Lourdes Meroño

Efecto de una intervención basada en el modelo de Educación Deportiva sobre variables psicológicas en nadadores federados

Las aplicaciones practicas del modelo de Educacion Deportiva son del todo conocidas en el contexto escolar y estan presentes en numerosas investigaciones. Sin embargo, no se ha reportado informacion sobre su efecto en el contexto extraescolar o deportivo, ni en deportes con predominio tecnico como es la natacion. Por ello, se realizo un estudio piloto con diseno cuasi-experimental en nadadores federados (n=24) de diferentes categorias (benjamin, alevin e infantil). El programa de intervencion, basado en la Educacion Deportiva, se compuso de 16 sesiones de entrenamiento. Al analizar pre y post las variables objeto de estudio (Percepcion de soporte de autonomia; Grado de disfrute y competencia percibida; y Grado de compromiso deportivo) se observaron mejoras estadisticamente significativas. Tal comportamiento fue posteriormente reforzado al disenar un modelo de ecuaciones estructurales en el que se hipotetizo que la percepcion de soporte de autonomia predice positivamente el grado de disfrute y competencia percibida, y con ello, el grado de compromiso deportivo de los jovenes nadadores. Ademas, se analizaron las entrevistas realizadas a los nadadores y el diario del entrenador mediante el software NVivo10, para conocer los principales indicadores sobre la percepcion de los nadadores (responsabilidad, aprendizaje tecnico e implicacion) y del entrenador (trabajo en equipo, comunicacion y predisposicion). Los resultados, que corroboran los reportados en el contexto escolar, mostraron un comportamiento favorable de las variables psicologicas objeto de estudio tras la intervencion basada en la Educacion Deportiva con nadadores, lo que da indicios sobre su idoneidad tambien en el contexto federativo.

Primary school student and teacher perceptions of competency-based learning / Percepción de alumnado y profesorado de Educación Primaria sobre el aprendizaje de los estudiantes basado en competencias

Abstract In the search for an educational system that enables students to achieve the best academic results, it is extremely important to explore the perception of the main educational agents: students and teachers. Therefore, the objectives of this paper were: (a) to analyse primary school student and teacher perceptions of students’ competency-based learning; (b) to assess the possible differences between them; and (c) to test hypothetical models for predicting learning according to their perception. The participants were 8,513 students from 58 schools and 1,010 teachers from 110 schools. Overall, both teachers and students reported high scores of perception. However, the perception of the students was higher than that of the teachers, except for the digital competence. While the results showed differences in perception between both prediction models of competency-based learning, both groups perceived the competences of autonomy and personal initiative, digital competence, social competence and citizenship, and lifelong learning as core elements of their perception. In this regard, initial and ongoing teacher training in innovative pedagogical models is needed to enable the development of these competences, which are predictors of perceived learning.

Questionnaire on Perceived Competency-based Learning for primary school students (#ICOMpri1) / Cuestionario del Aprendizaje Percibido basado en Competencias para el Alumnado de Educación Primaria (#ICOMPri1)

Abstract The purpose of this study was to design and validate an assessment tool to find out how primary school students perceive their competency-based learning. By examining the content validity (n = 35 experts), comprehension (n = 173 students) and construct (n = 523 students) of the instrument, the results showed correct psychometric quality, internal consistency, reliability and adequacy of the structural model: χ2/df = 2.08, TLI = 0.88, CFI = 0.90, GFI = 0.90, RMSEA = 0.04, and SRMR = 0.04. The final version of the Questionnaire on Perceived Competency-based Learning of primary school students (#ICOMpri1) includes eight dimensions and 27 items. The results showed a high perceived competency-based learning of primary school students. This is therefore a valid and reliable instrument that provides a more subjective and real vision of primary students’ academic performance. Nevertheless, future studies should analyse the criterion-related validity by comparing perception results with those of international academic achievement.

Effect of Sport Education on the technical learning and motivational climate of junior high performance swimmers

This study sought to examine the effect of a Sport Education season on the technical learning of four swimming strokes and the perceived motivational climate. Twenty-two young swimmers from a sport club participated in 16 training sessions organized around the key principles of Sport Education. Experts assessed technical learning from video analysis, and the swimmers and their coaches also completed self-assessments. Motivational climate was analysed through the Perceived Motivational Climate in Sport Questionnaire-2 (PMCSQ-2). The results indicated that regardless of performance level (sampling or specializing) and gender, the swimmers significantly improved their technical learning from pre-test to post-test. In addition, all participants reported statistically significant improvements in the taskoriented motivational climate. It was concluded that the intervention program based on Sport Education had a positive impact on improvement of swimming skill, and a more optimal motivational

Diseño y Validación del Cuestionario de Percepción del Profesorado de Educación Primaria sobre la Inclusión de las Competencias Básicas (#ICOMpri3)

The purpose of this paper was to design and validate a questionnaire of perception of elementary education teachers about the inclusion of the key competences in the curriculum. Initially, thirteen dimensions and 65 items of the main elements of learning competences were defined. In the content validity, experts (n = 35) assessed positively construct, dimensions and items. In the comprehension validity, teachers (n = 45) confirmed the adequacy of the criteria. In the construct validity (n = 255 teachers), the confirmatory factor analysis corroborated the good fit of the model: χ2/g.l.: 2.03, TLI: .94, CFI: .91, RMSEA: .06, y SRMR: .04. The final version of the Questionnaire of Perception of Elementary Education Teachers on the Inclusion of Key Competences (#ICOMpri3)

Diseño y validación del cuestionario de percepción del profesorado de Educación Primaria sobre el aprendizaje del alumnado basado en competencias (#ICOMpri2)

The purpose of this paper was to design and to validate a questionnaire of perception of elementary education teachers from third to sixth grade about student competency-based learning . Eight dimensions were established corresponding to the eight key competences in the initial creation of the instrument (Royal Decree 1513/2006). In the content validity, experts ( n = 35) appreciated the construct, the dimensions and the questionnaire items. The results of the statistical analysis of the items showed adequate comprehension validity of participants ( n = 45 teachers). In the construct validity ( n = 255 teachers), the results showed correct psychometric quality, internal consistency, reliability and the adequacy of the structural model. The reliability coefficients showed a valid and reliable version of questionnaire consisting of 24 items. The instrument had evidence of external validity, since the results were congruence with research main findings. It is important to note the high perception of the elementary teachers from third to sixth grade in terms of student competency-based learning.