Antonio Fraile Aranda

Students' Self-Grading, Professor's Grading and Negotiated Final Grading at Three University Programmes: Analysis of Reliability and Grade Difference Ranges and Tendencies.

This study was undertaken at three teacher education programmes and was designed to determine the following within each programme: (1) the reliability correlations among students’ self‐grade (SSG), the grade granted by the professor (PG) and the negotiated final grade (NFG); (2) the range and frequency of grade differences between SSG and PG; and (3) the tendency of the negotiation on NFG as compared to SSG (i.e. NFG > SSG or NFG < SSG), when SSG was not equal to PG. The samples were made up of three professors and their corresponding student groups (students, n = 100, 34 and 53, respectively), each in a different teacher education programme. The results show that there was a high reliability correlation among SSG, PG and NFG in all three programmes. Furthermore, in these programmes, the grade differences were never higher than 1.5 on a scale of 0 to 10 points; in fact, agreement between DDG and PG was reached 96%, 35.29% and 43.39% of the time), and, when disagreement emerged, it was mainly within a minimum range of 0.1 to 0.5 points. As for the tendency of NFG versus SSG in each programme, slightly higher percentages were obtained for NFG > SSG in Programmes B and C, whereas the opposite (NFG < SSG) was true in Programme A; overall, however, it could be said that both tendencies balanced each other out, being the total percentages in each programme 0%, 41% and 30% for NFG > SSG; and 4%, 23% and 26%, for NFG < SSG, respectively.

Aprendizaje cooperativo en Educación Física

The purpose of the study is to know and analyze the concept of cooperative learning (CL) of a group of Spanish teachers of Physical Education who are recognized as references in this methodology, as well as the way they implement it in the classroom. It is a multiple case study that utilized interviews, not participant observation and documental analysis. The results indicate that all the participant teachers know the general principles of CL, utilize and consider them as an important methodology to develop the different aspects of learning. Besides, the teachers consider that any content can be taught using the CL and value the importance of the formative and shared evaluation

LOS ESTEREOTIPOS ÉTNICOS EN LOS PROFESIONALES DEL DEPORTE

El objetivo del articulo es conocer si los actuales y futuros profesionales del deporte poseen estereotipos etnicos respecto a los deportistas negros. Entrevistamos a 38 entrenadores profesionales y estudiantes de Educacion Fisica y aplicamos un cuestionario a 272 estudiantes de tres Facultades de Ciencias Motoras de la region italiana del Lacio. Los resultados muestran que, entre los entrenadores y estudiantes de Educacion Fisica, existen estereotipos etnicos, ligados a la pertenencia etnica y en relacion con el rendimiento deportivo, tales como la creencia de superioridad y la predisposicion biologico-genetica de los deportistas negros para el baloncesto o para la carrera de velocidad, asi como una menor predisposicion para la natacion. Esto supone elaborar una propuesta formativo-pedagogica sobre las implicaciones educativas de ciertos estereotipos entre los escolares.

Competencias y formación universitaria del educador deportivo en Italia

The aim of this article has been to identify the educational competences able to ensure that sport is truly an educational tool aimed at developing the well-being among youth. For this we have detected the competences that coaches and those who are responsible of educational projects think to be fundamental for their profession and if the same competences are usually developed in the curricula of the sport sciences department of Latium Region in Italy. The methodology used has been mixed, qualitative and quantitative, using data collection techniques such as semi-structured interviews and questionnaires. In the first step 20 sports coaches were interviewed and, 2 people responsible, in Italy, of two educational projects focused on sport and social intervention. The results of the interviews allowed us to construct a questionnaire that was submitted to the students of the third year of the Bachelor’s degree course in physical education and sports. The results of the quantitative phase of this research have shown that most students consider as essential, to their future work, the 29 educational competences arising from the content analysis of the interviews that have been analysed in the qualitative phase. The data show that 84.4% of the students interviewed have declared to possess the educational competences but that these have been acquired outside university.

Competences and college training of sports educators in Italy

The aim of this article has been to identify the educational competences able to ensure that sport is truly an educational tool aimed at developing the well-being among youth. For this we have detected the competences that coaches and those who are responsible of educational projects think to be fundamental for their profession and if the same competences are usually developed in the curricula of the sport sciences department of Latium Region in Italy. The methodology used has been mixed, qualitative and quantitative, using data collection techniques such as semi-structured interviews and questionnaires. In the first step 20 sports coaches were interviewed and, 2 people responsible, in Italy, of two educational projects focused on sport and social intervention. The results of the interviews allowed us to construct a questionnaire that was submitted to the students of the third year of the Bachelor’s degree course in physical education and sports. The results of the quantitative phase of this research have shown that most students consider as essential, to their future work, the 29 educational competences arising from the content analysis of the interviews that have been analysed in the qualitative phase. The data show that 84.4% of the students interviewed have declared to possess the educational competences but that these have been acquired outside university.

Competências e treinamento faculdade educador desportivo em Itália

The aim of this article has been to identify the educational competences able to ensure that sport is truly an educational tool aimed at developing the well-being among youth. For this we have detected the competences that coaches and those who are responsible of educational projects think to be fundamental for their profession and if the same competences are usually developed in the curricula of the sport sciences department of Latium Region in Italy. The methodology used has been mixed, qualitative and quantitative, using data collection techniques such as semi-structured interviews and questionnaires. In the first step 20 sports coaches were interviewed and, 2 people responsible, in Italy, of two educational projects focused on sport and social intervention. The results of the interviews allowed us to construct a questionnaire that was submitted to the students of the third year of the Bachelor’s degree course in physical education and sports. The results of the quantitative phase of this research have shown that most students consider as essential, to their future work, the 29 educational competences arising from the content analysis of the interviews that have been analysed in the qualitative phase. The data show that 84.4% of the students interviewed have declared to possess the educational competences but that these have been acquired outside university.

El desarrollo moral en el deporte escolar en el contexto europeo: un estudio basado en dilemas sociomorales.

School sports are an educational activity with a large participation in the national and international context. This article presents a study on moral development through social-moral dilemmas, with twelveyear-old school children involved in school sports in the European context: Spain, France, Italy and Portugal. To carry out this study a rating scale has been used for each of the dilemmas and a discussion group has been created to deliberate on three values: honesty, respect and companionship. The results associated to these dilemmas have been related to the Kohlberg’s stages, in order to scrutinize their level of moral development. Most participants are in the conventional level, and among them, girls get more significant results in those values than boys. Finally, a discussion relating these results with similar studies is presented.