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In one of the most important project outcomes in HEPAS (An International Review of the Contributions of School-based Physical Activity, Physical Education, and School Sport to the Promotion of Health-enhancing Physical Activity; Bailey et al., 2022) a quite complex model was built up. The Healthy and Physically Active School Model includes the dimensions and layers that represent the functions and environment of a school from physical activity (PA) promotion point of view. These dimensions are the following ones: 1-3. General categories from regulation level, indirect effects, school values and policies (school values, aims & policies, external information, international, national & local expectations); 4-8. The groups the activities target or can be delivered by (leaders, teachers/staff, students, parents, community); 9-12. The dimensions of the interventions (PA, PE, School Sport, Healthy Lifestyles); 13-17. The transversal dimensions of interventions (Inclusion & Diversity, Professional Development, Facilities, Equipment & Resources, Community Partnerships, Events, Project Weeks, Camps). The dimensions are both surrounded and influenced by the ���social climate��� and the ���physical environment���. Finally, the model includes as overarching aim ���students��� physical activity/health behaviours���., Project: Healthy and Physically Active Schools in Europe Project Coordinator: Claude Scheuer Funder: European Commission Programme: Erasmus+ Key Action 2: Strategic Partnerships for School Education ��� 2019 Reference: 2019-1-LU01-KA201-050112 Timeline: December 2019 ��� November 2021 Project Sheet: https://ec.europa.eu/programmes/erasmus-plus/projects/eplus-project-details/#project/ 2019-1-LU01-KA201-050112 For further information on the HEPAS Project please follow the link: Website: https://www.movingschoolsaward.com/hepas/

This report presents a series of reviews of the scientific literature to summarise the current evidence of the contributions of different school-based settings on the promotion of health-enhancing physical activity. The objectives of this report are: to review evidence from the last ten years of the contributions of school-based physical activity, physical education, and school sport on the promotion of health-enhancing physical activity; to consider the role of certain transversal factors in supporting the promotion of health-enhancing physical activity; to present a series of practical, evidence-based recommendations in support of the subsequent activities in the HEPAS project. The settings are: Physical activity (including Active Breaks; Active Learning; Active Recess; Active Transport; Active Homework); Physical Education (Curriculum physical education Lessons; Teacher Education / Workforce); and School Sport. The settings are supplemented by a set of ���transversal categories���, which represent mediating factors for effective realisation of the promotion of health-enhancing physical activity are: Inclusion and Diversity; Continuous Professional Development; Facilities, Equipment and Resources; Community Partnerships; and School Events, Project Weeks, Camps., Project: Healthy and Physically Active Schools in Europe Project Coordinator: Claude Scheuer Funder: European Commission Programme: Erasmus+ Key Action 2: Strategic Partnerships for School Education ��� 2019 Reference: 2019-1-LU01-KA201-050112 Timeline: December 2019 ��� November 2021 Project Sheet: https://ec.europa.eu/programmes/erasmus-plus/projects/eplus-project-details/#project/ 2019-1-LU01-KA201-050112 For further information on the HEPAS Project please follow the link: Website: https://www.movingschoolsaward.com/hepas/

Chronic stress is increasingly prevalent in childhood, adolescence and young adulthood and can lead to physical and mental illness. In the present study, the effects of a 10-week yoga intervention at school to cope with stress and other mainly stress-related parameters were evaluated. Methods: A non-randomized controlled exploratory study with parallel group comparison was conducted at two Berlin secondary schools (so called Oberstufenzentren). One group received a weekly yoga course of 90 minutes over 10 weeks, the control group attended conventional school sports. The main focus of the study was the subjective stress perception, measured with the Perceived Stress Scale (PSS) after 10 weeks of intervention. Furthermore, general well-being, current mood, concentration performance, VAS scales for pain, headaches, shoulder and neck tension, exhaustion and sleep, questions on substance use, yoga self-efficacy and evaluation questions were collected. Data were collected at two baseline time points (before and after the 3-week Easter holidays), after the intervention (after 10 weeks) and after a total of 6 months. An explorative analysis of the endpoints of the intention-to-treat population was performed using ANCOVA. Results: 92 students aged 19.6±2.2 years were included in the study, n=54 in the yoga group and n=38 in the control group, who participated in an average of 7 exercise sessions of yoga and 7.9 exercise sessions of school sports. The analysis showed no significant group difference in stress perception – neither at 10 weeks (Δ=-1.4; 95% CI: -3.6;0.8; p=0.22) nor at 6 months (Δ=2; 95% CI: -0.2;4.2; p=0.08). However, in the 6-month survey, headaches were significantly lower in the yoga group compared to the control group (Δ=-14.5; 95% CI: -25.2;-3.9; p=0.01). Furthermore, significant improvements within the yoga group regarding the subjective stress perception as well as regarding some other target parameters were shown. Conclusion: Based on the results of this study, no clear statements can be made about the stress-reducing effectiveness of yoga among students in German upper secondary schools, even though the results provide evidence for a health-promoting effect of yoga in this population. The interpretation of the results should be subject to the non-confirmatory study design used and the lack of randomization. Randomized controlled studies with a confirmatory design and a larger sample as well as with an overall longer duration of intervention and a long-term follow-up seem to make sense, especially against the background of the existing ambivalent international study situation on yoga as stress prevention in school settings., Hintergrund: Chronischer Stress ist bereits im Kindes-, Jugend- und jungen Erwachsenenalter immer häufiger prävalent und kann zu physischen und psychischen Erkrankungen führen. In der vorliegenden Studie wurden die Effekte einer 10-wöchigen Yogaintervention in der Schule zur Bewältigung von Stress und weiteren v.a. Stress-assoziierten Parametern evaluiert. Methodik: Durchgeführt wurde eine nicht-randomisierte kontrollierte explorative Studie mit parallelem Gruppenvergleich an zwei Berliner Oberstufenzentren. Eine Gruppe erhielt über 10 Wochen einen wöchentlichen Yogakurs über 90 Minuten, die Kontrollgruppe besuchte den herkömmlichen Schulsport. Der Hauptfokus der Studie konzentrierte sich auf das subjektive Stressempfinden, gemessen mit der Perceived Stress Scale (PSS) nach 10 Wochen Intervention. Weitere gemessene Parameter umfassten das allgemeine Wohlbefinden, die aktuelle Stimmungslage, die Konzentrationsleistung, VAS-Skalen zu Schmerzen, Kopfschmerzen, Schulter-Nacken- Verspannungen, Erschöpfung und Schlaf, Fragen zum Konsumverhalten, die Yoga- Selbstwirksamkeit und Evaluationsfragen. Die Datenerhebung erfolgte zu zwei Baseline- Zeitpunkten (vor und nach den 3-wöchigen Osterferien), nach der Intervention (nach 10 Wochen) und nach insgesamt 6 Monaten. Es wurde eine explorative Analyse der Endpunkte der Intentionto- treat Population mittels ANCOVA durchgeführt. Ergebnisse: 92 Schüler in einem Alter von 19,6±2,2 Jahren wurden in die Studie eingeschlossen, davon n=54 in die Yogagruppe und n=38 in die Kontrollgruppe, die durchschnittlich an 7 Übungseinheiten Yoga bzw. 7,9 Übungseinheiten Schulsport teilnahmen. Bei der Auswertung zeigte sich kein signifikanter Gruppenunterschied bezüglich der Stresswahrnehmung – weder nach 10 Wochen (Δ=-1,4; 95% Konfidenzintervall [KI]: -3,6;0,8; p=0,22) noch nach 6 Monaten (Δ=2; 95% KI: - 0,2;4,2; p=0,08). Allerdings waren in der 6-Monats-Erhebung Kopfschmerzen in der Yogagruppe signifikant niedriger ausgeprägt im Vergleich zur Kontrollgruppe (Δ=-14,5; 95% KI: -25,2;-3,9; p=0,01). Weiterhin zeigten sich signifikante Verbesserungen innerhalb der Yogagruppe bezüglich des subjektiven Stressempfindens sowie bezüglich einiger weiterer Zielparameter. Zusammenfassung: Anhand der Ergebnisse dieser Studie können keine eindeutigen Aussagen zur stressreduktiven Wirksamkeit von Yoga bei Schülern in deutschen Oberstufenzentren getroffen werden, auch wenn die Ergebnisse Hinweise für eine gesundheitsförderliche Wirkung von Yoga in dieser Population liefern. Die Interpretation der Ergebnisse sollte unter Vorbehalt des verwendeten nichtkonfirmatorischen Studiendesigns und der fehlenden Randomisierung erfolgen. Randomisierte kontrollierte Studien mit konfirmatorischem Design und größerer Stichprobe sowie mit einer insgesamt längeren Interventionsdauer und einer Langzeit-Katamnese erscheinen sinnvoll, insbesondere vor dem Hintergrund der bestehenden ambivalenten internationalen Studienlage zu Yoga als Stressprävention in Schulsettings.

There is strong evidence to support the association between daily physical activity and sleep parameters in children and adolescents. Physical activity and outdoor play are favourably associated with most sleep outcomes in school children. The aim is to find out the levels of physical activity and the quality of sleep in Basque schoolchildren aged between six and seventeen and to analyse the possible differences between those who carry out some kind of physical sports activity and those who do not. The sample consisted of 1082 schoolchildren (50.1% male and 49.9% female). Differences between groups were compared using the Mann–Whitney U test (2 samples) and Kruskal–Wallis one-factor ANOVA (k samples). A total of 723 (66.94%) of the participants said they practiced some physical sports activity. The accelerometers obtained significant differences in all levels of physical activity, as well as in sleep efficiency, with higher levels of physical activity (sedentary p = 0.001; light p = 0.017; moderate p = 0.009; vigorous p = 0.001 and moderate-to-vigorous physical activity p = 0.002) and better sleep efficiency (p = 0.002) in those schoolchildren who perform some type of physical sports activity. A significant difference in time spent in sedentary activities was also observed between primary and secondary school pupils of both sexes and regardless of the degree of physical sports activity completion.

El entorno de la Educación Física escolar es uno de los campos de estudio menos tratados para abordar los antecedentes y orígenes del fútbol en España. Partiendo de esta premisa, el objeto de estudio de este artículo es el de adéntranos a una revisión histórica sobre esta cuestión. La introducción del fútbol en las clases de Gimnástica del Instituto de segunda enseñanza de Palma de Mallorca por iniciativa del profesor Adolfo Fernández Revuelta ofrece la posibilidad de extrapolar la situación a otros institutos y colegios del país. Un estudio histórico de base documental y la interpretación constructivista de los hechos conducen a una exposición que se muestra concluyente para precisar que el entorno escolar de los colegios e institutos de segunda enseñanza fue decisivo para que el fútbol emergiera con éxito entre la juventud española de principios del siglo XX. School physical education is one of the fields of study that have received the least attention when dealing with the historical background and origins of football in Spain. The inclusion of football as part of Gymnastics lessons at the Palma de Mallorca secondary school, on the initiative of the teacher Adolfo Fernández Revuelta, provides an opportunity to extrapolate this situation to other schools and colleges in the country. A historical document-based study and a constructivist interpretation of events lead to the firm conclusion that secondary schooling was a decisive factor in the emerging popularity of football among Spanish youth at the start of the 20th century School physical education is one of the fields of study that have received the least attention when dealing with the historical background and origins of football in Spain. On this consideration, the object of study of this article is to initiate a historical review on this question. The inclusion of football as part of Gymnastics lessons at the Palma de Mallorca secondary school, on the initiative of the teacher Adolfo Fernández Revuelta, provides an opportunity to extrapolate this situation to other schools and colleges in the country. A historical document-based study and a constructivist interpretation of events lead to the firm conclusion that secondary schooling was a decisive factor in the emerging popularity of football among Spanish youth at the start of the 20th century

La vorágine de actividades extraescolares como el fútbol entre los escolares ha implicado nuevas maneras de capitalizar los aprendizajes que se promueven, con implicaciones sobre su autoestima. Este estudio tiene por objetivo comprender las implicaciones que tiene para el joven deportista su participación en este escenario, en el que asume un rol específico en el microsistema del equipo, sobre la construcción de su identidad. Se aplica un diseño de estudio de caso, modalidad etnográfica, a través de la observación participante de 10 equipos de fútbol prebenjamín durante un curso escolar y entrevistas semiestructuradas con sus maestros. El análisis de los datos cualitativos evidencia que el rol que los jugadores asumen incipientemente en sus equipos de fútbol se orienta hacia el rendimiento y tiene implicaciones en su autoestima. Las expectativas del entorno adulto afectan al modo en el que se evalúa el éxito personal de cada jugador según su rol. Se discute sobre la pertinencia de repensar el modo en el que se ofrecen las prácticas formativo-deportivas en el deporte escolar a fin de que las expectativas converjan con el potencial particular de cada niño. La sensibilización adulta es indispensable. The increase in extracurricular activities such as football among schoolchildren has involved new ways of capitalizing on the learning that is promoted, with implications for their self-esteem. The purpose of this study is to understand the implications for the young sportsman his participation in this framework, in which he assumes a specific role in the microsystem of the team, on the construction of their identity. An ethnographic case study design is applied through participant observation of 10 under'7 football teams during a school year and semi-structured interviews with their teachers. The analysis of qualitative data shows that the role that players assume incipiently in their teams is oriented toward performance and it has implications on their self-esteem. The expectations of the adult environment affect the way in which the personal success of each player is assessed according to their role. It is discussed the relevance of rethinking the way inwhich sports-training practices are offered in school sports so that expectations converge with the particular potential of each child. Adult sensitization is indispensable. O aumento de atividades extracurriculares como o futebol entre os escolares implica novas formas de capitalizar o aprendizado promovido, com implicações em sua autoestima. O objetivo deste estudo é compreender as implicações para os jovens atletas de sua participação neste cenário, em que assumem um papel especí"co no microssistema da equipe, na construção de sua identidade. Um desenho de estudo de caso, modalidade etnográ"ca, é aplicado através da observação participante de 10 equipes de futebol prebenjamín durante um ano letivo e entrevistas semiestruturadas com seus professores. A análise dos dados qualitativos mostra que o papel que os jogadores assumem incipientemente em suas equipes de futebol é orientado para o desempenho e tem implicações para sua autoestima. As expectativas do ambiente adulto afetam a avaliação do sucesso pessoal de cada jogador, de acordo com o seu papel. Propõe-se repensar a maneira pela qual as práticas de treinamento-esporte são oferecidas nos esportes escolares, de modo que as expectativas convergem com o potencial particular de cada criança. A conscientização de adultos é essencial.

Este documento tiene por objetivo dar cuenta del interés que la pedagogía ha desarrollado sobre el potencial educativo del deporte. El acercamiento es deliberado y se fundamenta desde la inherencia que posee el ser humano por el juego motriz. La complejidad del cuerpo humano deriva de un largo proceso evolutivo y predispone a la persona al movimiento en una sociedad que tiende hacia el sedentarismo. El juego motriz preexiste a cualquier dinámica deportiva que se haya emprendido a lo largo de la historia, mientras que el deporte moderno emerge como fenómeno social en el siglo XIX e irrumpe en la vida de los ciudadanos mediante la promoción de unos valores solidarios con el sistema que les envuelve. El referente educativo saca partido de esta coyuntura, pues tiene el anhelo de aprovechar el potencial formativo que ofrece el deporte para vehiculizar aprendizajes, competencias y valores. La simbiosis entre deporte y educación encuentra su nicho en la sociedad actual en el área curri-cular de educación física y en el deporte escolar This paper provides an overview of several pedagogical analyses of the educational potential of sport. This topic is approached from a deliberative perspective that focuses on the inherent character of motor games in human nature. The complexity of the human body is the result of a long evolutionary process that predisposes individuals to engage in movement activities in a society characterized by sedentariness. In human history, motor games pre-existed engagement in sport practices, modern sports emerged as a social phenomenon in the 19th century, becoming a central activity in the lives of the citizens in modern societies by promoting the key values of such a society. Educators take advantage of this aspect of sport in order to promote skills, competencies, and values. The connection between sport and education is best developed through physical education curricula and school sports. Actividad Física y Deporte

[Resumen] El fútbol prebenjamín es un escenario formativo-deportivo con una alta participación de alumnos y familiares. Los aprendizajes que los niños construyen complementan los propósitos educativos del colegio. En la actualidad, existe preocupación por los comportamientos agresivos que se exhiben con recurrencia. Este estudio tiene por objetivo identificar los aprendizajes emergentes que el niño construye con origen en el deporte escolar.Se desarrolla un estudio de caso etnográfico que se vertebra desde la observación participante con 10 equipos de fútbol prebenjamín, en el que se considera la participación de entrenadores, familiares y organizadores durante 207 sesiones de observación durante un curso académico completo. Se complementa con las estrategias metodológicas del dato cualitativo en la imagen y las entrevistas semiestructuradas con 21 maestros.Los resultados más destacados evidencian un uso de la normativa del fútbol prebenjamín orientada hacia el resultado, desencadenando la capitalización de aprendizajes con un sentido de búsqueda de la victoria y justificación del fracaso. Según se gestionen estos aprendizajes favorecen la adherencia, el abandono e, incluso, la emergencia de comportamientos agresivos. El estudio reflexiona sobre la pertinencia de que el resultado considere los propósitos educativos implícitos al deporte escolar, con implicación proactiva del entorno adulto. [Abstract] Under-7’s football is a formative-sporting framework with a high level of participation among students and family members. The learning that the children acquire complements dime of the educational purposes of the school. Currently, there is a concern about the aggressive behaviors that are exhibited with recurrence. This study aims at inquiring about the emerging learning that the child constructs in its origin in the school sport and identifying those that are derived towards adherence, dropping-out and aggressiveness. The research is developed through an ethnographic study that is structured from the participant observation of 10 under-7’s football teams of La Rioja (Spain). The participation of children, coaches, relatives and organizers is considered during the observation of 207 sessions during a complete schoolyear. The study is carried out along with the study of methodological strategies of qualitative data in the image and semi-structured interviews with 21 teachers.The outstanding results show a use of the football normative oriented towards the result, which triggers the capitalization of learning with a sense of pursuit of victory and justification of failure. The management of these learnings may favor the adherence, abandonment and, even, the emergence of aggressive behavior. The study reflects on the relevance of the result considering the educational purposes implicit in school sports, with proactive involvement of the adult environment.

50 p. : il.-- Bibliogr.: p. 37-43 [EUS] Ikerketa honen helburua ,genero-ikuspegi batetik, neskek eta mutilek eskola kirola esparruan dituzten jokabideak eta bizipenak aztertzea da. Ikerketa hau, hezkuntza ez formalean garatzen da, hain zuzen Gasteizko igeriketa club batean. Ikerketa honen xedea; sistema patriarkalak eta haren idealek, kirolari gazteek dituzten portaeretan eta balioetan zenbateraino eragiten duten ezagutzea da. Azterlanak 10 nesken eta 8 mutilen lagin batek osatzen du, eta elkarrizketa dela medio galdeketa bat egin da. Ondoren, 2 eztabaida talde egin dira. Horretarako 4 talde-elkarrizketa eta 2 talde-eztabaida egin dira. Elkarrizketa eta eztabaida hauetatik, haien portaerak, jarrerak eta gaitasun fisikoak nola pertzibitzen dituzten ezagutu nahi izan dira. Emaitzek patriarkatuak gaur egun gure hezkuntza-kulturan arrastoak uzten dituela eta hezkidetzako iraultza baten falta dagoela erakusten dute. [ES] El objetivo de esta investigación es analizar las conductas y vivencias de chicas y chicos en el ámbito del deporte escolar desde una perspectiva de genero. Esta investigación se desarrolla en la educación no formal, concretamente en un club de natación de Vitoria-Gasteiz. La finalidad de esta investigación es conocer hasta qué punto el sistema patriarcal y sus ideales influyen en los comportamientos y valores de los jóvenes deportistas. El estudio está compuesto por una muestra de 10 chicas y 8 chicos a los que se les ha realizado un cuestionario mediante una entrevista. Posteriormente se han realizado 2 grupos de discusión. Para ello se han efectuado; 4 entrevistas grupales y 2 debates grupales. De estos diálogos y debates se pretende conocer cómo perciben sus comportamientos, actitudes y aptitudes físicas. Los resultados muestran la huella que el patriarcado deja hoy en día en nuestra cultura educativa y a su vez, falta una revolución coeducativa. [EN] The aim of this research is to analyse the behaviour and experiences of girls and boys in school sports’ field. This research is carried out in non-formal education, specifically in a swimming club in Vitoria-Gasteiz. The purpose of the research is to find out to what extent the patriarchal system and its ideals influence in the behaviour and values of young athletes. The study is made up of a sample of 10 girls and 8 boys who were given a questionnaire by means of an interview. Two discussion groups were subsequently held. For this purpose, 4 group interviews and 2 group discussions were carried out. From these dialogues and debates, the aim was to find out how they perceive their behaviour, attitudes and physical abilities. The results show the mark that the patriarchy leaves today in our educational culture and at the same time, the lack of a co-educational revolution.

Despite the burgeoning contemporary interest in education history, there has been an absence of literature documenting the histories of Physical Education (PE), School Sport (SS), and Health Education (HE) in New South Wales (NSW) public schools from 1880 until 2012. This gap was significant in the wider context of the NSW education system as all three subjects were operating throughout this period. Another noticeable gap in the literature was that of a combined history of these subjects, which could be explained based on the lack of clarity, until now, concerning the nature of the relationships between them, despite their coexistence in the NSW public education system. The literature that does exist reflects histories of the subjects in isolation, with a notable prominence of research into PE compared to SS and HE; however, these histories tend to be narrow in scope rather than situating developments and changes in these subjects within broader political and social contexts. Therefore, this study filled these gaps by chronicling the individual and collective histories of these subjects in the NSW public education system, spanning from the introduction of compulsory schooling in this state in 1880 up to the release of the draft Australian Curriculum for Health and Physical Education in 2012 (Australian Curriculum, Assessment and Reporting Authority, 2012a, 2012b), which marked the first official shift from a state-based to a national approach to curriculum in this subject area. These rich and comprehensive histories of PE, SS, and HE were produced by addressing the following two major research questions: (1) what factors influenced the historical development of the individual subjects in NSW public schools from 1880 to 2012?; and (2) how did the factors driving curriculum development and change affect the relationship and status of these subjects from 1880 until 2012? A history of education methodology was used to record the curriculum developments and changes in PE, SS, and HE through the analysis of primary and secondary documentary sources. The implementation of the theoretical framework of curriculum history by Goodson (1983) and Musgrave (1973, 1978, 1979, 1988) enabled this study to present a timeline of the events in light of past traditions and factors influencing the subjects as individual and combined entities from 1880 to 2012. Together, the application of a history of education methodology and curriculum history theory provided the opportunity to delve into the interplay of the relationships between these subjects, their shifting status over time, and the broader contexts shaping them during the span of this history. It was the application of theory to the historical analysis that revealed the subjects were socially constructed and in turn elicited the major themes of this study. By viewing PE, SS, and HE as social constructs, this thesis signposted significant politico-social contexts and events in NSW, Australian, and international history as driving curriculum developments and paradigm shifts in these subjects in the NSW public education system. Consequently, a key finding to emerge was the consistent link between the influence of political and social factors at a state, national, and global level and the thematic preoccupations in the subjects’ over time. The second theme acknowledged that although the subjects’ originated as discrete entities in 1880, as time progressed they developed partnerships and were re-defined to better service politico-social agendas of policy makers, educationists, and society at large. It was investigations into the shifts in the status of the subjects that revealed the third theme, which was that PE was the dominant subject of the three from the outset of compulsory schooling in NSW through to the 1970s. From the 1970s until 2012, HE was more prominent given its capacity to serve the politico-social priority of public health, whilst PE was re-defined to overtly encompass health-supporting endeavours to remain educationally relevant and maintain a place in the school curriculum. Throughout the span of this history, the subjects were found to be ‘cooperating to compete’ with one another and other subjects, especially amidst the climate of an increasingly crowded curriculum from the 1970s. Extending the individual subject histories and recording a collective history of the subjects in the context of broader politico-social factors has not been heretofore attempted in a combined analysis, even though there was widespread evidence suggesting that the three subjects have rarely sat separately in the NSW curriculum since 1880, based on their synergetic pedagogies and rationales. This combined history also contributes original scholarship by highlighting the subjects’ longstanding struggles for dominance and status as part of their coexistence in the NSW public education system. Upon reflection on the emerging themes, there is scope for future studies to investigate the individual and combined histories of these curricula Australia-wide and/or specific to other types of education systems, such as the private or Catholic school system, to determine whether the subjects in these environments were equally influenced by politico-social factors.

[Resumen] La importancia y la presencia de la actividad física y el deporte en el desarrollo de la población en edad escolar es, actualmente, uno de los fenómenos más destacables. La práctica regular de deporte o actividades físicas comporta beneficios que contribuyen al bienestar de las personas en los ámbitos físico, psíquico y social. Por ello, nos planteamos la necesidad de estudiar la participación de más de 200.000 alumnos de la Región de Murcia, durante cinco cursos escolares 2005-2010, analizando la diferencia de participación por género, en el programa de Deporte Escolar de la Región de Murcia en ese período.La muestra está formada por 249.326 participaciones de los que 155.009 son masculinas (62.2%) y 94.317 son femeninas (37.8%), cuyas edades van desde los 8 hasta los 18 años. Con estos datos se ha elaborado una base de datos en el Programa de Análisis estadístico SPSS versión 15.0. Las participaciones femeninas en el Campeonato de Promoción Deportiva aumentan con el paso del tiempo, sin embargo las masculinas son siempre superiores a las femeninas. Deben tomarse medidas de promoción del deporte femenino, ya que las participaciones masculinas son cercanas al doble de las femeninas. [Abstract] The importance and the presence of physical activity and sport in the development of the school-age population is currently one of the most remarkable phenomena. The regular practice of sport or physical activity brings benefits that contribute to the welfare of people in the physical, psychological and social fields. Therefore, we considered the need to study the participation of more than 200,000 students in the Region of Murcia, for five school years from 2005 to 2010, analyzing the gender difference in participation in the program Sports School of Murcia in that period. The sample consists of 249,326 participations of which 155.009 are male (62,2%) and 94.317 were female (37,8%), ranging in age from 8 to 18 years old. For the Statistical analysis of the results was used SPSS (version 15.0, SPSS). Female participations in the Championship Sports Promotion increase with the passage of time, however the male are always higher than the female. Measures to promote women's sport should be taken as male holdings are close to double the female.

[Resumen] El fútbol prebenjamín supone un escenario socioeducativo no formal especialmente masificado. El entorno adulto vierte esfuerzos e ilusiones sobre el deporte escolar desarrollado como actividad extraescolar por el niño para promover su formación. Existen numerosos propuestas por tratar de establecer pautas hacia el comportamiento familiar. Sin embargo, este estudio trata de comprender las ilusiones familiares que animan a la participación en el fútbol prebenjamín de sus niños como primeros responsables de su educación. De este modo, el objetivo del estudio es indagar sobre las motivaciones familiares hacia el fútbol prebenjamín a fin de revalorizar las confluencias sobre su valor educativo.La investigación emerge desde un diseño de estudio de caso de modalidad etnográfica que se vale del cuestionario (N=134, 63 mujeres y 71 hombres) para profundizar sobre la percepción de los familiares que participan en el fútbol del niño de entre 6 y 7 años: padres, madres, abuelos y hermanos. Los resultados reafirman la función social que el fútbol tiene para el niño que lo practica y para los adultos que lo acompañan. La implicación familiar se erige como un pilar indispensable sobre el que se cimienta una actividad deportiva no formal. Por ello, para optimizar el potencial formativo se ha de contar, inherentemente, con la complicidad familiar para revindicar el referente educativo frente a la permeabilidad del fútbol negocio en el escenario socioeducativo del fútbol [Abstract] The under 7s football is a non-formal socio-educative scenario especially overcrowded. The adult environment puts efforts end illusions on school sport as an extracurricular activity for the child to promote their education. There are numerous proposals for trying to establish guidelines to family behavior. However, this study wants to understand the familiar illusions that encourage the participation in under 7s football of their children as primarily responsible for their education. In this way, the aim of the study is to investigate the family motivations for school football to revalue the confluences of its educational value.The research emerges from a Case Study design ethnographic mode that uses the questionnaire (N=134, 63 women and 71 men) to deepen of the perception of family members involved in school football: parents, grandparents, brothers and sisters. The results reaffirm the social function that the football has for the child and the adults that accompany them. Family involvement stands as an indispensable pillar for the sport activity. Thus, to optimize the educational potential is necessary to have the complicity of the family to reclaim the educational reference against the permeability of football business.

During the period from 2002 to 2010, the significance of youth sport to the Labour government in England led to substantial funding for initiatives aimed at increasing young people’s participation in sport and physical activity. In keeping with the government’s rhetoric of evidence-based policy, a plethora of different research reports on specific youth sport initiatives were commissioned. The purpose of this study was to synthesise relevant reports to better understand the implementation of Labour’s youth sport policies and to consider the extent to which insights drawn from these reports could extend understanding of effective approaches to improving young people’s participation in sport and physical activity. Inspired by a ‘realist synthesis’ approach, the research methodology focused attention towards the mechanisms, contexts and outcomes of youth sport initiatives. An iterative six-stage approach guided the identification and analysis of 13 research reports and enabled refinement of an initial programme theory that, drawn from governmental policy, encompassed mechanisms associated with management, use of resources and the provision of activities. In practice, approaches to addressing long-recognised problems in the supply of youth sport opportunities were supported by the scale of nationally provided financial resources and were reported to have some positive impact on participation. However, there were also indications that long-standing inequalities in participation remained resistant to change and this potentially reflected the lack of innovation in youth sport initiatives. Similarly, it is concluded that the politically constrained focus of the research reports limited their potential to contribute to evidence-based policy.

[Resumen] El fútbol prebenjamín es un escenario formativo-deportivo con una alta participación de alumnos y familiares. Los aprendizajes que los niños construyen complementan los propósitos educativos del colegio. En la actualidad, existe preocupación por los comportamientos agresivos que se exhiben con recurrencia. Este estudio tiene por objetivo identificar los aprendizajes emergentes que el niño construye con origen en el deporte escolar.Se desarrolla un estudio de caso etnográfico que se vertebra desde la observación participante con 10 equipos de fútbol prebenjamín, en el que se considera la participación de entrenadores, familiares y organizadores durante 207 sesiones de observación durante un curso académico completo. Se complementa con las estrategias metodológicas del dato cualitativo en la imagen y las entrevistas semiestructuradas con 21 maestros.Los resultados más destacados evidencian un uso de la normativa del fútbol prebenjamín orientada hacia el resultado, desencadenando la capitalización de aprendizajes con un sentido de búsqueda de la victoria y justificación del fracaso. Según se gestionen estos aprendizajes favorecen la adherencia, el abandono e, incluso, la emergencia de comportamientos agresivos. El estudio reflexiona sobre la pertinencia de que el resultado considere los propósitos educativos implícitos al deporte escolar, con implicación proactiva del entorno adulto. [Abstract] Under-7’s football is a formative-sporting framework with a high level of participation among students and family members. The learning that the children acquire complements dime of the educational purposes of the school. Currently, there is a concern about the aggressive behaviors that are exhibited with recurrence. This study aims at inquiring about the emerging learning that the child constructs in its origin in the school sport and identifying those that are derived towards adherence, dropping-out and aggressiveness. The research is developed through an ethnographic study that is structured from the participant observation of 10 under-7’s football teams of La Rioja (Spain). The participation of children, coaches, relatives and organizers is considered during the observation of 207 sessions during a complete schoolyear. The study is carried out along with the study of methodological strategies of qualitative data in the image and semi-structured interviews with 21 teachers.The outstanding results show a use of the football normative oriented towards the result, which triggers the capitalization of learning with a sense of pursuit of victory and justification of failure. The management of these learnings may favor the adherence, abandonment and, even, the emergence of aggressive behavior. The study reflects on the relevance of the result considering the educational purposes implicit in school sports, with proactive involvement of the adult environment.

El fútbol es la actividad físico-deportiva más practicada en España en edad escolar y posee implicaciones formativas de relevancia para quien lo practica. Existe un interés educativo por intervenir en el deporte a fin de revalorizar las oportunidades formativas únicas que este ofrece. Por ello, se han emprendido acciones que inciden en pautar el comportamiento de formadores y familiares. Este artículo pretende realizar un recorrido exhaustivo por los referentes formativos que contribuyen en los aprendizajes que los niños construyen, desde la premisa de que la no formalidad del escenario facilita la permeabilidad de referentes dando lugar a un espacio dinámico y complejo. Esta percepción pretende favorecer una certidumbre formativa que vincule la convergencia de las buenas prácticas que atiendan la complejidad referencial del escenario formativo-deportivo que es el fútbol escolar., Football is the sport most practiced in Spain in school age and it has formative implications of relevance for those who practice it. There is an educational interest in intervening in sport in order to revalue the unique training opportunities it offers. Therefore, actions that involve the behavior of trainers and family members have been undertaken. This article intends to make an exhaustive route of the formative referents that contribute to the learning that the children construct. The non-formality of the scenario facilitates the permeability of referents, which gives rise to a dynamic and complex framework. This perception aims to create formative certainty linking the converging points of good practices, which take into account the referential complexity of the formative-sport framework: the school football., Facultad de Humanidades y Ciencias de la Educación

This paper presents the phases that families at three teaching centres went through to draw up their own behaviour decalogues in school sport competitions and deploy courses of action to improve the behaviour of families when they act as spectators. The teaching centres are located in the Basque Country, Bizkaia province (Spain). The schools have spent four years working on a range of research projects in a bid to transform school sport in such a way as to bring it into line with the educational philosophy of each school, since in the vast majority of cases school sport entails excessive levels of violence and unethical behaviour. Each step of the process was made possible by the actions of the sport coordinators who were responsible for providing the link between the seminary and the families through the help of the centre group.

[Resumen] Editorial del número 1, del volumen 4 (2018), de la revista Sportis. Scientific Journal of School Sport, Physical Education and Psychomotricity

La Educación Física se ha preocupado y ocupado desde hace mucho tiempo por encontrar las formas más generales de poder intervenir de manera general en las prácticas que aborda, en especial, las deportivas. Con la idea de iniciación deportiva, actualmente convertida en una corriente de enseñanza y una teoría sobre la enseñanza deportiva, todo el debate teórico sobre el deporte quedó reducido a la cuestión metodológica. Desde la perspectiva con la que se configura este artículo, producto además de la investigación científica que lo posibilitó, este reduccionismo anula la posibilidad de la revisión metodológica, en especial porque el mismo es producto de una concepción natural del sujeto, las prácticas y el mundo. En definitiva, la iniciación deportiva y el deporte escolar se ubican dentro de esos cánones evolucionistas preestablecidos, adaptándose a los diferentes ritmos de maduración biológica del ser humano., Physical Education has been concerned and occupied for a long time to find the most general ways of being able to intervene in a general way in the practices it deals with, especially sports. With the idea of sports initiation, which has now turned into an approach of teaching and a theory about sports education, all the theoretical debate on sport was reduced to the methodological question. From the perspective which serves as basis for this article, as well as the scientific research that enabled it, this reductionism nullifies the possibility of methodological revision, especially because it is the product of a natural conception of the subject, the practices and the world. In short, sports initiation and school sports are located within these pre-established evolutionary canons, adapting to the different rhythms of biological maturation of the human being., Facultad de Humanidades y Ciencias de la Educación (FAHCE)

La ansiedad competitiva se ha denido como una emoción que puede afectar negativamente a la participación deportiva. Asimismo, las dinámicas grupales como la cooperación han mostrado ser relevantes en este aspecto. Considerando el compromiso deportivo como indicador de la intención de participación deportiva, el presente estudio tuvo el objetivo de (1) relacionar las variables de ansiedad competitiva, cooperación y com- promiso deportivo, con los factores demográcos de sexo, categoría y nivel de competición; y (2) analizar las relaciones entre ansiedad competitiva, cooperación y compromiso deportivo. Participaron 144 jugadores de ba- loncesto de edades comprendidas entre 13 y 17 años (M = 14.05; DE = 1.72). Los análisis descriptivos obtenidos permiten observar la distribución de las subescalas teniendo en cuenta los factores demográcos. Las correlaciones mostraron asociaciones positivas entre cooperación y compromiso deporti- vo, así como asociaciones negativas de la ansiedad competitiva con algunos subtipos de cooperación. Por su parte, ansiedad y compromiso deportivo mostraron un bajo nivel de relación. Finalmente, los resultados señalaron el sexo y la categoría, pero no el nivel de competición como variables inu- yentes en estudio de estas relaciones. Futuros estudios deberían profundizar sobre la nueva línea que abren los resultados obtenidos con el n de obtener mayor información de las relaciones entre las tres variables consideradas. ABSTRACT: Competitive anxiety has been defined as an emotion that may ne- gatively influence sport participation. Furthermore, group processes such as cooperation have also showed to be relevant for sport participation. Taking sport commitment as an indicator athletes’ intention of sport participation, this study had the aim to (1) compare competitive anxiety, cooperation and sport commitment with some demographic factors such as gender, category and competition level; and (2) analyze the relations observed between com- petitive anxiety, cooperation and sport commitment. With this purpose, in this study participated 144 young basketball players between 13 and 17 years old (M = 14.05; SD = 1.72). Descriptive analysis showed distribution of each subscale for each demographic factor. Correlational analyses showed positive associations between sport cooperation and athletes com- mitment, and negative associations between competitive anxiety and some cooperation subscales. Competitive anxiety and sport commitment revea- led few significant relations. Finally, results highlighted the importance of considering gender and category, but no competitive level, in the study of these variables. Results are discussed with relevant literature. Future stu- dies should deepen on the new directions our results suggest, in order to obtain additional information of the relations considered between the three variables RESUMO: A ansiedade competitiva tem sido definida como uma emoção que pode influenciar negativamente a participação desportiva. Além dis- so, alguns processos de grupo, como a cooperação, também se mostraram relevantes para a participação desportiva. Tomando o compromisso despor- tivo como um indicador da intenção de atletas para participar no desporto, o presente estudo teve como objectivo relacionar a ansiedade competitiva com o compromisso desportivo, acrescentando uma novidade ao estudo do grau de cooperação desportiva como variável influente. Adicionalmente, estudos anteriores consideraram a relevância de incluir certas variáveis de- mográficas (i.e., sexo, nível de competição e escalão). Para tal, participaram 144 jogadores de basquetebol com idades compreendidas entre os 13 e os 17 anos (M = 14.05; DP = 1.72). As análises descritivas e de correlação re- velam associações positivas entre a cooperação e o compromisso desportivo, assim como uma associação negativa entre a ansiedade competitivas com alguns subtipos de cooperação. Por seu turno, ansiedade e compromisso desportivo revelaram um baixo nível de relação. Finalmente, os resultados assinalaram o sexo e o escalão em que se compete como variáveis influentes no estudo destas relações. Futuros deveriam aprofundar esta nova linha que abrem os resultados obtidos.

El objetivo principal fue evaluar los efectos de la implementación longitudinal del modelo de Educación Deportiva en el clima social del aula, la competencia percibida y la intención de ser físicamente activos en estudiantes de primaria. Participaron en el estudio 51 estudiantes (34 niños y 17 niñas) con una edad media de 8.86 años (DT = .75), pertenecientes a 3º y 4º de educación primaria de un centro público de la provincia de Murcia. Se realizó un diseño cuasi-experimental con medidas pretest, postest-1, postest-2, postest-3, coincidiendo con el final de cada una de las tres temporadas deportivas aplicadas. Se emplearon diversos instrumentos cuantitativos y cualitativos para profundizar en las variables dependientes desde la perspectiva docente-discente: cuestionarios específicos, diario del profesor y entrevistas a los estudiantes y al profesor. Los resultados muestran cómo la intervención produjo mejoras significativas en la percepción del clima social (fundamentalmente en varones) y que esos niveles aumentados se mantuvieron en el tiempo. La intención de ser físicamente activo alcanzó niveles altos y constantes; las mujeres progresaron en el postest-3 hasta niveles similares a los varones. Igualmente, la competencia percibida se mantuvo elevada con una tendencia a descender en la última temporada en los varones. Las correlaciones entre las variables dependientes fueron positivas y moderadas. Los resultados cualitativos profundizan en estos temas. Se discute el potencial del modelo para mantener niveles elevados y estables en las variables estudiadas, lo que podría repercutir en la reducción de conductas disruptivas en el aula e incrementar los niveles de actividad física extraescolar. ABSTRACT: The main objective was to evaluate the effects of implementing longitudinal model of Sport Education on the classroom social climate, perceived competence and intention to be physically active in elementary students. 51 3rd and 4th primary students (34 boys and 17 girls) with a mean age of 8.86 years (SD = .75) participated in the study, from a public school in the province of Murcia. A quasi-experimental design was performed with measures pretest, posttest-1, posttest-2, posttest-3, at the end of each of the three sports seasons applied. Quantitative and qualitative instruments (specific questionnaires, interviews to teacher and students, and diary of professor), were used to deepen the dependent variables from the teacher-student perspective. The results showed how the intervention produced significant improvements in the perception of the social climate (mainly men) and that these increased levels were maintained over time. The intention to be physically active reached high and constant levels; women in posttest-3 progressed to levels similar to men. Similarly, the perceived competence remained high with a tendency to decline in the last season in men. The correlations between the dependent variables were positive and moderate. Qualitative results deepen these issues. The potential of the model is discussed to maintain high and stable levels in the variables studied, which could impact on reducing disruptive behavior in the classroom and increase levels of physical activity after school.

Con el presente trabajo se desean reflejar los puntos de unión entre la actual escuela obligatoria y el deporte moderno, en el sentido de ser dos construcciones sociales enmarcadas en unas coordenadas comunes y con diversos puntos de unión. Una de esas relaciones es el deporte escolar, o deporte en edad escolar, como se verá más adelante. Este deporte escolar debe tener una finalidad educativa y formativa, huyendo de ser una mera copia en miniatura del deporte de competición adulto, centrado únicamente en el resultado y no en posibles procesos enriquecedores para todos sus participantes. A través de cuatro entrevistas se analizaran las historias de vida y las opiniones de cuatro personas adultas, vinculadas actual y directamente al deporte, incidiendo sobre sus primeros años deportivos. A partir de los comentarios de estos cuatro protagonistas se tratará de ver las potencialidades y limitaciones de estas prácticas deportivas. También se darán unas breves indicaciones de cara a posibles mejoras, siempre desde una perspectiva social, con el deseo de lograr un deporte más participativo, que respete la diferencia y sea realmente educativo. Máster en Investigación e Innovación en Contextos Educativos

В статията се анализират резултатите от Национална ученическа спортна олимпиада „Глобул-старт“ в 11 града на Република България. Обект на изследване са три възрастови групи от ученици, които са взели участие в състезанието в качеството си на „най-спортни“ момчета на своите училища. Дисциплините, включени в състезанието са тестове за физическа подготвеност, утвърдили се в спортната практика на училищата: скок на дължина от място; бягане на 50 метра от висок старт; хвърляне на 2 кг плътна топка от място напред над глава и бягане на 600 метра. Направените констатации са достатъчно основание да се препоръча в училищното физическо възпитание да се отделя целенасочено внимание върху изграждането на скоростно-силовите възможности на горните крайници и раменния пояс и уменията на учениците да хвърлят. Другият акцент в работата с учениците следва да бъде за развиване на издръжливостта и на скоростните им възможности.

Resumen tomado de la publicación Se recogen las opiniones sobre el deporte escolar de las familias de tres centros escolares (Azkue ikastola de Lekeitio, Betiko ikastola de Leioa y Seber Altube ikastola de Gernika), pertenecientes a la Federación de Ikastolas de Bizkaia (FIB-BIE). Las opiniones recogidas están relacionadas con una manera propia de entender el deporte escolar, que se va a ver materializada en la expresión de sus sueños. Estas opiniones han sido recogidas por los coordinadores de los centros, a través de los debates que se desarrollaban en los grupos de discusión convocados al efecto con diferentes audiencias (escolares, familias, monitores, profesores y direcciones de los centros). El proceso de investigación seguido en el seminario se centra en procesos de interpelación, interrogación, contrastación y redefinición, por lo que se ajusta a un estudio cualitativo que se centra en la construcción conjunta del conocimiento. Cataluña Universidad Pública de Navarra. Biblioteca; Campus de Arrosadía; 31006 Pamplona; Tel. +34948169060; Fax +34948169069; bupna@unavarra.es ESP

El objetivo de este trabajo consistió en describir y analizar cómo el profesorado lleva a la práctica el deporte en las clases de educación física durante la etapa de educación secundaria. Para ello se entrevistó a diez docentes con perfiles diferenciados. El análisis de las entrevistas se llevó a cabo mediante chequeos cruzados, y para objetivar el análisis realizado de las entrevistas se calculó la fiabilidad interna entre los codificadores (87%), además se obtuvo un Índice de Kappa promedio K=.76, con un nivel de significación de p < .001. En cuanto a los resultados podemos destacar que los deportes colectivos y tradicionales son los más utilizados, y que las chicas presentan un menor grado de participación. Entre los objetivos que el profesor pretendía inculcar en el alumnado, destaca la promoción de hábitos de práctica deportiva. Por último, no se percibe un cambio metodológico en la enseñanza de este contenido ya que se sigue utilizando una metodología tradicional. The aim of this study was to describe and analyze the scheduling of sport in physical education classes during the stage of secondary education. Ten teachers with different profiles were interviewed. The analysis of the interviews was carried out by cross-checking, and in order to objectify the analysis of the interviews the internal reliability between coders (87%) was calculated. A Kappa Index average of .76, with a significance level of p < .001 was also obtained. The results showed that traditional team sports are the most commonly used, and that girls have a lower degree of participation. Among the objectives that the teacher tried to instill in students, we must highlight the promotion of sports practice habits. Finally, there is not any noticeable change in methodology in teaching this content because it still uses a traditional methodology.

Doorlichting van de Stichting Vlaamse Schoolsport

Verslag over een schoolsportproject in Antwerpen

An adequate planning of invasion sports at school age requires an optimal choice of External Training Loads (eTL). Therefore, the aim of this study was to analyze, according to the genre of pre-service teachers, the eTL of the tasks designed for the teaching of handball in relation to each part of the session: animation, fundamental part and return to calm. A total of 926 tasks have been classified by 18 pre-service teachers through the Integral System for Training Tasks Analysis (SIATE). The eTL of the tasks has been assessed through six variables: degree of opposition, density of the task, percentage of simultaneous performers, competitive load, game area and cognitive involvement. Descriptive and inferential analysis were performed through Mann-Whitney U test. In addition, the size of the effect was calculated by Cohen’s d. The results show that both male and female tend to plan with the same eTL (p>.05), except in the animation part where female tend to plan with higher eTL (p

El deporte de competición constituye, probablemente, la manifestación deportiva más importante en niños en edad escolar. El objetivo de este estudio es el analizar la apreciación de los profesores sobre la competición deportiva como medio de enseñanza-aprendizaje en la educación primaria. Para alcanzar este objetivo se utiliza un cuestionario. La muestra está compuesta por 210 profesores. De los resultados se deduce que la competición es un buen instrumento para la formación y educación de los niños. Competitive sport probably constitutes, the most important sport manifestation among children at school age. The aim of this study is to analyze the teachers perception about the competitive sports as a mean for teaching and learning in Primary Education. To reach this aim, a questionnaire has been use. The sample consists of 210 teachers. From the results it has been concluded that competition is a good instrument for the training and education of children.

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