units, and to analyse time management and its influence on external load in invasion sports. Eighteen PSTs were interviewed and 899 learning tasks were coded using the Integral Analysis System of Training Tasks. Three groups of pedagogical variables (type of task, game phase and game situation), organisational variables related to time and the external load were analysed. A descriptive analysis was made of the contents of the interviews, on the use of the pedagogical variables and on those used in the learning tasks. Application exercises were set by 50.70% of the tasks and 44.30% were without opposition. This did not coincide with teachers’ beliefs, as they did not show a clear choice of ideal type of task and indicated that individual game situations with opposition were preferable. A descriptive analysis was also made of the organisational variables according to the planned sport. Inferential analysis using the Kruskal-Wallis H test and pairwise multiple comparisons showed differences in the motor commitment and external load of the task*time depending on the type of invasion sport (p < 0.05). Time management conditioned the motor commitment and task load.

ACS Style

Juan García-Ceberino; Sebastián Feu; María Gamero; Sergio Ibáñez. Pedagogical Variables and Motor Commitment in the Planning of Invasion Sports in Primary Education. Sustainability 2021, 13, 4529 .

AMA Style

Juan García-Ceberino, Sebastián Feu, María Gamero, Sergio Ibáñez. Pedagogical Variables and Motor Commitment in the Planning of Invasion Sports in Primary Education. Sustainability. 2021; 13 (8):4529.

Chicago/Turabian Style

Juan García-Ceberino; Sebastián Feu; María Gamero; Sergio Ibáñez. 2021. "Pedagogical Variables and Motor Commitment in the Planning of Invasion Sports in Primary Education." Sustainability 13, no. 8: 4529.

Journal article
Published: 16 April 2021 in Revista Electrónica Interuniversitaria de Formación del Profesorado
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En el periodo de la transición de Ed. Primaria a Educación Secundaria Obligatoria es donde se producen la mayoría de los casos de acoso escolar a lo largo de toda la geografía española. Es muy importante detectar dicha problemática con premura para analizarla y erradicarla de los centros escolares. Con este estudio se ha pretendido identificar las formas de violencia que se producen en las aulas, y analizar la percepción del acoso escolar para cada una de las formas de violencia recibida y observada en función de las características de los alumnos de Ed. Primaria y ESO de la ciudad de Badajoz. Para ello han participado 1093 alumnos de 6º de Ed. Primaria y de 1º de Educación Secundaria Obligatoria de 19 centros educativos con edades entre 11 y 14 años. El instrumento utilizado ha sido el Cuestionario de Violencia Escolar Cotidiana (CUVECO). Entre las conclusiones más destacadas podemos reseñar que en Badajoz existen algunos casos de acoso escolar con puntuaciones elevadas, las chicas observan más el acoso escolar, los chicos reciben más violencia verbal, la violencia observada predomina en ESO y a medida que la edad aumenta el alumno cambia la violencia verbal por la violencia física. In the period of the transition from Primary to Compulsory Secondary Education is where most cases of bullying occur throughout the Spanish geography. It is very important to detect this problem quickly to analyse it and eradicate it from schools. This study has been aimed at identifying the forms of violence occurring in classrooms, and analyzing the perception of bullying for each of the forms of violence received and observed based on the characteristics of Primary Ed. and ESO students in the city of Badajoz. For this purpose, 1093 students from 6th Ed. Primary and 1st Compulsory Secondary Education of 19 schools between 11 and 14 years old participated. The instrument used has been the Daily School Violence Questionnaire (CUVECO). Among the most noteworthy conclusions we can say that in Badajoz there are some cases of bullying with high scores, girls see more bullying, boys receive more verbal violence, observed violence predominates in ESO and as age increases the student changes verbal violence by physical violence.

ACS Style

Manuel Fernández Guerrero; Miriam Suárez Ramírez; Jorge Rojo Ramos; Sebastián Feu Molina. Acoso escolar en Educación Primaria y en Educación Secundaria en Badajoz. Análisis de los factores de riesgos. Revista Electrónica Interuniversitaria de Formación del Profesorado 2021, 24, 1 .

AMA Style

Manuel Fernández Guerrero, Miriam Suárez Ramírez, Jorge Rojo Ramos, Sebastián Feu Molina. Acoso escolar en Educación Primaria y en Educación Secundaria en Badajoz. Análisis de los factores de riesgos. Revista Electrónica Interuniversitaria de Formación del Profesorado. 2021; 24 (2):1.

Chicago/Turabian Style

Manuel Fernández Guerrero; Miriam Suárez Ramírez; Jorge Rojo Ramos; Sebastián Feu Molina. 2021. "Acoso escolar en Educación Primaria y en Educación Secundaria en Badajoz. Análisis de los factores de riesgos." Revista Electrónica Interuniversitaria de Formación del Profesorado 24, no. 2: 1.

Journal article
Published: 09 October 2020 in International Journal of Environmental Research and Public Health
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The NBA Draft Combine includes a series of standardized measurements and drills that provide NBA teams with an opportunity to evaluate players. The purpose of this research was to identify the Combine tests that explain draft position and future performance in the NBA rookie season. Variables were selected from the previous categories of anthropometric measurements and strength and agility tests. A regression analysis was carried out. Combine variables, anthropometric and agility/strength variables were analyzed to explore their effect on draft position. Moreover, correlation analyses were performed to identify relationships among: (i) Combine anthropometric and strength and agility measures and game performance through game related statistics; and (ii) the draft position and game performance using Pearson’s correlation coefficients. Results show that the Combine test does not predict draft position, with the exception of hand width and height in frontcourt players, and standard vertical jump and running vertical jump. Future performance indicators were explained by several Combine tests in all players.

ACS Style

Javier García-Rubio; Daniel Carreras; Sebastian Feu; Antonio Antunez; Sergio J. Ibáñez. Citius, Altius, Fortius; Is It Enough to Achieve Success in Basketball? International Journal of Environmental Research and Public Health 2020, 17, 7355 .

AMA Style

Javier García-Rubio, Daniel Carreras, Sebastian Feu, Antonio Antunez, Sergio J. Ibáñez. Citius, Altius, Fortius; Is It Enough to Achieve Success in Basketball? International Journal of Environmental Research and Public Health. 2020; 17 (20):7355.

Chicago/Turabian Style

Javier García-Rubio; Daniel Carreras; Sebastian Feu; Antonio Antunez; Sergio J. Ibáñez. 2020. "Citius, Altius, Fortius; Is It Enough to Achieve Success in Basketball?" International Journal of Environmental Research and Public Health 17, no. 20: 7355.

Journal article
Published: 01 October 2020 in Journal of Strength and Conditioning Research
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González-Espinosa, S, Antúnez, A, Feu, S, and Ibáñez, SJ. Monitoring the external and internal load under 2 teaching methodologies. J Strength Cond Res 34(10): 2920–2928, 2020—The purpose of this study was to analyze and compare the physical demands produced by the implementation of 2 sport teaching methods during a class and their relation with the learning achieved by the students. Two intervention programs were used to teach the sport of basketball, one based on the direct instruction (DI) method and the other on the tactical-game approach (TGA). The intervention programs were administered to 4 groups of students, 2 for each methodology, with 88 students participating in the study. A total of 10 practical sessions were given, as well as a pre-test and post-test. The practical sessions and the tests were recorded with an inertial system for monitoring and recording physical activity and movement in real time. Differences were found between the methodologies in the teaching sessions in the variables m·min−1, acc·min−1, PL·min−1, and HRmax (p < 0.000). In the assessment tests, there were also differences between both methodologies in the walk and sprint variables (p < 0.005). The results obtained from the analysis of the sessions using each methodology show that the TGA method obtained better results in the variables of external and internal loads than the DI methodology. The TGA methodology permitted a greater development of the students' physical fitness. Moreover, performance in play was not associated with the achievement of higher values in the results of external and internal load in the tests. The students trained with the TGA methodology recorded better performance indicators in the game. These results lead us to recommend physical education teachers to use a student-centered approach in their lessons because it improved both the students' physical fitness and their sports performance.

ACS Style

Sergio González-Espinosa; Antonio Antúnez; Sebastián Feu; Sergio J. Ibáñez. Monitoring the External and Internal Load Under 2 Teaching Methodologies. Journal of Strength and Conditioning Research 2020, 34, 2920 -2928.

AMA Style

Sergio González-Espinosa, Antonio Antúnez, Sebastián Feu, Sergio J. Ibáñez. Monitoring the External and Internal Load Under 2 Teaching Methodologies. Journal of Strength and Conditioning Research. 2020; 34 (10):2920-2928.

Chicago/Turabian Style

Sergio González-Espinosa; Antonio Antúnez; Sebastián Feu; Sergio J. Ibáñez. 2020. "Monitoring the External and Internal Load Under 2 Teaching Methodologies." Journal of Strength and Conditioning Research 34, no. 10: 2920-2928.

Journal article
Published: 13 August 2020 in Sustainability
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Football performance requires beginning learners to develop both technical skills and tactical awareness. The aim of this study was to examine and contrast the differences in the learning of football across two different teaching methodologies. A total of 35 students, distributed in two class-groups at the fifth-grade level of primary education participated in the study. Each class group participated in just one of the intervention programs (tactical program, n = 17; technical program, n = 18). The Instrument for the Measurement of Learning and Performance in Football was used to evaluate each student’s actions and in relation to specific performance indicators. For each one of the play actions analyzed, the Performance Index of Decision-Making, the Performance Index of Technical Execution, and the Performance Index of Final Results were calculated and these scores were summed to generate the Total Performance Index. The differences in technical and tactical learning between the class-groups were calculated using the Total Performance Index. For this assessment, various statistical tests were used: the Mann–Whitney’s U and the Wilcoxon’s T (for the non-parametric variables) and the T-test for Independent Samples, as well as the T-test for Related Samples (for the parametric variables). Likewise, a 2 × 2 ANOVA was conducted to determine whether the students’ previous experience had an effect on the level of learning. The results indicated improvements with both intervention programs; however, the tactical program provided a higher level of learning than the technical program between the assessment tests. The experience of the students had an effect on the play actions of dribbling the ball and in marking the player without the ball. Physical education teachers are recommended to implement comprehensive methods for technical and tactical football teaching at school.

ACS Style

Juan M. García-Ceberino; María G. Gamero; Sebastián Feu; Sergio J. Ibáñez. Differences in Technical and Tactical Learning of Football According to the Teaching Methodology: A Study in an Educational Context. Sustainability 2020, 12, 6554 .

AMA Style

Juan M. García-Ceberino, María G. Gamero, Sebastián Feu, Sergio J. Ibáñez. Differences in Technical and Tactical Learning of Football According to the Teaching Methodology: A Study in an Educational Context. Sustainability. 2020; 12 (16):6554.

Chicago/Turabian Style

Juan M. García-Ceberino; María G. Gamero; Sebastián Feu; Sergio J. Ibáñez. 2020. "Differences in Technical and Tactical Learning of Football According to the Teaching Methodology: A Study in an Educational Context." Sustainability 12, no. 16: 6554.

Journal article
Published: 27 June 2020 in International Journal of Environmental Research and Public Health
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The assessment of tactical-technical knowledge of football is essential to develop optimal and integral teaching processes for students. Therefore, the aim of this study was to design and validate an instrument so that teachers, coaches, and researchers can observe and codify both the tactical behaviors and technical skills performed by the students in the game of football. The design and validation of the instrument were carried out in four phases: a) review of the literature and previous instruments; b) design of the Instrument for the Measurement of Learning and Performance in Football (IMLPFoot). It assesses all the offensive and defensive play actions, with and without the ball, as well as their three components (decision-making, technical execution, and final result); c) sample selection of experts (N = 12); and d) quantitative (Likert-type scale from 1 to 10) and qualitative assessment of degree the pertinence, unambiguity, and importance of each of the 33 items included in the IMLPFoot. Aiken’s V coefficient was used to determine content validity. Likewise, internal consistency was calculated using Cronbach’s α coefficient. The results showed demanding levels of validity (V ≥ 0.77), internal consistency (α = 0.983), inter-rater, and intra-rater reliability. Therefore, it is a valid and reliable instrument that makes possible a complete assessment of football in physical education classes and/or in the sports context (out‐of‐school football).

ACS Style

Juan M. García-Ceberino; Antonio Antúnez; Sergio J. Ibáñez; Sebastián Feu. Design and Validation of the Instrument for the Measurement of Learning and Performance in Football. International Journal of Environmental Research and Public Health 2020, 17, 4629 .

AMA Style

Juan M. García-Ceberino, Antonio Antúnez, Sergio J. Ibáñez, Sebastián Feu. Design and Validation of the Instrument for the Measurement of Learning and Performance in Football. International Journal of Environmental Research and Public Health. 2020; 17 (13):4629.

Chicago/Turabian Style

Juan M. García-Ceberino; Antonio Antúnez; Sergio J. Ibáñez; Sebastián Feu. 2020. "Design and Validation of the Instrument for the Measurement of Learning and Performance in Football." International Journal of Environmental Research and Public Health 17, no. 13: 4629.

Journal article
Published: 18 June 2020 in International Journal of Environmental Research and Public Health
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The aim of this study was to determine the relationship between the motives for engaging in sports activities and the self-determination index (SDI) and how this in turn predicts the intentionality of future elementary school teachers to be physically active. Method: A total of 331 first-year students of the teacher training degree participated, 34.4% men and 65.6% women (M = 20.02; SD = 2.55). They answered the following questionnaires: “Behavioral Regulation in Exercise Questionnaire-3”, “Motives for Physical Activity Measure-Revised” and “Intention to be Physically Active”. Results: Fitness, fun and care of one’s appearance are the motives most valued by university students. A regression analysis (structural equation modeling) revealed that appearance and social motives were negatively related to SDI, although the model clearly predicted the intention to be physically active (R2 = 0.74). A second model, which positively related the appearance and competence motives with the intention to be active, improved the coefficient of determination (R2 = 90) and fit index. Conclusions: The motives for engaging in physical activity influence university students in different ways in relation to the SDI and strongly predict the intention to be physically active.

ACS Style

Miguel Ángel Durán-Vinagre; Sebastián Feu; Susana Sánchez-Herrera; Javier Cubero. Motives of Future Elementary School Teachers to Be Physically Active. International Journal of Environmental Research and Public Health 2020, 17, 4393 .

AMA Style

Miguel Ángel Durán-Vinagre, Sebastián Feu, Susana Sánchez-Herrera, Javier Cubero. Motives of Future Elementary School Teachers to Be Physically Active. International Journal of Environmental Research and Public Health. 2020; 17 (12):4393.

Chicago/Turabian Style

Miguel Ángel Durán-Vinagre; Sebastián Feu; Susana Sánchez-Herrera; Javier Cubero. 2020. "Motives of Future Elementary School Teachers to Be Physically Active." International Journal of Environmental Research and Public Health 17, no. 12: 4393.

Journal article
Published: 07 February 2020 in International Journal of Environmental Research and Public Health
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The study of declarative and procedural knowledge makes it possible to ascertain what cognitive processes are like during motor learning. This study aimed to compare, according to the methodology, gender and experience (football practise), and the levels of declarative and procedural knowledge after the implementation of two intervention programmes on school football including one based on the tactics learning and the other on the technique learning. A total of 41 students in the 5th year of primary education from a state school from Spain, distributed in two class groups, participated in the study. Each class group participated in a different intervention programme. The sample of subjects was equal (tactical programme (n = 20) and technical programme (n = 21)). A panel of 13 experts validated both programmes. Levels of knowledge were measured using the Tactical Knowledge Assessment test in football. A descriptive analysis was performed to characterise the sample. Moreover, a t-test for independent samples, a t-test for related samples, and a 2 × 2 ANOVA (analysis of variance) were performed to compare the levels of knowledge between the pre-test and the post-test, according to the methodology, gender, and experience of the students. Results indicate that both intervention programmes induced higher levels of declarative and procedural knowledge in the post-test. Similarly, there were no significant differences with regard to the applied methodology. This fact is due to the heterogeneous character of the class groups with gender and experience showing effects on the levels of knowledge. The boys possessed greater experience and a higher level of knowledge compared to the girls.

ACS Style

Juan M. García-Ceberino; María G. Gamero; Sebastián Feu; Sergio J. Ibáñez. Experience as a Determinant of Declarative and Procedural Knowledge in School Football. International Journal of Environmental Research and Public Health 2020, 17, 1063 .

AMA Style

Juan M. García-Ceberino, María G. Gamero, Sebastián Feu, Sergio J. Ibáñez. Experience as a Determinant of Declarative and Procedural Knowledge in School Football. International Journal of Environmental Research and Public Health. 2020; 17 (3):1063.

Chicago/Turabian Style

Juan M. García-Ceberino; María G. Gamero; Sebastián Feu; Sergio J. Ibáñez. 2020. "Experience as a Determinant of Declarative and Procedural Knowledge in School Football." International Journal of Environmental Research and Public Health 17, no. 3: 1063.

Journal article
Published: 03 January 2020 in International Journal of Environmental Research and Public Health
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The design of teaching tasks determines the physical and physiological demands that students are exposed to in physical education classes. The purpose of this study is to quantify and compare, according to gender and teaching methodology, the external (eTL) and internal (iTL) load resulting from the application of two programs that follow different teaching methodologies, i.e., a Tactical Games Approach (TGA) and Direct Instruction (DI), to teach school football. The Ratings of Perceived Exertion (RPEs) recorded in the assessments were also studied. A total of 41 students in the fifth year of primary education from a state school from Spain participated in the study (23 boys and 18 girls), aged from 10 to 11 (M ± SD, 10.63 ± 0.49 years) and divided into two class groups. All the sessions were monitored with inertial devices that made it possible to record physical activity and convert the information into kinematic parameters. The results indicated that the students who followed the TGA method recorded higher iTL values (heart rate) and spent more time performing high-intensity activities. Boys recorded higher eTL, iTL, and RPE values than girls. There was an evolution in the RPE between the assessments, with both groups presenting a more efficient RPE in the posttest. The TGA method favors student physical fitness and health, thus, this method is recommended when planning physical education sessions.

ACS Style

Juan M. García-Ceberino; Antonio Antúnez; Sebastián Feu; Sergio J. Ibáñez. Quantification of Internal and External Load in School Football According to Gender and Teaching Methodology. International Journal of Environmental Research and Public Health 2020, 17, 344 .

AMA Style

Juan M. García-Ceberino, Antonio Antúnez, Sebastián Feu, Sergio J. Ibáñez. Quantification of Internal and External Load in School Football According to Gender and Teaching Methodology. International Journal of Environmental Research and Public Health. 2020; 17 (1):344.

Chicago/Turabian Style

Juan M. García-Ceberino; Antonio Antúnez; Sebastián Feu; Sergio J. Ibáñez. 2020. "Quantification of Internal and External Load in School Football According to Gender and Teaching Methodology." International Journal of Environmental Research and Public Health 17, no. 1: 344.

Original article
Published: 01 January 2020 in Revista Brasileira de Cineantropometria & Desempenho Humano
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Handball is one of the most practiced team sports worldwide that consists of different modalities, with the aim of reaching as many users as possible. One of the modalities with increasing interest in the last years is Beach Handball, as it takes the advantage of the absence of competitive calendar in the standardized modality so that users continue practicing. A comparative analysis was performed between standard handball (indoor) and beach handball athletes in order to determine the demands of both modalities and determine if they are similar. The competition was evaluated by analyzing external load variables: number of steps, jumps, impacts and Player load. The selected sample was composed of U-16 players from both modalities. Each player was equipped with WIMUTM inertial device. The results showed that the standard modality requires greater physical demands than the beach modality. For this reason, the physical demands of the different modalities require different training processes to obtain the best possible results in the competition.

ACS Style

David Mancha-Triguero; Sergio González-Espinosa; Luis G. Córdoba; Javier García-Rubio; Sebastián Feu. Differences in the physical demands between handball and beach handball players. Revista Brasileira de Cineantropometria & Desempenho Humano 2020, 22, 1 .

AMA Style

David Mancha-Triguero, Sergio González-Espinosa, Luis G. Córdoba, Javier García-Rubio, Sebastián Feu. Differences in the physical demands between handball and beach handball players. Revista Brasileira de Cineantropometria & Desempenho Humano. 2020; 22 ():1.

Chicago/Turabian Style

David Mancha-Triguero; Sergio González-Espinosa; Luis G. Córdoba; Javier García-Rubio; Sebastián Feu. 2020. "Differences in the physical demands between handball and beach handball players." Revista Brasileira de Cineantropometria & Desempenho Humano 22, no. : 1.

Journal article
Published: 29 December 2019 in RELIEVE - Revista Electrónica de Investigación y Evaluación Educativa
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Objetivo. El objetivo de este trabajo es analizar la personalidad resistente y la satisfacción con la vida de maestros españoles. Método. Se administran vía online el cuestionario de Resistencia ocupacional y la Escala de Satisfacción con la vida SWLS traducida al español, con un diseño descriptivo, inferencia y transversal. La muestra se compuso por 649 docentes en activo. Resultados. Los resultados muestran en general una valoración en escala Likert del grado de acuerdo 1-4 de M=3,478 ±.363, con distintos valores según las dimensiones: Compromiso M=3,682 ±.400, Desafío M=3,509 ±.461 y Control M=3,241 ±.516. Se encontraron diferencias significativas en función del sexo, años de experiencia y especialidad que imparte (p<.05). Y en relación a las tres dimensiones, se encontraron diferencias significativas en la dimensión desafío con los años de experiencia, en la de compromiso con la especialidad y en la de control con el tipo de centro y el estatus profesional. Respecto al poder predictivo de la personalidad resistente con la satisfacción con la vida, la variable resistencia es la que más contribuye en sentido positivo y la de control aparece con sentido negativo.

ACS Style

Juana María Gutiérrez-Caballero; Alberto Blázquez-Manzano; Sebastián Feu. Resistencia ocupacional y satisfacción con la vida en maestros españoles. RELIEVE - Revista Electrónica de Investigación y Evaluación Educativa 2019, 25, 1 .

AMA Style

Juana María Gutiérrez-Caballero, Alberto Blázquez-Manzano, Sebastián Feu. Resistencia ocupacional y satisfacción con la vida en maestros españoles. RELIEVE - Revista Electrónica de Investigación y Evaluación Educativa. 2019; 25 (2):1.

Chicago/Turabian Style

Juana María Gutiérrez-Caballero; Alberto Blázquez-Manzano; Sebastián Feu. 2019. "Resistencia ocupacional y satisfacción con la vida en maestros españoles." RELIEVE - Revista Electrónica de Investigación y Evaluación Educativa 25, no. 2: 1.

Journal article
Published: 24 November 2019 in Universitas Psychologica
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El objetivo de esta investigación es analizar la relación entre la intención de práctica de actividad física, la actividad actual, la motivación y satisfacción vital de maestros españoles. A través de un diseño descriptivo, predictivo y transversal, se administró un cuestionario con diversos instrumentos a una muestra de 649 docentes en activo. Inicialmente, se realizó un análisis de las propiedades psicométricas de las escalas a través de un análisis factorial confirmatorio y de fiabilidades de los factores, encontrando unos índices de ajuste adecuados. Seguidamente, se realizó un análisis correlacional y una regresión lineal múltiple por el método de pasos sucesivos. Las correlaciones más altas se dieron entre los motivos de diversión, competencia, fitness y la actividad física actual y futura (p < 0.05). Los resultados muestran que los motivos de práctica: diversión, competencia y fitness tienen capacidad para predecir la actividad física realizada en la actualidad (R2 = 0.32; p < 0.001); mientras que todos los motivos de práctica de actividad física, excepto los sociales, predicen la intención de ser físicamente activos en el futuro (R2 = 0.59; p < 0.001). Finalmente, se encontró una tendencia de que la práctica de actividad física con motivo de diversión predice significativamente la satisfacción con la vida.

ACS Style

Juana María Gutiérrez Caballero; Alberto Blázquez Manzano; Sebastián Feu. Motivos de práctica como predictor de la actividad física en maestros y la satisfacción con la vida. Universitas Psychologica 2019, 18, 1 -14.

AMA Style

Juana María Gutiérrez Caballero, Alberto Blázquez Manzano, Sebastián Feu. Motivos de práctica como predictor de la actividad física en maestros y la satisfacción con la vida. Universitas Psychologica. 2019; 18 (4):1-14.

Chicago/Turabian Style

Juana María Gutiérrez Caballero; Alberto Blázquez Manzano; Sebastián Feu. 2019. "Motivos de práctica como predictor de la actividad física en maestros y la satisfacción con la vida." Universitas Psychologica 18, no. 4: 1-14.

Journal article
Published: 14 August 2019 in Sportis. Scientific Journal of School Sport, Physical Education and Psychomotricity
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Los dispositivos tecnológicos utilizados actualmente para registrar carga externa e interna no son accesibles al fútbol formativo por su alto coste económico. Por ello, herramientas para cuantificar la carga y categorizar las tareas son muy útiles para el proceso de entrenamiento. Por tanto, los objetivos del presente trabajo son: (1) identificar las diferencias en la carga objetiva en función de las variables de carga externa subjetiva y (2) analizar la relación entre ambos métodos de cuantificación. 157 tareas realizadas por un equipo de 20 jugadores juveniles fueron analizadas. La recogida de datos se realizó mediante: (a) carga objetiva, dispositivos inerciales WIMUTM y (b) carga subjetiva, Sistema Integral para el Análisis de las Tareas de Entrenamiento (SIATE). El análisis estadístico estuvo compuesto por ANOVA de un factor con el post-hoc Bonferroni y la prueba de correlación de Pearson. Los principales resultados indican que existe influencia de las variables de carga subjetiva en las variables de carga objetiva (p<.05), excepto en el porcentaje de ejecutantes simultáneos (p>.05), encontrando una alta correlación entre ellas (r>.84). Las características de las tareas modifican de forma directa las demandas de carga, siendo herramientas subjetivas como SIATE útiles para su registro ante la ausencia de material tecnológico.

ACS Style

Carlos David Gómez-Carmona; José Martín Gamonales-Puerto; Sebastián Feu; Sergio José Ibáñez. Estudio de la carga interna y externa a través de diferentes instrumentos. Un estudio de casos en fútbol formativo. Sportis. Scientific Journal of School Sport, Physical Education and Psychomotricity 2019, 5, 444 -468.

AMA Style

Carlos David Gómez-Carmona, José Martín Gamonales-Puerto, Sebastián Feu, Sergio José Ibáñez. Estudio de la carga interna y externa a través de diferentes instrumentos. Un estudio de casos en fútbol formativo. Sportis. Scientific Journal of School Sport, Physical Education and Psychomotricity. 2019; 5 (3):444-468.

Chicago/Turabian Style

Carlos David Gómez-Carmona; José Martín Gamonales-Puerto; Sebastián Feu; Sergio José Ibáñez. 2019. "Estudio de la carga interna y externa a través de diferentes instrumentos. Un estudio de casos en fútbol formativo." Sportis. Scientific Journal of School Sport, Physical Education and Psychomotricity 5, no. 3: 444-468.

Journal article
Published: 22 July 2019 in Retos
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El análisis de la carga externa (external load, eTL) proporciona información al profesor de Educación Física de cómo planifica la enseñanza deportiva de su grupo-clase, pudiendo utilizarla como feedback. Por ello, el objetivo del estudio fue analizar la eTL de las tareas diseñadas por los profesores en fase de pre-servicio para la enseñanza del baloncesto en el contexto escolar en función de las fases de juego. Se categorizaron 283 tareas diseñadas por seis profesores en fase de pre-servicio (formación) a través del Sistema Integral para el Análisis de las Tareas de Entrenamiento. La cuantificación de eTL de las tareas se obtuvo por medio de seis variables: grado de oposición, densidad de la tarea, porcentaje de ejecutantes simultáneos, carga competitiva, espacio de juego e implicación cognitiva. Se realizó un análisis descriptivo por medio de las tablas de contingencia e inferencial usando las pruebas estadísticas H de Kruskal-Wallis y U de Mann-Whitney. El tamaño del efecto se calculó mediante la d de Cohen. Los resultados indican diferencias significativas en la eTL (p=.000; d=1.898) y la eTL*Tiempo (p=.000; d=1.558) en función de las fases de juego. Las tareas diseñadas para la fase de ataque (fundamentalmente ejercicios) presentan una eTL media-baja, mientras que las tareas diseñadas para las fases de defensa y mixta presentan una eTL media-alta. Predominan las tareas diseñadas para la fase de ataque, seguida de la fase mixta. El uso de los juegos provoca mayor eTL y favorece la condición física de los aprendices. The analysis of external load (eTL) provides Physical Education teachers with information about how they plan sport teaching within their classes, which they can use as a feedback. Thus, the aim of this study was to analyze the eTL of the tasks designed by pre-service teachers for the teaching of school basketball, depending on the phases of game. A total of 283 tasks designed by six pre-service teachers were categorized through the Integral System for Training Tasks Analysis. The quantification of the eTL of the tasks was obtained through six variables: degree of opposition, density of the task, percentage of simultaneous performers, competitive load, game area, and cognitive involvement. A descriptive analysis was performed using contingency tables and an inferential analysis using Kruskal-Wallis H and Mann-Whitney U statistical tests, establishing the effect size through Cohen’s d. The results indicate significant differences in the eTL (p<.001; d=1.898) and the eTL*Time (p<.001; d=1.558) depending on the phases of game. The tasks designed for the attack phase (mostly exercises) have a medium-low eTL, while the tasks designed for the defense and mixed phases have a medium-high eTL. The tasks designed for the attack phase predominate, followed by those for the mixed phase. The use of games causes greater eTL and fosters students’ physical condition.

ACS Style

Juan Manuel García-Ceberino; María De Gracia Gamero; María Reina; Sebastián Feu; Sergio José Ibáñez. Estudio de la carga externa de las tareas de baloncesto en función de las fases de juego (Study of external load in basketball tasks based on game phases). Retos 2019, 540 -545.

AMA Style

Juan Manuel García-Ceberino, María De Gracia Gamero, María Reina, Sebastián Feu, Sergio José Ibáñez. Estudio de la carga externa de las tareas de baloncesto en función de las fases de juego (Study of external load in basketball tasks based on game phases). Retos. 2019; (37):540-545.

Chicago/Turabian Style

Juan Manuel García-Ceberino; María De Gracia Gamero; María Reina; Sebastián Feu; Sergio José Ibáñez. 2019. "Estudio de la carga externa de las tareas de baloncesto en función de las fases de juego (Study of external load in basketball tasks based on game phases)." Retos , no. 37: 540-545.

Journal article
Published: 09 July 2019 in Cuadernos de Psicología del Deporte
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El objetivo de este trabajo es analizar el grado de satisfacción con la vida de maestros de infantil y primaria respecto a diferentes variables sociodemográficas y estilo de vida activo. Con un diseño descriptivo, comparativo y transversal, se administró online la Escala de Satisfacción Vital (Atienza, Pons, Balaguer y García-Merita, 2000), una escala para conocer la actividad física semanal y un cuestionario para conocer las características sociodemográficas. La muestra estuvo compuesta por 649 docentes en activo. Los resultados muestran en general una valoración media positiva M=3,77 ± ,72, encontrando diferencias significativas en función del sexo, estado civil, estatus laboral, especialidad profesional, y el nivel de actividad física (p<,05). No se encontraron diferencias en la satisfacción en función de la edad, número de hijos, nivel formativo, experiencia laboral, titularidad del centro educativo y tamaño de la población. El árbol de clasificación mostró que los docentes con mayor satisfacción vital son los que están casados o viven en pareja, trabajan en la especialidad la Educación Física, Primaria, Infantil o Lenguas extranjeras, y llevan un estilo de vida activo.

ACS Style

Juana M Gutiérrez Caballero; Sebastian Feu; Alberto Blázquez Manzano. Práctica deportiva, bienestar psicológico y satisfacción con la vida de maestros españoles. Cuadernos de Psicología del Deporte 2019, 19, 12 -23.

AMA Style

Juana M Gutiérrez Caballero, Sebastian Feu, Alberto Blázquez Manzano. Práctica deportiva, bienestar psicológico y satisfacción con la vida de maestros españoles. Cuadernos de Psicología del Deporte. 2019; 19 (3):12-23.

Chicago/Turabian Style

Juana M Gutiérrez Caballero; Sebastian Feu; Alberto Blázquez Manzano. 2019. "Práctica deportiva, bienestar psicológico y satisfacción con la vida de maestros españoles." Cuadernos de Psicología del Deporte 19, no. 3: 12-23.

Journal article
Published: 26 March 2019 in Sports
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The objective of this study was to design and analyse the differences and/or similarities of two homogeneous intervention programmes (didactic units) based on two different teaching methods, Direct Instruction (DI) and Tactical Games Approach (TGA), for teaching school-age soccer. The sample was composed of 58 tasks, 29 for each intervention programme. The pedagogical and external Training Load (eTL) variables recorded in the Integral System for Training Tasks Analysis (SIATE) were studied. The two intervention programmes were compared using Chi-Square, Mann-Whitney U and the Adjusted Standardized Residuals statistical tests. Likewise, the strength of association of the variables under study was calculated using Cramer’s Phi and Cramer’s V coefficients. Both intervention programmes had the same number of tasks (n = 29), sessions (n = 12), game phases (x2 = 0.000; p = 1.000), specific contents (x2 = 5.311; p = 0.968) and didactic objectives, as well as different levels of eTL (U = 145.000; p = 0.000; d = 1.357); which are necessary requirements to be considered similar. The differences and/or similarities between both intervention programmes will offer teachers guidelines to develop different didactic units using the specific DI and TGA methodologies.

ACS Style

Juan M. García-Ceberino; Sebastián Feu; Sergio J. Ibáñez. Comparative Study of Two Intervention Programmes for Teaching Soccer to School-Age Students. Sports 2019, 7, 74 .

AMA Style

Juan M. García-Ceberino, Sebastián Feu, Sergio J. Ibáñez. Comparative Study of Two Intervention Programmes for Teaching Soccer to School-Age Students. Sports. 2019; 7 (3):74.

Chicago/Turabian Style

Juan M. García-Ceberino; Sebastián Feu; Sergio J. Ibáñez. 2019. "Comparative Study of Two Intervention Programmes for Teaching Soccer to School-Age Students." Sports 7, no. 3: 74.

Research article
Published: 20 March 2019 in PLOS ONE
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Planning the learning task is one of the principal actions that a teacher should engage in, and it is important to know how teachers in the pre-service phase plan learning and communication tasks and the feedback that they use in the classroom. The aim of the present study was twofold: i) to characterize the learning tasks designed by the pre-service physical education teachers; and ii) to identify the relationships between the variables that define the learning tasks and the phases into which a session is structured in Physical Education Teacher Education (PETE) in the pre-service phase. The sample comprised 695 learning tasks designed by fourteen pre-service phase teachers. The independent variable was the lesson structure and the dependent variables were the learning means, the game situation, the game phase, the space where the students practice, the use of the ball in the task, and the kind of feedback provided in the learning tasks. The high predominance of exercises, unspecific games, and no opponent situations, coupled with the low percentage of reflexive feedback, indicates that the pre-service teachers give prevalence to technical over tactical learning. In addition, pre-service teachers show preferences for some of the task characteristics for each part of the lesson structure. Teachers in PETE pre-service phase tasks tend to follow a more traditional methodology, despite having received information about the different methods of sports teaching in their initial training. The current findings seems to indicate a resistance to changing a traditional model for other models centered on game comprehension.

ACS Style

Sebastián Feu; Javier García-Rubio; María De Gracia Gamero; Sergio J. Ibáñez. Task planning for sports learning by physical education teachers in the pre-service phase. PLOS ONE 2019, 14, e0212833 .

AMA Style

Sebastián Feu, Javier García-Rubio, María De Gracia Gamero, Sergio J. Ibáñez. Task planning for sports learning by physical education teachers in the pre-service phase. PLOS ONE. 2019; 14 (3):e0212833.

Chicago/Turabian Style

Sebastián Feu; Javier García-Rubio; María De Gracia Gamero; Sergio J. Ibáñez. 2019. "Task planning for sports learning by physical education teachers in the pre-service phase." PLOS ONE 14, no. 3: e0212833.