El maltrato entre iguales es un fenómeno que sucede en todos los países en los cuales se ha estudiado y que provoca efectos claramente negativos en las víctimas: alteraciones de comportamiento y trastornos afectivos emocionales. La preocupación social que suscita la violencia en los contextos sociales ha dado lugar a numerosas intervenciones. Con este estudio pretendemos determinar la eficacia de las técnicas de aprendizaje cooperativo para disminuir la frecuencia de conductas de acoso y agresión dentro del aula. Con el fin de evaluar las conductas de acoso hemos diseñado un instrumento, "Escala de frecuencia de acoso escolar entre iguales. Perspectiva agresor", que mide tres factores: "agresiones verbales y físicas directas", "agresiones de exclusión social" y "agresiones físicas indirectas". Nuestros resultados apoyan la hipótesis de que una intervención basada en técnicas de aprendizaje cooperativo reduce la frecuencia, especialmente, de las agresiones de exclusión social. Los caminos que, sin duda alguna, posibilitan este cambio son varios: contacto personal, mayor número de oportunidades de igual estatus, información sobre el "otro grupo" y aumento de la empatía. Palabras clave: Aprendizaje cooperativo, acoso entre iguales, agresor, víctima, alumnos, aula.
ResumenEl objetivo de este estudio fue conocer cuál es el nivel de formación inicial de los técnicos deportivos en las categorías del balonmano en la edad escolar, el tipo de planteamiento deportivo que desarrollan y la valoración que hacen de los contenidos que recibieron en su formación.Se realizó un estudio descriptivo a través de una metodología de encuesta que fue contestada en una escala de Likert de rango 5. Participaron 269 entrenadores, el 27,9%, entrenadores de nivel I; el 26,4%, de nivel II; y el 45,7%, de nivel III. Los resultados indican que los entrenadores de menor nivel formativo son los que predominan en las categorías del deporte en edad escolar. Los entrenadores valoran cómo regular los contenidos sobre psicología, medicina, educación física y evaluación y análisis del entrenamiento, y como poco adecuados los relacionados con las nuevas tecnologías. Los entrenadores de nivel I valoran peor que los de nivel III (p<0,05) su formación en los contenidos relacionados con la técnica, táctica, sistemas de juego, preparación física, y programación y planificación del entrenamiento.Palabras clave: entrenador, formación, currículum, deporte en edad escolar, balonmano. AbstractThe purpose of this study was to assess the level of initial certification that coaches of school-aged handball teams have, the type of athletic planning that they develop, and these coaches' evaluation of the material that was covered in their certification process. A descriptive study using survey methodology with a 5-point Likert scale was utilized. A total of 269 coaches participated, of which 27.9% were level I coaches, 26.4% were level II coaches, and 45.7% were level III coaches. The results indicate that the coaches of school-aged sport categories are predominantly lower level coaches. Coaches evaluated the following material in their certification classes as neither good nor bad: psychology, medicine, physical education, and training analysis and evaluation. They evaluated the content about new technologies as inadequate or having little relevance. Level I coaches gave a worse evaluation of the content about technique, tactics, game systems, physical conditioning, and training planning and periodization than level III coaches (p<.05).
The EEES represents a major shift from traditional educational models in the University education system. The student takes an active role in their learning and the teacher becomes a in the guide the teaching-learning process. Besides this skills related to teamwork and interpersonal relationships (student-student, student-teacher and teacher-teacher ) become more important. In this paper we propose to develop some tools that allow us to evaluate the Student's Good Practices relating more directly with student-student relationships and cooperative learning. Also deepen the process of adaptation of the Inventory of Good Practices in University Students, original by Chickering and Schlossberg (1995). In the context of the European Higher Education, this questionnaire has been translated into Portuguese and adapted for use with university students by Pinheiro (2007Pinheiro ( , 2008. Likewise, it has been used to establish intercultural studies, establishing the similarities and differences in the good practices associated with Portuguese and Spanish students (Gonzaga, Gozalo and Pinheiro, 2011).The aim of this study is to estimate the psychometric properties of two scales of the Spanish version of the Inventory of Good Practices in University Students: Work cooperatively with peers and Management of Personal and Social Resources. We have a group of 610 University of Extremadura´s students. Their responses to the inventories was subjected to analysis of reliability and validity: construct validity was assessed using exploratory and confirmatory factor analysis, yielding satisfactory results.
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