The purpose of this study was to analyze the on-court demands of handball players during the European Handball Federation Champions League Final Four (VELUX EHF FINAL4) 2019 to define time–motion characteristics (played time; covered distances) both in offense and defense. Furthermore; we aimed to define position-specific demands and differences among them. Forty players from three teams were analyzed during the tournament using a local positioning system (LPS) for the first time in top handball. Players covered similar distances both in offense (1388.28 ± 2627.08 m), and in defense (1305.47 ± 5059.64 m) and remained on court for a similar average time (15.69 ± 8.02 min and 15.40 ± 8.94 min respectively). When locomotion activities were normalized according to the time they spent on court; significant differences were found for defense compared to offense in walking (+20%; p < 0.000; Cohen’s effect size (ES) = 1.01) and jogging (−29.6%; p = 0.000; ES = 0.90), as well as a tendency for high-intensity running (+ 25.2%; p = 0.077; ES = 0.31). Per playing position; center and left back (CB = 94.86 ± 10.98 m·min−1; LB = 96.55 ± 24.65 m·min−1) showed the highest running pace in offense and mid-left; front center defender and outside right for the defense (ML = 90.38 ± 30.16 m·min−1; FCD = 87.04 ± 14.94 m·min−1; OR = 89.64 ± 34.93 m·min−1). In conclusion; profile differences existed among players’ position activity; both in offense and defense; which should be taken into account when designing specific physical training programs
El proceso de enseñanza y aprendizaje está muy determinado por la motivación y el ambiente de aprendizaje. La motivación y el ambiente de aprendizaje, dentro de la educación, dependen mucho de las metodologías educativas que se implementan en los centros educativos. El objetivo de este trabajo es comparar la motivación y el estado de Flow entre la estrategia metodológica Flipped Classroom y una metodología tradicional. Para ello se llevó a cabo un estudio de diseño cuasiexperimental, con selección de la muestra no probabilística e intencional. 103 alumnos universitarios participaron en el estudio, divididos en un grupo experimental (Flipped Classroom) y un grupo control (metodología tradicional). La motivación y el estado de Flow se evaluaron antes de comenzar la impartición de lecciones relacionadas con la asignatura: “Didáctica de la Educación Física” y al finalizar la misma (cuatro meses). Se utilizaron los cuestionarios de metas de logro 2x2 (Guan et al., 2006) y DREEM (Herrera et al., 2015). Para determinar si existían diferencias iniciales y finales entre los grupos se realizó la prueba T-Student de muestras independientes. Para observar las diferencias intragrupo (pre vs pos-test) se utilizó una prueba T-Student para muestras relacionadas. Los resultados muestran que existen diferencias significativas entre el grupo de control y el grupo experimental en las variables aproximación/maestría (p < .001), enseñanza (p = .003) y aprendizaje (p = .05). Con la metodología Flipped Classroom el alumnado presenta niveles en la motivación y en el estado de Flow superiores al alumnado que imparte una metodología tradicional. Summary. The teaching and learning process is highly determined by motivation and the learning environment. The motivation and the learning environment, within education, both of them depend a lot on the educational methodologies that are implemented in educational centers. The objective of this work is to compare the motivation and the state of Flow between the Flipped Classroom methodological strategy and a traditional methodology. For this reason, a quasi-experimental design study was carried out, with a selection of the non-probabilistic and intentional sample. 103 university students participated in the study, divided into an experimental group (Flipped Classroom) and a control group (traditional methodology). The motivation and the state of Flow were evaluated before the beginning of the lessons related to the subject: "Physical Education Didactics" and at the end of it (four months later). The 2x2 achievement goal questionnaires (Guan et al., 2006) and DREEM (Herrera et al., 2015) were used. To determine if there are initial and final differences between the groups, the T-Student test was performed on independent samples. To observe intra-group differences (pre vs. post-test), a T-Student test was detected for related samples. The results found that there are differences between the control group and the experimental group in the variables approach/mastery (p < .001), teaching (p = .003) and learning (p = .05). With the Flipped Classroom methodology, students have higher levels of motivation and Flow status than students who teach a traditional methodology.
INTRODUCCIóN juan tortosa Martínez y lilyan VeGa raMirezUniversidad de alicante La calidad de vida es un concepto multidimensional, siendo la actividad físi-ca, el deporte y el ocio, aspectos importantes a tener en cuenta, como destacan Organismos nacionales e internacionales. Sus políticas coinciden en la necesidad de adoptar una perspectiva de género, con enfoque transversal, para la promoción de la igualdad efectiva entre hombres y mujeres, estableciendo sinergias con otras políticas como salud, educación o cohesión social 1, 2 . La igualdad entre mujeres y hombres tiene un reconocimiento reciente en la legislación, pero la negación de esa igualdad, a lo largo de siglos, obliga a adoptar medidas de promoción de la igualdad efectiva, teniendo en cuenta la diferencia actual entre sexos en oportunidades, motivaciones y prácticas. Según el Instituto Nacional de Estadística, en España, los varones dedican más tiempo
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