Introduction: Does philosopher's stone exist in physical education? It could be said that teaching games for understanding approach (TGfU) keeps turning everything it touches into gold: its presence in the educational centers, its volume of publications, the way of teaching games and sports, its connections with other approaches, its game categories, learning transferable principles of play. But… no, all that glitters is not gold. There are TGfU issues that should be improved. For example, these categories are disconnected from each other because TGfU lacks classification criteria. The “goal of game” is a concept that has been studied, but it has not been applied to physical education. The aim of the article is to show how to deepen the understanding sports and traditional games from the “goal of game”, and to propose its applicability to physical education.Methods: The traits of “goal of game” will be identified by investigating two close concepts, “prelusory goal” (formalist philosophy of sport) and “motor-goal” (motor praxeology).Results: The traits of “goal of game” concept: main-motor-problem, described in the game rules and that the players will try to solve during the game dynamics. The “goal of game” chances: (1) It allows us to understand sports and traditional games based on their internal logic (2) It allows us to classify traditional games and sports based on classification criteria and that can be useful to organize the physical education program; (3) It allows us to deepen the understanding of sporting games and their applicability to physical education: on the one hand, proposing progressively more specific goal of game options and, on the other hand, proposing a network model of intentions of play to understand the game dynamics and to design learning tasks.Conclusions: The conclusions collect some properties of the “goal of game” concept in order to propose its applicability in physical education students learning: identify and compare the main-motor-problems of the games; solve these problems during the game dynamics; transfer the procedures used to solve other games. The goal(d) of game amazes us; maybe physical education teachers are curious to continue discovering this wonderful treasure.

Musical performance anxiety (MPA) is a common phenomenon among conservatory students that has direct effects on their academic performance and psychological well-being. This study examines the impact of MPA on students at the Conservatorio Superior de Música de Canarias, employing a multidimensional approach that integrates psychological variables, coping strategies, physical activity, and entertainment habits. The K-MPAI, DPAA, and MLTPAQ questionnaires were applied using descriptive analysis, nonparametric tests, correlations, and a mediation model. Cognitive anxiety was identified as the main component of MPA, while self-confidence acted as a protective and mediating factor against motivation. Visualization was associated with motivation and coping with differences by specialty (pedagogy and interpretation), and no links were found between physical activity and MPA. The results indicate the need for MPA to be addressed comprehensively, incorporating technical training, psychological support, and wellness strategies.

El objetivo de este estudio fue analizar la relación entre ansiedad competitiva en jóvenes jugadores de waterpolo y su rendimiento atendiendo al género y clasificación. La muestra estuvo formada por 268 waterpolistas infantiles (102 niñas y 166 niños) que participaron en el Campeonato de España Infantil masculino y femenino por Federaciones Autonómicas. Se ha utilizado la versión adaptada al español de la Escala de Ansiedad Competitiva (SAS-2) para la medición de la ansiedad. Se hallan diferencias significativas al considerar la clasificación para el sexo masculino (p<.05); y en la variable desconcentración (p<.01) al analizar la muestra en función del sexo. En conclusión, el nivel de ansiedad es superior en niños, donde se aprecia como esta variable se relaciona con un mejor rendimiento deportivo en waterpolistas masculinos. Sin embargo, no es posible afirmar estadísticamente que ejerza esa misma función en el sexo femenino. The aim of this study was to analyze the relationship between competitive anxiety and performance in young water polo players according to gender and classification. The sample was composed by 368 youth water polo players (102 girls and 166 boys) who participated in the male and female Youth Spanish Championship by Autonomic Federations. The Spanish version of the Sport Anxiety Scale (SAS-2) was used for the measurement of anxiety. Significant differences were found when considering the classification in boys (p <.05); and in “Loss of focus” variable (p <.01) when analyzing the sample by gender. In conclusion, anxiety levels are higher in children, with this variable relating to better sport performance in male water polo players; however, it is not possible to statistically confirm that it plays the same role in girls.

Article: Influence of maturity status on morphology, grip and throwing speed in young elite water polo players - The Journal of Sports Medicine and Physical Fitness 2021 November;61(11):1441-7 - Minerva Medica - Journals

El objetivo del estudio fue analizar si el uso de las TIC, asociado a una metodología de enseñanza comprensiva, influye en el aprendizaje del waterpolo en categoría benjamín y alevín. Se diseñaron y aplicaron 10 sesiones de 30 minutos sobre pase, recepción y desmarque. Un grupo de 6 jugadores, de cada categoría, participó en un proceso de enseñanza-aprendizaje utilizando dos aplicaciones informáticas, mientras que otro grupo, del mismo número de jugadores y categoría, lo hizo exclusivamente con indicaciones orales del entrenador. Se realizó un pre-test de 20 situaciones del juego de los 10 pases, un proceso de enseñanza-aprendizaje y un post-test idéntico. Se empleó la prueba U de Mann-Whittney de comparación entre grupos (pre-post y TIC vs. comunicación oral) en relación al número de pases, duración de la jugada o posesiones, número de pérdidas y recuperaciones, y resultado final del juego. Hallando diferencias significativas entre los diferentes grupos y ambos test en las dos categorías (p = .000 p < .001). Al considerar los análisis en función de la intervención realizada en ambas categorías se aprecian diferencias para el grupo con uso de las TIC entre el número de pases, con y sin posesión de balón (p = .017 p < .05); mientras que en el grupo con comunicación oral se hallan diferencias en el tiempo, tanto con posesión como sin posesión de balón (p = .001). Se concluye que el uso de las TIC ofrece mejores resultados en el aprendizaje de algunas acciones técnicas y su aplicación en la dinámica del juego que la comunicación oral. The aim of this study was to analyze if the use of ICT, along with a comprehensive teaching methodology, influences the learning of water polo in U10 and U12 category. 10 sessions of 30 minutes each, focusing on pass, reception, and getting away from markers, were designed and applied. A group of 6 players from each category participated in a process of teaching-learning based on two software programs, whereas another similar group received oral coach indications exclusively. The pre-test consisted of 20 situations of the 10-pass game, followed by the teaching-learning period and finally by a post-test, identical to the pre-test. Subsequently, Mann-Whittney U test was used for comparison between groups (pre-post and ICT vs. oral communication) in relation to the number and time of possessions, losses and recoveries, and final result of the game. Significant differences were found between the groups and both tests in two categories (p = .000 p < .001). The analysis based on the intervention program applied in both categories showed significant differences for the ICT group in the number of passes, with and without ball possession (p = .017 p < .05); while for the oral communication group differences were found in time, both with and without ball possession (p = .001). In conclusion, the use of ICT offers better results than oral communication regarding learning some technical actions and their application in the game dynamics.

El entrenamiento individualizado no presencial resulta habitual en deportes individuales y colectivos, especialmente en aquellos más dependientes de un soporte condicional. En este trabajo se presenta un programa de entrenamiento virtual grupal (PEVG) en casa, mediado por la aplicación Zoom, y desarrollado por un equipo de fútbol femenino durante el confinamiento por la pandemia Covid-19. El propósito de este estudio ha sido valorar el impacto del PEVG en el estímulo condicional, estado de ánimo, y el apoyo psicosocial. Para valorar su efecto en los dos primeros aspectos, se cumplimentó un cuestionario wellness al terminar cada sesión. Al finalizar el confinamiento se aplicó una escala de medición de apoyo a las necesidades psicológicas básicas (NPB). Los resultados procesuales del cuestionario wellness muestran valores medios y altos, y estabilidad en todos sus ítems, siendo el estado de ánimo el que obtiene valores superiores y menor fluctuación. Asimismo, se aprecian diferencias en la percepción de carga atendiendo a los rasgos del perfil de las jugadoras, puesto específico (defensas-atacantes), y edad (jóvenes-senior). Al finalizar la experiencia, la valoración del estímulo condicional permite inferir que la percepción de esfuerzo parece haber estado influenciada por las limitaciones de movilidad impuestas y la duración del estado de confinamiento, y los tipos de sesiones empleados. Respecto al apoyo a las NPB, se constata una alta puntuación en la dimensión apoyo a la relación social, lo que teniendo en cuenta la situación de separación de las jugadoras se relaciona con el empleo de la aplicación telemática. Individualized non-face-to-face training is common in individual and group sports, especially in those more dependent on conditional support. This paper presents a virtual group training program (PEVG) at home, mediated by Zoom application, and developed by a women's soccer team during the Covid-19 confinement. The purpose of this study has been to assess the impact of PEVG on conditional stimulation, mood, and psychosocial support. To assess its effect on the first two aspects, a wellness questionnaire was completed at the end of each session. At the end of the confinement period, support for basic psychological needs scale (NPB) was applied. The procedural results of the wellness questionnaire show medium and high values, and stability in all its items, being the mood the one that obtains higher values and less fluctuation. Likewise, there are differences in the Rating of Perceived Exertion according to the characteristics of the players' profile, specific position (defenders-attackers), and age (young-seniors). At the end of the experience, the assessment of the conditional stimulus allows us to infer that the perception of effort seems to have been influenced by the mobility limitations imposed and the duration of the confinement state, and the types of sessions used. Regarding support for NPBs, a high score is found in the dimension support for the social relationship, which, taking into account the situation of separation of the players, is related to the use of the telematics application.