The objective of this research was to determine the differences in autonomy in both basic activities of daily life in instrumental activities of daily life, as well as functional capacity, fragility and risk of falls between an active group and a sedentary group. The individual associations of functional capacity, fragility and risk of falls were also analyzed, with autonomy in basic activities of daily living and in instrumental activities of daily living in the active group. In this cross-sectional investigation, 139 people from Huelva between 65 and 87 years of age were evaluated (Mean (M) = 73.1; standard deviation (SD) = 5.86); 100 were women and 39 men. The active and sedentary group were composed of 69 and 70 elderly people, respectively. The active group carried out a physical activity program. Among the results, a significant effect was seen in the multivariate contrast of the study variables, V = 0.24, F (5, 137) = 8.58, and p < 0.001; while in the linear regressions in the active group, the Vivifrail with the Barthel Index (Δ Adj. R2 = 0.15) and with the Lawton and Brody Scale (Δ Adj. R2 = 0.22) were used. In conclusion, the active group presented better values in all the variables evaluated in comparison to the sedentary group, establishing statistically significant differences. In addition, in the active group, it has been found that functional capacity is a significant predictive variable of autonomy in instrumental activities of daily living (22%), while fragility and the risk of falls are significant predictors of autonomy in activities of basic daily life (15%).

New models for teaching sports have arisen in the last years, characterised by the use of more contextualised situations, modified games, tactical awareness, transference of technical–tactical learning and different teaching progression, among other aspects. In this regard, small-sided games must be highlighted, due to their ability to integrate physical fitness, technique and tactical behaviour stimuli in similar conditions to the real game. Therefore, the aim of this systematic review was to analyse and describe the methodological possibilities that SSGs can provide regarding the teaching of technical–tactical aspects in team sports at young ages. The guidelines of the PRISMA declaration were followed with the purpose of conducting a systematic search. The search was performed in the databases Pubmed, Web of Science, Scopus and SportDiscus. From the 451 identified in an early phase, plus the 20 found in the references of other studies, only 47 met the inclusion criteria and were selected. The results yielded scientific evidence that justifies the use of small-sided games as a methodological resource for sports teaching at young ages. Among the main reasons, it can be highlighted that a reduction in the number of players and in the size of the pitch area increases the total ball contact per player and, therefore, the number of technical actions. Moreover, the intentional modification of certain rules helps to develop some sport training fundamentals.

The question of how games should be taught is still a controversial subject. There has been a growing number of studies on teaching games and coaching sports since the first publication of Bunker and Thorpe on Teaching Games for Understanding (TGfU). In this sense, the present systematic review and meta-analysis aimed to systematically review the scientific literature about the effects of technical and tactical approach interventions on skill execution and decision making, and to examine the influence of the teacher/coach management style. A systematic literature search was carried out in accordance with PRISMA guidelines in Web of Science (WOS), PubMed (Medline), Scopus, and SportDiscus electronic databases. A total of seven and six studies were deemed to meet the inclusion criteria for decision making and skill execution, respectively. Meta-analysis results showed that tactical interventions achieved significant improvements in decision making (effect size = 0.89 with 95% confidence interval (CI) from 0.12 to 1.65), but they did not show significant improvements in skill execution (effect size = 0.89 with 95% CI from −0.45 to 2.23) compared to technical approaches. However, the heterogeneity of interventions was large and the quality of evidence was low according to GRADE. In conclusion, tactical approaches are recommended to teach games and sports in order to develop technique, understanding, tactical knowledge, and decision making, which are demanded in game play. These findings could be useful for teachers and coaches to improve these aspects of their players and students.

The aim was to review the effects of cooperative learning interventions on intrinsic motivation in physical education students, as well as to conduct a meta-analysis to determinate the overall effect size of these interventions. The PRISMA guidelines were followed to conduct this systematic review and meta-analysis. The PEDro Scale was used to assess the risk of bias and the GRADE approach was used to evaluate the quality of the evidence. A total of five studies fulfilled the inclusion criteria and they were included in the meta-analysis. Effect size for intrinsic motivation of each study was calculated using the means and standard deviations of the Perceived Locus of Causality Scale (PLOC) before and after the intervention. The overall effect size for intrinsic motivation was 0.38 (95% CI from 0.17 to 0.60) while the heterogeneity was large. Although four of the five studies reported significant within-group improvements in intrinsic motivation, only three studies showed significant between-group differences in favor of the experimental group. The findings showed that program duration and participant age may be relevant factors that must be considered by educators and researchers to conduct future effective interventions. Cooperative learning interventions could be a useful teaching strategy to improve physical education students’ intrinsic motivation. However, given the large heterogeneity and the low quality of the evidence, these findings must be taken with caution.

In recent years a special interest in developing a theory of knowledge related to the teaching of sports has emerged. The comprehensive model of sport teaching or Teaching Games for Understanding Model and its variants have stood out. This focus is related to cognitive and constructivist theories of learning and to situated learning, and it is considered to be innovative in the teaching of sport. The objective of this work was to describe and analyse the basis on which the comprehensive teaching of sport is built, and, to achieve this, a systematic revision of the bibliography was carried out. Data indicated that the comprehensive focus is based, fundamentally, on premises related to the theories of cognitive, constructivist and situated learning. In this sense, some elements stand out. They make a reference to sport as teaching content (games modified, contextualized teaching, transfer of learning and technical-tactical teaching); to the student/player (learner/player-centred, existing knowledge and motivation); and to the teacher/coach (role of the teacher/coach, progressive teaching, problem-solving and questioning).

RESUMENCon el objetivo de analizar el proceso de formación deportiva de los judokas españoles de élite, se diseñó una entrevista semiestructurada de 52 preguntas agrupadas en 6 dimensiones (entorno social, entorno deportivo, psicológica, técnico-táctica, condición física y otros aspectos). Se llevó a cabo un análisis cualitativo y cuantitativo mediante la valoración de 10 expertos. Se analizó la validez de contenido a través del coeficiente V de Aiken, estableciendo un intervalo de confianza del 99 %, y el coeficiente de variación. Para conocer la fiabilidad se pasó la entrevista a judokas de alto nivel en dos momentos distintos y se analizó la consistencia interna por el método del Alfa de Cronbach (0,915) y la fiabilidad test-retest utilizando el coeficiente de correlación intraclase resultando 0,843 (p<0,01). La entrevista reúne suficientes propiedades como para ser considerada una herramienta válida y fiable para estudiar y analizar el proceso de formación de los judokas de élite.

El presente trabajo forma parte de una investigación más amplia en la que se trata de analizar la educación física en la etapa de secundaria. El estudio que a continuación se expone se centra específicamente en analizar la importancia que tiene la expresión corporal respecto a otros bloques de contenido, así como los factores que condicionan al docente a la hora de impartir dichos contenidos. Para ello se le suministró un cuestionario a un total de 63 profesores/as de educación física de Educación Secundaria. Los datos expuestos pertenecen a la dimensión de contenido, y fueron analizados usando el paquete estadístico SPSS (13.0). Entre los principales resultados encontramos que la expresión corporal es el bloque menos valorado por los docentes de educación física, y que los principales factores que justifican la escasa presencia de este contenido hacen referencia a la poca formación en este campo, a la falta de experiencias previas y a la escasa demanda del alumnado.Palabras clave: expresión corporal, programación educación física, formación inicial y permanente, educación secundaria.Abstract: This work is part of a wider research which aims at analising physical education in secondary education. Thus, the study is specifically focused on analising the importance of body language over the blocks of contents, and those factors that influence the teacher when teaching such content. This questionnaire was provided to 63 physical education teachers at secondary education. Data shown belong to the content dimension and were analyzed by using SPSS (13.0). Among the main results we found that body language is the least valued block by teachers, and that the main factors underlying the limited use of this content refer to the little training in this field, the lack of previous experiences and poor demand of the students.Keywords: body language, physical education programming, initial and ongoing training, secondary education.

La figura del entrenador es clave en el entrenamiento deportivo con jóvenes. Este estudio tuvo como objetivos establecer el perfil del entrenador de fútbol en las etapas de formación de los jóvenes jugadores de la región de Beja (Portugal), identificar la concepción sobre la enseñanza del fútbol que tienen, y conocer la forma de planificar y programar de los mismos. Con este fin se encuestaron a 124 entrenadores de fútbol base de la mencionada región portuguesa. Los datos mostraron que el perfil del entrenador de fútbol base de Beja se correspondió al siguiente: hombre de entre 31 y 40 años, con el duodécimo año de escolaridad completo, trabajando por cuenta ajena, sin curso de entrenador o con apenas el Grado I o nivel básico de la titulación de entrenador de fútbol. También destacó el hecho de que la mayoría de los entrenadores consideraran el fútbol un medio para educar a los jugadores, siendo los entrenadores más jóvenes los que más creían en el fútbol como medio transmisor de valores. Cabe destacar que los entrenadores manifestaron tener bastante claro los contenidos a trabajar en estas edades y que solían utilizar tanto métodos de enseñanza directivos como basados en el descubrimiento. Los entrenadores afirmaron que solían dar más prioridad a los aspectos técnico-tácticos con respecto al trabajo físico. Por último, gran parte de los entrenadores mostraron intención de entrenar en un futuro en categorías superiores. Abstract: The figure of the coach is key in sports training with young people. The aims of this study were to establish the profile of the football coach in the training stages of young players in the region of Beja (Portugal), to identify their conception of football teaching, and to know how to plan and programme them. To this end, 124 grassroots football coaches in the aforementioned Portuguese region were surveyed. The data showed that the profile of the base football coach in Beja corresponded to the following: a man between 31 and 40 years old, with the twelfth year of schooling complete, working as an employee, without a course of coaching or with only Grade I or basic level of the qualification of football coach. It was also highlighted the fact that most coaches considered football as a means of educating players, with younger coaches believing most in football as a means of transmitting values. It should be noted that the coaches said they were quite clear about the content to be worked on in these ages and that they used both managerial and discovery-based teaching methods. Coaches said they tended to give more priority to technical and tactical aspects over physical work. Finally, a large number of coaches showed their intention to train at higher levels in the future.