Martínez-Vidal A, Prada A, Díaz MP, Martínez-Patiño MJ. Effect of a combined program of physical activity and intellectual activity in the cognitive functioning of the elderly. J. Hum. Sport Exerc. Vol. 6, No. 2, pp. 462-473, 2011. Aerobic exercise done in an enriched environment with intellectual activity seems to improve cognitive performance associated with the aging process of humans, although the results can sometimes be contradictory. The objective of the present study was to ascertain to what degree the practice of combined aerobic exercise and memory strategies improve the cognitive functioning, in general, and to a more concrete measure in the cognitive memory domain of the elderly. Sixteen subjects, the majority of which were women with only two of which were men, participated in the investigation. The average age of all participants was 71. A prospective, longitudinal, and intra-subject design was to evaluate the cognitive abilities before and after the intervention, using a modified Mini Mental State Examination (MMSE) as the instrument of measure. The intervention lasted over a period of eight months and consisted in a physical activity program based upon various abilities of displacement as well as association, sequential, and imagination memory strategies. The recall differential variable presented statistical differences significant at the 95% confidence interval to the degree pre and post intervention (t= -4.842; sig = 0.000; with the limits at -1.71028 y -0.66472) while the other cognitive domains showed general improvement in the post-intervention measures although no reaching significant levels. On the other hand, it was demonstrated by Cochran´s Q test that after the intervention, an overall incremental improvement existed in the number of subjects that responded correctly to all items in each cognitive domain, being most prominent and the only significant percent of subjects that after the program responded correctly to all of the items in the recall (0.011). No significant improvements were shown in the terms of age group nor in terms of initial cognitive function (U of Mann Whitley), however, the subjects who initially had the lowest cognitive level are among those that benefited the most from the program.

ResumoA educación musical na etapa de Educación Infantil ocupa un posto crucial, xa que contribúe ao desenvolvemento integral dos educandos. Para que esta sexa efectiva, a metodoloxía empregada ha de ser lúdica, innovadora, dinámica e versátil. Por isto, o obxectivo principal deste traballo é dar a coñecer as metodoloxías musicais do século XX. Neste traballo, enmarcaremos a música no currículo de Educación Infantil; a continuación, veremos aspectos común a todas elas; e finalmente, centrarémonos especificamente nas metodoloxías Dalcroze e Kodaly, posto que cumpren todos os requisitos metodolóxicos anteriormente mencionados. Palabras chave: metodoloxías, Dalcroze e Kodály AbstractMusical education in Pre-school Education occupies a crucial position, since it contributes to the integral development of learners. To be effective, the methodology used must be playful, innovative, dynamic and versatile. For this , the main objective of this project is to expose the most relevant musical methodologies in history, these of the 20th century. So there, we are going to frame music in Pre-school Education curriculum; next, we are going to see common aspects to all of them; and finally, we will focus on Dalcroze and Kodaly methodologies, because they meet all the requirements previously mentioned. Keywords: methodologies, Dalcroze and Kodaly XustificaciónPara comezar a traballar os contidos musicais cos nosos alumnos e alumnas debemos ser conscientes da importancia que ten a metodoloxía utilizada. Por exemplo, se traballamos cunha metodoloxía centrada en iniciar aos infantes na lecto-escritura musical, solfexando sentados día tras día durante dous anos, e despois pasamos a ensinarlles como tocar un instrumento determinado, será moi probable que nese tempo aos alumnos e alumnas xa se lles pasen as ganas de tocar algún instrumento, ademais de ter carencias na asimilación de contidos musicais importantes.Froito do noso interese pola educación musical e a innovación na aula xorde a selección deste tema. A metodoloxía empregada debe ser lúdica, innovadora, atractiva, completa, dinámica e versátil. Para que os cativos e as cativas aprendan os contidos musicais dunha forma axeitada e motivadora, teñen que vivir a música, pasalo ben, xogar con ela, sendo conscientes da etapa evolutiva na que se atopan, isto é, na preoperacional. O motivo de escolla das dúas metodoloxías empregadas no noso traballo é que reúnen todos os requisitos que acabamos de mencionar e considerámolas de gran interese para levalas a cabo na nosa futura labor como docentes. IntroduciónA música xoga un papel fundamental no desenvolvemento do alumnado de Educación Infantil. Con ela, os infantes gozan ao mesmo tempo que aprenden contidos, tanto musicais como doutros ámbitos do desenvolvemento. Numerosos estudosos do tema, tales como Lacárcel (2003) ou Gómez (2007) afirman que, os educandos formados musicalmente son persoas máis creativas e organizadas á hora de procesar unha gran cantidade de información, posto que a estimulación musical contribúe ao desenvolvement...

Martínez-Patiño MJ, Mateos-Padorno C, Martínez-Vidal A, Sánchez AM, García JL, Díaz MP, Touriño CF. An approach to the biological, historical and psychological repercussions of gender verification in top level competitions. J. Hum. Sport Exerc. Vol. 5, No. 3, pp. 307-321, 2010. Different kinds of disorders of sex development (DSD) have been observed in athletes from different countries along the history of sport. The detection of an abnormal chromosomal pattern or gonadal dysgenesis has been always associated to the gender verification tests which international sports institutions have performed from 1960s and abandoned as systematic practice in 2000. Such methods have been heavily criticized by specialists of different fields such as genetics, endocrinologists and psychologists. The use of a femininity control at the present days to detect possible males who fraudulently pretend to compete in female only events is inconsistent. The possible decision of the International Olympic Committee to establish special centers to manage future DSD cases is also discussed. A major concern on the confidentiality between doctors and patients and the establishment of care protocols for the psychological support of athletes in such delicate situations is needed. This ties altogether with the psychological and social repercussions of the gender verification on the lives of athletes with DSD. When cases of sex ambiguities are detected, issues such as the respect of privacy, the need of specific protocols to follow with flexible and diversified tests considering the particularity of each case as well as the psychological support of the athletes and their family have to be taken into account. Although health tests are needed for both men and women, DSD athletes should not be discriminated for their genetic pattern and they should be allowed to compete as it occurs with other athletes with genetic affections which do not involve the sex and that give them a phenotypical advantage over other athletes.

A toma de consciencia do ritmo, constitúe unha competencia relevante para o  desenvolvemento integral do alumnado na etapa de Educación Infantil.  Por isto, o presente traballo analiza qué metodoloxía musical resulta máis eficaz para traballar dita competencia con infantes de 3 anos. Para isto, fixemos un estudo descritivo comparativo entre a metodoloxía Dalcroze, baseada no movemento, e a Kodály, sustentada no canto. 36 suxeitos de 3 anos do CEIP de Silleda participaron nesta investigación. 18 deles foron educados musicalmente con Kodály e os outros 18 con Dalcroze. Os resultados indican que o grupo Dalcroze mostrou resultados significativamente superiores.