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Through games a motivating learning climate is provided, generating mainly positive emotions among the students by the very nature of the game. However, while the early stages are the most important for emotional well-being development, research about scientific knowledge of emotional physical education in children is still scarce. The aims of this study were to analyze the intensity of emotions (positive or negative) produced when players took part in games of different social structure, with or without competition (winner or loser), with or without sport experience and to examine the explanations given by the participants for these emotional experiences. Participants (N = 152) were recruited from two Spanish elementary school. We applied Student’s t-test and one-factor ANOVA. Students’ subjective comments were classified through content analysis in macro-categories and we used the Chi-square Automatic Interaction Detector (CHAID, implemented in SPSSTM Answer Tree® 13.0). The application of a mixed-methods approach identified statistically significant differences in four variables: (a) the type of emotion, (b) motor domain, (c) type of outcome (winning, losing, and non-competitive), and (d) sport experience. The intensity of positive emotions was higher (M = 3.71, SD = 0.893) than negative emotions (M = 1.18, SD = 0.253, p < 0.001). Furthermore, negative emotions were felt with different intensities (F3 = 3.82, p = 0.011, ES = 0.071), depending on the motor action domain. Comments referring to negative emotions were more frequent in individual games. Winning was associated significantly (p < 0.05) with the highest intensity ratings of positive emotions, whereas losing produced the highest values for negative emotions. The intensity ratings for positive or negative emotions not were different between non-competitive games and competitive games. The sport experience relativizes the mean of emotional intensity, both positive and negative. The present study brings the value of considering games as a key role to promote a physical education addressed to the education of social-emotional well-being in schoolchildren, as the basis of academic training. Furthermore, the results could benefit teachers as well as coaches have scientific input to organize teaching content, generating the desired motor behaviors together with positive experiences.

Los deportes electrónicos están creciendo rápidamente en términos de impacto económico y social. Este crecimiento conlleva la evolución de los clubes, que lleva al desarrollo profesional de sus jugadores y entrenadores. A pesar del protagonismo de los jugadores, los entrenadores desempeñan un papel crucial en el control de las variables de salud y rendimiento en los deportes electrónicos, lo que les confiere una gran relevancia. Sin embargo, la perspectiva de los entrenadores respecto a estas variables es actualmente desconocida. Por ello, esta investigación se propuso diseñar y validar, mediante el método Delphi, un cuestionario centrado en el punto de vista de los entrenadores sobre aspectos de salud y rendimiento en los deportes electrónicos. Se consultó a un grupo de 8 expertos, los cuales cumplieron con los criterios de validez de la investigación. Posteriormente, se elaboró un cuestionario de 17 preguntas, dividido en las categorías de "Salud" y "Videojuego". El cuestionario procedió a validarse mediante el método Delphi a través de dos rondas de consulta. Se aplicó el coeficiente V de Aiken con un intervalo de confianza del 95% y, con un límite inferior de V de 0.75 y un mínimo de 0.7 para el límite inferior global. Los resultados mostraron que los 17 ítems cumplían los criterios establecidos (V≥0.75, Límite inferior > 0.7), lo que confirma su validez. Sobre la base de los datos obtenidos, este cuestionario representa una herramienta válida para conocer la perspectiva de los entrenadores sobre dos aspectos fundamentales en los deportes electrónicos: la salud y las claves de rendimiento. Además, se trata del primer cuestionario específicamente enfocado a este colectivo. Palabras clave: esports, entrenadores, rendimiento, salud, método Delphi. Abstract. Sports are growing rapidly in terms of economic and social impact. This growth entails the evolution of clubs, leading to the professional development of their players and coaches. Despite the prominence of players, coaches play a crucial role in controlling health and performance variables in esports, giving them fundamental relevance. However, the perspective of coaches regarding these variables is currently unknown. Therefore, this research aimed to design and validate, using the Delphi method, a questionnaire focused on the viewpoint of coaches on health and performance aspects in esports. A group of eight experts, who met the validity criteria for the research, was consulted. Subsequently, a 17-item questionnaire was developed, divided into the categories of "Health" and "Video Game." The questionnaire was then validated through the Delphi method in two rounds of consultation. The Aiken's V coefficient was applied with a 95% confidence interval, with a lower V limit of 0.75 and a minimum of 0.7 for the overall lower limit. The results showed that all 17 items met the established criteria (V≥0.75, Lower limit > 0.7), confirming their validity. Based on the obtained data, this questionnaire represents a valid tool for understanding the perspective of coaches on two fundamental aspects of esports: health and performance keys. Additionally, this is the first questionnaire specifically focused on this target group. Key Words: esports, coaches, performance, health, Delphi method.

The objective of the present work was to analyze the effect of two training programs based on variability and specificity, on the accuracy of the backhand stroke in tennis. Thirteen amateur tennis players participated in the study, who were distributed into three practice conditions: i) variability (n=4), ii) specificity (n=5), and iii) habitual practice (n=4). The players completed a total of 12 training sessions divided into 2 sessions per week lasting 90 minutes each. Each of the players and practice conditions were subjected to a series of tests, which were conducted at 3 different times: pre-test, post-test, and retention test (re-test), the latter after two weeks without practice. The data obtained, after an intra-subject analysis, showed different results according to tennis player, with greater improvements observed in the players who practiced with specificity and in their habitual manner. As for the variability in the results from the three practice conditions, lower values of accuracy were observed on the transverse axis (width) of the court, with respect to the longitudinal axis (length). Considering the results, the amateur tennis player coaches should apply low variability loads to achieve improvements on the performance of the backhand stroke. it would be interesting to determine the practice load that the training tasks entail in each tennis player, in this way the proposed tasks could be individually adapted to each athlete, providing an adequate stimulus to improve the accuracy of the tennis players. Resumen. El objetivo del presente trabajo fue analizar el efecto de dos programas de entrenamiento basados ​​en la variabilidad y especificidad, sobre la precisión del golpe de revés en tenis. En el estudio participaron trece tenistas aficionados, que se distribuyeron en tres condiciones de práctica: i) variabilidad (n = 4), ii) especificidad (n = 5) y iii) práctica habitual (n = 4). Los jugadores completaron un total de 12 sesiones de entrenamiento divididas en 2 sesiones por semana de 90 minutos cada una. Cada uno de los jugadores y condiciones de práctica fueron sometidos a una serie de pruebas, las cuales se realizaron en 3 momentos diferentes: pre-test, post-test y test de retención (re-test), este último tras dos semanas sin práctica. Los datos obtenidos para el análisis intra-sujeto arrojaron resultados diferentes según el tenista, observándose mayores mejoras en los jugadores que practicaban con especificidad y en su forma habitual. En cuanto a la variabilidad en los resultados de las tres condiciones de práctica, se observaron valores menores de precisión en el eje transversal (ancho) de la cancha, con respecto al eje longitudinal (largo). Teniendo en cuenta los resultados, los entrenadores de tenistas deberían aplicar en jugadores aficionados cargas de baja variabilidad para lograr mejoras en el rendimiento del golpe de revés. Asimismo, sería interesante determinar la carga de práctica que suponen las tareas de entrenamiento en cada tenista, de este modo se podrían adaptar individualmente las tareas propuestas a cada deportista proporcionando un estímulo adecuado para mejorar la precisión de los tenistas.

El objetivo principal de este estudio fue analizar las acciones defensivas de segunda línea en voley playa femenino, en función del nivel de juego exhibido por las parejas participantes. Se analizaron un total de 15 partidos, dentro de los cuales se registraron 856 secuencias defensivas completas en segunda línea. Para ello, se creó un instrumento observacional (sistema de categorías) a través del cual se efectuó un registro sistemático de las acciones defensivas de segunda línea. Se realizó un estudio de confiabilidad para determinar el grado de concordancia inter e intraobservadores, llegando a alcanzar una concordancia entre los observadores > 0,80, lo que avala la calidad de datos. Tras el cruce de variables, los resultados obtenidos mostraron una diferencia significativa (x² de Pearson

La relación entre las emociones y variables fisiológicas es un hecho cada vez más investigado en el ámbito físico-deportivo. Así, el presente trabajo, fruto de una revisión bibliográfica, tiene como objetivo analizar aquellos estudios que han acometido investigaciones sobre posibles correlaciones, positivas o negativas, habidas entre las emociones y parámetros biológicos. En este sentido, y a nivel hormonal, se analiza la relación existente entre el cortisol y el estrés psicofisiológico, donde dicha hormona es un factor que puede ser utilizado como un indicador del estado emocional, y en el que una prolongada situación de emocional negativa puede conllevar a un estado de enfermedad pisco-física. Del análisis sobre la actividad electroencefalográfica y las emociones, apuntar una estrecha relación entre ambas, llegándose a construir verdaderas bases de datos de emociones como consecuencia de señales fisiológicas. Por otra parte, también encontramos estrechos lazos entre la variabilidad de la frecuencia cardíaca y el estado de ánimo. Por último, también se analizan trabajos que han investigado sobre la relación entre la composición corporal y el psicotipo, hallando una correlación entre emoción positiva y tipo de somatotipo.

Playing traditional games has a direct impact on the mood states of the players, and this is the reason why physical education is an ideal setting for teaching how to recognize them and be aware about how they can swing. The objective of the study was to determine if participating in traditional opposition games causes changes to the participants' mood states. A total of 102 students participated. Each participant recorded the intensity of the mood state experienced at the beginning and at the end of the sessions, using the validated Profile of Mood States (POMS) instrument. The pedagogical experience was planned as 4 sessions with 6 and 5 opposition games each: (a) with competition in mixed groups, equally and unequally mixed; (b) without competition in mixed groups, equally and unequally mixed; (c) with competition in same-gender groups; and (d) without competition in same-gender groups. When comparing the different mood states according to session (with or without competition), the mood states of the depression, fatigue, and vigor dimensions were significantly different (p < 0.05), with higher scores in the sessions with competition for the mood states of vigor (Mcompetition = 7.27 and Mno_competition = 3.10) and fatigue (Mcompetition = 4.08 and Mno_competition = 1.80). Also, when comparing the mood states depending on session grouping and group type, the results showed differences in the scores obtained for the dimensions fatigue and anger, and general mood state (p < 0.05). These differences were found at the start of the session and at the end, with the dimension fatigue being the only one with differences in both situations when comparing the same-gender, equally-mixed, and unequally-mixed groups for the two types of traditional opposition games compared. In addition, after an analysis of the mood states depending on gender was performed, the results and therefore the significant differences found, were very similar to those obtained according to group type. Lastly, it was concluded that the type of group (equal, mixed & same gender), and gender were decisive, causing variations in the mood states of the students. This provides valuable information for teaching professionals about the structuring and organization of PE sessions, aiming to promoting positive motor experiences.