Desregulación emocional en la formación inicial de profesores de Pedagogía en Educación Física (Emotional dysregulation in the initial teacher training of Physical Education Pedagogy)

Retos ◽  
2021 ◽  
Vol 42 ◽  
pp. 575-583
Author(s):  
Gerardo Fuentes-Vilugrón ◽  
Esteban Saavedra-Vallejos ◽  
Noemi Salvador-Soler
Keyword(s):  
Physical Education ◽  
Emotional Dysregulation ◽  
Spanish Version ◽  
First Year ◽  
Alpha Coefficient ◽  
Cross Sectional ◽  
Initial Teacher Training ◽  
Emotional Interference ◽  
And Gender ◽  
Estudiantes Universitarios

  El objetivo de esta investigación fue comprobar la fiabilidad de la versión adaptada al español de la escala DERS-E y comparar el nivel de desregulación emocional entre estudiantes de primer y último año de la Carrera de Pedagogía en Educación Física de la Universidad Autónoma de Chile, Temuco. El método tuvo un enfoque cuantitativo, no experimental y transversal. La muestra fue de 83 participantes correspondiente a 43 estudiantes de primero y 40 de último año. De acuerdo con los resultados, si bien no se observaron diferencias significativas en cuanto a la desregulación emocional total entre cursos y género, sí se observaron altos niveles de desregulación en la subescala de Interferencia Emocional en los varones de primer año y en las damas de último año. La escala mostró confiabilidad con un coeficiente Alpha de Cronbach de .92. En conclusión, la versión adaptada al español de la escala DERS-E es altamente confiable para evaluar el nivel de desregulación emocional en estudiantes universitarios y futuros profesores.  Abstract. The objective of this research was to verify the reliability of the Spanish version of the DERS-E scale and to compare the level of emotional dysregulation between first and last year students of Pedagogy in Physical Education of the Universidad Autónoma de Chile, Temuco. The method had a quantitative, non-experimental and cross-sectional approach. The sample included 83 participants, corresponding to 43 and 40 students of first and last year, respectively. According to the results, although no significant differences were observed in terms of total emotional dysregulation between courses and gender, high levels of dysregulation were observed in the Emotional Interference subscale in first-year males and last-year females. The scale showed reliability with a Cronbach's Alpha coefficient of .92. In conclusion, the Spanish version of the DERS-E scale is highly reliable to evaluate the level of emotional dysregulation in university students and future teachers.

scholarly journals Motor skills as a predictor of academic performance | La aptitud motriz como predictor del rendimiento académico

2021 ◽  
Vol 14 (28) ◽  
pp. 57-64
Author(s):  
José Eduardo Molina Arriola ◽  
Victor Osiris Rodriguez Cervantes ◽  
Julio Cesar Lozano Flores ◽  
Luis Quintana Rivera ◽  
José Moncada Jimenez ◽  
...  
Keyword(s):  
Academic Performance ◽  
Physical Education ◽  
University Students ◽  
Motor Skills ◽  
Weighted Average ◽  
First Year ◽  
Regression Analyses ◽  
First Year Students ◽  
First Year University ◽  
Estudiantes Universitarios

Este estudio tuvo como objetivo determinar la asociación entre la aptitud motriz de estudiantes universitarios de primer ingreso y su desempeño académico en los dos periodos lectivos de inicio de la carrera de Educación Física, Deporte y Recreación. Participaron 83 voluntarios (Hombres = 60, Mujeres = 23) de la Universidad Veracruzana, México. La aptitud motriz se evaluó con ocho pruebas y el rendimiento académico se midió con el promedio ponderado de dos periodos consecutivos. Los análisis de regresión múltiple mostraron que el salto sin carrera (modelo 1), y gimnasia y encestes de baloncesto (modelo 2) predicen el rendimiento académico. En conclusión, la aptitud motriz predice parcialmente el rendimiento académico en estudiantes de primer ingreso.AbstractThe purpose of this study was to determine the association between the motor skills of first-year university students and their academic performance in the two initial academic terms of the Physical Education, Sports and Recreation degree. Eighty-three volunteers participated (Men = 60, Women = 23) from the Universidad Veracruzana, Mexico. Motor skills were evaluated with eight tests and academic performance was measured with the weighted average of two consecutive terms. Multiple regression analyses showed that standing jumping (model 1), and gymnastics and effective basketball throws (model 2) predicted academic performance. In conclusion, motor skills partially predict academic performance in first-year students

scholarly journals Anatomy of Teaching Anatomy: Do Prosected Cross Sections Improve Students Understanding of Spatial and Radiological Anatomy?

2016 ◽  
Vol 2016 ◽  
pp. 1-4 ◽  
Author(s):  
L. B. Samarakoon ◽  
S. Vithoosan ◽  
S. Kokulan ◽  
M. M. Dissanayake ◽  
D. J. Anthony ◽  
...  
Keyword(s):  
Cross Sections ◽  
Test Group ◽  
Control Group ◽  
First Year ◽  
Cross Sectional ◽  
First Year Students ◽  
Radiological Anatomy ◽  
Teaching Anatomy ◽  
And Gender ◽  
Identical Series

Introduction. Cadaveric dissections and prosections have traditionally been part of undergraduate medical teaching. Materials and Methods. Hundred and fifty-nine first-year students in the Faculty of Medicine, University of Colombo, were invited to participate in the above study. Students were randomly allocated to two age and gender matched groups. Both groups were exposed to identical series of lectures regarding anatomy of the abdomen and conventional cadaveric prosections of the abdomen. The test group (n=77, 48.4%) was also exposed to cadaveric cross-sectional slices of the abdomen to which the control group (n=82, 51.6%) was blinded. At the end of the teaching session both groups were assessed by using their performance in a timed multiple choice question paper as well as ability to identify structures in abdominal CT films. Results. Scores for spatial and radiological anatomy were significantly higher among the test group when compared with the control group (P<0.05, CI 95%). Majority of the students in both control and test groups agreed that cadaveric cross section may be useful for them to understand spatial and radiological anatomy. Conclusion. Introduction of cadaveric cross-sectional prosections may help students to understand spatial and radiological anatomy better.

scholarly journals Implementación de la evaluación formativa por estudiantes de Pedagogía en Educación Física (Implementation of the formative evaluation by students of Pedagogy in Physical Education)

Retos ◽  
2021 ◽  
Vol 43 ◽  
pp. 916-922
Author(s):  
María Vergara Tapia ◽  
Mónica Flores Bastías ◽  
Lucía Illanes Aguilar ◽  
Felipe Poblete-Valderrama
Keyword(s):  
Physical Education ◽  
Professional Practice ◽  
Formative Evaluation ◽  
Evaluation Process ◽  
Education Institution ◽  
Private Higher Education ◽  
Cross Sectional ◽  
Initial Teacher Training ◽  
Self Evaluation ◽  
Quantitative Descriptive

  La presente investigación se centra en el ámbito de la Formación Inicial Docente (FID) en Pedagogía en Educación Física (PEF). El objetivo es conocer la forma en que estudiantes en proceso de FID en PEF implementan la evaluación formativa en las clases que realizan en su práctica profesional. Se lleva a cabo mediante un enfoque cuantitativo, descriptivo, no experimental transversal, en donde se consideraron a 64 estudiantes de una institución de educación superior privada de Chile. El instrumento de recolección de información que se utilizó fue un guión de observación aplicado por parte de profesores supervisores de práctica profesional el cual considera las dimensiones de: a) Retroalimentación, b) Elaboración e implementación y c) Respuesta de los y las escolares. Los resultados verifican la aplicación de retroalimentación, apoyo diferenciado según lo requieren los y las escolares y tratamiento del error; pero no aplican en forma sistemática la autoevaluación ni la coevaluación, ni registro de lo realizado por los estudiantes en clases. Se puede concluir que si bien se incorpora la evaluación formativa en el desarrollo de la práctica profesional por parte de estudiantes en proceso de FID en PEF, estos no propician espacios de diálogo respecto al proceso evaluativo (autoevaluación y evaluación por pares).  Abstract: This research focuses on the field of Initial Teacher Training (FID) in Pedagogy in Physical Education (PEF). The objective is to know the way in which students in the FID process at PEF implement the formative assessment in the classes they take in their professional practice. It is carried out through a quantitative, descriptive, non-experimental cross-sectional approach, where 64 students from a private higher education institution in Chile were considered. The information collection instrument that was used was an observation script applied by supervising professors of professional practice which considers the dimensions of: a) Feedback, b) Preparation and implementation and c) Response of the schoolchildren. The results verify the application of feedback, differentiated support as required by the schoolchildren and treatment of the error; but they do not apply in a systematic way self-evaluation or co-evaluation, nor record of what the students have done in class. It can be concluded that although formative evaluation is incorporated in the development of professional practice by students in the FID process in PEF, they do not provide spaces for dialogue regarding the evaluation process (self-evaluation and peer evaluation).

scholarly journals Estudio comparativo del comportamiento de movimiento de 24 horas, en estudiantes universitarios de pedagogía en educación física (24-hour movement behaviors of univers of university students of pedagogy in physical education. Comparative study by gender,

Retos ◽  
2021 ◽  
Vol 43 ◽  
pp. 177-184
Author(s):  
Andrés Godoy Cumillaf ◽  
Paola Fuentes-Merino ◽  
Judith Jiménez-Díaz ◽  
Jaime Vásquez-Gómez
Keyword(s):  
Physical Education ◽  
University Students ◽  
Sedentary Behavior ◽  
Sleep Time ◽  
Sleep Efficiency ◽  
First Year ◽  
Sleep Patterns ◽  
First Year Students ◽  
Vigorous Intensity ◽  
Estudiantes Universitarios

  Investigaciones demuestran que estudiantes universitarios de Pedagogía en Educación Física presentan mejores parámetros de condición física, sin embargo, es poca la información disponible sobre comportamiento de movimiento de 24 horas, medidas de manera objetiva. El objetivo de la presente investigación es describir conducta sedentaria, AF y patrones de sueño; determinar si existen diferencias significativas entre estudiantes según sexo y año que se encuentran cursando en la universidad; y determinar si existe asociación entre intensidad de AF y patrones de sueño. Se trabajó con una muestra de 128 estudiantes, en los cuales se evaluó de manera objetiva conducta sedentaria, AF de intensidad ligera, moderada y vigorosa, y patrones del sueño (tiempo de sueño, tiempo en cama y eficiencia del sueño). Los resultados indican que los estudiantes de primer año presentan para las tres intensidades de AF, los valores más altos de minutos promedio por día (hombres: ligera= 71.5 min, moderada= 100.4 min, vigorosa= 12 min; mujeres: ligera= 80.3 min, moderada= 93.8 min, vigorosa= 6.5 min), además de presentar menor tiempo de sueño, sin embargo, su eficiencia del sueño es más alta. En conclusión, los estudiantes de primer año presentan menor tiempo de conducta sedentaria, mayor cantidad de AF en las tres intensidades y menor tiempo de sueño, pero mayor eficiencia. Al comparar por sexo, las mujeres presentan menor cantidad de AF de intensidad moderada y vigorosa. AF de intensidad ligera se asoció con los patrones del sueño evaluados.   Abstract.  Research shows that university students of Pedagogy in Physical Education present better parameters of physical condition, however, little information is available on sedentary behavior, physical activity (PA) and sleep patterns measured objectively. The objective of this research is to describe sedentary behavior, PA and sleep patterns; determine if there are significant differences between students according to sex and year of admission to university; and determine if there is an association between PA intensity and sleep patterns. We worked with a sample of 128 students, in which sedentary behavior, PA of light, moderate and vigorous intensity, and sleep patterns (sleep time, time in bed and sleep efficiency) were objectively evaluated. The results indicate that first year students present the highest values ​​of average minutes per day for the three PA intensities (men: light = 71.5 min, moderate = 100.4 min, vigorous = 12 min; women: light = 80.3 min, moderate = 93.8 min, vigorous = 6.5 min), in addition to having less sleep time, however, their sleep efficiency is higher. In conclusion, first-year students present less time of sedentary behavior, greater amount of PA in the three intensities and less time of sleep, but greater efficiency. When comparing by sex, women present less PA of moderate and vigorous intensity. Light intensity PA was associated with assessed sleep patterns.

scholarly journals Middle school students’ views about physical education: A comparative study between four European countries (Opiniones de los estudiantes de secundaria sobre la educación física: Un estudio comparado entre cuatro países europeos)

Retos ◽  
2020 ◽  
pp. 396-402
Author(s):  
Antonio Perić ◽  
António Rodrigues ◽  
Katarzyna Pankowska-Jurczyk ◽  
Olegas Batutis ◽  
João Costa ◽  
...  
Keyword(s):  
Middle School ◽  
Physical Education ◽  
Middle School Students ◽  
Cross Sectional Study ◽  
European Countries ◽  
School Students ◽  
Cross Sectional ◽  
Public Secondary School ◽  
And Gender ◽  
Cross National

Abstract. Comparable and cross-national research is needed to examine students’ views on the role of physical education (PE) in promoting active and healthy lifestyles, particularly in non-English speaking contexts. Thus, the present study aims to investigate and compare the views of middle school students from four European countries towards PE, considering cross-national and gender variables. In this cross-sectional study, 1244 middle school students (635 boys, 609 girls; Mean age = 14.3±0.9 years) from a public secondary school in Croatia, Lithuania, Poland and Portugal, answered to a questionnaire about their: (a) PE attitude, (b) PE importance, (c) PE main aim, and (d) perception of competence in PE. ANOVA and Student t-test were used to compare students’ views across countries, and to compare boys’ and girls’ views within each country. Overall, results show that the students’ views towards PE were mainly positive but important differences were found across the students from the four European countries. In all countries, boys have a more positive attitude, gave more importance to PE and perceived themselves as more competent than girls. Regardless of the sociocultural context, this study suggests that there is a cross-national need to further explore the nature of the differences found and increase young girl’s attitudes towards PE. Additionally, more comparative studies are needed with a broad range of sociocultural contexts to assess the extent to which this type of differences is present.  Resumen. Se hace necesaria una investigación de carácter comparada e internacional para contrastar las opiniones de los estudiantes sobre el papel de la Educación Física (EF) en la promoción de estilos de vida activos y saludables, particularmente en contextos no anglófonos. Así, el objetivo del estudio fue examinar las opiniones de los estudiantes de secundaria de cuatro países europeos con respecto a la EF, teniendo en cuenta las variables país y género. En este estudio transversal, 1244 estudiantes de secundaria (635 niños; 14.3±0.9 años) de una escuela secundaria pública en Croacia, Lituania, Polonia y Portugal, respondieron a un cuestionario sobre: (a) la actitud, (b) la importancia (c) objetivo principal, y (d) la percepción de competencia en EF. Se aplicaron las pruebas ANOVA y T-de-Student para comparar las opiniones, entre los países, de los estudiantes, y de los niños y las niñas en cada país. En general, los resultados muestran que las opiniones de los estudiantes hacia la EF fueron principalmente positivas, pero se encontraron diferencias importantes entre los estudiantes de los cuatro países. En todos los países, los niños tienen una actitud más positiva, le dan más importancia a la EF y se perciben a sí mismos como más competentes que las niñas. Independientemente del contexto sociocultural, es necesario explorar más la naturaleza de las diferencias encontradas y mejorar las actitudes de las niñas hacia la EF. Además, se necesitan más estudios comparativos con una amplia gama de contextos socioculturales para evaluar en qué grado este tipo de diferencias está presente.

scholarly journals Locker-Room Experiences Among LGBTQ+ Adults

2020 ◽  
Vol 42 (3) ◽  
pp. 227-239
Author(s):  
Shannon S.C. Herrick ◽  
Lindsay R. Duncan
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Thematic Analysis ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Access Points ◽  
Locker Room ◽  
Sexual Transgression ◽  
And Gender ◽  
Insight Into

Locker rooms operate as pivotal access points to physical activity across sports, physical education, and fitness facilities. However, locker rooms are predicated on cis-heterosexual assumptions that can be isolating to LGBTQ+ individuals. Using an online cross-sectional survey, LGBTQ+ adults (N = 1,067) were asked open-response questions about their past and present locker-room experiences. The resulting texts were independently coded by two researchers using thematic analysis and compared. All discrepancies were discussed with and rectified by a third researcher who acted as a critical peer. The results present distinct experiences across three intersecting aspects of embodiment: self-conscious—“I hate(d) being seen,” sexual transgression, and gender transgression. The findings provide insight into how harmful LGBTQ+ stereotypes influence locker-room experiences and support the redesign of locker rooms to challenge the binary organization of these spaces.

scholarly journals La fragmentación del conocer en educación física (The fragmentation of knowledge in physical education)

Retos ◽  
2020 ◽  
pp. 231-237
Author(s):  
Sebastián Peña Troncoso ◽  
Sergio Toro Arevalo ◽  
Jaime Cárcamo Oyarzún ◽  
Claudio Hernández Mosqueira ◽  
Mauricio Cresp Barria
Keyword(s):  
High School ◽  
High School Students ◽  
Public Schools ◽  
Physical Education ◽  
Data Collection ◽  
Private Schools ◽  
School Students ◽  
Cross Sectional ◽  
Probabilistic Sampling ◽  
And Gender

  El estudio tuvo como objetivo evaluar con fines diagnósticos la formación conceptual en la asignatura de Educación Física, en estudiantes chilenos de enseñanza media. El estudio fue metodológicamente de corte descriptivo transversal. Participaron 659 estudiantes, 54% (hombres) y 46% (mujeres), con edades entre los 13 y 14 años, de las tres dependencias educativas del país; municipal (36.4%), subvencionado (37.8%) y privado (25.8%). Se realizó un muestreo probabilístico estratificado según dependencia educativa y sexo de los estudiantes. Para la recolección de los datos se aplicó un cuestionario diseñado y validado con estudiantes del currículo chileno. Los principales resultados indican que existen diferencias estadísticamente significativas entre las dependencias educativas, con resultados específicos de la prueba Anova de f = 48.584 p < .05 a favor de los colegios particulares. En conclusión, el estudio muestra un bajo dominio disciplinar de los alumnos y alumnas en las diferentes dependencias educativas, manifestando, una vez más, la necesidad de buscar metodológicas innovadoras para la disciplina, en función de mejorar los resultados de la dimensión conceptual. Abstract. The study aimed at diagnosing the conceptual formation in physical education in Chilean high school students. The study used a descriptive cross-sectional methodology. A total of 659 students participated, 54% boys and 46% girls, aged between 13 and 14 years old, from the three educational units in the country; public schools (36.4%), subsidized schools (37.8%) and private schools (25.8%). A stratified probabilistic sampling was performed based on students’ educational dependence and gender. For the data collection, a questionnaire designed and validated with students of the Chilean curriculum was applied. The main results indicate that there are statistically significant differences between educational units, with specific results from Anova of f = 48,584 p <.05 in favor of private schools. In conclusion, the study shows a low disciplinary domain of the students in the different educational units, highlighting once more the need to seek innovative methodologies within this discipline in order to improve the learning of its conceptual dimension.

scholarly journals Knowledge of Undergraduate Medical Students of College of Medicine/ University of Baghdad Regarding Medical Ethics 2021

2021 ◽  
Vol 23 (11) ◽  
pp. 590-602
Author(s):  
Dr. Manwar Makki Razooqi ◽  
◽  
Dr. Lamyaa Ali Hasan ◽  
Ashwaq Ridha Abdulsada ◽  
◽  
...  
Keyword(s):  
Medical Ethics ◽  
Cross Sectional Study ◽  
P Value ◽  
First Year ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
First Year Students ◽  
College Curriculum ◽  
Ethical Knowledge ◽  
And Gender

Background: It is important to prepare the future doctors who are ethically competent to avoid medico legal issues in practice. Subjects and methods: A cross sectional study was conducted on 373 students from (15 January -15 April 2021) in Baghdad college of medicine where students in different stages from (1st to 6th Stage) were asked to fulfil a pretested questionnaire which was distributed through internet and social media groups, it includes socio demographic variables of studied students in addition questions about knowledge of medical ethics , and data was introduced into spss v.23 statistical software. Results: shows that college curriculum was the source of information for 51.7% of the students, internet was the source in 38.1% and there was significant association between level of ethical knowledge and gender, in favor of female were (59.4%) have good knowledge ,while (43.7%) for the male studied students. All the students have either good or fair knowledge in general and there was significant association between stage of students and level of ethical knowledge which was (83.8%) good for the sixth stage students and significantly more than other stages (75.6%), (73.2%), (63.3%), (48.7%) and (23.8%) for the fifth, fourth ,third, second and first year students respectively , p value =0.001.There was no significant association between gender and autonomy ,justice and dignity ,beneficence ,non-maleficence and veracity knowledge level P value = (0.303),(0.064),(0.462),(0.114),(0.054) respectively. Conclusion: There is a good to fair knowledge in all stages regarding the medical ethics principles.

scholarly journals Medical student anxiety in caring for dying patients and their family: a cross-sectional study

2021 ◽  
pp. bmjspcare-2021-003331
Author(s):  
Geoffrey Wells ◽  
Carrie Llewellyn ◽  
Andreas Hiersche ◽  
Ollie Minton ◽  
Juliet Wright
Keyword(s):  
Medical Student ◽  
Cross Sectional Study ◽  
First Year ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Student Anxiety ◽  
Dying Patients ◽  
Student Age ◽  
And Gender ◽  
Dying Patient

ObjectivesTo investigate the level of medical student anxiety in caring for a dying patient and their family and identify influencing factors.MethodsWe conducted a cross-sectional survey in a UK medical school to measure medical student anxiety using a validated Thanatophobia Scale questionnaire.ResultsIn total, 332 questionnaires were completed. Mean thanatophobia score was 19.5 (SD 7.78, range 7–49). Most respondents were female (67.4%) and did not have a previous undergraduate degree (56%). Median student age was 22 years (IQR 20–24). Year of study influenced anxiety level, with second year students displaying an increase in mean thanatophobia score of 6.088 (95% CI 3.778 to 8.398, p<0.001). No significant differences were observed between final year and first year thanatophobia scores. For each 1-year increase in student age, mean thanatophobia score reduced by −0.282 (95% CI −0.473 to −0.091, p=0.004). Degree status and gender identity did not significantly affect thanatophobia score.ConclusionA degree of thanatophobia exists among medical students, with no significant improvement observed by completion of training. Recognising this anxiety to care for the dying earlier in undergraduate curricula will give educators the opportunity to address students’ fears and concerns and better prepare our future doctors for their role in caring for our dying patients and their families.

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