We present the first standardized list of the vascular flora of the Cantabrian Mountains, a transitional zone between the Eurosiberian and Mediterranean biogeographic regions in northwestern Spain. The study area comprises 15000 km2 divided in UTM grid cells of 10 km x 10 km, for which we revised occurrence data reported in the Spanish Plant Information System (Anthos) and the online database of Iberian and Macaronesian Vegetation (SIVIM). We used a semi-automatic procedure to standardize taxonomic concepts into a single list of names, which was further updated by expert-based revision with the support of national and regional literature. In the current version, the checklist of the Cantabrian Mountains contains 2338 native species and subspecies, from which 56 are endemic to the study area. The nomenclature of the checklist follows Euro+Med in 97% of taxa, including annotations when other criteria has been used and for taxa with uncertain status. We also provide a list of 492 non-native taxa that were erroneously reported in the study area, a list of local apomictic taxa, a phylogenetic tree linked to The Plant List, a standardized calculation of Ellenberg Ecological Indicator Values for 80% of the flora, and information about life forms, IUCN threat categories and legal protection status. Our review demonstrates how the Cantabrian mountains represent a key floristic region in southern Europe and a relevant phytogeographical hub in south-western Europe. The checklist and all related information are freely accessible in a digital repository for further uses in basic and applied research
Previous studies focused on the comparison of soccer teaching methodologies in sports initiation have not obtained conclusive results about the best methodology. Therefore, the main objective of this study was to compare the effect of global and analytical training-learning methodologies on some technical fundamental skills in children of 8-9 and 10-11 years old in soccer initiation. The technical skills evaluated by the test battery of “The Soccer Star Challenge” were running with the ball, dribbling, heading and shooting the ball, in which the kids were evaluated, previously and after 40 sessions of training with each respective methodology. The results yield that both methodologies improved all the technical skills at the end of the training program. Moreover, both methods were effective, since no significant difference was found between them in the progress of the technical skills between the methodologies assessed. For the design of a training-learning program in soccer initiation, we suggest the use of activities that involved both models to develop all the players’ technical skills.
Artículo Original. Impacto de un programa de actividad motriz con funciones ejecutivas para el fortalecimiento del desarrollo integral del niño. Vol. IV, nº. 1; p. 37-58, enero 2018. A Coruña. España ISSN 2386 Para citar este artículo utilice la siguiente referencia: García, D.A.; Chávez, Mª. E.; Cruz, Concepción; Guedea, Julio César; Velázquez, G.; Zubiaur, M.. Impacto de un programa de actividad motriz con funciones ejecutivas para el fortalecimiento del desarrollo integral del niño Sportis Sci J,4 (1), 37-58. ResumenLa presente investigación, consistió en analizar el impacto de la aplicación de un programa de actividad motriz vinculado con funciones ejecutivas, con la finalidad de contribuir al desarrollo de la cognición, funciones ejecutivas, motricidad, lectura, escritura y matemáticas. La muestra se conformó por 66 niños (35 grupo experimental y 31 grupo control) con un desarrollo normal y edades comprendidas entre 5.2 a 6.9 años, la media fue 6.2 ± 054, que cursaban tercero de educación infantil y primero de primaria de una escuela pública de la ciudad de León, España. Para desarrollar el programa, los niños elaboraron sus materiales y sus padres los apoyaron en el diseño de los materiales complejos. El programa se implementó en 45 sesiones 2 por semana, con una duración de 60 minutos cada una, durante 6 meses, siendo trascendental que una semana al mes los padres de familia participaban en la clase. Los instrumentos utilizados fueron: Escala de Desarrollo Merril Palmer Revisada, Test NEPSY II, Cuestionario de Madurez Neuropsicológica Infantil, Batería de evaluación del movimiento para niños-2 y la prueba de Competencia Matemática Básica. Los resultados más relevantes indican, que en el grupo experimental pre-test y pos-test existen diferencias significativas en: cognición motricidad, funciones ejecutivas, escritura y lectura con una p<0.05. Entre los grupos control y experimental pos-test se encontraron diferencias significativas p<0.05 en: cognición Artículo Original. Impacto de un programa de actividad motriz con funciones ejecutivas para el fortalecimiento del desarrollo integral del niño. Vol. IV, nº. motricidad, funciones ejecutivas, escritura y lectura. En conclusión: enfatizando la importancia de crear programas motrices vinculados con las funciones ejecutivas con la finalidad de fortalecer la formación integral del niño. Palabras ClaveFunciones ejecutivas; cognición; lectura; matemáticas y educación infantil. AbstractThe present investigation consisted in analyzing the impact of the application of a program of motor activity linked to executive functions, in order to contribute to the development of cognition, executive functions, motor skills, reading, writing and mathematics. The sample consisted of 66 children (35 experimental group and 31 control group) with normal development and ages ranging from 5.2 to 6.9 years, the average was 6.2 ± 054, who attended third kindergarten and first grade of a public school of the city of León, Spain. To carry out the program, the children made their materi...
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