The aim of this study was to investigate the effects of fatigue induced by repeated sprint in the kicking accuracy and velocity in female soccer players. Eighteen Under-23 female soccer players from a Spanish professional club were subjected to a fatigue protocol based on a repeated-sprint ability (RSA) test. Measurements of the kicking velocity (maximal ball velocity) and accuracy (Loughborough Soccer Shooting Test) were taken before and after fatigue induction. Correlations between the change in the maximal ball velocity/accuracy and the heart rate (HR), the fatigue index (FI), the sprint decrement (S dec) and the rating of perceived exertion (RPE) were made. There was a significant difference between maximal ball velocity under fatigue conditions with respect to non-fatigue conditions (p = 0.001; ES = 0.89). However, despite a lower kicking accuracy punctuation with fatigue, this was not statistically significant (p = 0.433; ES = 0.22). Significant correlations were found between the maximal kicking velocity and the FI (r = 0.632, p < 0.01) and the S dec (r =-0.554, p < 0.05) and between the kicking accuracy and the RPE (r =-0.506, p < 0.05). In conclusion, there was a significant reduction in the maximal kicking velocity, but not in the kicking accuracy, under fatigued conditions. The RSA-related FI and S dec were the best predictors of the maximal kicking velocity and the RPE for the kicking accuracy.

Purpose The purpose of this paper is to design and validate a continuous self-assessment tool that involves university students in reflection processes on their Flipped Learning model learning. Design/methodology/approach For this, 66 students (18.77±1.36) of the first year of the Degree in Physical Activity and Sports Sciences participated for nine weeks in the weekly completion of a self-assessment tool. The questionnaire followed a content validation by a group of experts and, subsequently, reliability was found from the internal consistency perspective through Cronbach’s α. Findings The results obtained show a reliable tool that facilitates the work by competencies in university education under the Flipped Learning model. Originality/value This work is the first step that responds to the almost non-existent practices of democratic evaluation in Higher Education. The design and validation of questionnaires that consider the measures adopted by the European Higher Education Area and that takes into account European Credit Transfer and Accumulation System is scarce.

Basic psychological needs are an energizing state that, if satisfied, will produce an increase in confidence and a healthy motivational orientation that leads to wellness. Frustration of these needs is the opposite concept of satisfaction, which refers to the negative sensation experimented by an individual when he or she perceives that their psychological needs are being actively limited by the actions of the significant other. To date, we have not found instruments validated in Spanish that measure both the satisfaction and the frustration of basic psychological needs in the physical education (PE) context. Therefore, the aims of this study are adapting the Basic Psychological Need Satisfaction and Frustration Scale (BPNSFS) to the PE context in Mexico; and examine its psychometric properties, structure, and factorial invariance by gender in a sample of fifth-and sixth-grade elementary school students. This study included a total of 1,470 fifth-and sixth-grade students from elementary schools in the metropolitan area of Monterrey, Nuevo Leon, Mexico. The results support the reliability, validity, structure, and strict invariance of the sixth Mexican version of the BPNSFS in physical education (BPNSFS-PE). The BPNSFS-PE can be used to measure the satisfaction and/or frustration of the basic psychological needs of students in PE class and to perform comparisons between groups of boys and girls.

El tratamiento que recibe la evaluación en los currículos es uno de los rasgos más relevantes debido a que sus connotaciones van más allá de la didáctica. Por ello, el objetivo de este trabajo fue analizar los aspectos evaluativos para la asignatura de Educación Física (EF) en Educación Secundaria Obligatoria comparando los 17 currículos autonómicos. Se utilizó el análisis documental de los 17 currículos a través de una herramienta validada que analizó los 1979 estándares evaluativos de las Comunidades Autónomas (CCAA). Para el análisis de resultados se aplicó estadística descriptiva con un objetivo exploratorio, técnicas correlacionales para establecer asociaciones entre variables y regresión múltiple para determinar modelos explicativos. Los resultados muestran el uso del estándar como referente evaluativo generalizado y la ausencia de orientaciones evaluativas concretas en los diferentes criterios de evaluación aplicados. El análisis exploratorio revela la prevalencia de la dimensión cognitiva (41,9%) en los estándares en detrimento de la dimensiones motriz (29,41%) y socioafectiva (28,65%). La Globalidad Educativa de los referentes evaluativos es baja (11,13%) en comparación con los que incluyen dos (26,20%) y una dimensión (62,67%). El análisis correlacional refleja relaciones directas y significativas entre la globalidad del currículo y el porcentaje dedicado a la dimensión motriz (r=0,671, p=0,003) y la eficiencia del currículo y la dimensión motriz (r=0,758; p=0,000); por otro lado, resulta una asociación inversa y significativa entre el tamaño de los currículos y la globalidad de los mismos (r=0,651; p=0,005). Los resultados de la regresión múltiple muestran dos modelos predictivos en los que la dimensión motriz explica tanto la Globalidad Educativa de los currículos (p=0,01) como su eficiencia (p=0,012). Como conclusión, parece necesario otro modelo curricular en EF menos estandarizado, con referentes más globales y que oriente al profesorado sobre prácticas de evaluación más formativas. Por último, la dimensión motriz con un carácter integrado debiera tener mayor presencia en los currículos de EF.

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The purpose was to study the effects of muscle fatigue induced by countermovement jumps (CMJ) on instep kick foot velocity in young male soccer players. Fifteen under-18 soccer players from a professional club performed maximal velocity instep kicks before and after a fatigue protocol that consisted of continuous CMJ. Foot velocity at impact without fatigue, foot velocity at impact with fatigue, CMJ height without fatigue, maximum jump height in fatigue test, and CMJ height change in fatigue test on a dynamometric platform were measured. There was a significant difference between jump height with and without fatigue (P = .00; ES = 0.8), but there were no significant differences between kicking with fatigue and without fatigue (P = .580, ES = 0.10). In conclusion, although the protocol was intense enough to generate fatigue in the muscles involved in CMJ, there were no significant differences in kicking velocity under fatigue conditions with respect to kicking without fatigue in the soccer players studied.

Purpose: To test a structural equations model that analyzes the effects from satisfaction and frustration of the basic psychological needs on motivation types and the same effects on engagement and disaffection in physical education class, and to validate invariance among gender groups. Method: The participants were 1,470 fifth- and sixth-grade students from elementary schools in the metropolitan area of Monterrey, Nuevo León, Mexico. Results: The model showed satisfactory data fit. The results underscore the importance of fulfilling basic psychological needs to generate both autonomous motivation and engagement, as well as to prevent amotivation and disaffection in the students, regardless of sex. Discussion/Conclusion: The findings were discussed and are deemed consistent with other studies, sustaining the idea of basic psychological needs universality as set forth by the self-determination theory.