El deporte escolar en el inicio de la educación primaria implica escenarios no formales con potencial para generar excelentes oportunidades formativas. La motivación del estudio es indagar en los escenarios del fútbol prebenjamín. La finalidad se concreta en la comprensión del escenario de la competición reglada; construido en los partidos que juegan los niños de seis años, acompañados por familiares y entrenadores. Se aplica un diseño de estudio de caso, modalidad etnográfica, a través de la observación participante. El análisis de los datos narrativos y de imagen pone de manifiesto la tensión entre el referente de competición y el educativo. La importancia del resultado y la competitividad en el juego destacan como significados atribuidos al escenario; a la vez que condicionan la participación y la instrucción. El modelo del deporte profesional se filtra en las dinámicas organizativas. La intensidad emocional acompaña el desarrollo del partido. Se discuten las implicaciones de la competición reglada en el fútbol prebenjamín como actividad de educación no formal y la necesidad de dar mayor protagonismo al niño y su grupo de iguales.Abstract. The school sport in the beginning of primary education involves non-formal settings with the potential to generate excellent learning opportunities. The main goal of the study is to research within the football training contexts of six-year old infants. This goal is achieved through the understanding of the framework of the ruled competition, which is built up taking into account the children’s football matches performed in the presence of family and coaches. An ethnographic case study design is applied through participant observation. The analysis of image and narrative data spotlights the stress between the competitive reference and the educational one. The importance of the result and game competitiveness stand out as features inherent to the framework; in the same way, they influence participation and instructional development. The model of professional sport leaks into the organizational dynamics. Emotional load goes along with the progress of the match. Furthermore, the study deals with the implications of regulated competition in under 6’s football as non-formal education and it states the necessity to give more importance to the role of the child and his peer group.
ResumenEste documento tiene por objetivo dar cuenta del interés que la pedagogía ha desarrollado sobre el potencial educativo del deporte. El acercamiento es deliberado y se fundamenta desde la inherencia que posee el ser humano por el juego motriz. La complejidad del cuerpo humano deriva de un largo proceso evolutivo y predispone a la persona al movimiento en una sociedad que tiende hacia el sedentarismo.El juego motriz preexiste a cualquier dinámica deportiva que se haya emprendido a lo largo de la historia, mientras que el deporte moderno emerge como fenómeno social en el siglo XIX e irrumpe en la vida de los ciudadanos mediante la promoción de unos valores solidarios con el sistema que les envuelve. El referente educativo saca partido de esta coyuntura, pues tiene el anhelo de aprovechar el potencial formativo que ofrece el deporte para vehiculizar aprendizajes, competencias y valores. La simbiosis entre deporte y educación encuentra su nicho en la sociedad actual en el área curricular de educación física y en el deporte escolar.Palabras clave: Actividad física, deporte escolar, educación física, valores. AbstractThis paper provides an overview of several pedagogical analyses of the educational potential of sport. This topic is approached from a deliberative perspective that focuses on the inherent character of motor games in human nature. The complexity of the human body is the result of a long evolutionary process that predisposes individuals to engage in movement activities in a society characterized by sedentariness. In human history, motor games preexisted engagement in sport practices, modern sports emerged as a social phenomenon in the 19th century, becoming a central activity in the lives of the citizens in modern societies by promoting the key values of such a society. Educators take advantage of this aspect of sport in order to promote skills, competencies, and values. The connection between sport and education is best developed through physical education curricula and school sports.
Football is one of the most common extracurricular activities among schoolchildren. Illusions and expectations are poured into a competitive sport that complements their formal education at school. The controversy over competition in schoolchildren aged six and seven opens up a debate on the lessons that are constructed. This study explores the emotional management that children develop in order to participate in sports activities in relation to the lessons promoted by the school. This article presents an ethnographic study grounded upon participant observation, with 101 schoolchildren in the first and second years of primary school during one academic year in 207 sessions, and semi-structured interviews with 21 teachers. After analysing the narratives, the results reveal previous expectations and stresses, a level of activation adequate for the competitive demands of the environment, the development of the ability to be competent in a stressful situation, the emotional capitalization of knowing how to win and lose, the impact of social recognition on adaptative construction of self-esteem, and the management of episodes of stress.
At the time of birth, the incudo-mallear joint is completely developed. OBJECTIVE. To study the development of the incudo-mallear joint in human embryos and fetuses. MATERIALS AND METHODS. In all, 46 temporal bones with ages between 9 mm and newborns were studied. The preparations were cut in a series and dyed using Martins' trichrome technique. RESULTS. The incudo-mallear joint acquires the characteristics of a saddle joint at 10 weeks of development. The cartilage that covers the articular surfaces is formed by different strata that develop successively: the superficial stratum at 14 weeks, the transitional between 15 and 19 weeks, and the radial from 20 weeks. The subchondral bone develops between weeks 25 and 28 by the mechanisms of apposition and extension of the periosteal and endosteal bones, but it is not until week 30 that it completely covers the articular surfaces, consisting of bone fascicles whereby the lines of force will be transmitted. The articular capsule is formed as from the inter-zone. The surface zone develops the capsular ligament, and the internal surface develops the synovial membrane. Even though it is not consistent, the primordium of the meniscus is seen at 18 weeks.
El consumo de drogas en nuestro país es uno de los problemas más graves a los que se enfrenta la sociedad actual, especialmente relevante en población adolescente (Becoña, 2007; Calafat et al., 2011; Hock y Weil, 2013 y PNSD, 2013). La práctica de la actividad físico-deportiva es considerada uno de los hábitos más representativos de un estilo de vida saludable (Cruz, Fernández y González, 2007) pudiendo actuar como una factor preventivo del consumo (De Vries et al., 2006; Warren et al., 2008). La motivación y autoconcepto físico de los deportistas jugarán un papel fundamental en la adherencia a la misma (García-Calvo, 2006; Macarro, Romero y Torres, 2008). De esta manera, el estudio tiene como objetivo analizar la relación e influencia de la motivación y autoconcepto físico en el consumo de alcohol, tabaco y cannabis en una muestra de 512 adolescentes deportistas españoles (M=16,01; DT=1,465). Los resultados desprenden influencias significativas de motivaciones intrínsecas, amotivación, motivación extrínseca identificada y competencia percibida en los diferentes consumos. Implicaciones prácticas a la hora de promover comportamientos autodeterminados en adolescentes deportistas.Abstract: The use of drugs in our country is one of the most severe problems that our society is currently facing, especially among the adolescent population (Becoña, 2007; Calafat et al., 2011; Hock y Weil, 2013 y PNSD, 2013). Involvement in physical and sports activities is considered to be one of the most representative forms of a healthy lifestyle (Cruz, Fernández y González, 2007), as they act as a preventative factor of drug use (De Vries et al., 2006; Warren et al., 2008). Athletes’ motivation and physical self-concept play a fundamental role for their adherence to these activities (García-Calvo, 2006; Macarro, Romero y Torres, 2008). Consequently, the aim of this research is to analyse the relationship and influence of motivation and physical self-concept on alcohol, tobacco and cannabis consumption in a sample of 512 Spanish adolescent athletes (M=16,01; DT=1,465). Results establish significant influences of intrinsic motivation, amotivation, extrinsic motivation, and perceived competence, on all the type of consumptions evaluated. Our outcomes have practical implications for the promotion of self-determined behaviour among adolescent athletes.
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