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2. Actitudes hacia la práctica físico-deportiva según el sexo del practicante. Gender and attitudes toward the practice of physical activity and sport.

Author

Moreno Murcia, Juan Antonio, Martínez Galindo, Celestina, and Alonso Villodre, Néstor

Subjects
género, igualdad de trato, coeducación, educación física, deporte, sex, equality of treatment, co-education, Physical Education, sport, Geography. Anthropology. Recreation, Recreation. Leisure, GV1-1860, Sports, GV557-1198.995
Abstract

ResumenEl objetivo principal del estudio es examinar las actitudes hacia la práctica físico-deportiva según el sexo del practicante, con el fin de conocer y comprender los diferentes motivos que conducen a practicar actividades físicodeportivas. Para ello, se analizan las diferentes valoraciones otorgadas por el alumnado a la Educación Física, las prácticas físico-deportivas atendiendo a las diferencias existentes por sexo, la importancia de la motivación y la diversión en la práctica de actividad física regular, la aceptación social de las mujeres en el deporte y también, basándonos en todo lo expuesto, se establecen algunas prospectivas de estudio. Los resultados de los estudios muestran que las preferencias de los varones hacia la práctica físico-deportiva corresponden a actividades colectivas y competitivas, tales como el fútbol y el baloncesto, mientras que las adolescentes y mujeres muestran, tanto en la etapa educativa como post-educacional, actitudes positivas hacia actividades de tipo individual y estéticas tales como el aeróbic y la natación, actividades no ofertadas, en la mayoría de los casos, en las clases de Educación Física. Este aspecto ha sido considerado por los expertos como fomentador de desigualdad de oportunidades así como de discriminación del sexo femenino.AbstractThe principle objetive of the study is to examine the attitudes toward the practice of sports according to the sex of the practitioner, with the final objetive being to understand and describe the different motivations that drive them to exercise. For this, analysis is given to the different valuations given by the student body toward physical education. These include various physical activities practiced according to gender, the importance of motivation and “fun factor” in the practice of regular exercise, social acceptance of women in sport, and also, based on the results obtained, to establish various conclusions cocerning the study. The results demostrate that the preferences of males toward exercise tend to correspond with group activities and those that are competitive, such as soccer and basketball, whereas adolescents and women demonstrate that in the educational stage as well as post educational, that they have more positive attitudes toward individual activities such as aerobics and swimming, activities normally not offered in the majoriry of case in physical education classes. Many experts consider these factors as things that help promote opportunities as well as female sex descrimination.

Published
2006

3. Desarrollo y validación preliminar de escalas para la evaluación de la competencia motriz acuática en escolares de 4 a 11 años. Development and preliminary validation of an aquatic competence scale for children 4 to 11 years old.

Author

Moreno Murcia, Juan Antonio

Subjects
natación, actividades acuáticas, medida, motricidad, competencia, swimming, aquatic activities, assessment, motor competence, Geography. Anthropology. Recreation, Recreation. Leisure, GV1-1860, Sports, GV557-1198.995
Abstract

ResumenEl objeto de este trabajo es la creación y validación de unas escalas para medir la competencia motriz acuática de los 4 a los 11 años. Para ello se utiliza una muestra de 645 niños con edades comprendidas entre los 4 y los 11 años. Se aplicó un análisis factorial exploratorio, quedando constituida por cuatro escalas, compuestas a su vez por dos factores cada una de ellas, una referida a la familiarización con el medio acuático, y otro factor referido a las acciones donde es necesario producir una inmersión. El número de ítems que componen las escalas son de 16 ítems para las edades de 4-5 y 6-7 años, 14 ítems para las edades de 8-9 años y 10 ítems para las edades de 10-11 años. Estos instrumentos mostraron poseer unas propiedades psicométricas adecuadas tanto para la escalas totales (coeficiente alpha = .92, .95, .95 y .87, respectivamente) como para las dos subescalas: familiarización (coeficiente alpha=.96, .96, .96 y .88, respectivamente) e inmersión (coeficiente alpha=.85, .88, .87 y .83, respectivamente). Las Escalas de Competencia Motriz Acuática (ECMA) podrían ser consideradas como unos instrumentos de interés para la investigación y la aplicación práctica de los educadores acuáticos, al objeto de conocer la competencia motriz acuática de sus alumnos.AbstractThe main objective of this study has been the development and preliminary validation of several scales for the assessment of aquatic competence in children ages 4 to 11 years. Six hundred and forty-five children participated and were observed in different situations in the swimming pool. Analysis of this observation permitted to establish four scales composed by two main dimensions each one. One dimension about familiarity with the aquatics medium, and the other activities where the immersion is a key element. The number of items of each scale is of sixteen for the 4 to 5 yr. and 6 to 7 yr. scales; fourteen items in the 8-9 yr. scale and ten items for the 10-11 yr. scale. This preliminary analysis showed that these scales manifested an alpha coefficient higher than. 80, for the total of items and for the different factors that composed them. These Aquatic Competence Scales could be a good instrument for practitioners and researchers for analyzing the development of aquatic competence in children.

Published
2005

5. Controlling style, relatedness and cohesion in university students: A six countries comparison

Author

Moreno-Murcia, Juan Antonio, Hernández, Elisa Huéscar, Fin, Gracielle, León, Jaime, and Núñez, Juan L.

Subjects
College students -- Psychological aspects -- Social aspects, Control (Psychology) -- Social aspects, Social cohesion -- Psychological aspects, Psychology and mental health
Abstract

The objective of this study was to test a multilevel model about the relationship between teacher's controlling style, the relatedness and group cohesion in students. In addition, the invariance of the hypothesized model was tested across six countries. The sample was composed of 3178 university students of both sexes, aged between 17 and 63, from six countries of the Iberian Peninsula and South America (Spain, Portugal, Mexico, Colombia, Chile and Brazil). At the group level, results of the multilevel structural equation model showed that the teacher's controlling style negatively predicts the relatedness, but does not predict the students' group cohesion significantly. At the individual level, the controlling teaching style does not predict the relatedness, but the relatedness positively predicts group cohesion. Multiple group comparison indicated that the hypothesized model could be considered invariant across six participating countries. The results extend research of this issue, and can have positive effects on the teaching-learning process in the classrooms., Author(s): Juan Antonio Moreno-Murcia [sup.1] , Elisa Huéscar Hernández [sup.1] , Gracielle Fin [sup.2] , Jaime León [sup.3] , Juan L. Núñez [sup.3] Author Affiliations: (1) grid.26811.3c, 0000 0001 0586 [...]

Published
2022
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6. Motivation to learn: an international multilevel study on student autonomy and teacher emphasis on content usefulness

Author

Moreno-Murcia, Juan Antonio, primary, Huéscar Hernández, Elisa, additional, León, Jaime, additional, Fin, Gracielle, additional, Nodari Júnior, Rudy José, additional, Valero-Valenzuela, Alfonso, additional, Tristán, José, additional, Gastélum-Cuadras, Gabriel, additional, Zueck Enríquez, María del Carmen, additional, Vargas Vitoria, Rodrigo, additional, Cid, Luís, additional, Monteiro, Diogo, additional, and Teixeira, Diogo, additional

Published
2024
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7. Questionnaire Evaluating Teaching Competencies in the University Environment. Evaluation of Teaching Competencies in the University

Author

Moreno-Murcia, Juan Antonio, Silveira Torregrosa, Yolanda, and Belando Pedreño, Noelia

Abstract

The objective of this study was to design and validate a measuring instrument to evaluate the performance of university professors. The Evaluation of Teaching Performance (CEID [Centro de Estudios e Investigaciones Docentes (Center for Teaching Studies and Research)]) questionnaire was administered to 1297 university students. Various factor analyses were performed (exploratory and confirmatory), of the internal consistency, descriptive statistics, and correlation of all of the items. The data obtained confirmed a suitable psychometric structure for the CEID scale, which was made up of three dimensions (planning, development, and result). It is therefore concluded that it is a valid and reliable instrument for evaluating the performance of a university professor.

Published
2015

8. Motivating teaching styles and directiveness in Physical Education

Author

Universidad de Alicante. Departamento de Didáctica General y Didácticas Específicas, Moreno-Murcia, Juan Antonio, Saorín-Pozuelo, Miguel, Baena-Morales, Salvador, Ferriz Valero, Alberto, Barrachina Peris, Julio, Universidad de Alicante. Departamento de Didáctica General y Didácticas Específicas, Moreno-Murcia, Juan Antonio, Saorín-Pozuelo, Miguel, Baena-Morales, Salvador, Ferriz Valero, Alberto, and Barrachina Peris, Julio

Abstract

The PE teacher’s intervention can be more effective if they use certain motivational styles, helping to create a positive learning environment and to promote active lifestyle habits. However, if it is perceived as a negative experience, it could demotivate the learner and provoke rejection of the practice, thus jeopardising the motor literacy process. Following a cross-sectional-correlational design, the main objective of this study was to analyse the relationships between teachers’ motivational styles and directiveness in Physical Education. 500 secondary school students participated. The SIS scale was used to determine interpersonal teaching style and the PCT scale was used to assess directiveness. The results indicated that the scale dimensions correlate positively and significantly with each other, except for Chaos, which correlates negatively with Autonomy Support and Structure. The Control dimension did not show any correlation with the rest of the dimensions assessed. In addition, the cluster analysis showed two profiles of teacher motivational style perceptions: a more directive one, called “dominant”, and a more autonomous profile, called “adaptive”. The results reveal positive links between adaptive motivational style, which supports learner autonomy in a positive and structured learning climate, and negative links with inattention and dropout. These findings suggest that the adaptive motivational style in PE involves the learner more autonomously in tasks and can help to create positive learning situations that encourage adherence to practice., La intervención del docente de Educación Física puede ser más eficaz si emplea determinados estilos motivadores, ayudando a generar un entorno de aprendizaje positivo y a promover hábitos de vida activos. Sin embargo, si se percibe como una experiencia negativa podría desmotivar al estudiante y provocar rechazo hacia la práctica, poniendo en riesgo su proceso de alfabetización motriz. Siguiendo un diseño transversal-correlacional, este estudio tuvo como principal objetivo analizar las relaciones entre los estilos motivadores de los docentes y la directividad en Educación Física. Participaron 500 estudiantes de secundaria. Se utilizó la escala SIS para determinar el estilo interpersonal docente y la escala PCT para evaluar la directividad. Los resultados indicaron que las dimensiones de la escala correlacionan de forma positiva y significativa entre sí, exceptuando el Caos, que lo hace de forma negativa con Apoyo a la Autonomía y Estructurado. La dimensión Control no arrojó ninguna correlación con el resto de las dimensiones evaluadas. Además, el análisis clúster mostró dos perfiles de percepción del estilo motivador docente: uno con mayor carga directiva, llamado “dominante”, y otro perfil más autónomo, denominado “adaptativo”. Los resultados revelan vínculos positivos entre el estilo motivador adaptativo, que apoya a la autonomía del estudiante en un clima de aprendizaje positivo y estructurado, y negativos con la desatención y el abandono de la actividad. Estos hallazgos sugieren que el estilo motivador adaptativo en Educación Física implica al estudiante de manera más autónoma en las tareas y puede ayudar a crear situaciones de aprendizaje positivas que fomenten la adherencia a la práctica., La intervenció del docent d’Educació Física pot ser més eficaç si utilitza determinats estils motivadors que ajudin a generar un entorn d’aprenentatge positiu i a promoure hàbits de vida actius. Tot i això, si es percep com una experiència negativa podria desmotivar l’estudiant i provocar rebuig cap a la pràctica, posant en risc el seu procés d’alfabetització motriu. Seguint un disseny transversal-correlacional, aquest estudi va tenir com a objectiu principal analitzar les relacions entre els estils motivadors dels docents i la directivitat en Educació Física. Hi van participar 500 estudiants de secundària. Es va utilitzar l’escala SIS per determinar l’estil interpersonal docent i l’escala PCT per avaluar la directivitat. Els resultats van indicar que les dimensions de l’escala es correlacionen de manera positiva i significativa entre si, exceptuantne el Caos, que es correlaciona de manera negativa amb Suport a l’Autonomia i Estructurat. La dimensió Control no va donar cap correlació amb la resta de les dimensions avaluades. A més, l’anàlisi clúster va mostrar dos perfils de percepció de l’estil motivador docent: un amb més càrrega directiva, anomenat “dominant”, i un altre perfil més autònom, anomenat “adaptatiu”. Els resultats revelen vincles positius entre l’estil motivador adaptatiu, que dona suport a l’autonomia de l’estudiant en un clima d’aprenentatge positiu i estructurat, i negatius amb la desatenció i l’abandonament de l’activitat. Aquestes troballes suggereixen que l’estil motivador adaptatiu en l’Educació Física implica l’estudiant de manera més autònoma en les tasques i pot ajudar a crear situacions d’aprenentatge positives que fomentin l’adherència a la pràctica.

Published
2024

9. Development and validation of an instrument to measure the perception of teaching excellence in Higher Education: Pro-Excellence-ES Scale

Author

Huéscar Hernández, Elisa, Franco Álvarez, Evelia, Lirola Manzano, María Jesús, Gastélum, Gabriel, Moreno-Murcia, Juan Antonio, Huéscar Hernández, Elisa, Franco Álvarez, Evelia, Lirola Manzano, María Jesús, Gastélum, Gabriel, and Moreno-Murcia, Juan Antonio

Abstract

Introduction. The main objective of this study was to analyse the psychometric properties of a newly developed scale for assessing teaching excellence in higher education, named "Escala Pro-Excellence-ES". Methods. This research was divided into 3 phases. A first phase in which, using the Delphi method, the different items of the scale were elaborated and developed, which underwent variations after its study by the experts and the responses received in the pilot study with the participation of two focus groups (one of students and the other of teaching staff). This phase started with a total of 113 items and 4 categories and ended with 82 items in 3 categories (methodology, personal and institutional). In the second phase, the factor structure of the scale, its internal consistency and invariance by gender were tested with a total of 562 university students (310 males and 252 females) aged between 17 and 55 years (M = 20.67, SD = 3.79). Finally, in the third phase, an independent sample of 463 university students (247 males and 216 females) aged between 17 and 55 years (M = 20.69, SD = 3.85) was used to test the convergent validity of the model by means of a predictive model using the student involvement dimension. Results. The results showed this scale to be a valid, reliable and gender-invariant instrument for assessing teaching excellence in higher education. Discussion. However, this is a preliminary validation of the scale, and future studies are needed to further explore the potential of the instrument., Introducción. El objetivo principal de este estudio consistió en diseñar y analizar las propiedades psicométricas de una escala de nueva creación para evaluar la excelencia docente en educación superior, denominada “Escala Pro-Excellence-ES”. Método. Esta investigación estuvo dividida en 3 fases. Una primera fase en la que, mediante el método Delphi, se elaboraron y desarrollaron los diferentes ítems de la escala, la cual sufrió variaciones tras su estudio por parte de los expertos y las respuestas recibidas en el estudio piloto con la participación de dos grupos focales (uno de estudiantes y otro de profesorado). Esta fase inició con un total de 113 ítems y 4 categorías y finalizó con 82 ítems repartidos en 3 categorías (metodología, personal e institucional). En la segunda fase, se comprobó la estructura factorial de la escala, su consistencia interna e invarianza por género, para ello participaron un total de 562 estudiantes universitarios (310 hombres y 252 mujeres) con edades entre los 17 y 55 años (M = 20.67, DT = 3.79). Por último, en la tercera fase se contó con una muestra independiente de 463 estudiantes universitarios (247 hombres y 216 mujeres) con edades comprendidas entre los 17 y 55 años (M = 20.69, DT = 3.85), en la que se testó la validez convergente del modelo mediante un modelo predictivo empleando la dimensión de implicación de estudiante. Resultados. Los resultados mostraron esta escala como un instrumento válido, fiable e invariante por género para evaluar la excelencia docente en la educación superior. Discusión. No obstante, esta se trata de una validación preliminar de la escala por lo que se muestran necesarios futuros estudios para comprobar el potencial de la misma.

Published
2024

10. Can Guided Discovery Instruction Be Detrimental to Children with Different Levels of Aquatic Competence in Infancy?

Author

Moreno-Murcia, Juan Antonio, de Paula-Borges, Luciane, and Trinidad, Alfonso

Subjects
MOTOR ability, TASK performance, CRONBACH'S alpha, SCIENTIFIC observation, TEACHING methods, PHYSICAL education, DESCRIPTIVE statistics, VISUALIZATION, MOTIVATION (Psychology), SWIMMING, ABILITY, ANALYSIS of variance, LEARNING strategies, DATA analysis software, TRAINING, COGNITION, CHILDREN
Abstract

Repetitive practice can become an exploratory activity where instruction and discovery are linked, allowing instruction and guidance through tasks that help to construct and acquire the knowledge and skills that make up the content. (1) Background: The aim of the study was to show how a teaching method based on guided discovery would affect the teaching of children's aquatic competence in schoolchildren with different levels of competence. (2) Methods: An observational study was conducted with 385 schoolchildren (195 boys and 189 girls) aged 3–5 years belonging to a charter kindergarten, using an Instrument for the Measurement of Aquatic Competence in Children (SMACC) consisting of 17 items grouped into three dimensions: socio-affective, cognitive, and motor. (3) Results: After measuring aquatic competence, all age groups and all variables (motor, cognitive, and socio-affective) showed differences between pre- and post-scores and a high magnitude of effect size. When the teaching intervention was analyzed according to the level of aquatic competence of the age group, improvements were found in all variables in both the low and high-competence groups. (4) Conclusions: This study describes how guided discovery instruction has equal effects at different levels of proficiency. Furthermore, when this type of instruction was used, aquatic competence was explained not only by the motor and socio-affective dimensions but also by the cognitive variable. [ABSTRACT FROM AUTHOR]

Published
2024
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16. Motivating teaching styles and directiveness in Physical Education.

Author

Moreno-Murcia, Juan Antonio, Saorín-Pozuelo, Miguel, Baena-Martínez, Salvador, Ferriz-Valero, Alberto, and Barrachina-Peris, Julio

Abstract

The PE teacher's intervention can be more effective if they use certain motivational styles, helping to create a positive learning environment and to promote active lifestyle habits. However, if it is perceived as a negative experience, it could demotivate the learner and provoke rejection of the practice, thus jeopardising the motor literacy process. Following a cross-sectional-correlational design, the main objective of this study was to analyse the relationships between teachers' motivational styles and directiveness in Physical Education. 500 secondary school students participated. The SIS scale was used to determine interpersonal teaching style and the PCT scale was used to assess directiveness. The results indicated that the scale dimensions correlate positively and significantly with each other, except for Chaos, which correlates negatively with Autonomy Support and Structure. The Control dimension did not show any correlation with the rest of the dimensions assessed. In addition, the cluster analysis showed two profiles of teacher motivational style perceptions: a more directive one, called "dominant", and a more autonomous profile, called "adaptive". The results reveal positive links between adaptive motivational style, which supports learner autonomy in a positive and structured learning climate, and negative links with inattention and dropout. These findings suggest that the adaptive motivational style in PE involves the learner more autonomously in tasks and can help to create positive learning situations that encourage adherence to practice. [ABSTRACT FROM AUTHOR]

Published
2024
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24. Promotion of Autonomy for Participation in Physical Activity: A Study Based on the Trans-Contextual Model of Motivation

Author

González-Cutre, David, Ferriz, Roberto, Beltrán-Carrillo, Vicente J., Andrés-Fabra, José A., Montero-Carretero, Carlos, Cervelló, Eduardo, and Moreno-Murcia, Juan Antonio

Abstract

The aim of this study was to analyse the effects of a school-based intervention to promote physical activity, utilising the postulates of the trans-contextual model of motivation. The study examined two separate classes of elementary school students (mean age 11.28?years), one of which served as the control group (n?=?26) and the other as the experimental group (n?=?21). The intervention in the experimental group consisted of showing videos related to physical activity participation, conducting discussions and doing tasks related to the content presented in the videos and conducting family discussions. Autonomy support from teachers, peers and parents; motivation in physical education and leisure time physical activity; the different variables of theory of planned behaviour; and physical activity, were measured before and after the intervention. Results showed an increase in teacher autonomy support, identified regulation in physical education, autonomy support from parents and peers, integrated and identified regulation in leisure time physical activity, control, subjective norm, intention and physical activity in the experimental group. Furthermore, this increase resulted in post-intervention differences across groups in such variables. Results are discussed in relation to the important role of families in the promotion of physical activity participation.

Published
2014
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28. Search for Autonomy in Motor Task Learning in Physical Education University Students

Author

Moreno Murcia, Juan Antonio, Lacarcel, Jose Antonio Vera, and Del Villar Alvarez, Fernando

Abstract

The study focused on discovering the influence that an autonomous motor task learning programme had on the improvement of perceived competence, intrinsic regulation, incremental belief and motivational orientations. The study was performed with two groups of participants (n = 22 and n = 20) aged between 19 and 35 years. The instruments used were the incremental factor of the Conceptions of the Nature of Athletic Ability Questionnaire (CNAAQ-2), the Goal Orientation in Exercise Scale (GOES), the intrinsic regulation factor of the Behavioural Regulation in Exercise Questionnaire (BREQ-2), the perceived autonomy factor of the autonomy measurement scale (EMA) and the perceived competence factor of the Motives for Physical Activity Measure Revised Scale (MPAM-R). The questionnaires were handed out over 3 months in a weekly session with pre-test and post-test. The results showed that the use of an autonomy-based teaching programme increased perceived competence, intrinsic motivation, incremental ability belief and task-involving motivational orientation.

Published
2010
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30. Medição da competência aquática em lactentes e crianças entre os 6 meses e os 14 anos. Uma revisão sistemática

Author

Juárez Santos-Garcia, Daniel, Rocca, Osvaldo, Navandar, Archit, and Moreno Murcia, Juan Antonio

Subjects
desenvolvimento motor, water skills, assessment, habilidades de natação, motor development, swimming skills, avaliação, habilidades aquáticas
Abstract

The aim of this study was to carry out a systematic review of the literature on tools for measuring aquatic competence in toddlers, infants, and children between the ages of 6 months to 14 years old. A systematic review was carried out following the guidelines of the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) statement. Six of the eight studies selected obtained high valuations based on the Downs and Black Quality Assessment checklist. The studies were classified into three categories, one that proposed tools that measured actual aquatic competence (n=6), the other one that measured perceived aquatic competence (n=1), and the other that measured both (n=1). Five studies measured emotional, social, cognitive, and communicative skills apart from motor skills. Most of the studies focused the proposed assessment tool on a specific age group, while two looked at a broader age group. In conclusion, eight instruments have been developed and validated in recent years for measuring aquatic competence for children between 6 months and 14 years of age from a multipurpose perspective. These have tools designed to facilitate and improve teacher assessment and determine children's perception of their own aquatic competence. Keywords: motor development; swimming skills; water skills; assessment., O objetivo deste estudo foi realizar uma revisão sistemática da literatura sobre instrumentos de medição da competência aquática em lactentes e crianças entre os 6 meses e os 14 anos. Procedeu-se a uma revisão sistemática seguindo as orientações dos principais itens para relatar revisões sistemáticas e meta-análise (PRISMA). Dos oito estudos selecionados, seis obtiveram avaliações elevadas com base na lista de verificação de Downs e Black Quality Assessment. Os estudos foram classificados em duas categorias, uma que propunha instrumentos que medissem a competência aquática real (n=6), outra que medisse a competência aquática percebida (n=1), e a outra que medisse ambas (n=1). Cinco dos estudos mediram habilidades emocionais, sociais, cognitivas e comunicativas para além das capacidades motoras. A maioria dos estudos centrou o instrumento de avaliação proposto numa faixa etária específica, enquanto dois estudos analisaram uma faixa etária mais ampla.

Published
2022
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31. Activity preferences and key competence in physical education

Author

Barrachina Peris, Julio, Moreno Murcia, Juan Antonio, Barrachina Peris, Julio, and Moreno Murcia, Juan Antonio

Abstract

The aim of this study was to analyze the relationship between the variables of activity preferences in physical education lessons and their power of prediction on the development of basic competences. Based on the contextual isomorphism of teaching and learning situations in physical education, a scale of practice preferences was designed and validated and grouped into families, according to their construct and consequential validity. To do so, we designed and validated a scale of activity preferences in physical education lessons. Two studies were carried out with students between the ages of 12 and 18. The first study was on a sample of 219 participants, where an activity preferences scale was designed and validated. The second study was carried out on a sample of 476 students, and measured activity preferences and the perception of basic competences. The results showed that the activity preferences scale was valid and reliable. When class activities coincided with the students’ preferences it positively predicted basic competences.

Published
2022

32. Design and validation of a scale for the aquatic competence assessment instrument in lifeguards

Author

Castañón Rubio, Irene, Marcos Pardo, Pablo Jorge, Cano Noguera, Francisco, Moreno Murcia, Juan Antonio, Castañón Rubio, Irene, Marcos Pardo, Pablo Jorge, Cano Noguera, Francisco, and Moreno Murcia, Juan Antonio

Abstract

Drowning is a serious public health problem with profound economic and health impact. The objective was to design and analyze the validity of the content within a scale as to assess aquatic competence in aquatic rescue. The content validation has been carried out in accordance to the opinion, agreement and consensus of 9 experts using the Delphi technique. The validity (of comprehension) was bear out once the scale was applied to a separate sample. Following the collection of the contributions made by the trial of experts and adjusting the scale according to the indications, a second review was carried out obtaining in all of the scenarios values higher than 0.8 in the Kendall coefficient. The validity of content such as the confirmatory factorial analysis showed adequate measurements for the dimensions of the evaluation scale: aquatic competence in rescue and lifeguard. The results presented the Aquatic Competence Assessment Scale as valid and reliable, which allows the opening of a new line of work towards the development of cognitive and behavioral processes in the teaching and training of lifeguard, offering a measuring instrument to analyze its effect on the decision-making.

Published
2022

44. Acquisition of Aquatic Motor Skills Through Children's Motor Stories.

Author

Moreno Murcia, Juan Antonio, Huescar Hernandez, Elisa, and Richart Parra, Jose Antonio

Subjects
MOTOR ability in children, RECREATION, MOTOR ability, EDUCATIONAL resources, EARLY childhood education
Abstract

An increasing interest in the renewal of traditional recreational content and the use of the aquatic environments as educational resources is supported by very few empirical, evidence-based studies that link the two. This quasi-experimental study analyzed the role of stories in influencing perceived motor competence and real motor skills in seventy-eight children ages between 4 and 5 years through the administration of two questionnaires on aquatic motor ability and aquatic motor competence. Differences were found in aquatic motor competence (p < .01) and aquatic motor ability (p < .05) for the experimental group, where higher means values were obtained after the intervention. We present this methodological proposal as a useful educational tool for early childhood stimulation with achievements that go beyond motor progress itself. [ABSTRACT FROM AUTHOR]

Published
2017
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48. Educación acuática para la prevención

Author

Ortiz, Ana, Moreno Murcia, Juan Antonio, and Albarracín Pérez, Apolonia

Subjects
Pevención, educación acuática, ahogamientos, competencia acuática, medio acuático, transferencia competencias, educación acuática, medio acuático, transferencia competencias, competencia acuática, 791 - Juegos.Deportes, ahogamientos
Abstract

Antecedentes: Los ahogamientos son un importante problema de salud pública, con más de 320.000 muertes al año en todo el mundo. Años de investigación y concienciación sobre la necesidad de un cambio en los planteamientos de enseñanza acuática, han destacado en la actualidad, la necesidad de que ésta sea dirigida hacia la adquisición de la competencia que conlleve un real dominio del medio acuático, así como un descenso en las lesiones y ahogamientos en el mismo. Objetivo: El objetivo de este documento es mostrar un posicionamiento sobre la educación acuática con una orientación claramente preventiva. Método: Se revisaron las principales aportaciones bibliográficas a nivel internacional sobre la prevención de ahogamientos así como sobre los temas relativos a la educación acuática preventiva. Resultados: Una vez identificadas las subcompetencias que tendrán que ser abordadas, se detallan, así como las recomendaciones pedagógicas para cada una de ellas. Basado en ello, emergen recomendaciones generales para llevar a cabo todo el proceso educativo, destacando la necesidad de concienciación de toda la población para lograr una prevención de ahogamiento integral de forma universal. Conclusiones: Se podría destacar que, de forma general, la educación acuática debe dar un salto cualitativo, sobrepasando la idea de “saber nadar” como único recurso para no ahogarse. Dando paso a nuevas concepciones y metodologías que sean significativas, y sobre todo que tengan transferencia a entornos variables y en circunstancias de riesgo, no olvidando la situaciones individuales y colectivas en el proceso con una perspectiva cultural adecuada.

Published
2021

49. Apoyo a la autonomía en la resiliencia de los estudiantes a través de un modelo cognitivo-social de motivación

Author

Salazar Ayala, Carla Mariela, Gastélum, Gabriel, Huéscar Hernández, Elisa, Moreno Murcia, Juan Antonio, Salazar Ayala, Carla Mariela, Gastélum, Gabriel, Huéscar Hernández, Elisa, and Moreno Murcia, Juan Antonio

Abstract

El presente estudio comprueba la relación predictiva del apoyo a la autonomía del profesor en la resiliencia de los estudiantes a través de un modelo cognitivo-social de motivación. Participaron 1149 estudiantes (52% hombres y 48% mujeres) de quinto (n = 566) y sexto grado (n = 583) de escuelas primarias del Estado de Chihuahua, México. Con un rango de 10 y 13 años (M = 10.51; DE = .67). Se confirmó una predicción positiva del apoyo a la autonomía sobre la resiliencia, a través de los mediadores necesidades psicológicas básicas, motivación autónoma, cooperación y afiliación. Los datos revelan que el fomento del apoyo a la autonomía se relaciona con el bienestar psicosocial de los estudiantes, fortaleciendo una conducta adaptativa y resiliente ante la adversidad. Este diseño predictivo es una guía importante para la preparación de intervenciones que trabajen la resiliencia, así como la cooperatividad y la afiliación, con estrategias de apoyo a la autonomía.

Published
2021

50. Medición de la motivación deportiva en primaria a través de una escala pictórica

Author

Moreno Murcia, Juan Antonio, Belando Pedreño, Noelia, Estévez Casellas, Cordelia, Huéscar Hernández, Elisa, Moreno Murcia, Juan Antonio, Belando Pedreño, Noelia, Estévez Casellas, Cordelia, and Huéscar Hernández, Elisa

Abstract

The objective was to design and psychometrically validate a pictorial scale on the motivation towards sports practice in children 6 to 11 years of age. Two studies were carried out using different samples (132 and 156 students, aged 6 to 11, respectively). In study 1, the Pictorial Scale of Sports Motivation in infant People (EPMDI) was designed, checking its exploratory factorial structure and internal consistency. In study 2, the Pictorial Scale of Sports Motivation in infant People (EPMDI) and the Scale of Perceived Infant Motor Competence were completed. The results confirmed an adequate psychometric structure for the EPMDI, leaving nine items (image and phrase) in three dimensions of three items each (intrinsic motivation, extrinsic motivation and demotivation). This instrument is valid and reliable for evaluating motivation towards physical-sports practice at an early age, requiring more studies to corroborate the results obtained., El objetivo fue diseñar y validar psicométricamente una escala pictórica sobre la motivación hacia la práctica deportiva en niños de 6 a 11 años de edad. Se llevaron a cabo dos estudios utilizando diferentes muestras (132 y 156 estudiantes, de 6 a 11 años, respectivamente). En el estudio 1 se diseñó la Escala Pictórica de Motivación Deportiva Infantil (EPMDI) comprobando su estructura factorial exploratoria y consistencia interna. En el estudio 2 se cumplimentaron la Escala Pictórica de Motivación Deportiva Infantil (EPMDI) y la Escala de Competencia Motriz Percibida Infantil. Los resultados confirmaron una adecuada estructura psicométrica para la EPMDI, quedando nueve ítems (imagen y frase) en tres dimensiones de tres ítems cada una (motivación intrínseca, motivación extrínseca y desmotivación). Este instrumento se presenta válido y fiable para evaluar la motivación hacia la práctica físico-deportiva en edades tempranas, siendo necesarios más estudios que corroboren los resultados obtenidos.

Published
2021

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