The worldwide pandemic situation caused by coronavirus disease 2019 (COVID-19) has led to a state of confinement of the population, which has caused, following consulted research, an increase in stress. Faced with this situation, the Spanish university not only had to adapt to the changes derived from the causes of the pandemic but also had to face a new methodological model—e-learning teaching—for which not all teachers and students were prepared. This could cause an increase in stress due to the uncertainty caused by this time of change. This research analyzes the relationship between perceived self-efficacy in the confinement period and the level of trait anxiety (TA) and state anxiety (SA) during COVID-19. Four hundred twenty-seven students from the University of Granada (Spain) participated in this study. The adaptation of two scales that measure perceived academic self-efficacy and anxiety (TA and SA) has been applied. The results indicated that there was an inversely proportional relationship between anxiety and self-efficacy; men showed the highest perception of self-efficacy, while women had higher scores in TA and SA; the latter was accentuated in cases when a relative died. To conclude, students who show a higher level of anxiety (TA and SA) express more negative emotions and also perceive themselves with less academic self-efficacy. Therefore, a stressful situation (pandemic and confinement) together with a critical event (illness and death of a relative/friend due to COVID-19) increases anxiety levels and influences the perception of academic self-efficacy.

This research analyzed Physical Education students' degree of academic performance with the incorporation of active methodologies, specifically flipped classroom mixed learning, restricted to evaluation periods in the months of June and September. The study focused on whether there are significant differences in this variable through the scores obtained. Through a simple random sampling, 131 students participated in this empiric-analytic research, using an ex-post-facto study with a retrospective design with quasi-control group. A robust test of averages comparison, multiple linear regressions and an evaluation of the relative importance of predictors was conducted. The results show how flipped classroom methodology linearly and positively influences academic performance and correlational motivation and support. As main conclusion, in a hybrid and digitalized learning context, the value of the consideration of active methodologies (flipped classroom) based on emerging pedagogies, allows improving students' achievement and competence development, providing critical, significant, ubiquitous, transformational and especially motivating experiences.

As a result of the global pandemic caused by COVID-19, universities have carried out teaching in a digital way, accelerating the inclusion and use of technologies in methodological adaptation. The research aims to ascertain the perception that students at the Faculty of Education Sciences of the University of Granada have regarding the pedagogical model adopted in the virtual learning environment during confinement through the second semester of the 2019–2020 academic year. The information collection method was an online questionnaire, using simple random sampling with proportional affixing 0.5, 95% confidence level and maximum permissible error of 4.7%. The results demonstrate a generalised dissatisfaction of the students, being fundamental to carry out the transition of the educational processes and training of the teaching staff. The implementation of active methodologies increases due to the virtual condition, specifically the flipped classroom methodology, but students manifest generalised dissatisfaction regarding the adequate methodological development and the involvement of professors. There is an outstanding use of e-mail and the virtual learning platform (PRADO), although they consider that they do not have the appropriate knowledge about image editors, video, computer graphics, synchronous response systems and anti-plagiarism tools. The students surveyed express that the tutoring functions, tasks and beliefs of the teaching staff in e-learning are not satisfactory.

In recent years, educational research has focused on analyzing significant differences in the academic performance of university students according to the intervention model of the traditional methodology vs. the flipped classroom. This empirical-analytical research is based on a quasi-experimental design with non-equivalent groups. The results reveal significant differences on the average grades of university students; those participating in the flipped classroom obtained higher scores than students following a traditional methodology, regardless of the specialization. Moreover, this research concludes that the flipped classroom approach offers an opportunity to transform the traditional system by improving the classroom environment, the teaching-learning process and the student’s assessment.

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Frecuencia de práctica y motivos de participación/no participación en activida Frecuencia de práctica y motivos de participación/no participación en activida--des físicas en función del género de escolares de 10-12 años de Melilla des físicas en función del género de escolares de 10-12 años de Melilla Practice frequency and reasons for participation/no participation in physical Practice frequency and reasons for participation/no participation in physical activities of 10-12 years old schoolchildren from Melilla activities of 10-12 years old schoolchildren from Melilla J u a n G r a n d a V e r a M a r i a n o M o n t i l l a M e d i n a J o s é C a r l o s B a r b e r o Á l v a r e z Á n g e l M i n g o r a n c e E s t r a d a I n m a c u l a d a A l e m a n y A r r e b o l a Facultad de Educación y Humanidades (Melilla) Universidad de Granada El presente artículo expone los resultados de un estudio dirigido a conocer la influencia del género en la frecuencia semanal y diaria de práctica de actividad física, así como en los motivos/no motivos de prác-tica de actividad física que manifiestan escolares de 10-12 años de Melilla. Los participantes han sido todos los escolares de los cursos 5º y 6º (10 -12 años) de tres colegios públicos de Melilla (n= 439). Los datos se han recogido a través del cuestionario de "Hábitos de participación en Actividades Físicas". Los resultados muestran la existencia de diferencias significativas en función del género en la frecuencia diaria de práctica (z= 2,72, p < ,01), y que los motivos principales para la participación en actividades físicas son aquellos relacionados con la salud "me gusta estar saludable", "es bueno hacer ejercicio", "para mantener la línea", mientras que los relacionados con los aspectos sociales "me gusta divertirme y ocupar mi tiempo de ocio" y "encontrarme con los amigos". Los motivos que les llevan a no participar en programas de actividad física son "falta de tiempo" y "estudios, hacer deberes", resultados similares a los hallados en estudios anteriores en otros contextos nacionales e internacionales.Palabras claves: actividad física; educación primaria; motivos de práctica; frecuencia de práctica; género R e s u m e n Correspondencia/correspondence: J u a n G ra n d a Ve ra Dpto. Didáctica de la Expresión Musical, Plástica y Corporal Área de Didáctica de la Expresión Corporal. Facultad de Educación y Humanidades (Melilla). Universidad de Granada E -m a i l : j g ra n d a @ u g r. e s The present article presents the results of a study aimed at know the influence of gender in weekly and daily practice and in the reasons/non-reasons for practicing physical activity that show school age 10-12 years of Melilla. The participants were all schoolchildren in courses 5 and 6th (10-12 years) from three public schools in Melilla (n= 439). Data were collected through the "Habits of Participation in Physical Activities Questionnaire". The results show the significant differences gender in the daily frequency of practice (z= 2,72, p < ,01). the main reasons for partici...

The objective has been to know the impact of the flipped classroom methodology on the academic performance of students during their training process in relation to the traditional methodology over time, in order to establish baselines in the academic grades in both models. The research is of a quasi-experimental type of non-equivalent groups, with a longitudinal trend design in the data collection process. The entire available population has been selected, with 1.236 students participating, exploring the grades as an analytical resource, from the 2010/2011 to the 2019/2020 academic years. The results show statistically significant differences in the improvement of academic performance with the flipped classroom methodology. Furthermore, the results reinforce that the flipped teaching model effectively promotes students’ interest, their capacity for autonomous learning and personal and cooperative relationships.

El presente artículo expone los resultados de un estudio dirigido a conocer la influencia de la etnia en la frecuencia semanal y diaria de práctica de actividad física, así como en los motivos de práctica de actividad física que manifiestan escolares de 13-14 años de Melilla. Los participantes han sido 548 escolares (267 chicos y 281 chicas) de los cursos 1º y 2º (13 - 14 años) de cuatro centros de Educación Secundaria de Melilla. Los datos se han recogido a través del cuestionario de «Hábitos de participación en Actividades Físicas». Los resultados muestran la existencia de diferencias significativas en función de la etnia, pero solo en el caso de los chicos en motivos para la participación en actividades físicas en aquellos relacionados con la salud «me gusta estar saludable», «es bueno hacer ejercicio», «diversión», «aspecto físico», con los relacionados con el rendimiento deportivo «»Me gusta la competición» y «quisiera hacer carrera deportiva», así como con motivos relacionados con los aspectos sociales «amigos también practican « y «familia también practica» , siempre a favor de los chicos de la etnia tamazight. Abstract. The present article presents the results of a study aimed at assessing the influence of ethnicity in weekly and daily practice and in the reasons for practicing physical activity showed by schoolchildren from Melilla aged 13-14 years old. The participants were 548 schoolchildren (267 boys and 281 girls) enrolled in 1st and 2nd courses from four high schools in Melilla. Data were collected through the «Habits of Participation in Physical Activities Questionnaire».  The results show the existence of significant differences according to ethnicity, but only in the case of boys regarding reasons for participation in physical activities related to health «I like to be healthy», «it is good to exercise», «Fun», «physical aspect», related to sports performance «I like competition» and «I would like to do sports career», as well as with reasons related to social aspects «friends also practice» and «family also practices», always in favor of the Tamazight boys.