<span style="font-family: 'Garamond',serif; font-size: 8pt; mso-bidi-font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: AR-SA; mso-bidi-language: AR-SA;" lang="EN-US">This study analyzed the effect of the variables: </span><span style="font-family: 'Garamond',serif; font-size: 8pt; mso-bidi-font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: ES-TRAD; mso-fareast-language: AR-SA; mso-bidi-language: AR-SA;" lang="ES-TRAD">game type (individual or cooperative),</span><span style="font-family: 'Garamond',serif; font-size: 8pt; mso-bidi-font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: AR-SA; mso-bidi-language: AR-SA;" lang="EN-US"> competition, gender, students' association type and </span><span style="font-family: 'Garamond',serif; font-size: 8pt; mso-bidi-font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: ES-TRAD; mso-fareast-language: AR-SA; mso-bidi-language: AR-SA;" lang="ES-TRAD">beginning-end</span><span style="font-family: 'Garamond',serif; font-size: 8pt; mso-bidi-font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: AR-SA; mso-bidi-language: AR-SA;" lang="EN-US"> of the session on the university students' moods. 201 Physical Education college students participated. After having received an initial instruction concerning moods, participants executed 2 sessions </span><span style="font-family: 'Garamond',serif; font-size: 8pt; mso-bidi-font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: ES-TRAD; mso-fareast-language: AR-SA; mso-bidi-language: AR-SA;" lang="ES-TRAD">involving cooperative games and 2 individual games. The POMS scale was filled in both at the beginning and at the end of each session. The data were analyzed using generalized estimating equations. Among the main findings, we can point out that positive emotional states increase significantly when cooperative games are applied, with competition. Negative moods are more present in individual games, with no competition, when practiced by men and when they are organized in separate groups.</span><span style="font-family: 'Garamond',serif; font-size: 8pt; mso-bidi-font-size: 10.0pt; mso-fareast-font-family: SimSun; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: ES-TRAD; mso-fareast-language: ZH-CN; mso-bidi-language: HI; mso-font-kerning: 1.5pt;" lang="ES-TRAD">All these factors contribute towards knowing the influence of play on the training of the future teachers of a modern physical education, in which there is the intention of promoting such important aspects as socioemotional well-being and co-education.</span>
Background:There is a lack of information about the influence of age on functional movement tests (FMT) and performance tests as well as in their relationships in young basketball players. Purpose:The purpose of the present study was to determine the variations in FMT and jump and/or sprint performance scores between age groups (U-14 vs. U-16) in Highly-trained young basketball players. The second purpose was to investigate the relationship between FMT for lower body and jump and/or sprint performance in highlytrained young (U-14 and U-16) male basketball players. Study Design: Descriptive study.Methods: Thirty elite young (U-14 to U-16) male basketball players performed several FMT (weight-bearing dorsiflexion test [WB-DF] and a modified Star Excursion Balance test [SEBT]) and performance including unilateral and bilateral countermovement jumps, unilateral horizontal jumping, linear sprinting and performance tests.Results: All anthropometric and performance tests showed a statistically significant advantage (p<0.05) in the U-16 group, excluding the unilateral jump with left leg (p=0.127). Five out of the eight FMT performed showed a statistically significant advantage (p<0.05) in the U-16 group. The U-14 group did not differ statistically from the U-16 group in WB-DF with left leg and the SEBT anterior right leg and posteromedial left leg reaches. Effect size calculations did show small to moderate effects in favor of U-16. Only two significant correlations (p<0.05) between functional movement and performance measures were identified in the U-16 group for either limb (10-m sprint and SEBT-PL L , SEBT-Composite L ), while a total of 13 significant correlations (p<0.05) in the U-14 group were found. Conclusions:The results of this study demonstrated differences in FMT and jump and/or sprint performance test between age groups (U-16 vs U-14). The findings of this study support the idea that the age of the player should be considered when interpreting FMT scores, which could have implications when implementing the FMT for injury risk prediction.
¿Por qué te peleas? Conflictos motores y emociones negativas en la clase de Educación Física: el caso de los juegos de oposición Why are you fighting? Motor conflicts and negative emotions in the physical education class: The case of opposition games unai sáez d e ocáRiz gRanja*
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