Edunartex

Permanent URI for this collectionhttps://hdl.handle.net/10347/34335

O grupo de investigación Edunartex, ten como meta pór en relación a educación coas potencialidades educativas da natureza desde perspectivas holísticas. É así un grupo interdisciplinario que atende a distintas dimensións desta relación actualmente baseada nas actividades científicas dos seus compoñentes: actividade física e deportiva ao aire libre, hixiene e saúde en relación coa vida ao aire libre, salvamento e socorrismo, historia do excursionismo e da educación ao aire libre, relacións entre arte e natureza, a paisaxe como elemento educador, desenvolvemento da cidadanía coa natureza e a paisaxe, capacidade educadora do mundo rural, colonias escolares de vacacións, xogos populares rurais, estudo e deseño de rutas de sendeirismo.

É un grupo de recente creación vinculado ao máster en Dirección de Actividades Educativas na Natureza que se imparte na Facultade de Formación do Profesorado do Campus de Lugo. Os seus membros pertencen ás áreas de Teoría e Historia da Educación, Didáctica da Expresión Corporal e Didáctica da Expresión Plástica. Participa na rede European Institute for Outdoor Adventure Education and Experiential Learning (EOE), da que os seus integrantes son membros activos. En referencia ao máster colaborou na edición de dous discos, un con elementos musicais recollidos da natureza e outro con traballos de estudantes do máster, e participou como tal grupo con varias comunicacións científicas a congresos nacionais e internacionais.

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Educación artística y creatividad: los “talleres creativos” con la infancia de escola imaxinada
(Centro de Estudos Educação e Sociedade, 2023) Blanco Mosquera, Vicente; Cidrás Robles, Salvador; Universidade de Santiago de Compostela. Facultade de Formación do Profesorado
Como artistas y educadores en una Facultad de Formación de Profesorado llevamos a cabo propuestas basadas en los procesos creativos propios de las artes que denominamos “talleres creativos”. En este artículo comenzamos mostrando referentes de experiencias de talleres en ámbitos educativos y artísticos y exponemos las bases metodológicas que guían nuestros talleres como colectivo Escola Imaxinada. Finalmente, nos centramos en el desarrollo de tres talleres y los parámetros de observación que consideramos indispensables para identificar procesos creativos.
Actividad física y calidad de vida de adultos mayores en Argentina: un estudio transversal
(Federación Española de Asociaciones de Docentes de Educación Física (FEADEF), 2023) Vázquez, Luciano Ángel; Navarro Patón, Rubén; Ramos-Álvarez, Oliver; Mecías Calvo, Marcos; Lago-Fuentes, Carlos; Universidade de Santiago de Compostela. Departamento de Didácticas Aplicadas
La población mundial envejece de forma progresiva, necesitando conocer las necesidades de las personas mayores para mejorar sus niveles de calidad de vida, en especial, a través del ejercicio físico. Actualmente, se desconocen los niveles reales de ejercicio físico en esta población, así como los niveles de calidad de vida y dependencia en muchas regiones mundiales. Por ello, el objetivo principal fue analizar los niveles de práctica de actividad física del adulto mayor, así como la asociación del ejercicio en su calidad de vida. Para ello, 344 adultos mayores de la Ciudad Autónoma de Buenos Aires (Argentina) respondieron a un cuestionario ad-hoc elaborado por un Comité de expertos y basados en herramientas validadas sobre ejercicio físico, dependencia y calidad de vida. Los principales hallazgos fueron que un 34.6% de la población no realiza actividad física semanalmente, gran parte de la población mostró tener alto nivel de independencia y se encontró asociación positiva entre las personas más activas y los mayores niveles de calidad de vida. Según estos resultados, se deben diseñar y aplicar nuevas estrategias de ejercicio físico comunitario para aumentar los niveles de calidad de vida e independencia incrementando el volumen y frecuencia de ejercicio físico en personas mayores, especialmente realizado de forma colectiva.
Central and peripheral fatigue in recreational trail runners: a pilot study
(MDPI, 2023) Muñoz Pérez, Iker; Varela-Sanz, Adrián; Lago-Fuentes, Carlos; Navarro Patón, Rubén; Mecías Calvo, Marcos; Universidade de Santiago de Compostela. Departamento de Didácticas Aplicadas
Background: Understanding fatigue mechanisms is crucial for exercise performance. However, scientific evidence on non-invasive methods for assessing fatigue in trail running competitions is scarce, especially when vertical kilometer trail running races (VK) are considered. The main purpose of this study was to assess the autonomic nervous system (ANS) activity (i.e., central fatigue) and the state of muscle activation (i.e., peripheral fatigue) before and after a VK competition. Methods: A cross-sectional pilot study was performed. After applying inclusion/exclusion criteria, 8 recreational male trail runners (31.63 7.21 yrs, 1.75 m 0.05 m, 70.38 5.41 kg, BMI: 22.88 0.48, running experience: 8.0 3.63 yrs, weekly training volume: 58.75 10.35 km) volunteered to participate and were assessed for both central (i.e., via heart rate variability, HRV) and peripheral (via tensiomyography, TMG) fatigue before and after a VK race. Results: After the VK, resting heart rate, RMSSD (p = 0.01 for both) and SDNN significantly decreased (p = 0.02), while the stress score and the sympathetic-parasympathetic ratio increased (p = 0.01 and p = 0.02, respectively). The TMG analyses suggest that runners already suffered peripheral fatigue before the VK and that 20–30 min are enough for muscular recovery after the race. In summary, our data suggest that participants experienced a pre-competition fatigue status. Further longitudinal studies are necessary to investigate the mechanisms underlying fatigue during trail running races, while training periodization and tapering strategies could play a key role for minimizing pre-competition fatigue status
News of the pedagogical models in physical education : a quick review
(MDPI, 2023) Arufe Giráldez, Víctor; Sanmiguel-Rodríguez, Alberto; Ramos-Álvarez, Oliver; Navarro Patón, Rubén; Universidade de Santiago de Compostela. Departamento de Didácticas Aplicadas
In the last two decades, research has proliferated in the field of pedagogical models used in school Physical Education. The growth is so high that it is necessary to do a quick review to know which models currently exist and which are emerging. The objective of this work is to collect all the models or pedagogical approaches present in the scientific literature related to school Physical Education and to make known, to the scientific and academic community, its main purposes and characteristics. A quick review of the literature found in theWeb of Science and Scopus databases has been carried out using “pedagogical model” and “Physical Education” as descriptors. The results revealed a total of 19 pedagogical approaches that record scientific evidence linked to their application in the classroom. It was detected that some models or approaches were more scientifically supported than others, as is the case for Cooperative Learning, Sports Education, or Teaching Games for Understanding, while others barely registered in international scientific literature. It was concluded that researchers need to work together with Physical Education teachers to analyze the effectiveness of all these approaches. School teachers are also encouraged to vary their pedagogical approach depending on the content they are working on and the positive effects they are looking for in the psychic, motor, affective-emotional, and social domains of the students. Finally, it is proposed to researchers who promote new models or approaches a greater clarity of these to facilitate their application in the field of school Physical Education, since some difficulty has been detected in the practical application of some approaches.
Acquisition of knowledge and skills on cardiopulmonary resuscitation and use of the automated external defibrillator after a training process by Galician schoolteachers
(Universitat d'Alacant, 2022) Navarro Patón, Rubén; Cons Ferreiro, Miguel; Mecías Calvo, Marcos; Romo-Pérez, Vicente
The aim of this research was to evaluate the knowledge that Galician schoolteachers from kindergarten, primary and secondary schools had on cardiopulmonary resuscitation (CPR) and automated external defibrillator (AED) after a training process comparing oblivion after one week (G1), after a month (G2) and after two months (G3). The sample was made up by 144 schoolteachers between 23 and 64 years old (M = 42.46 SD = 10.03), 100 (69.4%) women, and 44 (30.6%) men. For data collection an ad hoc questionnaire was used, also a mannequin QCPR Laerdal® and a Philips AED. The results show statistical significative differences between the average of correct answers on the first questionnaire, and the last one (p < .001) among all the studied dimensions and groups (G1, G2 and G3). Regarding the ability to carry out a CPR, only statistical significative differences were found regarding average depth (men vs women; p < .001). Regarding AED time of use there were not found statistical significative differences regarding the time to apply an effective discharge on different groups (p > .005; G1 = 61.98 seconds; G2 = 54.69 seconds; G3 = 56.68 seconds). After the formative programme about BLS, there is an increase of theoretical knowledge among the schoolteachers and it remains 2 months after the programme is given. Also, it happened the same regarding CPR skills and AED use program
Disruptive behaviors in physical education: a matched study of social skills and sport practice in a region of Spain
(MDPI, 2022) Navarro Patón, Rubén; Mecías Calvo, Marcos; Eirín Nemiña, Raúl; Arufe Giráldez, Víctor; Universidade de Santiago de Compostela. Departamento de Didácticas Aplicadas
Abstract: Disruptive behaviors in physical education cause conflicts among students and, consequently, an abnormal development of classes. Therefore, finding the variables that can solve them is an urgent aspect to achieve an adequate learning environment in the 21st century school. The aim of this study was to analyze what happens to disruptive behaviors in relation to systematic and regulated sports and social practice in a sample of Spanish primary school students. Five hundred and forty-eight schoolchildren (276 were girls (50.4%)) participated with a mean age of 10.98 (SD = 0.71). The results show a significant main effect in terms of social skills in relatedness (p < 0.001), irresponsibility (p < 0.001), failure to follow directions (p < 0.001), distracting or disturbing others (p < 0.001), and in poor self-management (p < 0.001) with higher scores in disruptive behaviors in students with lower social skills. Regarding sports practice, only a significant main effect was found in relatedness (p < 0.001) and in poor self- management (p < 0.001), with the highest scores the schoolchildren who do not practice sports. Schoolchildren with high social skills obtain lower scores in disruptive behaviors. Likewise, schoolchildren who play sports have lower scores in relatedness and poor self-management.
Implications for balance in 11- and 12-year-old children in northern Spain during SARS-CoV-2 lockdown
(Frontiers Media, 2022) Ramos-Álvarez, Oliver; Arufe Giráldez, Víctor; Sanmiguel-Rodríguez, Alberto; Navarro Patón, Rubén; Universidade de Santiago de Compostela. Departamento de Didácticas Aplicadas
Introduction: The home lockdown due to the appearance of SARS-CoV-2 in Spanish society led to changes in certain habits in children and adolescents. These habits were related to the practice of physical activity and the implications of higher rates of sedentary activities. This lockdown lasted from March to June 2020. The aim of this study was to determine the implication that lockdown in Spain due to the SARS-CoV-2 virus outbreak had on balance in 11–12 year-old schoolchildren. Materials and methods: In total, 50 Spanish children aged 11–12 years (M = 11.40, SD = 0.50) participated, 33 (66%) boys and 17 (34%) girls. The Movement Assessment Battery for Children 2 (Movement ABC-2) and an ad hoc questionnaire for sociodemographic data and other relevant information were used for the three data collections. Results: There are significant differences (p < 0.05) in the results for balance variables measured by static balance tests on supports in the total sample, in boys and girls. There are also significant differences in the total sample as well as in the boys in the heel-toe backward walking test. In addition, there are significant differences in mean, scalar and percentile dimension scores for balance between before and after lockdown in both boys and girls. No significant differences were found in the total sample or by gender in measurements related to the zigzag jumping test with dominant as well as non-dominant leg in girls (p = 0.317). Conclusion: As a consequence of SARS-CoV-2 confinement, there was a worsening of balance values in children aged 11–12 years
Can gamification influence the academic performance of students?
(MDPI, 2022) Arufe Giráldez, Víctor; Sanmiguel-Rodríguez, Alberto; Ramos Álvarez, Oliver; Navarro Patón, Rubén; Universidade de Santiago de Compostela. Departamento de Didácticas Aplicadas
Gamification along with a whole range of other active methodologies are being incorporated into university classrooms due to their potential benefits for student learning. The aim of this paper was to analyse how a multimodal learning environment based on gamification could affect the final grades of university students in a subject taught at the Faculty of Education in a spanish university. The research was made up of 133 Spanish university students (Mage = 19.60; SDage = 0.43 years old). A quasi-experimental post-test design with a control group was used. The control group and the intervention group consisted of 66 and 67 students respectively. A multimodal gamified learning environment was set up for the intervention group, in contrast to traditional teaching methods which were reserved for the control group. Each one was implemented throughout an academic year. The results revealed statistically significant differences in the final average grade (p < 0.001), with students from the intervention group obtaining higher overall scores. The same occurred in the voluntary learning tasks, with students from the intervention group earning more Health Points (p = 0.006), more Experience Points (p = 0.005), a higher Total Score (p = 0.002) and a higher Level Achieved (p = 0.002). These findings point to the fact that a multimodal gamified learning environment can influence the academic performance of students. However, more scientific research has to be carried out in order to support these findings.
Shooting performance in high level women's water polo according to the final ranking
(Pitesti University publishing house, 2022) Argudo Iturriaga, Francisco Manuel; García-Marín, Pablo; Borges Hernández, Pablo José; Ruiz Lara, Encarnación; Universidade de Santiago de Compostela. Departamento de Didácticas Aplicadas
Introduction: The aim of this study was to analyze the situational framework (numerical equality, counterattack and numerical inequality) associated with shooting performance in women’s Water polo considering three different levels in the final ranking (high -1st-4th-, medium -5th-8th- and worst -9th-12th-). Material and Methods: All shots (2698) made in 34th European Championship in 2020 were analyzed in the present study. The study was developed with an observational design. The reliability between three observers was verified using the Kappa concordance index. The shots were registered using Polo Direct Analysis v1.0 software. Results: There are differences between the high level teams (ranked at 1st-4th) and the rest of the teams, appreciating a greater scoring efficiency in equality lob shots (.5; 1.0; 1.2) and reverse shot [.7; .5; .2]) inequality short post (3.0; 1.8; 1.7) and counterattack in the situations shots from left side (1.6; .7; .5), shots from center with feint (2.9; 1.5; .7), drive (2.0; .8; .7) and rebound shot (.9; .7; .3). Discussion: The existence of differences between the top-ranked teams, those in the intermediate zones and the lowest-ranked teams are found. There is a greater scoring efficiency in the top-ranked teams. Conclusions: It is concluded that in order to achieve a higher performance in women's water polo, athletes must have the ability to withstand great efforts and perform fast swims to convert counterattack situations. Likewise, and in static situations, it is necessary to have fast ball circulation, lining up players with a great versatility of shooting in the different game situations, which therefore allows them to have more resources and take advantage of the opportunities generated by the opponent.
Influence of the type of physician on survival from emergency-medical-service-witnessed cardiac arrest: an observational study
(MDPI, 2022) Freire-Tellado, Miguel; Navarro Patón, Rubén; Mateos Lorenzo, Javier; Pérez-López, Gabina; Pavón-Prieto, María del Pilar; Mecías Calvo, Marcos; Universidade de Santiago de Compostela. Departamento de Didácticas Aplicadas
Out-of-hospital cardiac arrest resuscitation by non-emergency dedicated physicians may not be positively associated with survival, as these physicians have less experience and exposure than specialised dedicated personnel. The aim of this study was to compare the survival results of the teams led by emergency dedicated physicians (EDPhy) with those of the teams led by non-emergency dedicated physicians (N-EDPhy) and with a team of basic life support (BLS) emergency technicians (EMTs) used as the control group. A retrospective, multicentre study of emergency-medical-servicewitnessed cardiac arrest from medical causes in adults was performed. The records from 2006 to 2016 in a database of a regional emergency system were analysed and updated up to 31 December 2021. Two groups were studied: initial shockable and non-shockable rhythms. In total, 1359 resuscitation attempts were analysed, 281 of which belonged to the shockable group, and 1077 belonged to the non-shockable rhythm group. Any onsite return of spontaneous circulation, patients admitted to the hospital alive, global survival, and survival with a cerebral performance category (CPC) of 1-2 (good and moderate cerebral performance) were studied, with both of the latter categories considered at 30 days, 1 year (primary outcome), and 5 years. The shockable and non-shockable rhythm group (and CPC 1-2) survivals at 1 year were, respectively, as follows: EDPhy, 66.7 % (63.4%) and 14.0% (12.3%); N-EDPhy, 16.0% (16.0%) and 1.96 % (1.47%); and EMTs 32.0% (29.7%) and 1.3% (0.84%). The crude ORs were EDPhy vs. N-EDPhy, 10.50 (5.67) and 8.16 (4.63) (all p < 0.05); EDPhy vs. EMTs, 4.25 (2.65) and 12.86 (7.80) (p < 0.05); and N-EDPhy vs. EMTs, 0.50 (0.76) (p < 0.05) and 1.56 (1.32) (p > 0.05). The presence of an EDPhy was positively related to all the survival and CPC rates.
Origin, evolution and influence on the game of water polo rules
(Universidad Católica de San Antonio, 2022) Borges Hernández, Pablo José; Argudo Iturriaga, Francisco Manuel; García-Marín, Pablo; Ruiz Lara, Encarnación; Universidade de Santiago de Compostela. Departamento de Didácticas Aplicadas
The aim of this study was to describe the origin and evolution of the different regulations in water polo that have existed throughout its almost one hundred and fifty years of history and their possible influence on the game dynamics. A content analysis of the texts published on paper by the Fédération Internationale de Natation was carried out, focusing on semantics, based on some key categories of this sport. The main conclusion is that many regulatory changes have been made over the years. However, there is no scientific evidence of their effects on the game dynamics
The effects of an intervention based on the flipped classroom on the learning of basic life support in schoolchildren aged 10–13 years: a quasi-experimental study
(MDPI, 2022) Cons Ferreiro, Miguel; Mecías Calvo, Marcos; Romo Pérez, Vicente; Navarro Patón, Rubén; Universidade de Santiago de Compostela. Departamento de Didácticas Aplicadas
Most out-of-hospital cardiac arrests are attended first by bystanders who are usually friends and/or relatives of the victim. Therefore, the objective of this research was to analyse the impact of a training process based on the flipped classroom on basic life support skills in primary education students. The sample consisted of 308 children (148 experimental group (EG) and 160 control group (CG)) between 10 and 13 years old (M = 10.68 0.64) from 2 schools in Galicia, Spain. The data reveal that the quality parameters are obtained in the number of total compressions in 2 min (CG = 213 and EG = 217; p = 0.024) and in the percentage of correct compressions (CG = 87.23% and EG = 91.6%; p = 0.013) except for the mean depth and the percentage of correct compressions, which were not reached in any case. Regarding the application of an effective discharge with the Automated external defibrillator (AED), there were no significant differences in the time used by schoolchildren between both methods (p = 0.795), but 97.5% (n = 156) of the CG and 100% (n = 148) of the EG are able to do it in just over 1 min. Based on the results obtained, we can conclude that a training program based on the flipped classroom is as effective and viable as traditional training in psychomotricity on CPR techniques and the application of an effective discharge using an AED
Variations in manual dexterity in 11- and 12-year-old children in the north of Spain in the Sars-Cov-2 lockdown
(MDPI, 2022) Ramos, Oliver; Arufe Giráldez, Víctor; Sanmiguel-Rodríguez, Alberto; Navarro Patón, Rubén; Universidade de Santiago de Compostela. Departamento de Didácticas Aplicadas
Between March and June 2019, the SARS-CoV-2 virus broke out in Spain. The lockdown in response entailed the modification of certain habits in the infant–juvenile population, such as those related to the practice of physical activity and the implications derived from it. The aim of this study was to learn the impacts that lockdown had on manual dexterity in children aged 11–12 years. Methods: A total of 50 Spanish children aged 11–12 years (M = 11.40; SD = 0.50) participated, 33 (66%) boys and 17 (34%) girls. The Movement Assessment Battery for Children 2 (Movement ABC-2) and an ad hoc questionnaire for socio-demographic data and other relevant information were administered for the data collection. Results: There are significant differences (p < 0.05) in the results for the manual dexterity variables measured by the peg turning and line drawing tests as well as by the measured, scalar and percentile dimension scores for manual dexterity between before and after the lockdown in both boys and girls. No significant differences were found in measurements related to the triangle assembly variable (p = 0.125). Conclusions: A significant negative impact of SARS-CoV-2 lockdown on manual dexterity values was evident in boys and girls aged 11–12 years.
Gamification in physical education: a systematic review
(MDPI, 2022) Arufe Giráldez, Víctor; Sanmiguel-Rodríguez, Alberto; Ramos, Oliver; Navarro Patón, Rubén; Universidade de Santiago de Compostela. Departamento de Didácticas Aplicadas
Background: In the last 10 years, gamification has entered the educational field incrementally. The subject of Physical Education has been one of the scenarios where multiple gamified learning environments were carried out. The objective of this work was to evaluate and analyze the scientific evidence of the pedagogical proposals and didactic experiences that have used gamification in the Physical Education classroom in Kindergarten, Elementary School and Middle, Junior and High School. Methods: A systematic review has been carried out following the recommendations set by the PRISMA Declaration. A total of five international databases were used: Web of Science (WoS), Scopus, Sport Discus, ERIC and Psycinfo. The descriptors “gamification”, “gamify” and “Physical Education” were used, limiting the search to December 2021. Several inclusion and exclusion criteria have been established, selecting only empirical research articles. Results: The search yielded a total of 177 eligible articles, and finally, 17 scientific articles that addressed the effects of gamification in Physical Education were selected. No gamified didactic experiences have been found in Early Childhood Education, but they have been found in Elementary School (7 experiences) and Middle, Junior and High School Education (10 experiences). Most of the studies have confirmed an improvement in motivation and commitment toward physical exercise in students; only one study has confirmed improvements in academic performance. The diversity of the applied protocols and the different evaluation instruments used by the researchers prevent a meta-analysis of the data. Some studies that have used a hybrid pedagogical model are recorded, combining gamification with other pedagogical models, and confirmed positive effects on different variables such as intrinsic motivation or autonomy in learning. Conclusion: The results of this review suggest the need to continue evaluating the effects of applying gamification, as an active methodology, in the Physical Education classroom.
Textbooks and learning materials in Physical Education in the international context: literature review
(MDPI, 2022) Rodríguez Rodríguez, Jesús; Álvarez Seoane, Carmen Denébola; Arufe Giráldez, Víctor; Navarro Patón, Rubén; Sanmiguel-Rodríguez, Alberto; Universidade de Santiago de Compostela. Departamento de Didácticas Aplicadas; Universidade de Santiago de Compostela. Departamento de Pedagoxía e Didáctica
This paper presents a review of the research carried out internationally in recent years regarding textbooks, teaching materials, and the field of physical education. The objectives to which this article aims are as follows: To offer a compilation of current research papers published in the Scopus, Web of Science, and Dialnet databases and to provide a classification of the research lines undertaken on the subject. The information used is based on a review of studies listed in Scopus, Web of Science, and Dialnet. For this, a systematic review was carried out with the terms: “curricular resources”, “didactic materials”, “digital resources”, “educational resource”, “physical education”, and “textbooks”, allowing the selection of original articles, which included information on this line of research. For the literature review, only articles that presented scientific evidence were used, discarding merely descriptive articles or didactic experiences that were not investigated with the scientific protocol. A total of 589 articles were found, although after applying the review’s inclusion criteria, they were reduced to 54 articles. The investigations do not follow a common protocol and the researchers address multiple objectives in them, highlighting the studies on the implicit ideological discourse in the images of physical education textbooks. The results reveal a diversity of research, in particular, studies involving ideological discourse. Insofar as methodology, content analysis of textbooks and materials was the most common approach.
Gender influences on physical activity awareness of adolescents and their parents
(MDPI, 2021) Lago Ballesteros, Joaquín; García Pascual, Marcos; González Valeiro, Miguel Ángel; Fernández Villarino, María A,; Universidade de Santiago de Compostela. Departamento de Didácticas Aplicadas
The imbalances between the actual physical activity (PA) of adolescents and the subjective perception both they and their parents have in this regard can play an important role in perpetuating inactive lifestyles. The aim of this study is to analyse these discrepancies by considering gender as a conditioning factor. The participants in the study were 1697 adolescents, 1244 mothers and 1052 fathers in the educational communities of 26 secondary schools located in urban environments of the Autonomous Community of Galicia (Spain). With regard to actual physical activity, a high prevalence of sedentarism (82.1%) was revealed, this being even more acute in girls (87.8%). However, the perceived levels of activity differed significantly from the actual ones with a clear general overestimation both by the adolescents and their parents. When further exploring the data, gender influences were also detected both in adolescent and parental perceptions, since the high rates of overestimation in sedentary individuals were lower in girls and, on the contrary, the low rates of underestimation in active individuals were higher in girls. Moreover, although the level of agreement between actual and perceived physical activity was low overall, with Cohen’s kappa values ranging from 0.006 to 0.047, the lowest values were observed in the case of girls. In conclusion, both the adolescents and their parents were incapable of correctly assessing the actual physical activity of the former, so it seems that the general population lacks knowledge about the amount of physical activity that adolescents need to do to achieve a healthy lifestyle. Consequently, it would be advisable to implement health education campaigns and awareness-raising interventions directed to young people as well as to their parents and, in doing so, gender must be considered by establishing distinct program designs in terms of this variable.
Perceptions of the body and body dissatisfaction in primary education children according to gender and age. A cross-sectional study
(MDPI, 2021) Navarro Patón, Rubén; Mecías Calvo, Marcos; Pueyo Villa, Silvia; Anaya Moix, Vanessa; Martí-González, Mariacarla; Lago Ballesteros, Joaquín; Universidade de Santiago de Compostela. Departamento de Didácticas Aplicadas
Body image (BI) is a trending topic of study since health problems derived from a negative perception of the body are increasing and affecting people of all ages, with an increasing incidence among children from the age of eight. The objective of this study was to evaluate the current perception of the body against the desired body and the degree of body satisfaction of Galician primary education students. A total of 355 students (167 boys (47%)) between 9 and 12 years old participated (mean = 10.53; SD = 0.84). Sociodemographic data (sex, age, height, and weight) were collected, and the Figure Rating Scale was used. There are statistically significant differences between boys and girls in the current perceived figure (p = 0.003) and in the desired figure (p < 0.001). Depending on age, the differences were in current (p = 0.010) and desired (p = 0.021) body perception. In conclusion, boys perceive themselves as having a larger figure than girls do, but this perception is far from reality according to the body mass index. For the desired figure, both boys and girls want to be slimmer, but girls want a slimmer figure. Regarding age, the current perceived figure size increases with age as it increases in those students dissatisfied with their body.
Gender Differences on Motor Competence in 5-Year-Old Preschool Children Regarding Relative Age
(MDPI, 2021) Navarro Patón, Rubén; Lago Ballesteros, Joaquín; Arufe Giráldez, Víctor; Sanmiguel Rodríguez, Alberto; Lago Fuentes, Carlos; Mecías Calvo, Marcos; Universidade de Santiago de Compostela. Departamento de Didácticas Aplicadas
The aim of this study was to evaluate the differences on motor competence between 5-year-old boys and girls and to investigate the existence of Relative Age Effect (RAE) on their motor competence. A total of 232 preschool children were evaluated of whom 134 (57.8%) were boys and 98 (42.2%) were girls. The Movement Assessment Battery for Children-2 (MABC-2) was used to collect data. The data show a main effect on gender factor; there was a main effect in total score of manual dexterity (MD; p = 0.010), in total score of balance (Bal; p < 0.001), in total test score (TTS; p < 0.001), and in total percentile score (TPS, p < 0.001). In the semester of birth factor, there were differences in aiming and catching (A&C, p < 0.001), in Bal (p = 0.029) and in total percentile score (TPS, p = 0.010). Girls perform better in MD, Bal, TTS, and TPS than boys. Preschool children born in the first semester obtain, in general, a higher percentage and a higher percentile than their peers born in the second one. RAE is present in A&C, Bal, and TPS, with higher scores obtained by preschool children born in the first semester compared to those born in the second one
Inserción laboral y diversidad funcional: un estudio compostelano con perspectiva de género
(Universidade de Santiago de Compostela, 2020) Mariño Fernández, Raquel; González Río, Gemma; Universidade de Santiago de Compostela. Departamento de Pedagoxía e Didáctica
El empleo se considera un eje central de la inclusión y su ausencia conlleva una serie de carencias sociales, educativas, de participación e igualdad, que desembocan en una vulnerabilidad social. En el caso de las mujeres, su ausencia multiplica la incidencia de otras variables que dificultan su plena inclusión social. La Agenda 2030 (ONU, 2015), establece 17 Objetivos de Desarrollo Sostenible (ODS) que, de forma transversal, incluyen en su objetivo cinco la perspectiva de género. En pleno transcurso a favor del desarrollo sostenible, nos planteamos estudiar el cómo se están llevando a cabo acciones locales en la ciudad de Santiago de Compostela, que contemplen la inclusión laboral de mujeres con diversidad funcional. Para ello, seguimos un enfoque metodológico de doble vertiente: se realiza un análisis profundo de normativa, programas y recursos web de instituciones destacadas del ámbi to compostelano; y se encuesta a informantes clave para conocer los aspectos que favorecen la inserción laboral de este colectivo. Las entidades participantes son Down Compostela, FADEMGA Plena Inclusión Galicia, COGAMI y ACADAR
Estudio de la satisfacción de las necesidades psicológicas básicas de los escolares de primaria respecto a la educación física
(Juan Carlos Muñoz Díaz, 2016) Castaño López, María Estefanía; Navarro Patón, Rubén; Basanta Camiño, Silvia; Universidade de Santiago de Compostela. Departamento de Didáctica da Expresión Musical, Plástica e Corporal
El objetivo principal de este trabajo fue analizar el grado de satisfacción de las necesidades psicológicas básicas que poseen los escolares de Educación Primaria en lo que concierne a la materia de Educación Física. Participaron 142 alumnos (60 niños = 42,3%; 82 niñas = 57,7%) entre los 10 y 12 años (M=10,99; DT=0,81), a los que se le aplicó el cuestionario Escala de Medición de las Necesidades Psicológicas Básicas. Los resultados obtenidos fueron los siguientes: relación con los demás (M=4,48; DT=0,61); competencia (M=4,05; DT=0,74); autonomía (M=3,64; DT=0,89). No presentan diferencias significativas en la variable género, pero sí en la variable edad respecto a la autonomía (p=0,02). Por los datos obtenidos se puede afirmar que los participantes en este estudio tienen un buen nivel de satisfacción de sus necesidades psicológicas básicas con respecto a la Educación Física, y en consecuencia, un buen clima motivacional. 2006)

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