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The responsive feeding style has been researched to date using indirect techniques, mainly in family contexts. This style supports children's capacity for self-regulation, which is why the present study aims to directly and systematically observe the method in a school context, focusing specifically on the behaviour of two educators working at the Emmi Pikler Nursery School during breakfast time with two different groups. The observation instrument used was a field format created ad hoc that measures two basic dimensions in said behaviour: instrumental and relational. A total of 25 sessions were recorded and a lag sequential analysis was performed to detect behavioural patterns during the care activity. The results reveal a common pattern shared by both educators in both dimensions (instrumental and relational) that includes key elements of group-based responsive feeding.

En el seno de la metodología observacional el presente artículo analiza la interacción jugador-portero que se produce en lanzamientos (n=120) correspondientes a tandas de penaltis de competiciones internacionales de selecciones -Eurocopa 2021, Copa América 2021, Copa Asia 2019 y Copa África 2019-, tomando en consideración la zona de la portería a la que se dirige el lanzamiento. El registro y la codificación de los datos se ha realizado mediante el software LINCE, versión 1.4. El registro se vertebra, de forma diacrónica, a partir de cuatro critical frames en el lanzamiento de penalti y recoge también conditional frames que reflejan la interacción entre el lanzador y el portero. Se ha garantizado la fiabilidad de los registros mediante concordancia intra-observador. A partir de la teoría de la generalizabilidad, se ha avalado el número de penaltis con el que se ha realizado la presente investigación; y se aportan evidencias de validez del instrumento de observación. Se han realizado dos análisis de datos: sincrónico -V de Cramer y residuos ajustados- y diacrónico -detección de T-patterns-. Los resultados señalan como especialmente relevante: la información aportada por las dimensiones “acciones previas del portero al lanzamiento” -por la que el portero puede influir en la conducta del lanzador-; la combinación de las dimensiones “orientación del pie de apoyo” y “posición del brazo contrario al pie de golpeo del lanzador” para intentar predecir la zona de la portería a la que irá dirigido el lanzamiento; y la tendencia del jugador, en tandas de penalti, a lanzar a su lado natural. El sistema de observación diseñado se presenta como una herramienta valiosa para que técnicos y porteros puedan preparar las tandas de desempate. Palabras clave: Metodología observacional; tanda de penaltis; interacción, análisis diacrónico. Abstract. Within the observational methodology, this article analyzes the kicker-goalkeeper interaction (n=120) that occurs in penalty shootouts in international national team competitions -European Championship´21, Copa América´21, Asian Cup´19, Africa Cup of Nations´19-, taking into consideration the area of the goal to which the shot is directed. The recording and coding of the data was carried out using LINCE software, version 1.4. The recording is structured in a diachronic way from four critical frames in the penalty shootout and also includes conditional frames that reflect the interaction between the kicker and the goalkeeper. The reliability of the records has been guaranteed through intra-observer agreement. Based on the theory of generalizability, the number of penalties with which the present investigation has been carried out has been guaranteed; and evidence of the validity of the observation instrument is provided. Two data analyses have been carried out: synchronic -Cramer's V and adjusted residuals- and diachronic -detection of T-patterns-. The results point out as particularly relevant: the information provided by the dimensions “goalkeeper's actions prior to the shot” -through which the goalkeeper can influence the behavior of the kicker-; the combination of the dimensions “orientation of the supporting foot” and “position of the arm opposite to the kicker's skilled foot” to try to predict the area of the goal to which the kick will be directed; and the tendency of the player, in penalty shootouts, to kick to his natural side. The observation system is presented as a valuable tool for coaches and goalkeepers to prepare for shootouts. Keywords: observational methodology; penalty shootout; interaction, diachronic analysis.

IntroductionIn Pakistani migrant families, contextual transformation can affect adult caregivers’ parental skills and their ability to exercise positive parenting. We focused on identifying and describing patterns, practices and beliefs about parenting, identifying differential characteristics between the context of origin and the host context, and exploring Pakistani immigrants’ use of resources or assets in the area of parenting support.MethodsParticipants consisted of 20 women, established in Catalonia, Spain (

IntroductionIn order to improve and innovate the face-to-face instructional task in postgraduate and doctoral university teaching encompasses different formats of participatory interaction (PI), considered to be social medium facilitators of deep learning, including the development of autonomous expert activity. The purpose of this article is to establish the use of systematic observation and lag sequential analysis as a conceptual-methodological choice to base the review of social-constructivist instructional practice that is taught in an expository format prepared by the teacher.MethodThe systematic observation of the expert’s expository session from its inception to its conclusion was approached from a mixed methods perspective as a subject of multiple case studies. A total of four postgraduate teachers were selected. A purpose-built observational instrument was constructed. The data quality was evaluated with intra-observer agreement tests by calculating Cohen’s kappa coefficient (k). After the data matrices for each case were obtained, all possible file aggregations of the data were performed to detect the existence of common structures in the patterns through lag sequential analysis.ResultsThe sequential patterns of replicated and common lags of the multiple cases describe the chaining of the observed events, which characterizes the participatory interaction. Twelve lag sequential patterns have been identified that function as dialogical links, generated by the probability that the category “question” is linked to the conditioned events of “speech direction” and “exchange orientation.”DiscussionHaving constructed a theoretical interpretative scheme of the replicated patterns, we discuss the results. First, the significant results of the lag sequential analysis as examples of basic patterns extracted from their way of conducting expert expository sessions. As such, they can be reviewed with the formative purpose of reflecting on their potential for change when they are understood as dialogical links of participatory interaction committed to deep learning and the development of expert autonomy. Second, there is a training step consisting of the use of self-observation and the observation that teachers can make of the expert expository task. Finally, we conclude that non-intrusive systematic observation is a good choice when channeling the gradual and renewed improvement of participatory interaction with an expert expository format (§EF) and a mixed methods methodology.

IntroductionThe educational system in Costa Rica, as regulated by Law #7727, which governs Alternative Conflict Resolution and Promotion of Social Peace must consider the interplay of various factors influencing classroom conflicts and the management strategies employed by teachers. Consequently, it becomes imperative to identify the most effective conflict resolution practices applicable within this context. To achieve this, a thorough procedure based on mixed methods was employed to analyze and interpret both classroom conflict behaviors and teachers’ strategic responses.MethodThis study employed an indirect observational methodology, from a mixed methods approach. Data was collected through a focus group comprised of teachers. Following the connect framework, the procedure was conducted in three phases: QUAL-QUAN-QUAL. Two analytical techniques were implemented. A lag sequential analysis was used to explore potential behavioral patterns. The results of this analysis informed a polar coordinate analysis, which generated a visual representation of the relationships between codes.Results and discussionA focus group addressed four questions, yielding satisfactory data quality control results (kappa values: 0.80, 0.77, 0.76, 0.82). In polar coordinate analysis, the 37 observational instrument categories were designated as focal behaviors. Each of the 37 analyses treated all categories as conditioned behaviors. The analysis identified 342 activation/inhibition relationships between focal and conditioned behaviors. Of these, 195 were statistically highly significant, distributed across quadrants: Quadrant I (106), Quadrant II (36), Quadrant III (16), Quadrant IV (36). Significant gaps in understanding of conflict were identified, along with disparities in the resources and competencies necessary for successful conflict resolution among the observed educators. Specifically, teachers frequently employed techniques informed by intuition rather than deliberate strategy learned in their training. Consequently, the study advocates for enhancing teachers’ cognitive and emotional competencies to optimize conflict management within the classroom and bolster their adaptive coping mechanisms.

IntroductionThe focus of this study centers on the extraction, analysis, and interpretation of the motor behavior of advanced-level pianists using observational methodology, itself framed within the field of mixed methods, paying particular attention to those aspects that characterize the pressed and struck touch. The aim of this research was to analyze the motor interactions of activation or inhibition associated with the production of a type of touch in the movements of the right upper limb of the participating pianists.MethodsAn ad hoc observational instrument was built that was incorporated into the software Lince Plus for data recording and coding. Data reliability was guaranteed applying Cohen’s Kappa coefficient, and an analysis of polar coordinates was carried out to identify the motor interactions involved in piano playing.ResultsThe study provided significant information about the interaction of motor functions linked to two types of touch, such as those that occur in the sliding finger movement over the key in the pressed touch or the lifting finger movement above the key in the struck touch, obtaining clearly identified patterns of piano touch motor behavior.DiscussionThis research represents an innovative perspective of the study of piano-playing movement via the direct and perceptible observation of the pianist’s motor behavior in an everyday context. Observational methodology is distinguished by its low degree of internal control, which makes it possible to scientifically study the spontaneous behavior of pianists in their natural environment. This model allows us to describe and analyze piano touch for its application in the field of piano performance and teaching, emphasizing the practical implications of motor interactions in piano touch.

IntroductionEmotional education is learned by living with others. This study analyzes how different actors participate in the classroom, influencing students’ emotional regulation.MethodsUsing a mixed methods approach [structured in macro-stages QUAL-QUAN-QUAL], 9 classes in three Chilean schools with children aged 10 to 12 are systematically observed. The audio-recorded sessions are transcribed (qualitative data) for coding from the observation instrument, and then, once the data quality is verified, they are analyzed quantitatively (quantitizing). A lag sequential analysis is performed to detect regularities and existing sequences, and a polar coordinate analysis is performed to observe the relationships among the categories in each class.ResultsOnce the results of the analyses have been obtained, similarities are sought to detect the presence of multiple cases based on the two analysis techniques. The multiple cases detected are presented, detailing how interactions between teachers and students contribute to the emotional regulation and climate in the daily life of the classroom.DiscussionThe interpretation of the results makes it possible to revisit the qualitative aspect of the mixed methods and to discuss the need to problematize the role of teachers in students’ development and autonomy.

IntroductionEven simple tapping tasks require cognitive processes. Some variants of the Finger Tapping Test (FTT) may reveal cognitive aspects associated with frontal processing, including executive functions such as inhibition, or emotional aspects such as anxiety. A context of particular interest for the application of cognitive-motor-anxiety interactions is sports. Although athletes generally exhibit better anxiety levels, they may experience heightened anxiety before important competitions. The problem lies in determining whether the application of anxiety control techniques can be useful in pre-competition situations, given the lack of quick and easy methods to detect if an athlete is experiencing anxiety at a particular moment.MethodsThis exploratory study evaluated anxiety using online versions of questionnaires (ISRA, the Competitive State Anxiety Inventory-2, and STAI) and applied a variant of the FTT to 204 participants, both athletes and non-athletes. The scores were compared and correlated.ResultsAthletes exhibited lower general anxiety and greater cognitive resistance to interference (better cognitive inhibition). Non-athletes displayed a particular parameter in the FTT variant that differed from the one obtained by athletes and exhibited higher anxiety levels. In the athletes’ group only, anxiety was correlated with a specific parameter of the FTT task.DiscussionOur conclusion is that this parameter holds potential relevance in elite sports performance to detect if an athlete is experiencing anxiety. It could be of particular interest in psychological interventions in sports. Further investigation is warranted to fully explore this potential.

Personality develops during early childhood (0-3 years). As early childhood education is becoming a generalized trend worldwide, this means that school or secondary socialization overlaps with family or primary socialization during this key developmental stage. While conflict is fundamental in socialization, conflicts between peers are particularly important in secondary socialization. Our research aims to assess the educational management of conflicts between children in the Pikler-Lóczy educational approach. The choice of Observational Methodology entailed the design of an ad hoc instrument based on relevant theoretical framework and suitable to systematize the proposed observation. Quality control analyses show satisfactory agreement levels while results of data analyses indicate the existence of particular individual actions and relational behaviors in children depending on their role in the conflict: victim or instigator. Additionally, educators' intervention is adjusted to each child or situation and mainly focuses on behavior regulation and perspective taking, hence, promoting healthy early socialization.

Dressing is a basic form of care that requires gross and fine motor skills, knowledge and strategies. For young children to acquire this set of skills, they must participate in their own care. This study aims to analyze the meaning of the behavior of "presenting the garment" to a two to three year-old child by an Emmi Pikler Nursery School educator in Budapest. This study was carried out in the usual context of the activity (the classroom), using observational methodology and, in particular, an "ad hoc" instrument created for this purpose. The results show that by presenting the garment, the educator provides the child with the right to participate in their own care and decide how and to what degree to do so.

IntroductionIn the assessment of health organizations, results-based indicators are mainly used, with no consideration of internal work dynamics. This type of assessment forfeits much of the rich, useful information needed to make decisions on improving the organization. In order to address this, a rigorous procedure based on mixed methods is laid out here on gathering, analyzing, and interpreting data associated with the implementation process.MethodsA 55-year-old doctor was selected at random from among the staff who volunteered to be interviewed at the emergency department at a public hospital located in southern Spain for an interview. Qualitative data obtained from the in-depth interview (indirect observation) were progressively systematized (liquefied and quantitized) based on a theoretical framework until a code matrix was obtained, without losing or distorting any information. Afterwards, data quality was controlled using Cohen’s kappa (κ) coefficient. A quantitative polar coordinate analysis was then carried out using the free software HOISAN (v. 1.6.3.3) to obtain robust results, vectorizing the relationships between codes and specifying whenever such relationships were statistically significant (and if they resulted in behavior activation or inhibition). Finally, a supplementary quantitative and qualitative assessment was carried out.Results and discussionThe proposed method was applied to the needs assessment of teams in order to evaluate that work climate in the hospital’s emergency department Health Services of a hospital. Data quality control yielded an adequate result (κ = 0.82). Significant activation and inhibition of behaviors occurred, both prospectively and retrospectively. For instance, We seek to understand the needs of our clients and We readily adapt to new circumstances showed a significant activation (vector length = 3.43, p

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IntroductionScientific knowledge about the criteria that determine success in women’s football is beginning to develop.MethodsThis study was carried out with the aim of detecting regularities in the offensive success in elite women’s football, as well as carrying out an interrelational analysis of linked behaviors, based on in-depth interviews with professional coaches and players. Eight in-depth interviews were conducted with professional Spanish coaches and players. The interviews were analyzed by indirect observation from a process of “quantitizing,” through the construction of an indirect observation ad hoc instrument. The segmentation of the transcription of the interviews was carried out in textual units, and the creation of a matrix of codes. Two types of analysis were performed: first, a lag sequential analysis (LSA) was performed and, then, a polar coordinates analysis (PCA), which allowed to find, respectively, a wide number of established communicative patterns with offensive performance in women’s football, as well as an interrelational map between the established codes.ResultsThe results obtained allowed us to suggest a statistically significant association between success in women’s football and criteria such as the physical characteristics of a particular player, the individual action space, the duration of the attack, the type of dynamic start, individual and collective technical and tactical aspects, decision making and the type of attack used.DiscussionBased on these results, the influence of these criteria on performance in women’s soccer can be studied in future studies. In addition, with the aim of increasing the validity of these conclusions, new studies on this subject may be carried out following strategies such as the Delphi Method.

IntroductionScientific literature contains mainly systematic reviews focused on substantial aspects, but there are also approaches that have combined both substantial and methodological aspects, which is our preferred option since it undeniably adds value. The aims of this study were: (1) to carry out a systematic review of the literatura on T-Pattern analysis (TPA), and (2) to explore the possible contribution of mixed methods research to the integration of qualitative and quantitative elements on a synthesis level.MethodsBased on PRISMA guidelines, searches were carried out in the Scopus, PsycINFO, and Web of Science databases. The general search syntax was: “THEME” AND (“T-Patterns” OR “T Patterns”) carried out in title, keywords and abstract. In addition, we included empirical articles on THEME and T-Patterns collected in other sources based on citations in several empirical works and consultations with different authors. This selection process resulted in 125 primary documents making up this systematic review.ResultsThe results showed that the detection of structures in behavior patterns forms a nexus between studies carried out in very diverse fields and contexts. Most studies are observational, whilst the applicability and power of T-Pattern detection are extraordinary. It allows the researcher to go deeper in a robust analysis that responds to the integration of qualitative and quantitative elements which constitutes the leit motive of mixed methods; and also to discover the deep, hidden structure that underlies the respective databases, regardless of the methodology used in each study. The possibilities in assigning parameters notably increase the options for obtaining results and their interpretation.DiscussionIt is relevant the extraordinary strength and applicability of T-pattern detection. There is a high presence of T-pattern detection and analysis in studies using observational methodology. It is necessary commit to consolidating the methodological analysis of selected works, as taking individual and collective responsibility for improving methodological quality of TPA studies, taking advantage of the resources provided by the THEME program.

Abstract Coping style represents the cognitive and behavioral patterns to manage particular demands appraised as taxing the resources of individuals. Studies report associations between certain coping styles and levels of adjustment of anxious symptomatology and emotional distress. The main objective of this study was to analyze behavioral co-occurrent patterns and relationships in the coping strategies used to deal with psychological distress displayed by the Spanish adult population during the first State of Emergency and lockdown of the COVID-19 pandemic. This is a cross-sectional study that uses selective methodology complemented with an indirect observational methodology, with a nomothetic/punctual/unidimensional design. We collected 996 surveys from 19 out of the 22 autonomous regions in Spain. We focused the analysis on sociodemographic variables, cumulative incidence of the COVID-19 disease and psychological distress variables. We performed two different inferential analyses: Lag sequential analysis to define the participant coping patterns, and polar coordinate analysis to study the interrelationship of the focal behavior with conditioned behaviors. We found behavioral co-occurrent patterns of coping strategies with problem avoidance being found as the coping strategy most frequently engaged by participants. Interestingly, the problem avoidance strategy was not associated with lower anxious symptomatology. By contrast, emotion-focused strategies such as express emotions and social support were associated with higher anxious symptomatology. Our findings underscore the importance of furthering our understanding of coping as a way to aid psychological distress during global public health emergencies.

IntroductionThe recent generalization of early childhood schooling has given rise to a need for the development of rigorous, specific training programs aimed at early education professionals (0–3 years of age). This work emanates from the unique nature of Pikler-Lóczy education as a reference for early childhood education centers, and its expertise in providing quality care in an everyday classroom situation. The aim of the study is to use T-pattern detection and analysis, within the framework of observational methodology, to identify relevant aspects of the choreography followed by Pikler educators during breakfast, and thus provide substantial material with a view to creating a training plan.MethodsTwo expert educators in Pikler-Lóczy education were directly and systematically observed in their own classrooms, following a nomothetic, follow-up and multidimensional design. The observation instrument underwent a molarization process so that the detected elements would be more significant and understandable for novice educators.ResultsUsing THEME, the invariant aspects of the educators’ behavior were analyzed. The significance level for the critical interval was the THEME default (α = 0.005). The results show: on the one hand, changes expected in T-patterns in accordance with the observation instrument molarity; and on the other hand, stability in terms of the comparison between the two educators.DiscussionThese results help us to identify the complex structure of the breakfast choreography, and how educators establish interaction with children. In addition to specific issues pertaining to Pikler-Lóczy education, the conclusions highlight the advantages of using T-pattern analysis within the framework of observational methodology, in order to dissect a mealtime routine in its natural context, and explain components of early childhood education intervention that satisfy basic childhood needs. This constitutes a starting point from which to generate instructive material for the training of professionals working in early education.

IntroductionArticles published in scientific journals, concerning the present and future of the lecture format in university education in the twenty-first century are framed within organizational settings that drive teaching methodologies in line with educational policies. The following two research questions have arisen from articles in which debate the continuity of this teaching modality and propose improvements of a different nature: (1) Is there an interest in renovating the lecture format among the international research community whose remit is university teaching methods? and (2) What improvements to the lecture format do the reviewed articles suggest, within the framework of the communicative matrix of interactive learning?MethodWe have carried out a systematic review guided by the PRISMA approach, emphasizing the interest in methodological conceptual commitment, paying attention to documents published in journals with an impact factor. The search strategy was applied homogeneously in three databases: ERIC, PsycInfo, and Web of Science, following the systematic process of inclusion/exclusion.ResultsForty-five articles were selected with a range of 0–78 quotations, from different fields of knowledge and five continents; 12 articles are from journals with a JCR impact factor. The journal articles cover communicative (21), cognitive (13) and active-practical perspectives (11); the predominant governing aim of the analyzed improvements is connected with the attendees’ academic performance results (24); the reviewed studies belong mainly to the quantitative paradigm (42). The considerations derived from the results (45) cover formative, technical and/or critical aspects.Discussion and conclusionsWhilst positively valuing all these efforts promoted by the European Higher Education Area, we have also verified the lack of contributions in line with our concerns that embrace the need to develop an in-depth conceptualization, supported by a methodology that is sensitive to the complexity of the oral communication format between an expert actor and non-specialized actors who wish to connect and collaborate with the expert in the production of knowledge.

There has been a comprehensive development over the last few years of low intensity intervention programs that are implemented within a user context and that are made up of everyday life activities, and it has been necessary to adapt the necessary methodological channels in order to guarantee an adequate resolution pathway. The mixed method perspective offers a suitable framework, and observational methodology – in itself considered mixed method – is appropriate for studying the implementation and evaluation of low intensity intervention programs, allowing the development of the QUAL-QUAN-QUAL stages that correspond to the connect integration pathway of mixed methods. In this work it was applied to a single case, in a low intensity intervention, retrieving valuable information obtained, but systematizing it and applying quantitizing to the qualitative data that was treated quantitatively in a rigorous manner. The aim was to analyze the psychotherapist-patient interaction in psychoanalytic psychotherapy, in which we sought to identify which of the therapist’s techniques stimulated actions of reciprocal social interaction in the child, and which techniques inhibited non reciprocal social interactions. The observational design was nomothetic, follow-up, and multidimensional. The patient was a 4-year-old boy with a diagnosis of severe autism spectrum disorder. We used an ad hoc observation instrument combining a field format and a category system. Interobserver agreement was analyzed quantitatively by Cohen’s kappa using the free QSEQ5 software program. Polar coordinate analysis was carried out using the free program HOISAN 2.0. Polar coordinate analysis allows us to obtain an inter-relational map of the connections detected between focal behavior established in each case and the different categories. The results provide objective evidence – backed up by the application of polar-coordinate-based data analysis – that within a framework of psychoanalytic psychotherapy, the techniques of “verbalization” and “vocalization” significantly activate reciprocal social interaction behaviors and inhibit non-social reciprocal behaviors in a child with severe autism spectrum disorder with no language. On the other hand, direct gaze promotes the child’s withdrawal. The results are of key importance as they show the therapist behaviors most useful for promoting social interaction in a child with severe autism.

Emotional self-regulation in childhood and adolescence constitutes a growing interest in the scientific community, highlighting in recent years the need to observe its development in their daily life. Therefore, the objective of this systematic review is to characterize publications referring to the development of emotional self-regulation of people under 18 years-old, in natural contexts. Based on the PRISMA guidelines, searches are carried out in the Web of Science, Scopus and PsycINFO databases, and in Google Scholar until May 2020. After reviewing the full text of 376 publications, 14 works are selected that are observed in their extrinsic, substantive and methodological characteristics based on the GREOM and MQCOM guidelines, by two independent evaluators. Most of the studies correspond to the last 20 years, increasing the interest in observing older children, in interaction with adults and/or in different cultures. They apply mixed methodologies, not always ascribing to a low intensity design. Strengths are observed regarding the collection and analysis of the quality of the data; and weaknesses related to the failure to record the duration and sequence of behaviors, highlighting the use of guidelines as guides for future research.

Pick-and-roll is the most widespread cooperative action among high-level basketball teams and the most applied strategy by coaches to gain an advantage over the rival team. During pick-and-roll, opposing teams perform antagonistic actions based on goals that are expressed in offensive and defensive tactics. The aim of this study is to examine the approaches of high-level coaches on the offensive and defensive dynamics emerging in matches of a basketball elite team during an entire season of the Spanish Asociación de Clubes de Baloncesto (ACB) league. To this end, we used a mixed-methods approach based on systematic observation of verbatim transcripts of interviews conducted with six high-level coaches about the pick-and-roll dynamics that emerged in matches of the Unicaja Málaga team during an entire season of the ACB league. The observational design was nomothetic, punctual, and multidimensional. The choice of this methodology is justified since we developed an ad hoc indirect observation tool to evaluate the coaches’ perspective on this dynamic. Once the intra-observer reliability of the instrument was confirmed, we performed a polar coordinate analysis to identify the significant relationships between the coaches’ evaluations and the offensive and defensive pick-and-roll elements that supported such verbal behaviors. The results highlight the presence of various offensive and defensive aspects of pick-and-roll (n = 2224) emerging in the Unicaja team that were significantly associated with positive and negative evaluations of the coaches. The interview confirms that coach 1 and his staff were less confident in options that pick-and-roll offer, which is also reflected in the record of screens made and simulated, than coach 3. This study shows that the application of mixed methods, by analysis of the polar coordinate of the coding carried out on responses of a systematized interview, has proven to be an effective strategy in obtaining relevant information on the expert knowledge of the elite coaches on the influence of pick-and-roll on tactical actions in basketball.

Introduction: Even simple tapping tasks require cognitive processes. Some variants of the Finger Tapping Test (FTT) may reveal cognitive aspects associated with frontal processing, including executive functions such as inhibition, or emotional aspects such as anxiety. A context of particular interest for the application of cognitive-motor-anxiety interactions is sports. Although athletes generally exhibit better anxiety levels, they may experience heightened anxiety before important competitions. The problem lies in determining whether the application of anxiety control techniques can be useful in pre-competition situations, given the lack of quick and easy methods to detect if an athlete is experiencing anxiety at a particular moment. Methods: This exploratory study evaluated anxiety using online versions of questionnaires (ISRA, the Competitive State Anxiety Inventory-2, and STAI) and applied a variant of the FTT to 204 participants, both athletes and non-athletes. The scores were compared and correlated. Results: Athletes exhibited lower general anxiety and greater cognitive resistance to interference (better cognitive inhibition). Non-athletes displayed a particular parameter in the FTT variant that differed from the one obtained by athletes and exhibited higher anxiety levels. In the athletes' group only, anxiety was correlated with a specific parameter of the FTT task. Discussion: Our conclusion is that this parameter holds potential relevance in elite sports performance to detect if an athlete is experiencing anxiety. It could be of particular interest in psychological interventions in sports. Further investigation is warranted to fully explore this potential. [ABSTRACT FROM AUTHOR]

This work shows the possibilities that observational analysis can offer to match analysis in Wheelchair Basketball, outlined in a study of the sequences that end in a shot, in the men's team considered to be the best in the world (USA), in the Tokyo Paralympic Games 2020. Data recording and coding the 527 sequences that end in a shot was carried out via the LINCE software, and inter-rater reliability guaranteed using Cohen's Kappa coefficient. Two diachronic behaviour analysis techniques – lag sequential analysis and T-pattern detection – were applied complementarily, thus allowing us to characterise effective and ineffective sequences. Effective behaviours are highlighted as being those which incorporate a final reception and shot by players with less functional limitation; or those in which the shot is made from the paint. Ineffective behaviours are those carried out by players with greater functional difficulty; or those which end in shots made from the offensive zone and external offensive zone. [ABSTRACT FROM AUTHOR]

El objetivo de este estudio es observar, describir y analizar la dinámica exitosa de la acción de juego ofensivo de la Selección Española de fútbol en la UEFA Euro 2012. Para ello se ha desarrollado un análisis de relación de variables categóricas atendiendo a los diferentes niveles de éxito como objetivos a alcanzar en el juego, de tal forma que se arroje luz acerca del éxito en referencia al nivel de rendimiento ofensivo de la selección en dicho campeonato. Atendiendo a los resultados obtenidos, se puede concluir que la Selección Española, SE, para alcanzar el gol en sus acciones ofensivas, inicia la jugada en la zona central del sector de creación del campo rival y que el balón llega a los delanteros, los cuales son los responsables de finalizar la acción de ataque. También se desprende que al aumentar la presencia de éxitos intermedios también aumenta la probabilidad de consecución de gol. Para alcanzar esos niveles de éxito la selección construye la jugada mediante la intervención de 6-7 jugadores, realizando 6-10 pases en su desarrollo y dotando a su acción de máxima amplitud posible mediante el uso de los cambios de orientación.

For many years the free LINCE software has been used by many researchers needing a tool to tag behaviors using video recordings, coding behaviors and data register. However, as a research group we envisage new challenges with regards to technology novelties, designing a new tool for the future that can be used in any type of device and closely working online. LINCE PLUS is a free systematic observational research software that will enable including new trends such as artificial intelligence, web management, collaborative work as well as complex statistical packages, such as integrating the same R language compiler inside the application. It’s time for LINCE PLUS.

Family firms are a unique setting to study constructive conflict management due to the influence of family ties of the owning family imprinting a sense of common purpose and shared destiny, and high levels of trust. We study the relationship between shared vision and trust that intervene in the adoption of constructive conflict management. To achieve our purpose, we carried out a systematic indirect observation using a mixed methods approach. We used the narratives of 17 semi-structured interviews, audio-recorded and transcribed, of family and non-family managers or directors from five Spanish family firms in the siblings' partnership stage, combined with documentary data obtained from different sources. Intra- and inter-observer reliability were confirmed. Results show a dynamic relationship between shared vision and specific components of trust (benevolence and ability) at different levels of conflict management. We also provide evidence of specific processes of concurrence-seeking and open-mindedness in family and ownership forums accounting for the relevance of family governance in these type of organizations. Family firms are a sum of several subsystems which exhibit a particular resources configuration. This study sheds light on constructive conflict management in family firms opening interesting avenues for further research and offering practical implications to managers, owners, and advisors.

The objective to which this manuscript is oriented to is focused on the analysis of interpersonal communication in sport. The multimodal essence of human nature adopts special characteristics in individual and team sports, given the roles that athletes adopt in different circumstances, depending on the contingencies that characterize each competition or each training session. The mixed methods framework allows us to advance in the ways of integration between qualitative and quantitative elements, taking advantage of the proven possibilities of systematic observation, which we can consider mixed method in itself, and which provides rigor and flexibility in the study of the communicative flow in sport. In any sport, the procedure followed by systematic observation may require direct observation, which is characterized by its high perceptiveness, or indirect observation, when it comes to verbal behavior or documentary material. In all cases, the procedure is structured in three macro-stages: QUAL-QUAN-QUAL. In this work we start from a conceptual positioning about interpersonal communication, to later show the sequential gear in sports about obtaining qualitative data, its transformation into other types of data that are still qualitative but have been structured, analyze them quantitatively, and return to a qualitative stage where the interpretation of the results is possible. This process of quantitizing constitutes the cornerstone that gives shape and structure to any research on interpersonal communication in sport that combines the fine nuances of qualitative data (a motor action, a gesture, an exclamation,…) with the power of robust quantitative data analysis suitable for the treatment of organized qualitative data, which will provide qualitative feed-back.

Conducted within a mixed methods framework, this study focuses on the conversation-facilitation role of a lead therapist during group psychotherapy with adolescents. Conversation is an essential component of psychoanalytic psychotherapies and there is growing interest in describing and studying the impact of conversational techniques. One way to do this is to report on specific approaches, such as questioning, paraphrasing, and mentalization in intervention turns and to analyze their impact on the therapist-patient relationship. The main aim of this study was to investigate differences in communication strategies used by a lead therapist in the early and late stages of therapy with six adolescents aged 13–15 years. We employed a mixed methods design based on systematic direct observation supplemented by indirect observation. The observational methodology design was nomothetic, follow-up, and multidimensional. The choice of methodology is justified by our use of an ad hoc observation instrument for communication strategies combining a field format and a category system. We analyzed interobserver agreement quantitatively by Cohen’s kappa using GSEQ5 software. Following confirmation of the reliability of the data, we analyzed the lead therapist’s conversation-facilitation techniques in sessions 5 and 29 of a 30-session program by quantitatively analyzing what were initially qualitative data using T-pattern detection (THEME v.6 Edu software), lag sequential analysis (GSEQ5 software), and polar coordinate analysis (HOISAN v. 1.6.3.3.6. software and R software). The results show changes in the techniques used from the start to the end of therapy. Of the 28 communication strategies analyzed, three were particularly common: questioning and paraphrasing in session 5 and questioning and mentalization in session 29. This mixed methods study shows that combined use of T-pattern detection, lag sequential analysis, and polar coordinate analysis can offer meaningful and objective insights into group psychotherapy through the lens of the therapist.

A significant number of literature documents young children’s innate interest in discovering their surroundings and gradually developing more complex activities and thoughts. It has been demonstrated that when environments support young children’s innate interest and progressive autonomy, they help children acquire a self-determined behavior. However, little is known about the application of this evidence in the daily practice of early childhood educational settings. This study examines Emmi Pikler Nursery School, a center that implements an autonomy-supportive educational approach. We conducted a systematic observation of two experienced Pikler educators while they accompanied young children’s free play. Our objective was to assess: if educators’ instrumental action follows a systematic behavioral sequence, if specific relational behaviors support each instrumental action, and if educators display differentiated intervention levels concerning children’s free play through the adaptation of the relational dimension. We conducted a lag sequential analysis to find behavioral patterns and concurrences between the observed behaviors. Our findings indicate that educators perform systematic action sequences and that each of the instrumental actions of those sequences has a specific relational value. We conclude that educators display three differentiated intervention levels depending on the child and the circumstances of the moment, providing appropriate autonomy support and reinforcing children’s self-determination.

Teachers who present high emotional skills and knowledge of strategies to mediate the conflicts generated in the classroom, are able to exercise a better management of both the teaching tasks that correspond to them and to establish an emotionally nutritive and productive educational climate for the students. This research aims to study and analyze, under an integrative conceptual revision methodology, the theories and models that consider individual, group and social aspects of the origin, development and attention of conflicts, as well as emotional elements that underlie people’s behavior. All this within interpersonal relationships and in the different areas of action; in order to synthesize the results of each, establishing points of agreement and complementarity that serve to be adapted to the educational field. Educational mediation and emotional regulation are two constructs that have been previously studied separately, or in conjunction with others, but not in a complementary way between them. The presentation of these conceptual discussions suggests the formulation of new theoretical proposals, aimed at improving interpersonal relationships, the environment and dynamics of teaching–learning, focusing efforts on the teachers’ collective.

El comportamiento de un equipo de balonmano es resultado de las interacciones que realizan sus jugadores para superar al rival, teniendo en cuenta que todos los comportamientos influyen, y a la vez que está influenciados por todos los elementos que se dan en el entorno en ese momento. La finalidad de este trabajo es estudiar la influencia que tiene un jugador en el juego colectivo, por lo que se plantea como objetivo conocer el influjo del jugador que ocupa la posición de central en el juego de la Selección Española de masculina de balonmano. Aplicando la metodología observacional, se diseñó un instrumento de observación ad hoc y se utilizó el software DARTFISH 5.5. para registrar todos los ataques posicionales, en igualdad numérica de 7 jugadores, pertenecientes a 8 partidos disputados durante el Campeonato del Mundo Catar 2015. Los análisis de coordenadas polares muestran diferencias significativas en todos los criterios estudiados, tanto en los relacionados con el desarrollo, como en los relacionados con la finalización de los ataques posicionales. Los resultados demuestran que el patrón de juego de la selección española es diferente según el jugador que ocupe la posición de central, confirmando que los cambios en un elemento del sistema afectan al comportamiento final del mismo. Los hallazgos encontrados constituyen una importante información que los entrenadores deben tener en cuenta en sus entrenamientos y competiciones, pudiendo ser extrapolables a otros equipos y deportes colectivos.

Las relaciones ataque-defensa en voleibol se han mostrado prácticamente desde los orígenes del deporte problemáticas: los atacantes realizan un juego excesivamente rápido para las posibilidades de los defensas. Se pretende conocer cual es la incidencia de disponer de un mayor o menor número de atacantes en la realización de la defensa de primera línea. Para ello, se creó un instrumento observacional a través del cual efectuar un registro sistemático de las acciones de ataque y defensa de primera línea. Los datos recogidos han sido tratados mediante el programa SDIS-GSEQ 4.1.2 para Windows, a través del cual se ha realizado el análisis secuencial. El objetivo consiste en hallar patrones de juego estables en las situaciones en los que los atacantes se encuentran en inferioridad ofensiva, igualdad numérica y superioridad ofensiva. Los resultados permiten detectar estructuras de juego estables en las acciones defensivas, estos patrones de juego se ven condicionados tanto por el nivel de los equipos como por la posición defensiva del colocador.

En comparación con el interés que despierta el análisis del juego de fútbol, hasta fechas muy recientes ha sido poco habitual la presencia de trabajos científicos centrados en el desempeño específico del portero y, en menor medida, del portero de fútbol base. Este trabajo utiliza metodología observacional para analizar la eficacia del comportamiento técnico-táctico del portero de fútbol de categoría cadete (14-16 años), concretamente de equipos participantes en un torneo disputado por equipos filiales de 1ª división. Se ha diseñado un instrumento de observación ad hoc, que se ha introducido en el software Lince, registrándose las secuencias en las que interviene el portero. Tras realizarse una primera aproximación al estudio de las acciones técnicas efectuadas y de la consecuencia obtenida, mediante un análisis de búsqueda de relación asociativa entre variables categóricas, se ha procedido a la detección de patrones temporales ocultos, a través del software Theme, que han permitido tipificar acciones técnico-tácticas defensivas y ofensivas, eficaces e ineficaces. Las conclusiones obtenidas permiten elevar recomendaciones prácticas para el diseño de tareas concretas de entrenamiento tanto para acciones técnicas defensivas –blocaje en colocación y salida, y acciones de juego aéreo y estiradas– como para acciones técnicas ofensivas –inicio o continuación de la fase ofensiva mediante saque a balón parado, saque con el balón en movimiento y control más pase–.

La iniciación temprana en el fútbol, que ya es habitual, ha justificado propuestas de adaptación que pretenden facilitar el primer contacto del niño con este deporte. Los especialistas coinciden en señalar al fútbol 3 como la propuesta de juego más recomendable en la iniciación al fútbol, al ser la unidad mínima que permite el desarrollo de todos los principios del juego. El presente trabajo pretende analizar el efecto, en el desempeño técnico del jugador prebenjamín, de una unidad didáctica construida para garantizar el respeto a estos principios, a partir de unas premisas de juego que fomentan la superioridad numérica del equipo en fase ofensiva. Mediante modelos de regresión logística simple se ha analizado la calidad –adaptación (al proceso formativo del niño) y éxito (si implica continuidad del ataque –pase acertado– o supone tiro)– de los contactos técnicos realizados por el jugador de categoría prebenjamín en el juego de fútbol 3, antes y después de la realización de la unidad didáctica. Se ha constatado que la unidad didáctica objeto de estudio mejora la calidad del desempeño técnico del jugador de categoría prebenjamín.

In psychodynamic psychotherapy, verbal (structures and intents) and non-verbal (voice and interruptions) dimensions of communication intertwine conveying information and determining the mutual regulation between therapist and patient through conversational sequences. The communication components interplay is the foundation for building the therapeutic alliance, a relational dimension that predicts a psychotherapy outcome and change, influenced by patient-therapist exchanges from the initial stages of their encounter. Depressed patients present specific verbal and non-verbal communication and show difficulties in developing and maintaining the therapeutic alliance. Based on the reviewed literature, the main aim of this study was to analyze how the action of specific communicative modes, implemented by the therapist and depressed patients, affect the reciprocal construction of the early therapeutic alliance by each participant during the mutual regulation processes. We employed a mixed methods approach based on a systematic observation of communication and alliance ruptures and repairs within the audio recordings and verbatim transcripts of 20 psychotherapy sessions (6,232 speaking turns) with seven depressed patients. The observational design was nomothetic, follow-up, and multidimensional. The choice of methodology is justified because we developed a comprehensive procedure that integrates an ad hoc indirect observation system (the Communicative Modes Analysis System in Psychotherapy), analyzing verbal and non-verbal communication, and an observational tool with deductive categories (the Collaborative Interactions Scale-Revised), assessing the therapeutic alliance construction. Once we confirmed the intra-and inter-observer reliability for the ad hoc system and the inter-rater reliability for the tool with deductive (or theoretical) categories, we performed descriptive statistics (to describe quantitatively communicative modes and alliance ruptures and repairs), lag sequential analysis (to detect stable patterns in communication-alliance interactions), and polar coordinate analysis (to identify significant relationships between communicative modes and alliance ruptures and repairs). Results confirm that the therapist's verbal (asking and exploring) and non-verbal (elaborating and cooperatively interrupting) modes and the depressed patients' verbal (asserting and exploring) and non-verbal (expressing emotions and cooperatively interrupting) modes determine stable patterns and significant associations with collaborative behaviors connected to the reciprocal construction of alliance by each participant. All this may provide professionals with useful information to increase the psychotherapy effectiveness with depressed patients.

Objective: This systematic mixed study review, focuses on the use of observation methodology in elite men's football matches, which constitutes an innovative approach, that opens up a new panorama of useful and productive research.Method: The methods used in this study follow the recommendations for systematic reviews and meta-analysis guidelines (PRISMA). The search was carried out in five databases. Ninety-four articles out of 3,195 were selected and analyzed. In order to achieve a quality assessment, the guide was used to inform evaluations based on observation methodology (GREOM) (Portell et al., 2015), recognized by the EQUATOR network.Results: From the methodological review analysis, information obtained indicates that 97% of the researches used direct observation and 3% indirect observation. On the other hand, 56.5% of the articles explain the instrument used and 77% justify the applied observational design. A quantitative comparison of the proportions was made in several methodological aspects, which resulted in only 15.21% reviewing the quality of the data, and that 67.3% of the articles contributed to the mixed methods approach. The methodological review allowed us to establish procedural profiles. The results indicate that 67% of the articles have been published in English, and of these, 77% were published in journals that have an impact factor. The majority of the researchers, 53.26%, belong to Spanish entities. The most studied substantive aspects were goal (34%), possession of the ball (28%), and corner (27%). The most observed events were Leagues, World Cups, individual players and other events.Conclusions: The results obtained refer to both substantive and methodological aspects and allow us to configure a systematic review of mixed studies, in which we emphasize the aspects of a “systematic review” and a “mixed study,” within an integrated perspective.

Efficacy of classical manual material handling (MMH) training interventions on back pain prevention at the workplace has been called into question. The way that observation (self-observation or hetero-observation) is used in other areas to create feedback addressed to modify motor activities can justify innovative components for these interventions. However, their implementation and evaluation cannot be done without tackling the methodological challenge of developing a reliable observational instrument to measure manual handling practice during the training process. The aims of this study were: (1) justify and develop an hetero-observation (H-O) instrument to assess changes in the worker behavioral patterns with a level of analysis convenient to derive a parallel version for the systematic self-observation (S-O) during training on MMH; (2) provide evidence on the inter-rater reliability of the H-O instrument; (3) provide evidence on the usability of the S-O instrument and its perceived usefulness; and (4) provide evidence on the benefits that can be derived with the use of the H-O instrument to create feedback based on T-pattern and polar coordinate analysis. A mixed method approach mainly grounded on systematic observation was used. A convenience sample composed by blue-collar workers participated in the study. Based on literature review and expert opinion, the H-O instrument proposed was composed by six dimensions (feet, knee joints, back, elbow joints, load position, and interaction between back tilt and displacement) plus a structural dimension which defined MMH phases. The inter-rater reliability of this instrument was almost perfect for all dimensions using a tolerance level of 2 s (the range of time-unit kappa was from 0.93 to 0.97 and the range of event-based kappa was from 0.82 to 0.9). The usability and usefulness of the S-O instrument was highly valued by workers. Regarding the way to use hetero-observations to create feedback, the paper shows the great potential of T-pattern and polar coordinate analysis. The observational instruments developed combined with these techniques make it possible to characterize the body positions adopted during manual handling performance, and this is crucial to create feedback on performance instead of only feedback on results.

A child's metacognitive skills contribute significantly to their learning and success. However, very few studies are focused on these skills at early education and most of them are carried out from inappropriate methodological perspectives for the characteristics of the youngest students. To overcome such limitations, it is essential to carry out observational studies that analyze children's metacognitive behaviors in the natural and habitual context of children's learning, as well as appropriate tasks for their level of development. The aim of this study was to analyze the sequential and associative structure of the metacognitive skills used by 5-year-old children throughout the resolution of a playful task (a puzzle). It was interesting to know if there were different hidden structures in the use of metacognitive skills in the children who solved the puzzle and those who did not. From the methodological approach, this work was located in the perspective of mixed methods which is characterized by the integration of qualitative and quantitative elements. This integration was carried out from the “connect” option. The integration involved developing quantitizing, as one of its possibilities. Recent scientific literature has considered systematic observation, in which the QUAL-QUAN-QUAL macro stages take place, as a mixed method itself. Consequently, systematic observation was applied, because it was suitable for our aim. A Nomothetic/Punctual/Multidimensional observational design was used. The playful activity of 44 preschool children solving the puzzle individually was coded. It allowed us to obtain data matrices that respond to the QUAL stage. Regarding the QUAN stage, once the quality of data was controlled, the records were further analyzed by differentiating two groups of participants (those who had solved the puzzle and those who did not) using three quantitative techniques of observational analysis (T-pattern detection, lag sequential analysis, polar coordinate analysis). Finally data was returned to a QUAL stage to interpret the results. The use of these three techniques allowed a detailed and in-depth analysis of the children's activity. Results reveal differences in the metacognitive abilities of the children that solved and didn't solve the puzzle. These results have important implications for educational practice.

Performance analysis in complex sports like soccer requires the study of the influence of the interaction between both teams during the game on final performance. The mixed methods approach involves the collection, analysis, and interpretation of qualitative and quantitative data for the same purpose and within the framework of the same study. To build certain observation tools, mixed methods are necessary in order to take advantage of integration between qualitative and quantitative elements. The aim of this study was to develop a new no standard observation tool to analyze soccer offensive performance considering not only the observed team but also some aspects of the opponent behavior, as well as to test its reliability. The process consisted in expert meetings and exploratory observations. Experts carried out several design and re-design steps of the observation tool to its final form which includes two macro-criteria and 31 dimensions. The basic unit of analysis was the “team possession” and the main aims of study were: (a) technical, tactical and spatial characteristics of the start, the development and the end of the team possession and its offensive performance, (b) the behavior of the observed team just after losing the ball possession and its defensive performance. Inter-observer and intra-observer analysis were carried out and kappa coefficient was calculated to test the observation tool reliability and improve the quality of data. Results indicate that optimal inter and intra-reliability levels obtained in this work are high enough as for suggesting that the observation tool for offensive performance in soccer (REOFUT) could be an adequate tool for analyzing offensive play actions and their performance in soccer.

Over the last 20 years, researchers have been mixing qualitative and quantitative approaches, but mixed methods research represents a new movement that arose in response to the currents of qualitative and quantitative research, considered separately. Little has been published on the use of polar coordinate analysis in psychotherapy. This type of analysis can provide detailed information and integrate the qualitative-quantitative analysis. Even less has been published on the analysis of ASD children’s behavior. The main aim of this study was to implement this mixed methods methodology to analyze patterns of social behaviors in a group of adolescents with ASD during a group social competence intervention program. Moreover, we wanted to see whether an observational scale could be combined fruitfully with polar coordinate analysis and to investigate whether typical ASD behaviors show similar interrelations (prospective and retrospective sequentialities) as behaviors observed in psychotherapy. We used an adaptation from the Social Skills Training Program (UC Davis, California). We observed that each participant took a unique course, increasing or decreasing the number and quality of their social behaviors. In accordance with previous literature, results suggest some increment in the amount of appropriate social conduct. We did not detect a generalized progress pattern but agreed that there were changes between the beginning and end of the intervention. Therefore, we consider that observational methodology is useful in the field of psychotherapy and ASD, offering detailed information about changes and development that cannot be obtained with other traditional measures, such as questionnaires.

Teaching is now experiencing a new centrality due to the fast socio-cultural transformations, the vertical growth of digital media and, therefore, the new ways children and young people learn. New paradigms and teaching methodologies are emerging to meet the new educational needs; among them, the “Episodes of Situated Learning” approach (EAS in Italian) was chosen for this study. This approach broadly refers to the “Flipped Class” model, in which the lesson structure reverses the traditional teaching/learning cycle with a positive outcome on engagement and learning. The present study aims to explore whether the EAS teaching methodology, according to literature about the Flipped Class model, has a positive outcome on student engagement, focusing on its emotional, cognitive and behavioral components. In particular, we hypothesize that the EAS teaching methodology changes teachers’ behavior in classroom, increasing their movements and body expression during the lesson. Moreover, we expect higher levels of self-efficacy and positive emotions and lower levels of perceived anxiety in teachers, thus improving students’ level of engagement. The research was conducted in a secondary school, in Milan, and includes a classroom of sixteen students and three teachers. We chose a quasi-experimental nested design, a mixed-method approach that combines the qualitative and quantitative collection and analysis of data, in order to reach, as far as possible, a holistic, effective and exhaustive representation of the studied phenomenon. Pre-post measures, including video-recording, systematic observation and questionnaires, of both students and teachers were collected during the 8 months of experimentation. This research project could foster positive outcomes for participants as well as the broader society, in which school dropout is increasing. Many authors positively associate low levels of students’ engagement to high rates of school dropout; for this reason, working on improving teaching methodologies and students’ engagement measurement, could be an effective way to enhance learning and opposing school dropout.