El papel del entrenador en la enseñanza de competencias de vida a jóvenes brasileños en riesgo de vulnerabilidad social

Marques, Maurício; Sousa, Carmen; Cruz, Jaume; Koller, Sílvia Helena

doi:10.11144/javeriana.upsy15-1.peec

Cited by 8 publications

(9 citation statements)

References 20 publications

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“…Se indica también que los educadores y una educación personalizada (Macías, 2015) pueden facilitar la autonomía, aunque se reconoce la importancia del papel protagonista de la familia y de otros elementos socioculturales en este proceso (Hein y Jõesaar, 2015). En lo referente al deporte, el apoyo del educadorentrenador al desarrollo de la autonomía del joven produce efectos positivos en la satisfacción con las competencias adquiridas y la relación con los pares (González et al, 2015), y cuando se permite a los jóvenes elegir juegos de su interés se desarrolla su autonomía y se incrementa su motivación por el deporte (Marqués et al, 2016).…”

Section: Análisis Categorial De Los Resultados De Investigaciónunclassified

La influencia de la familia y la educación en la autonomía de los jóvenes: una revisión sistemática

Romero

Estefanía

Charry

et al. 2020

Bordón

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INTRODUCCIÓN. El objetivo de este trabajo ha sido categorizar e integrar los resultados de investigaciones sobre la influencia de la familia y la educación en la autonomía de los jóvenes, con el fin de avanzar en su comprensión. Estos dos escenarios son resaltados por los investigadores como los más significativos en la construcción de la autonomía. MÉTODO. La revisión sistemática se realizó siguiendo la metodología planteada en la Cochrane Collaboration y la Declaración PRISMA a partir de una muestra de 31 artículos de investigación sobre autonomía y juventud, seleccionados a partir de diez bases de datos internacionales, con criterios de pertinencia y suficiencia, en el periodo comprendido entre enero de 2014 y noviembre de 2018. Se trata de investigaciones de 17 países, fundamentalmente de tipo cuantitativo, aunque también cualitativo y mixto, cuya principal fuente de información son los propios jóvenes. RESULTADOS. En los resultados sobre autonomía y familia sobresale la incidencia de los estilos educativos parentales, donde el apoyo de los padres se relaciona con índices más altos de autonomía. En la educación formal, la autonomía en los procesos educativos facilita el aprendizaje y es fundamental en el tránsito a la educación superior. Se resalta el apoyo de los profesionales en las acciones socioeducativas en escenarios no formales y con jóvenes vulnerables, necesario para procesos de autonomía. Se ratifica, asimismo, la importancia de entender la autonomía como un proceso relacional y social, más que meramente individual. DISCUSIÓN. Destacan las aportaciones de este estudio en cuanto a la sistematización del campo de conocimiento sobre autonomía juvenil y sobre estilos familiares, educación formal y no formal, rol de los educadores e intervención socioeducativa con jóvenes en dificultad social.

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Section: Análisis Categorial De Los Resultados De Investigaciónunclassified

La influencia de la familia y la educación en la autonomía de los jóvenes: una revisión sistemática

Romero

Estefanía

Charry

et al. 2020

Bordón

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“…In this regard, it is important to consider that this model is targeted primarily at the younger population (16-21), although it could be very useful for tackling different types of actions with young people at risk. Research can also be found on autonomy relating to socio-educational intervention with this study population, as well as social protection programs and the acquisition of personal, social and functional skills (Barker, 2014;Gibson and Cartwright, 2014;Livindo De Senna Corrêa et al, 2014;Antunes and Correia, 2016;Longas and Riera, 2016;Marques et al, 2016;Zamith-Cruz et al, 2016;Pini and Valore, 2017).…”

Section: Conclusion and General Discussionmentioning

confidence: 81%

Transition to Adulthood Autonomy Scale for Young People: Design and Validation

2020

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Given that autonomy is a fundamental process in the transition to adulthood, there are several scales that measure the concept as a main construct or a constituent feature of broader constructs. However, most of these scales are based on a notion of autonomy focused on the individual, while the proposed scale aims to incorporate the idea of the individual mediated by others and society. This article aims to show the results of the design and validation process of the Transition to Adulthood Autonomy Scale (EDATVA), which was developed using this approach. A group of 61 items with a Likert-type response scale of four options was used on a sample of 1,148 Spanish and Colombian individuals, aged between 16 and 21. A systematic process was performed using an exploratory factorial analysis. Additional indexes were calculated from the Rasch Model. The matrices obtained from the factorial analysis gave rise to a 4-factor structure comprising a total of 19 items with weights >0.3. In the case of Spain, the KMO test returned a value of 0.80 and in the case of Colombia, 0.83. In the Rasch model, the Item Separation Reliability (0.99) indicates that the items constitute a well-defined variable that meets the local independence assumption. Cronbach's alpha for the Spanish sample was 0.86 and for the Colombian sample 0.85. In conclusion, this new scale consists of four dimensions: self-organization, understanding context, critical thinking, and socio-political engagement. The scale is easy to use and interpret, especially considering the age range of the target population and its possible uses within the contexts of assessing and intervening in young people's behavior. Due to its characteristics, it can be used in family, educational, and social contexts. This scale is valuable for research because its optimal psychometric properties provide an alternative way of understanding autonomy.

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“…Therefore, it can be concluded that the PD-NFC scale presents an adequate degree of reliability to measure the level of psychological distress of basketball coaches involved with different sports clubs in the non-formal setting in this pandemic time. In addition, it is necessary to develop instruments to apply in the non-formal sports context since there is little research that analyzes the realities of the people who work in the world of sports [21,22] despite them having a significant role in directing the processes of preparation and competition of athletes [63].…”

Section: Discussionmentioning

confidence: 99%

Psychological Distress and Psychosocial Factors in the Non-Formal Context of Basketball Coaches in Times of the COVID-19 Pandemic

Martín

Arrebola

Lorenzo-Martín³

et al. 2021

IJERPH

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Psychological distress and psychosocial factors are studied in the sports context in players of various specialties, but are only little studied with coaches who carry out their work with these athletes; that is where we put the emphasis, trying to determine the perception of coaches on psychological distress and psychosocial risk factors that may influence their sports work in times of a pandemic. It is an ex post facto study with a single-group retrospective design, with a representative sample of 94 coaches out of a possible 109. The Kessler Psychological Distress Scale and the short version of the ISTAS21 Psychosocial Risk Assessment at Work Questionnaire were adapted to the sports context. The results show that the youngest, those with the least experience and level 1 and level 2 coaches show the highest levels of stress. According to the psychosocial risk assessment, level 1 and 2 coaches, with experience between 6 to 10 years, are in the risk zone. Therefore, it is important to work with a group of coaches who are in the psychosocial risk zone and with high levels of psychological discomfort in order to avoid mental, emotional and physical stress, for the good performance of their work in the best possible conditions.

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El papel del entrenador en la enseñanza de competencias de vida a jóvenes brasileños en riesgo de vulnerabilidad social

Cited by 8 publications

References 20 publications

La influencia de la familia y la educación en la autonomía de los jóvenes: una revisión sistemática

La influencia de la familia y la educación en la autonomía de los jóvenes: una revisión sistemática

Transition to Adulthood Autonomy Scale for Young People: Design and Validation

Psychological Distress and Psychosocial Factors in the Non-Formal Context of Basketball Coaches in Times of the COVID-19 Pandemic

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