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Journal articles on the topic 'Motor competences'
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Méndez Giménez, Antonio, Gloria López-Téllez, and Beatriz Sierra y Arizmendiarrieta. "Competencias Básicas: sobre la exclusión de la competencia motriz y las aportaciones desde la Educación Física (Key competences: on the exclusion of the motor competence and the contribution from the Physical Education)." Retos, no. 16 (March 28, 2015): 51–57. http://dx.doi.org/10.47197/retos.v0i16.34974.
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La competencia motriz no ha sido reconocida en el marco de la LOE como una competencia básica de pleno derecho. En su lugar, parece pretenderse que la competencia en el conocimiento e interacción con el mundo físico asuma esta laguna atribuyéndosele como ámbito propio el desarrollo de la capacidad para lograr una vida saludable en un entorno también saludable. Sin embargo, el concepto de competencia motriz es más amplio y no parece quedar plenamente representado. Este hecho limita el carácter integrador del nuevo modelo de trabajo por competencias y deja en desventaja al docente del área, descompensando el propio trabajo interdisciplinar. Pese a ello, la Educación Física es una materia privilegiada para contribuir a la adquisición de las competencias básicas finalmente seleccionadas, e instrumentalizar el trabajo docente interdisciplinar, ya que centra su acción educativa en el desarrollo de una cultura corporal y en la propia motricidad, proporcionando al alumnado experiencias que demandan interacciones con el entorno físico, social, emocional y cultural. Este trabajo ofrece múltiples ejemplos de cómo articular actividades y estrategias que conectan los contenidos de la Educación Física con cada una de las competencias básicas reconocidas, a sabiendas de estar en el primer paso de la enseñanza interdisciplinar.Abstract: The motor competence has not been recognized within the framework of the LOE like a key competence of right full. In its place, it seems pretend to that the competence in the knowledge and interaction with the physical world assumes this omission attributing him the development of the capacity to obtain a healthful life in also healthful surroundings. Nevertheless, the concept of motor competence is broader and it does not seem to be totally represented. This fact limits the integrating characteristic of the new model of work by competences and leaves disadvantaged to profesionals of the area, unbalancing the own interdisciplinary work. In spite of it, the Physical Education is a privileged subject to contribute to the acquisition of the key competences finally selected, and to exploit the interdisciplinary educational work, since it centers his educative action in the development of a corporal culture and in the own mobility, providing the pupils experiences that demand interactions with the physical, social, emotional and cultural surroundings. This work offers many examples of how articulating activities and strategies that connect the contents of the Physical Education with each one of the recognized key competences, knowing that this implementation is the first step in the interdisciplinar teaching.
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Pinheiro, Victor E. D., and Herbert A. Simon. "An Operational Model of Motor Skill Diagnosis." Journal of Teaching in Physical Education 11, no. 3 (April 1992): 288–302. http://dx.doi.org/10.1123/jtpe.11.3.288.
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The ability to diagnose motor skills is one of the most important competences of a teacher of physical education and sport. Teacher education programs fall short of providing prospective teachers with courses in motor skill diagnosis. To be successful, any effort to teach it must rest on a sound conceptual framework or model. This article provides the theoretical framework for adapting information-processing theory, a widely accepted theory of human thinking, to modeling diagnostic thought processes. It describes specifically the three components of the model: acquisition, cue interpretation, and diagnostic decision. The findings from the model provide a foundation upon which to build instructional strategies for developing diagnostic competence.
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Konečný, Vladimír, Jozef Gnap, and Ivana Šimková. "Impact of Fiscal Decentralization on Motor Vehicle Taxation in the Slovak Republic." Transport and Telecommunication Journal 17, no. 1 (March 1, 2016): 28–39. http://dx.doi.org/10.1515/ttj-2016-0004.
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Abstract The article deals with the motor vehicle tax in relation with fiscal decentralization, particularly from 2005 with competence delegated to the self-governing regions in the area of motor vehicle tax. The result of this provision in the field of fiscal decentralization is increasing of differences in the motor vehicle tax burden in self-governing regions of Slovakia. The paper is the result of solving a series of impact studies solved by the authors in this field. Gradually over time from the transfer of competences in setting tax rates on motor vehicles to self-governing regions and usage of the incomes of this tax can realistically assess the development and impact of this element of fiscal decentralization in the Slovak Republic as well as propose a solution of resulting situation. The aim is to eliminate differences in motor vehicle tax burden at regional and interstate level while maintaining the current level of tax revenues of self-governing regions.
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Koryahin, V., O. Blavt, T. Gurtova, and E. Serbo. "Technological Principles of Formation of Motor Competence in The Physical Education of Students With Chronic Health Conditions." Teorìâ ta Metodika Fìzičnogo Vihovannâ 19, no. 4 (December 25, 2019): 193–99. http://dx.doi.org/10.17309/tmfv.2019.4.05.
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The study objective is to determine the technological basis for the formation of motor competence of students with chronic health conditions in the process of physical education in universities.
Materials and methods. To solve the research tasks used the methods of theoretical analysis, systematization, comparison of different views on the problem under investigation, generalization of data of scientific-methodical and special literature, general-scientific methods of theoretical level: analogy, analysis, synthesis, abstraction, induction.
Results. It has been established that the quality of motor competence of students with chronic diseases is the result of an integrated organization of the educational process of physical education. It is established that information, motivational, active and reflexive competences are allocated in the structure of motor competence. As a methodological basis for the development of educational technology for the formation of motor competence of students with chronic diseases in the process of physical education during university study, the proposed technological basis of this process. They include: concretization of the ultimate goal, definition of strategic tasks, organization of actions, which involves determining the content of the pedagogical process of formation of motor competence and control and analysis of the results of this process. It is determined that the development of motor competence of students with chronic diseases in the course of physical education should result in the acquisition of a wide range of theoretical knowledge, practical skills and self-realization in the field of physical culture, aimed at improving their health and maintaining a high level of psychophysical status.
Conclusions. Formation of motor competence as a key condition for activating the qualitative psychophysical training of the future specialist involves the development and practical implementation of pedagogical technology – a well-defined algorithm of actions to ensure the effectiveness of this process.
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Cañadas, Laura, María Luisa Santos-Pastor, and Francisco Javier Castejón. "Competencias docentes en la formación inicial del profesorado de educación física (Teaching competences in physical education teacher initial training)." Retos, no. 35 (November 19, 2018): 284–88. http://dx.doi.org/10.47197/retos.v0i35.64812.
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Entre las competencias docentes, conocer los contenidos de la disciplina a impartir y cómo deben ser impartidos resulta de vital importancia. Esta investigación busca (a) conocer si existen diferencias en la percepción de egresados, alumnado y profesorado universitario sobre la adquisición de las competencias de conocimiento del contenido y de conocimiento pedagógico del contenido consideradas en la formación inicial del profesorado de educación física; y (b) conocer si existen diferencias en la percepción sobre la adquisición de estas competencias en función de la titulación (Maestro de Educación Física en Primaria o Ciencias de la Actividad Física y el Deporte). Se contó con 1982 participantes. Los resultados muestran diferencias de percepción en la adquisición de competencias docentes entre los grupos estudiados. Entre titulaciones aparecen diferencias en la promoción de hábitos saludables y la implementación de propuestas de contenidos motrices; en el conocimiento del contenido estas diferencias aparecen en contenidos de expresión corporal y de condición física y salud.Abstract: Knowledge of a discipline contents and how to teach them are among the most vital teaching competences. The aims of this research are: (a) to know whether there are differences in the perception of graduated, current students, and university teachers about the acquisition of content knowledge and pedagogical content knowledge competences considered in physical education teacher initial training; and (b) to know if there are differences in the perception of the acquisition of teaching competences by Degree (Primary Education with Physical Education specialty or Physical Activity and Sport Sciences). There were 1,982 participants. The results showed differences of perception of the acquisition of teaching competences among the studied groups. Between degrees, differences appear in the promotion of healthy habits and the implementation of motor content proposals; in content knowledge competences these differences appear in body expression and physical fitness and health contents.
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Quitério, Ana, João Martins, Marcos Onofre, João Costa, João Mota Rodrigues, Erin Gerlach, Claude Scheur, and Christian Herrmann. "MOBAK 1 Assessment in Primary Physical Education: Exploring Basic Motor Competences of Portuguese 6-Year-Olds." Perceptual and Motor Skills 125, no. 6 (November 9, 2018): 1055–69. http://dx.doi.org/10.1177/0031512518804358.
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Children’s motor competence is known to have a determinant role in learning and engaging later in complex motor skills and, thus, in physical activity. The development of adequate motor competence is a central aim of physical education, and assuring that pupils are learning and developing motor competence depends on accurate assessment protocols. The MOBAK 1 test battery is a recent instrument developed to assess motor competence in primary physical education. This study used the MOBAK 1 to explore motor competence levels and gender differences among 249 ( Mage = 6.3, SD = 0.5 years; 127 girls and 122 boys) Grade 1 primary school Portuguese children. On independent sample t tests, boys presented higher object movement motor competence than girls (boys: M = 5.8, SD = 1.7; girls: M = 4.0, SD = 1.7; p < .001), while girls were more proficient among self-movement skills (girls: M = 5.1, SD = 1.8; boys: M = 4.3, SD = 1.7; p < .01). On “total motor competence,” boys ( M = 10.3, SD = 2.6) averaged one point ahead of girls ( M = 9.1, SD = 2.9). The percentage of girls in the first quartile of object movement was 18.9%, while, for “self movement,” the percentage of boys in the first quartile was almost double that of girls (30.3% and 17.3%, respectively). The confirmatory model to test for construct validity confirmed the assumed theoretical two-factor structure of MOBAK 1 test items in this Portuguese sample. These results support the MOBAK 1 instrument for assessing motor competence and highlighted gender differences, of relevance to intervention efforts.
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Shakhmanov, P. E., and K. I. Bezotechestvo. "FORMATION OF PROFESSIONAL MOTOR COMPETENCES AND SKILLS OF BACHELORS-HYDROPEDAGOGS." Pedagogical Review, no. 3 (2019): 158–65. http://dx.doi.org/10.23951/2307-6127-2019-3-158-165.
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Halmová, N., and J. Šimonek. "Motor competences of 6-8 year old children in the Nitra district." Studia Kinanthropologica 21, no. 2 (September 30, 2020): 129–36. http://dx.doi.org/10.32725/sk.2020.044.
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Reis, Elvira Gomes dos. "O ENSINO SUPERIOR EM CABO VERDE E OS DESAFIOS DO PROCESSO DE BOLONHA." Revista Observatório 3, no. 6 (October 1, 2017): 142. http://dx.doi.org/10.20873/uft.2447-4266.2017v3n6p142.
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Este artigo evidencia os esforços de aproximação do Ensino Superior de Cabo Verde ao Acordo de Bolonha. Visa revisitar alguns passos dados neste sentido, problematizar a importância de uma competência bi/plurilingue, hoje e no contexto da globalização, partindo do pressuposto que ela é o motor da internacionalização das competências e, consequentemente, de realização pessoal e social à escala global, visto que ela tem o poder de fomentar a mobilidade e facilitar a intercompreensão, promover a valorização de identidades e culturas e promover o sucesso do ensino superior, através do acesso a todo o conhecimento científico disponibilizado em outras línguas, alargando a sua visão do mundo e facilitando a internacionalização das suas competências.
PALAVRAS-CHAVE: Bolonha; bi/plurilinguismo; internacionalização; Ensino Superior.
ABSTRACT
This article highlights the efforts of the Cape Verde Higher Education approach to the Bologna Agreement. Aims to visit the steps taken in this direction, problematize the importance of a bi/ multilingualism competence, today and in the context of globalization, assuming that it is the motor of the internationalization of competences and, consequently, of personal and social fulfillment on a global scale, since it has the power to foster mobility and facilitate inter-comprehension, to promote the enhancement of identities and cultures, and to encourage educational success. It allows the student to access all the scientific knowledge available in other languages, allowing him/her to broaden his/her view of the world, facilitating the internationalization of his/her skills.
KEYWORDS: Bologna; bi / plurilingualism; internationalization; Higher education.
RESUMEN
Este artículo evidencia los esfuerzos de acercamiento de la Enseñanza Superior de Cabo Verde al Acuerdo de Bolonia. Se pretende revisar algunos pasos dados en este sentido, problematizar la importancia de una competencia bi / plurilingüe, hoy y en el contexto de la globalización, partiendo del supuesto de que es el motor de la internacionalización de las competencias y, consecuentemente, de realización personal y social a escala global, ya que tiene el poder de fomentar la movilidad y facilitar la intercomprensión, promover la valorización de identidades y culturas y promover el éxito de la enseñanza superior, a través del acceso a todo el conocimiento científico disponible en otras lenguas, ampliando su visión del mundo y facilitando la internacionalización de sus competencias.
PALABRAS CLAVE: Bolonha; bi / plurilingüismo; internacionalización; Enseñanza superior.
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Almeida, Gabriela, Carlos Luz, Rui Martins, and Rita Cordovil. "Differences between Estimation and Real Performance in School-Age Children: Fundamental Movement Skills." Child Development Research 2016 (July 5, 2016): 1–7. http://dx.doi.org/10.1155/2016/3795956.
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Observations in studies of estimation compared to actual performance in motor skills revealed that children are not always accurate and have a tendency to overestimate the maximum distance at which an action can be performed. The relationship between estimated and real motor competences was analyzed for several tasks: standing long jump (SLJ), throwing and kicking, and walking backwards (WB) on a balance beam. Children were asked to predict their maximum distance prior to performing those tasks. Participants were 303 children (160 boys), which were between 6 and 10 years of age (M=8.63, SD=1.16). Children’s estimations were compared with their real performance to determine their accuracy. Absolute error (|real performance − estimation|) and error tendency, that is, the direction of the error (overestimation, accuracy, and underestimation bias), were calculated. Children had a tendency to overestimate their performance and were more conservative in the WB task, a noncommon action. In general, it is possible to conclude that children, in the studied age span, tend to overestimate their performance, particularly in familiar skills. This fact may be determinant to the development of their motor competences, since they are more likely to engage and persist in motor tasks, but it might also be a problem in terms of child safety because it could increase the occurrence of unintended injuries.
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Ludyga, Sebastian, Manuel Mücke, Keita Kamijo, Christian Andrä, Uwe Pühse, Markus Gerber, and Christian Herrmann. "The Role of Motor Competences in Predicting Working Memory Maintenance and Preparatory Processing." Child Development 91, no. 3 (February 21, 2019): 799–813. http://dx.doi.org/10.1111/cdev.13227.
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Muñoz-Arroyave, Verónica, Pere Lavega-Burgués, Antoni Costes, Sabrine Damian, and Jorge Serna. "Los juegos motores como recurso pedagógico para favorecer la afectividad desde la educación física (Traditional games: a pedagogical tool to foster affectivity in physical education)." Retos, no. 38 (January 13, 2020): 166–72. http://dx.doi.org/10.47197/retos.v38i38.76556.
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En el contexto educativo, educar competencias emocionales origina unas consecuencias muy positivas en el rendimiento académico y el bienestar subjetivo del alumnado, especialmente si se trabaja desde edades tempranas. La asignatura de educación física dispone de un gran repertorio de recursos pedagógicos para promover una educación física integral, destacando entre ellos el juego motor. El objetivo de este estudio fue desvelar la fuerza predictiva de dos variables asociadas al juego (dominio de acción motriz: juegos psicomotores, de cooperación, de oposición y de cooperación-oposición y competición: presencia o ausencia) sobre la intensidad emocional de los alumnos. Participaron en total 91 estudiantes de educación secundaria de Cataluña con edades entre los 12 y 14 años. Se realizaron ocho sesiones de intervención (un tipo de juego por sesión). Tras la práctica de los juegos, los participantes valoraron su experiencia emocional de 1 a 10 respondiendo el cuestionario validado GES. Para el análisis de los datos se aplicaron dos técnicas estadísticas diferentes pero complementarias: ecuaciones de estimación generalizadas y árboles de clasificación. Entre los principales hallazgos se destaca que: a) a través del juego motor se puede potenciar el desarrollo de las competencias motrices y socio-emocionales; b) El profesor de educación física debería saber que la variable competición asociada al tipo de relaciones en el juego influye en la experiencia de emociones positivas. c) El juego es una fuente de vivencias emocionales positivas, especialmente los juegos cooperativos sin competición. Abstract. In the educational context, forming emotional competences leads to very positive consequences in academic performance and subjective well-being of the students, especially if it is worked from early ages. Physical education has a large repertoire of pedagogical tools to promote an integral physical education, motor games standing out among them. The aim of this study was to investigate the predictive capacity of two characteristics of a game (motor action domain: psychomotor, cooperation, opposition and cooperation-opposition; and competition games: presence or absence) on emotional intensity. A total of 91 high school students from Catalonia participated. Eight 60-minute intervention sessions were conducted with games of the same type in each session. Emotional intensity was assessed at the end of the session using the GES questionnaire. For the data analysis, two statistical techniques were applied: generalized estimation equations and classification trees. The main findings indicated that: a) through motor games, the development of motor and socio-emotional competences can be enhanced; b) Physical education teachers should be aware that the interaction between competition and type of relationships during a game has an influence on experiencing positive emotions; c) games are a source of positive emotional experiences, especially the cooperative, non-competitive ones.
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Badenes, Dolors, Maite Garolera, Laura Casas, Juan Carlos Cejudo-Bolivar, Jorge de Francisco, Silvia Zaragoza, Noemi Calzado, and Miquel Aguilar. "Driving Competences and Neuropsychological Factors Associated to Driving Counseling in Multiple Sclerosis." Journal of the International Neuropsychological Society 20, no. 5 (May 2014): 555–65. http://dx.doi.org/10.1017/s1355617714000368.
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AbstractMultiple Sclerosis (MS) significantly impacts daily living activities, including car driving. To investigate driving difficulties experienced with MS, we compared 50 MS patients with minor or moderate disability and 50 healthy controls (HC) using computerized driving tests (the ASDE driver test and the Useful Field of View (UFOV) test) and neuropsychological tests. Inclusion criteria included being active drivers. We evaluated whether cognitive deterioration in MS is associated with the results of driving tests by comparing MS patients without cognitive deterioration with HC. The results indicated that the MS patients performed worse than the HCs in attention, information processing, working memory and visuomotor coordination tasks. Furthermore, MS patients with cognitive impairments experienced more difficulties in the driving tests than did the non-impaired MS patients. Motor dysfunction associated with MS also played an important role in this activity. The results of this study suggest that MS should be assessed carefully and that special emphasis should be placed on visuomotor coordination and executive functions because patients with minor motor disability and subtle cognitive impairments can pass measures predictive of driving safety. (JINS, 2014, 20, 555–565)
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Pérez Pueyo, Ángel, Miguel Vicente Pedraz, and David Hortigüela Alcalá. "¿Por qué y para qué de las competencias clave en educación física? Análisis de dos posturas contrapuestas (Why and what are the key competences in physical education for? Analysis of two opposing points of view)." Retos, no. 35 (August 11, 2018): 7–12. http://dx.doi.org/10.47197/retos.v0i35.60646.
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Aunque la incorporación de las competencias en el sistema educativo español es ya un hecho, desde que se inició el proceso de implantación hubo un importante debate sobre su conveniencia y oportunidad. La controversia sobre su contribución al área de Educación Física (EF) se ha mantenido viva hasta la actualidad. El objetivo del presente estudio es confrontar dos líneas argumentales contrapuestas bajo el juicio de dos expertos en la temática. Se emplea el análisis del discurso como técnica metodológica cualitativa. Los expertos responden a cuatro preguntas asignadas a dos categorías distintas: a) implantación de las competencias y EF escolar; y b) necesidad de las competencias clave e incorporación de lo motriz. Los resultados muestran que la discrepancia argumental obedece fundamentalmente a que los planteamientos pedagógicos y los marcos teóricos se encuentran muy distantes entre sí. Uno de los expertos, situado en el entorno de la pedagogía crítica, subraya el escaso aporte emancipador que suponen las competencias respecto de los usos corporales. También cuestiona el calado transformador que tienen para la labor del profesorado. El otro experto defiende lo positivo de su inclusión para la mejora educativa, siempre y cuando se utilicen enfoques deductivos e interdisciplinares desde los centros educativos.Abstract. Although the incorporation of competences in the Spanish education system is already a fact, since the implementation process began there was an important debate about its suitability and opportunity. Controversy over its contribution to Physical Education (PE) has endured to the present day. The objective of the present study is to compare two opposing postures under the judgment of two experts in the subject. Discourse analysis was used as a qualitative methodological technique. The experts answered four questions assigned to two different categories: a) implementation of competences and PE; and b) need for key competences and incorporation of motor skills. The results showed that the topic discrepancy is fundamentally due to the fact that the pedagogical approaches and theoretical frameworks are very distant from each other. One of the experts, located in the context of critical pedagogy, underlines the scarce contribution that competences make to the body and PE. It also questions the progress that they bring to the work of teachers. The other expert defends the positive aspects of its inclusion for educational improvement. For this, he proposes the use of deductive and interdisciplinary approaches in schools.
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Okseniuk, I., V. Kovalskiy, and A. Kashuba. "Formation of professional competences of future teacher of physical education." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 12(120) (December 25, 2019): 89–92. http://dx.doi.org/10.31392/npu-nc.series15.2019.12(120)19.17.
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The article deals with the problem of future teachers' professional training of physical education through sports games. One of the main challenges facing the higher education system is the task of training a competent specialist in the broader field, further enhancing basic education and bringing it closer to research and practical professional activity. The effectiveness of sports games in promoting the harmonious development of personality is explained by: their specific competitive activity; deep versatile impact on the body of those engaged in the development of physical qualities and the development of vital motor skills; accessibility for people of all ages and preparedness; emotional charge; a unique sight that no other sport can match. That is why sports games are widely represented in physical education in general and vocational education institutions.
Sports games help shape the basics physical and spiritual culture of the individual, increasing health resources as value systems that are actively and long-term implemented in a healthy way life. The great role of sports games is manifested in the formation of the conscious the need to master the values of health, physical culture and sports; physical improvement and promotion of health as a condition of achievement and achievement high level of professionalism in socially significant activities that ensures the achievement of the necessary and sufficient level of physical qualities, systems of motor skills; mastering knowledge at the level of skills independent classes and the ability to attract others.
The modern professionally trained specialist of physical culture has to meet the following basic requirements: to have a thorough and versatile knowledge, a wide erudition, which allow to adapt to the rapidly changing social needs; differ in flexibility of the mind, be initiative, be creative in the case; treat sports games as the first vital ones.
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Asún, Sonia, Miguel Tomás Chivite, and Mᵃ Rosario Romero. "Perceptions of Professional Competences in Physical Education Teacher Education (PETE)." Sustainability 12, no. 9 (May 7, 2020): 3812. http://dx.doi.org/10.3390/su12093812.
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Students’ skills acquisition is one of the main aims of higher education institutions. On the one hand, the development of professional competences is important, but on the other hand, it is known that professionals who feel competent have a more intrinsic motivation in their jobs. The goal of this study was to describe and detail the perceptions of students, graduates, and their university tutors about the level of acquisition by students of professional competences. The methodology was based on a descriptive and comparative study that included a total sample of 2075 participants of the Degree in Primary Teaching and the Degree in Physical Activity and Sport Science. All of them came from 21 different universities of Spain: 345 university tutors, 1243 students, and 487 graduates. The instrument used was a competences perception questionnaire. The statistical analysis included means, standard deviations, and an ANOVA analysis. The results show discrepancies in the perceptions of proficiency levels between students and graduates, on one hand, and university tutors, on the other. Likewise, there was general agreement that competences related to critic capacity and motor games were the most acquired and programs for individuals with special needs were the least acquired.
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Mateos, María Espada, José Carlos Calero Cano, Silvia Carrascal Dominguez, and Rosa De Las Heras. "Self-Perceived Health, Physical State and Motor and Body Competences in Spanish Elderly People." Ageing International 44, no. 1 (October 22, 2018): 117–27. http://dx.doi.org/10.1007/s12126-018-9334-x.
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Turchyk, I., N. Sorokolit, and B. Tjupak. "Formation of civic and social competences by means of physical education." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 1(121) (January 29, 2020): 102–7. http://dx.doi.org/10.31392/npu-nc.series15.2019.1(121)20.20.
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In the article have been described opportunities of realization of forming the public and social competences on the physical education lessons. It is based on questionnaire of physical education teachers from Lviv region and on pedagogical experiment to which middle school age pupils are involved.
The verification was conducted and established the influence of named directions during trainings and motor games that were chosen specially on forming the public and social pupils’ competences. The level of forming of specified competences among middle school age pupils was determined and checked during the research. It was found out that implemented approaches and applied motor games positively influenced on increasing the level of public and social competences. Positive changes were noticed in the level of self-confidence (the level of low self-confidence has decreased from 40% to 10%, the adequate one has increased on 20% (55% from the beginning and 75% after the experiment), the high self-confidence has doubled (from 5% to 10%), too high self- confidence has increased on 5%). In the strategy of pupils’ behavior, the ability to make a decision during problematic situation become better in 7,5 times (10% in the beginning and 75% after the experiment). The need in extra help has decreased in 4 times (from 80% to 20%). The level of sociability and cooperation in children groups has increased in the average level of sociability on 15% (from 45% to 60% after the experiment) and in the high level of sociability on 20% (from 20% to 40%). No children with low level of sociability were noticed. The small positive tendency to grow was found out in children adaptation to school studying (the high level of cooperation has increased on 5%, the average – on 15% and low level has decreased on 20%). Modern society is facing new challenges, one of which is the formation of individuals who are able to make extraordinary decisions and effectively establish relationships in a rapidly changing reality. Activity, independence, creativity, sociability, adequate self-esteem, ability to adapt to rapid changes.
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Hatwell, Yvette. "Motor and Cognitive Functions of the Hand in Infancy and Childhood." International Journal of Behavioral Development 10, no. 4 (December 1987): 509–26. http://dx.doi.org/10.1177/016502548701000409.
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This paper reviews recent work on the development of the perceptual information-seeking function of the hand in relation to its motor-executive function. The general argument is that from five to six months of age, i.e. when the movements of the hand begin to be systematically controlled by vision, manual haptic competences are consistently under-used and are obscured by a strong visual dominance. Although intramodal haptic discrimination and visual-tactual cross modal transfer take place very early in infancy, infants and children make poor use of their manual perceptual abilities. Consequently, their observed performance on bimodal visual-haptic tasks and in cross modal tasks do not fully support Gibson's hypothesis of amodal processing of perceptual information.
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Pic, Miguel, and Pere Lavega-Burgués. "Estimating motor competence through motor games. [Estimar la competencia motriz mediante juegos motores]." RICYDE. Revista internacional de ciencias del deporte 15, no. 55 (January 1, 2019): 5–19. http://dx.doi.org/10.5232/ricyde2019.05501.
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Carp, Ion, Andrei Fisticanu, and Ina Truhin. "Training of Physical Education Competences of the Secondary School Pupils by Interactive Methods." GYMNASIUM XIX, no. 2 (August 1, 2019): 23. http://dx.doi.org/10.29081/gsjesh.2018.19.2.02.
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The modernization of the secondary education process involves several components such as: didactic projects, pupils' knowledge and assessment techniques and tools, educational partnerships, extracurricular activities, an active didactic methodology. Learning by means of cooperation of pupil-on-pupil type is more effective than individual learning, which leads, in terms of pupils’ interaction, to an advantage found in feelings of acceptance and sympathy. In the context of what has been said, we aimed to investigate the issue of making the physical education competences of pre-university institutions more efficient by applying interactive methods, as the methodology emphasizes research-discovery learning, own effort learning, independent or directed, on creative thinking and imagination. Based on the study of the specialized bibliography, the practical experience accumulated in the instructive-educational work with the pupils, as well as the research, we have succeeded in demonstrating that the use of active-participatory methods accelerates knowledge acquisition, abilities training and motor skills.
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Stănciulescu, Robert. "Theoretical-Methodological Considerations on Maximizing the Effects of Arm Strikes in Contact Sports in Military Physical Education." Scientific Bulletin 22, no. 2 (December 1, 2017): 110–13. http://dx.doi.org/10.1515/bsaft-2017-0015.
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Abstract Due to the complex, unique, multiple demands they exert on the human body through the skills, competences and abilities, they develop as well as by contributing to the development of motor skills, fighting sports represent an effective way of preparing the military to respond to the rigors imposed by the modern war. The strikes with arms and with auxiliary equipment (light weapons, bayonets, raffles, daggers or small shovels) are part of the basic techniques used in close fight, which, if well-mastered, developed and perfected, contribute to the success of the battle.
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Cherepekhina, Olha. "PEDAGOGICAL COMPETENCE AS A COMPONENT OF PROFESSIONALISM OF PSYCHOLOGY TEACHER." Pedagogical Process: Theory and Practice, no. 3-4 (2019): 45–51. http://dx.doi.org/10.28925/2078-1687.2019.3-4.4551.
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The article studies the relevance of research of pedagogical competence of the future teacher of psychology in higher education in the context of professional component of the psychologist. The scientific approaches to the definition of the term «professionalism of the teacher of higher education» are analyzed. The activity approach is associated with the highest levels of excellence in the work, achieved in the arts and skill in professional activity. Personal approach focuses on the systematic organization of consciousness and human psyche, which includes the properties of the person as a whole; skills, skills, motor skills, cognitive processes, actions, awareness, knowledge, experience and culture of a professional, his emotional world. The third approach to defining the essence of professionalism is manifested in the combination of activities and personal principles, when professionalism is viewed in the dialectical unity of manifestations of activity and personality and, accordingly, is defined by the concepts of «professionalism of activity» and «professionalism of personality». The issue of pedagogical competence of the psychology teacher in the acmeological approach, which is considered at different levels: general, special and individual, has been updated. The essence of teacher’s pedagogical competence as a component of his professionalism is revealed. In the structure of pedagogical competence of the teacher we distinguish general professional (psycho-pedagogical, research and pedagogical management) and key competences (social, general cultural, health-saving, civil, informational). The prospects for further research are to develop and introduce into the educational process the pedagogical conditions for the development of pedagogical competence of a future teacher of higher education psychology.
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Janečka, Zbyněk, Dana Štěrbová, and Martin Kudláček. "Psychomotor development and development of motor competences of congenital blin children from born to 36 month of age." Tělesná kultura 31, no. 1 (January 1, 2008): 20–29. http://dx.doi.org/10.5507/tk.2008.002.
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Pasternak, Anetta, and Anna Januszewska. "The importance of Emil Jaques-Dalcroze’s solfeggio to the development of musicality and creative skills in the 1st-3rd-graders of an elementary music school in the light of the authors’ research." Konteksty Kształcenia Muzycznego 7, no. 1(11) (December 31, 2020): 57–78. http://dx.doi.org/10.5604/01.3001.0014.6468.
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The authors of the article present findings of their own pilot study regarding the use of Emil Jaques-Dalcroze’s solfeggio in the development of musicality and creative skills in the 1st-3rd-graders of an elementary music school. The experiment was carried out in the elementary music school in Sucha Beskidzka, based on an original school curriculum encompassing the subjects of “eurhythmics” and “aural training” taught integrally. The aim of the study was to determine efficiency of aural training taught in line with Dalcroze’s method. The research procedure involved the authors’ original test of musical skills, checking the level of tonal sense development, intonation, sense of timing, as well as musical memory, aural-motor coordination, movement expression and creative skills. It aimed to answer the question regarding the extent to which Dalcroze’s exercises, integrating aural, vocal and motor activities, can develop a pupil’s acuity of noticing musical phenomena and improve their musical competences.
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Plieth-Kalinowska, Izabela. "ART TECHNIQUES USED BY TEACHER OF EARLY SCHOOL EDUCATION AS A FACTOR DETERMINING THE LEVEL OF HANDWRITING QUALITY OF FIRST GRADE STUDENTS." Zeszyty Naukowe Wyższej Szkoły Humanitas w Sosnowcu. Pedagogika 22 (December 12, 2020): 97–112. http://dx.doi.org/10.5604/01.3001.0014.5712.
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In the context of a child’s intellectual, emotional and social development, writing skills (along with speaking) form the absolute basis. They allow the child to better interpret, but also to formulate concepts, feelings and thoughts, and thus to acquire key competences quicker. The more worrying are then reports showing low quality of writing of students at the initial stage of education. It is necessary to take actions aimed at developing motor skills using both conventional and unconventional methods. One of such options in integrated education are the art techniques. This study examines how the use of these techniques translates into better writing skills in early education.
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Serbetar, Ivan, Jan Morten Loftesnes, and Asgeir Mamen. "Reliability and Structural Validity of the Movement Assessment Battery for Children-2 in Croatian Preschool Children." Sports 7, no. 12 (December 11, 2019): 248. http://dx.doi.org/10.3390/sports7120248.
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Monitoring and assessment of the development of motor skills is an important goal for practitioners in many disciplines as well as researchers interested in motor development. A well-established tool for such purpose is the Movement Assessment Battery for Children Second Edition (MABC-2) which covers three age ranges and contains eight motor items in each range related to the manual dexterity, aiming and catching, and balance. The main aim of the study was to investigate the reliability and validity of the MABC-2 age band one in a sample of Croatian preschool children. Structural validity was assessed using confirmatory factor analysis (CFA). Measures of relative and absolute reliability were established by computing the intraclass correlation coefficients (ICC), standard error of the measurement (SEM), and smallest detectable change (SDC). About 17% of the children of the total sample fall into the categories of motor impairment and risk for impairment, respectively, while 83% were found to be in the category of normally developing children. Intraclass correlation coefficient for the total standard score was 0.79 while individual items, all except one, ranged from 0.70 to 0.83. Drawing trail, but also throwing beanbag and one-leg balance items presented large SEM and SDC values. CFA initially yielded a model with questionable fit to the data. After re-specification, excellent model fit was attained confirming the proposed three-factor model. Satorra–Bentler χ2(26) reached 38.56 (p = 0.054), root mean square error of approximation (RMSEA) was 0.028, non-normed fit index (NNFI) was 0.98, adjusted goodness of fit (AGFI) was 0.97, and standardized root mean residual (SRMR) was 0.030. All the variables loaded significantly, and only two significant standardized residuals have been found. Correlations between the factors were weak, supporting discriminant validity of the test. We found MABC-2 to be an appropriate instrument to assess the development of motor competences of preschool children.
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Rijo, Antonio Gómez, Jorge Miguel Fernández Cabrera, José Hernández Moreno, Germán Sosa Álvarez, and Juan José Pacheco Lara. "(Re) pensar la competencia motriz ((Re) think motor competence)." Retos, no. 40 (November 21, 2020): 375–84. http://dx.doi.org/10.47197/retos.v1i40.82959.
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Este artículo pretende caracterizar la competencia motriz como un constructo teórico, teniendo en cuenta el conocimiento científico desde una perspectiva praxiológica. Para ello, trataremos de determinar cuáles serían las dimensiones que la configuran y sus características. Considerando que nuestro estudio se pretende vincular a la Educación Física Escolar, se ha tomado la conducta motriz como su referente, entendida como la organización significativa del comportamiento motor. Se ha utilizado una estrategia de investigación cualitativa, que combinó las técnicas del análisis documental con grupo de expertos. Para ello, se hizo un análisis de aproximación semántica del término y de sus antecedentes, empleando una metodología de búsqueda documental y análisis de contenido. Se concluye que las dimensiones que nos permiten caracterizar la competencia motriz como una competencia específica son: la biológica, la cognitiva, la afectiva, la interactiva y la de ejecución motriz o práxica. Desde esta perspectiva, la competencia motriz se manifiesta por medio de la conducta motriz en las situaciones motrices de la Educación Física Escolar.
Abstract. This work tries to characterize the motor competence as a theoretical construct, taking into account the scientific knowledge from a praxiological perspective. For this, we will try to determine what would be the dimensions that configure it and its characteristics. Considering that our study is linked to School Physical Education, motor behavior has been taken as its referent, understood as the significant organization of motor behavior. A qualitative research strategy was used, which combined the techniques of documentary analysis with a group of experts. For this, a semantic approximation analysis of the term and its background was made, using a documentary search methodology and content analysis. It is concluded that the dimensions that allow us to characterize motor competence as a specific competence are: biological, cognitive, affective, interactive, and motor or praxic execution. From this perspective, motor competence is manifested through motor behavior in motor situations of School Physical Education.
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Tremolada, Marta, Livia Taverna, Sabrina Bonichini, Marta Pillon, and Alessandra Biffi. "The Developmental Pathways of Preschool Children with Acute Lymphoblastic Leukemia: Communicative and Social Sequelae One Year after Treatment." Children 6, no. 8 (August 13, 2019): 92. http://dx.doi.org/10.3390/children6080092.
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Early childhood is considered to be a period of rapid development, with the acquisition of abilities predicting future positive school competences. Motor, cognitive, and social difficulties related to cancer therapies heavily impact the development of children with cancer. This study focused on two main aims: To assess the developmental pathways of preschool children with acute lymphoblastic leukemia one year post-treatment and to compare these abilities both with those of a control group of healthy peers and with Italian norms. Forty-four children and their families, recruited through the Hematology-Oncologic Clinic of the Department of Child and Woman Health (University of Padua), agreed to participate in this study. The children’s mean age was 4.52 years (SD = 0.94, range = 2.5–6 years), equally distributed by gender, all diagnosed with acute lymphoblastic leukemia. Matched healthy peers were recruited through pediatricians’ ambulatories. Each family was interviewed adopting the Vineland adaptive behavior scales. Paired sample Wilcoxon tests revealed that children were reported to have significantly more developmental difficulties than their healthy peers. When compared with Italian norms, they scored particularly low in verbal competence, social, and coping skills. No significant association was found between treatment variables and developmental abilities. These findings suggest that the creation of specialized interventions, both for parents and children, may fill the possible delays in children’s development probably due to stress, lack of adequate stimulation, or difficult adaptation.
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Matos, Rui, Isabel Varregoso, Ana Comprido, Luís Coelho, Pedro Morouço, Nuno Amaro, and Marisa Barroso. "Seniors Road Safety Enhancement through Perceptual-Motor Competences Training Program Impact upon the Performance on the Useful Field of Vision (UFOV)." Ageing International 39, no. 3 (October 23, 2012): 233–42. http://dx.doi.org/10.1007/s12126-012-9179-7.
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Molina, Pere, Alejandro Martínez-Baena, and Fernando Gómez-Gonzalvo. "Innovar en Educación Física recuperando los principios de procedimiento | Innovation in Physical Education: Back to the principles of procedure." ESPIRAL. CUADERNOS DEL PROFESORADO 11, no. 23 (September 28, 2018): 109. http://dx.doi.org/10.25115/ecp.v12i23.2127.
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El sistema educativo español ha sufrido, en los últimos años, numerosas modificaciones que lo han ido transformando. Una parte de ellas se ha centrado en la introducción de nuevos elementos en el currículum, como las competencias clave y los estándares de aprendizaje evaluables, que han cambiado la forma de concebir la educación y que se perciben como posturas innovadoras por parte del profesorado. Desgraciadamente, este modelo por competencias y por estándares ha recuperado un paradigma educativo centrado en el producto, es decir, la pedagogía por objetivos. Este modelo centra la atención del profesorado en ajustar la práctica educativa a criterios preestablecidos por las propias leyes a través de una homogenización y uniformización del currículum en la que se mide la calidad de la educativa en términos de eficiencia y eficacia. A pesar de esta realidad, existen alternativas al modelo por objetivos que centran la atención en el proceso de enseñanza-aprendizaje en vez de en el producto. El modelo procesual se preocupa por desarrollar contenidos valiosos para la práctica educativa y la entiende como una situación incierta en la que el profesorado debe dar solución a los problemas que se presentan. La práctica docente es más abierta y flexible y se pretende educar atendiendo a las particularidades del contexto donde se desarrolla la enseñanza donde el profesorado se postula como un profesional implicado en su práctica. El objetivo de este trabajo es ofrecer una respuesta crítica al modelo por competencias y aportar una alternativa basada en la recuperación de los principios de procedimiento. Para esto desarrollamos los postulados que orientan la práctica educativa desde el modelo procesual y presentamos una propuesta de principios de procedimiento para la asignatura de Educación Física, basados en el desarrollo del componente motriz, la justicia curricular y la dimensión estética del movimiento. ABSTRACT:Spanish educational system has suffered, in last years, very modifications that have been transforming it. These transformations have focused in introduction of new elements in the curriculum, such as key competences and learning standards, which have changed the way of education and teachers are perceived these changes that as educational innovation. Unfortunately, this model based in competences and standards has returned an educational paradigm focus in the product. In this model, emphasis teachers' attention in readjusting your educational practice to criteria pre-established by the laws themselves through a homogenization and standardization of the curriculum. The quality of education is measured in terms of efficiency and effectiveness. Despite, there are alternatives to this model that focus on the teaching-learning process instead of the product. The process model is concerned for developing valuable content for educational practice and this model have understood in uncertain situation to which teachers must solve the problems that appear. The teaching practice is more open and flexible and it is intended to learn attending to the particularities of the context where is developed. The teachers are posited as a professional involved in their practice. The objective of this paper is to offer a critical thinking to the competences model and provide an alternative based on the recovery of the principles of procedure. We develop the suggestions that guide the educational practice from the process model and we present a proposal of principles of procedure for the subject of Physical Education. This proposal is based on the development of the motor component, curricular justice and the esthetic dimension of the movement.
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Konttinen, Niilo, Ville Kallinen, Kaisu Mononen, Minna Blomqvist, Asko Tolvanen, and Marc Lochbaum. "Sports club participation impact on motor competences, dispositional goal orientations, and perceptions of school-based physical education among Finnish third-grade children." Sporto mokslas / Sport Science 95, no. 1 (April 1, 2019): 3–11. http://dx.doi.org/10.15823/sm.2019.95.1.
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Kovaniemi, Susanna, Jaana Alakortes, Alice S. Carter, Anneli Yliherva, Risto Bloigu, Leena O. Joskitt, Irma K. Moilanen, and Hanna E. Ebeling. "How are social-emotional and behavioral competences and problems at age 1 year associated with infant motor development? A general population study." Infant Behavior and Development 51 (May 2018): 1–14. http://dx.doi.org/10.1016/j.infbeh.2018.02.007.
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Jamlean, Alexander, and Markus Tobi. "Implementasi Penggunaan Modul Praktek PLC CP1E Pada Pelajaran Produktif Kompetensi Pengontrolan Motor Listrik Pada Program Keahlian Teknik Ketenagalistrikan SMK Negeri 3 Sorong Provinsi Papua Barat." Electro Luceat 6, no. 2 (November 4, 2020): 379–88. http://dx.doi.org/10.32531/jelekn.v6i2.295.
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PLC control is basically a computer designed to replace a relay-based system. SMK Negeri 3 Sorong as one of the Vocational High Schools in Sorong-West Papua has an Electricity Engineering Expertise Program that studies PLC mastery competencies, but from observations made by researchers at SMK Negeri 3 Sorong it turns out that it does not have adequate practice modules in the subject of applying PLC to control of industrial electric motors and there are also difficulties for teachers in these schools in providing learning competency in electric motor control techniques, especially in terms of application or practice. The implementation of the module that will be designed and applied is a learning medium that will help the process of practicing skills in electric motor control engineering competencies automatically using the PLC Omron CP1E module. This module is designed to pay attention to several important things as follows: (1). Practice module in accordance with existing competency standards, (2). Easy to use, and (3). Helps the level of understanding of teachers and students in applying it. This practical module is also used to study the working principle parts of the up / down motor control system with the addition of a simulation module of the lift motor work system using a limit switch that detects the presence of the lift box. At the PLC output, a motor power window and lift indicator are used which indicate the lift box is automatically running.
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Mkrtchyan, Hasmik. "Highlights Of Principles Used For Augmentative And Alternative Communication Assessment In Patients With Central Nervous System Disorders." Armenian Journal of Special Education 2, no. 2 (August 19, 2020): 25–34. http://dx.doi.org/10.24234/se.2020.2.2.232.
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Different technologies are used, including Augmentative and Alternative Communication (AAC), which can improve communication competences and life participation in patients with neurological conditions and communication deficits. The assessment of patients for the AAC need is a complex procedure encompassing not only speech and language assessment but also evaluation of cognitive, motor, visual, auditory, perceptive, and a variety of other general factors that influence the process of AAC method selection. Different standardized linguistic tools are used in the assessment process. Reassessments are an indisputable part of the AAC intervention process. Training of patients, caregivers, and other primary communication partners is imperative to ensure the successful use of communication technologies. The patients must take part in assessor controlled device trials to reveal the most appropriate AAC technology. Whenever needed, the AAC training ensures the permanent use of the technologies, providing ongoing support to the families once the skilled intervention is discontinued.
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Carcamo-Oyarzun, Jaime, Francisco Romero-Rojas, and Isaac Estevan. "Impacto de la pandemia por COVID19 en la percepción de competencia motriz de escolares de la ciudad de Temuco, Chile (Impact of the COVID19 pandemic on the perception of motor competence in schoolchildren from Temuco, Chile)." Retos 43 (July 24, 2021): 361–69. http://dx.doi.org/10.47197/retos.v43i0.87496.
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En el ámbito del desarrollo motor, la percepción de la competencia motriz es considerada como uno de los mecanismos subyacentes más importantes que influyen en la adherencia a la práctica de actividad física, siendo las clases de Educación Física una de las instancias más pertinentes para su desarrollo. El presente estudio tiene como objetivo analizar, en condiciones de confinamiento y de cierre de las escuelas por COVID-19, cómo la percepción de la competencia motriz evoluciona durante el tiempo en que el alumnado no ha tenido Educación Física de manera presencial. Participaron 104 estudiantes (52,9% niñas; M = 10,9 años de edad; D.T. = 0,69), quienes contestaron el cuestionario SEMOK de evaluación de la competencia motriz percibida, tanto en 2019 (T1) como en 2020 (T2). Los resultados del modelo mixto no mostraron un efecto principal del periodo de confinamiento sobre la percepción de competencia motriz (p > ,05), mientras que en cada una de los tiempos de medición se encontraron diferencias significativas en función del sexo, donde los niños mostraron una mayor percepción de competencia motriz en control de objetos que las niñas (p < ,001). Los estudiantes mantuvieron una percepción similar desde T1 hasta T2, mostrando una estabilidad en la percepción de su competencia motriz durante este periodo de confinamiento, lo que coincide con los escasos estudios que han investigado esta temática siguiendo procedimientos prospectivos. Además, se confirma el rol que el sexo ejerce en la percepción de la competencia motriz, aspecto que debe ser considerado al momento de desarrollar estrategias didácticas en Educación Física.
Abstract. In the field of motor development, the perception of motor competence is considered one of the most important underlying mechanisms that influence the adherence to the practice of physical activity, where Physical Education classes are one of the most relevant instances for its development. The present study aims to analyze how the perception of motor competence evolves in conditions of confinement and closed schools because of COVID-19 during the time in which the students have not had Physical Education classes in a face-to-face manner. 104 students (52.9% girls; age M=10.9; S.D.=0.69) participated and answered the SEMOK questionnaire for assessing perceived motor competence in both 2019 (T1) and 2020 (T2). The results of the mixed model did not present major effects of the confinement period on the perception of motor competence (p>.05), while in each of the periods significant differences were found according to gender, with boys showing a higher perception of motor competence in object control than girls (p<.001). The students maintained a similar perception from T1 to T2, showing stability in the perception of their motor competence during the period of confinement, which coincides with the few studies that have studied this subject, following prospective procedures. In addition, the role of gender in the perception of motor competence is confirmed and should be considered when developing didactic strategies for Physical Education class.
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Luis-de Cos, Gurutze, Silvia Arribas-Galarraga, Izaskun Luis-de Cos, and José Antonio Arruza Gabilondo. "Competencia motriz, compromiso y ansiedad de las chicas en Educación Física (Motor competence, commitment, and anxiety in girls during physical education classes)." Retos, no. 36 (February 19, 2019): 231–38. http://dx.doi.org/10.47197/retos.v36i36.64243.
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Durante las últimas décadas la figura de la mujer parece que va adquiriendo un papel más notable en la sociedad en general y en la actividad físico-deportiva en particular, sin embargo, perduran ciertos estereotipos de género que influyen en la práctica de las chicas. El presente trabajo estudió la competencia motriz en de las adolescentes, y su relación con aspectos psico-sociales. Se analizó el nivel de competencia motriz de un grupo de chicas de Enseñanza Secundaria Obligatoria, fijando la atención sobre el compromiso en las sesiones de educación física (EF) y el nivel de ansiedad que estas sesiones les generaban. La muestra estuvo compuesta por 433 jóvenes de entre 12 y 15 años. Se empleó una metodología cuantitativa de naturaleza descriptiva y correlacional. Entre los resultados obtenidos, destacar que más del 70% de las participantes se situó en niveles medio-altos de competencia motriz, resultando que este nivel aumentaba con la edad (27.9% con alta competencia motriz a los 12 años, y 46.5% a los 15 años). Así pues, mientras que el compromiso con las sesiones de EF, disminuía paulatinamente con la edad (en un rango de 1 a 4, las chicas de 12 años presentan M = 3.08, y las de 15 años M = 2.82), la ansiedad aumentaba ligeramente. Finalmente, se advirtió que las adolescentes que tenían mayor nivel de competencia motriz eran las más comprometidas con las clases de EF y presentaron menores niveles de ansiedad y estrés, siendo las relaciones entre las variables psico-sociales y el nivel de competencia motriz estadísticamente significativas. Se concluye que un mayor nivel de competencia motriz podría influir positivamente en los aspectos psico-sociales estudiados. Abstract: The present study aims to investigate the evolution of motor competence in female adolescents’ development and its relationship with psycho-social aspects. To this end, the level of motor competence of a group who attend Secondary School is analyzed, setting attention to the commitment in physical education sessions and the level of anxiety generated by those sessions. The sample is composed of 433 female young Basque adolescents between 12 and 15 years of age. A quantitative methodology of descriptive and correlational nature was used. Among the results obtained, it can be highlighted that more than 70% of the participants are placed in medium-high levels of motor competence, this level increasing with age (27.9% with high motor competence at 12 years, and 46.5% at 15 years old). Thus, while commitment to Physical Education (PE) sessions decreases gradually with age (in a range of 1 to 4, 12-year-old girls present M = 3.08, and 15-year-old girls M = 2.82), anxiety slightly increases. Finally it is noticed that female adolescents who have higher level of motor competence are those who commit more in Physical Education classes and show lower levels of anxiety and stress, the relationships between psycho-social variables and the level of motor competence being statistically significant. It is concluded that a higher level of motor competence could positively influence the psycho-social aspects studied.
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Fatimah, Ai Tusi, and Nur Eva Zakiah. "Matematika pada kompetensi teknik dan bisnis sepeda motor." JUMLAHKU: Jurnal Matematika Ilmiah STKIP Muhammadiyah Kuningan 5, no. 1 (May 29, 2019): 31. http://dx.doi.org/10.33222/jumlahku.v5i1.584.
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This study aims to describe the mathematical needs that support competency in the Technical and Business of Motorcycle. This study involved the participation of teachers of Technical and Motorcycle Business and automotive engineering academics. Participants were vocational teachers and lecturers in the Ciamis and Tasikmalaya areas who were accessed by researchers. Data on mathematical needs in technical and motorcycle business are obtained from views of participants and vocational document searches. Participants identify the mathematical needs of the basic competencies in subjects of expertise competency (C3). The results of the study were obtained: (1) measurement, numbers, geometry, algebra, and statistics is the scope of mathematics that supports the competency in the Technical and Business of Motorcycle with an emphasis on the concept of comparison, area, volume, function, and conversion; (2) mathematical relational understanding is needed to solve problems. These results indicate that mathematics with mathematical understanding is needed in the Technical and Motorcycle Business Competencies.
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Rachmad Syarifuddin Hidayatullah, Sudirman Rizki Ariyanto, Muhaji, Husni Mubarok, and Abebayehu Yohannes. "Collaborative Problem-based Learning: An Analysis of Problem-Solving Skills in Vocational Schools." IJORER : International Journal of Recent Educational Research 1, no. 3 (October 31, 2020): 209–17. http://dx.doi.org/10.46245/ijorer.v1i3.62.
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This study aims to analyze the effect of using Collaborative Problem-Based Learning (CPBL) on students' problem-solving skills. This study used a 2x2 factorial design, in which the selection of experimental and control groups was determined with convenience sampling. The data analysis technique of this research is divided into two types, namely the prerequisite analysis test and hypothesis testing. The findings of this study concluded that students who studied with CPBL had significantly higher problem-solving skills than students who studied with Direct Instruction (DI). In addition, high problem-solving skills were generally owned by students with high initial skills. Meanwhile, the complete the results of the hypothesis test this study also showed a significant interaction between the learning model and initial skills on students' problem-solving skills in internal combustion motor competences. This shows that the selection of the right learning model is needed according to the initial skills of students so that problem-solving skills can be adequately developed. Thus, it is hoped that vocational school students can become graduates who can compete in the world of work.
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Herrmann, Christian, Kathrin Bretz, Jürgen Kühnis, Harald Seelig, Roger Keller, and Ilaria Ferrari. "Connection between Social Relationships and Basic Motor Competencies in Early Childhood." Children 8, no. 1 (January 17, 2021): 53. http://dx.doi.org/10.3390/children8010053.
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In preschool, children build new contacts and social relationships with other people. They learn to cooperate with their peers and communicate in groups. In addition to social relationships, basic motor competencies (in German: Motorische Basiskompetenzen (MOBAK)) are also seen as a central developmental goal in early childhood and are necessary for participation in the culture of sports and movement. The aim of this paper is to describe the connection between social relationships and basic motor competencies in early childhood. In this present study, the motor competencies of N = 548 preschool children (51% girls, M = 68.0 months, SD = 6.8) were tested in the competence areas of self-movement and object movement. The children’s perceived social relationships were recorded from teacher and parent perspectives. The results clearly show a connection between social relationships and motor competencies in early childhood, with a stronger connection observed in boys. This finding is relevant both from a developmental and a health-oriented perspective, as it points to a link between physical and mental health, as well as technical and interdisciplinary competencies, in early childhood.
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Urrutia Gutierrez, Saioa, Susana Irazusta Adarraga, Amaia Balerdi Iztueta, Oscar González Rodríguez, and José Antonio Arruza Gabilondo. "Relación entre el índice de masa corporal y la competencia percibida en adolescentes de la Educación Secundaria Obligatoria (Relation between de body max index and the perceived motor competence in secondary education)." Retos, no. 24 (March 7, 2015): 21–23. http://dx.doi.org/10.47197/retos.v0i24.34518.
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En esta sociedad, caracterizada por el desarrollo del conocimiento, de las tecnologías de la comunicación y de la generalización de los medios de transporte, los niveles de actividad física en la vida cotidiana han descendido. Esto ha traído un aumento del sedentarismo, trastornos relacionados con la salud y la alimentación y obesidad. Diferentes investigaciones han mostrado que tales co-morbilidades pueden derivarse del descenso del nivel de competencia motriz que se viene produciendo en los últimos años y su relación con la percepción de la misma. Ante esta situación, nos hemos propuesto determinar la relación entre el índice de masa corporal y la percepción de competencia. 366 sujetos de 13 a 16 años han participado en estudio. Se ha medido el peso (kgs y la altura (metros) de los sujetos y se les ha aplicado el cuestionario AMPET-R. Los resultados muestran que no hay diferencias significativas en cuanto al índice de masa corporal y que los chicos obtienen valores más altos en Percepción de competencia motriz que las chicas. Por otro lado, se ha comprobado que el índice de masa corporal y la percepción de competencia se relacionan significativa y negativamente, tanto para los chicos como para las chicas.Palabras clave: Competencia motriz percibida; Índice de Masa Corporal; Sobrepeso; Obesidad.Abstract: This society, characterized by the development of knowledge, communication technologies and the generalization of transports, levels of physical activity in daily life have been declined. This has increased the sedentary lifestyle, health and nutrition related disorders and obesity. Different studies have demonstrated that this kind of co-morbidities may result from the decreased level of motor competence that has been occurring in recent years and the relation to the perception of it. At this point, we proposed to determine the relationship between body mass index and perceived motor competence. 366 subjects from 13 to 16 years have participated in this study. The weight (kg) and height (meters) of participants was measured while they were answering the AMPET-R questionnaire. The results show that there are not significant differences between different levels of body mass index and boys obtained higher values for perceived motor competence than girls. On the other hand, it has been show that body mass index and perceived motor competence are related significantly but negatively, for both girls and boys.Key words: Perceived motor competence; body mass index; overweight; obesity.
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Pérez Pueyo, Ángel. "El Estilo Actitudinal en Educación Física: Evolución en los últimos 20 años (The attitudinal style in Physical Education: Evolution in the past 20 years)." Retos, no. 29 (December 20, 2015): 207–15. http://dx.doi.org/10.47197/retos.v0i29.38720.
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El objetivo de este artículo es revisar los efectos y resultados que el Estilo Actitudinal ha tenido en sus primeros 20 años de existencia. Ésta propuesta metodológica se basa en las actitudes como elemento vertebrador del proceso de enseñanza y aprendizaje, cuyo principal objetivo es conseguir una mayor motivación hacia la Educación Física y un mejor aprendizaje. Sin embargo, esta mejora no debe entenderse sólo desde la perspectiva motriz, sino también desde el resto de las capacidades que desarrollan al individuo (cognitivo-intelectuales, afectivo-motivacionales, de relaciones interpersonales y de inserción social). La finalidad se centra en que todo el alumnado tenga experiencias positivas, desde el concepto de inclusión, generando un verdadero grupo. Tres son los componentes a través del cual se desarrolla el Estilo Actitudinal: (1) las Actividades Corporales Intencionadas, (2) la Organización Secuencial hacia las Actitudes y (3) los Montajes Finales. Esta metodología tiene un alto carácter cooperativo, aunque no puede considerarse aprendizaje cooperativo de manera estricta, al no responder en todo momento a los pilares de ésta (por ejemplo, la interdependencia positiva), aunque se basa en fuertes relaciones colaborativas entre el alumnado, vinculadas a la evaluación formativa. La aparición de las competencias básicas en 2006 ha favorecido la generalización de esta propuesta metodológica hacia las demás áreas. Se ha pasado de las propuestas meramente interdisciplinares que planteaba el Estilo Actitudinal, hacia la integración de las competencias básicas en base a una secuenciación por cursos a través de un enfoque transdisciplinar válido para todas las áreas. Abstract. This paper aims to revisit the effects and results of the Attitudinal Style after its 20 first years of existence. This methodological approach is based on the attitudes being the backbone of the teaching-and-learning process, whose main goal is achieving a greater motivation towards physical education, as well as a better learning. However, this improvement shall not be understood from a motor perspective only, but also from all the other abilities which contribute to the development of the individual (cognitive –intellectual, affective-motivational, interpersonal relationships and social inclusion skills). The purpose revolves around the pupils having positive experiences, under the notion of inclusion, while creating a true group. There are three components through which the attitudinal style can be developed: (1) Deliberate Body Activities, (2) Sequential Organisation towards Attitudes and (3) Final Set Ups. This methodology has a strong cooperative nature, although not being able to be strictly considered cooperative learning as such, since it does not always responds to its pillars (positive interdependence, for instance). Even though, it relies on strong collaborative relationships between the pupils, which are linked to formative evaluation. The release of the basic competences in 2006 has favoured the generalisation of this methodological proposal towards other content areas. We have gone from the mere interdisciplinary proposals suggested by the Attitudinal Style, to the integration of the basic competences based on the sequence of the grade levels through a transdisciplinary approach, which will be valid for every area.
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Delbio, A., and M. Ilankumaran. "Second Language Acquisition Through Neurolinguistic Programming: A Psychoanalytic Approach." International Journal of Engineering & Technology 7, no. 4.36 (December 9, 2018): 624. http://dx.doi.org/10.14419/ijet.v7i4.36.24212.
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English is the only lingua-franca for the whole world in present age of globalization and liberalization. English language is considered as an important tool to acquire a new and technical information and knowledge. In this situation English learners and teachers face a lot of problems psychologically. Neuro linguistic studies the brain mechanism and the performance of the brain in linguistic competences. The brain plays a main role in controlling motor and sensory activities and in the process of thinking. Studies regarding development of brain bring some substantiation for psychological and anatomical way of language development. Neuro-Linguistic Programming (NLP) deals with psychological and neurological factors. It also deals with the mode of brain working and the way to train the brain to achieve the purpose. Many techniques are used in the NLP. It improves the fluency and accuracy in target language. It improves non-native speaker to improve the LSRW skills. This paper brings out the importance of the NLP in language learning and teaching. It also discusses the merits and demerits of the NLP in learning. It also gives the solution to overcome the problems and self-correction is motivated through neuro-linguistic programming.
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Julián Clemente, José Antonio, Alberto Abarca-Sos, Javier Zaragoza, and Alberto Aibar Solana. "Análisis crítico de la propuesta del currículum básico de la LOMCE para la asignatura de Educación Física. Acciones derivadas en la Comunidad Autónoma de Aragón y propuestas de futuro (Critical analysis of the basic LOMCE Physical Education curriculum. Co." Retos, no. 29 (December 19, 2015): 173–81. http://dx.doi.org/10.47197/retos.v0i29.40968.
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El objeto de este artículo consiste en analizar los aspectos positivos y negativos que tiene el área de Educación Física dentro de la normativa vigente de la LOMCE para Educación Primaria. Se han revisado las competencias que tienen el Estado y las Administraciones educativas, presentando la nueva situación del área en la normativa educativa y las posibles razones para ubicarla entre las asignaturas específicas. La propuesta curricular presenta interesantes aportaciones en la introducción del documento, como por ejemplo, la propuesta de organizar el área a partir de los dominios de acción motriz. Por otro lado, evidenciamos la incoherencia que existe entre la introducción y el listado propuesto de criterios de evaluación y estándares de aprendizaje y determinamos unos criterios claros para establecer un debate y un análisis de las propuestas curriculares realizadas. Presentamos las diez principales decisiones tomadas en Aragón para la confección del currículo, buscando una alta coherencia interna. Por último, establecemos unas premisas para futuras propuestas curriculares a nivel nacional. Abstract: The aim of this study is to analyse positive and negative aspects of Physical Education at Primary education according to LOMCE legislation. State and Education Administrations competences will be reviewed. We will introduce the new regulatory framework and the hypothetic reasons to include physical education area into the specific subjects. The curricular proposal shows interesting suggestions in the introduction section, such as the proposal of organizing the area from the action domain of motor skills. The study tries to evidence the incoherence between the introduction and the series of evaluation criteria and learning standards. Along with it, clear criteria will be determined in order to stimulate discussion and the analysis of curricular proposals forwarded. Ten main decisions adopted in the Aragon regulatory framework will be discussed searching for higher internal coherence. Finally, some assumptions for future national proposals will be displayed.
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Downs, Samantha J., Lynne M. Boddy, Bronagh McGrane, James R. Rudd, Craig A. Melville, and Lawrence Foweather. "Motor competence assessments for children with intellectual disabilities and/or autism: a systematic review." BMJ Open Sport & Exercise Medicine 6, no. 1 (November 2020): e000902. http://dx.doi.org/10.1136/bmjsem-2020-000902.
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ObjectiveGross motor competence is essential for daily life functioning and participation in physical activities. Prevalence of gross motor competence in children with intellectual disabilities (ID) and/or autism is unclear. This systematic review aimed to identify appropriate assessments for children with ID and/or autism.Design & data sourcesAn electronic literature search was conducted using the EBSCOhost platform searching MEDLINE, Education Research Complete, ERIC, CINAHL Plus and SPORTDiscus databases.Eligibility criteriaIncluded studies sampled children with ID and/or autism aged between 1 and 18 yrs, used field-based gross motor competence assessments, reported measurement properties, and were published in English. The utility of assessments were appraised for validity, reliability, responsiveness and feasibility.ResultsThe initial search produced 3182 results, with 291 full text articles screened. 13 articles including 10 assessments of motor competence were included in this systematic review. There was limited reporting across measurement properties, mostly for responsiveness and some aspects of validity. The Bruininks–Oseretsky Test of Motor Proficiency-2 followed by The Test of Gross Motor Development-2 demonstrated the greatest levels of evidence for validity and reliability. Feasibility results were varied, most instruments required little additional equipment (n=8) and were suitable for a school setting, but, additional training (n=7) was needed to score and interpret the results.ConclusionThis review found the BOT-2 followed by the TGMD-2 to be the most psychometrically appropriate motor competency assessments for children with ID and/or autism in field-based settings. Motor competence assessment research is limited for these cohorts and more research is needed.PROSPERO registration numberCRD42019129464.
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CAMPBELL, PHILIPPA H. "Establishing Motor Competence." Journal of Early Intervention 22, no. 1 (January 1999): 22–24. http://dx.doi.org/10.1177/105381519902200103.
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Coral Mateu, Josep, and Teresa Lleixà Arribas. "Las tareas en el aprendizaje integrado de educación física y lengua extranjera (AICLE). Determinación de las características de las tareas mediante el análisis del diario de clase (Physical Education-in-CLIL tasks. Determining tasks characteristics throug." Retos, no. 24 (March 7, 2015): 79–84. http://dx.doi.org/10.47197/retos.v0i24.34532.
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El artículo presenta un estudio que aborda las características de las tareas de educación física cuando se utiliza el enfoque educativo de aprendizaje integrado de contenidos y lengua extranjera (AICLE). Se relaciona el enfoque AICLE y la educación física con la perspectiva competencial, introduciendo el constructo teórico del 4Cs framework y se formulan dos objetivos de investigación: describir la tipología de las tareas pertinentes para el aprendizaje integrado de educación física y lengua inglesa e identificar las tareas de aprendizaje integrado que suscitan mayor interés en el alumnado. En el estudio, se optó por un proceso de investigación-acción en el cual la obtención de los datos se realizó mediante el diario de clase. El grupo objeto de estudio era de veintisiete alumnos de 5º de Educación Primaria. Se describen las salvaguardas metodológicas usadas y se analizan los datos de texto a través del software de análisis de contenido NVivo. Las conclusiones aportan directrices para que el diseño de tareas de educación física en AICLE favorezca que se desarrollen satisfactoriamente y que sean del interés del alumnado. Destacan aquellas tareas realizadas en grupos de estructura cooperativa que incorporan de forma intencional la oralidad. Se pone también de manifiesto la necesidad de proporcionar soportes lingüísticos que garanticen un dinamismo que no haga perder la esencia de la actividad. Se abren, así mismo, nuevas vías de investigación de AICLE en educación física.Palabras clave: tareas; aprendizaje integrado; educación física; lengua inglesa; AICLE; competencias básicas.Abstract: This article focuses on the characteristics of Physical Education-in-CLIL (PE-in-CLIL) tasks. CLIL (Content and Language Integrated Learning) is a teaching approach which uses foreign language as a tool to enhance the subject learning process. We connect PE-in-CLIL with key competences and we introduce the CLIL 4Cs framework. We establish the aims of the study, that is; to describe the features of tasks which are most suitable to PE-in-CLIL and identify integrated tasks which appeal most to learners. We use Action-Research and we collect data through diaries. The participants of the study were twenty-six learners of 5th grade of primary school. We described the strategies of rigour and quality applied and we analysed data using a qualitative data analysis software programme (NVivo). In the results, we identify both the tasks that appeal to students and the tasks that are developed successfully. In the conclusions, we provide teaching guidelines to plan successful PE-in-CLIL tasks that appeal to students. At this point, we emphasise tasks that combined both cooperative learning and oracy with motor activity and games. We also declare the necessity of incorporating scaffolding strategies in order to accommodate students’ linguistic needs and facilitate tasks development. Future CLIL research possibilities emerge in the Physical Education field of work. Key words: tasks; integrated learning; Physical Education; English; CLIL; key competences.
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Iswanto, Iswanto, and Pairun Roniwijaya. "PEMBELAJARAN MODEL MIND MAP UNTUK MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR KOMPETENSI SISTEM KELISTRIKAN DAN INSTRUMEN SISWA KELAS XI TEKNIK SEPEDA MOTOR SMK DIPONEGORO DEPOK SLEMAN." TAMAN VOKASI 5, no. 1 (June 1, 2017): 92. http://dx.doi.org/10.30738/jtvok.v5i1.1541.
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The aims of this research are to increase: (1) the activity of students of class XI Motorcycle Engineering Program In SMK Diponegoro Depok Sleman on the electrical system and instrumen lesson through mind map learning model; and (2) the learning outcomes of students of class XI Motorcycle Engineering Program In SMK Diponegoro Depok Sleman on the electricalsystem and instrumen lesson through mind map learning model. This research was conducted atSMK Diponegoro Depok Sleman. The subject ofthis research are students offOdd Semester class XI TSM 2014/2015 academic year. Object ofthis study is Mind Map model to improved learning activities and learning outcomes. The type of this research is the Classroom Action Research (CAR) conducted in three cycles, each cycle consists of planning, execution (interview,observation, documentation and testing), observation and reflection. Data collection techniques used observation sheet and achievement test. The data were analyzed using quantitative analysis.The results of this study concluded that: (1) application of the mind map learning model canenhance the activity of learning, this is evidenced by the average student activity presentations onfirst cycle is 28,4%, on second cycle 60,2% and the third cycle is 86,4%; and (2) application ofthe mind map learning model can improve the learning outcomes of competences electricalsystems and instrument, this is evidenced by the average value of learning outcomes preaction is62.65, the average value of learning outcomes of the first cycle is 71.87, the average value oflearning outcomes of the second cycle 81.09, and the average value of learning outcomes of the third cycle 88.1
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Canales-Lacruz, Inmaculada, and Glòria Rovira. "La práctica de la atención plena en estudiantes universitarios. Dificultades y facilidades percibidas Mindfulness Practices in University Students.Positive and NegativeAspectsPerceived)." Retos, no. 31 (November 17, 2016): 118–22. http://dx.doi.org/10.47197/retos.v0i31.49292.
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Este artículo examina las dificultades y facilidades percibidas por el alumnado universitario durante la realización de prácticas motrices introyectivas (PMI), las cuales, se distinguen por estimular el autoconocimiento a través de la acción motriz consciente. Se realizó un análisis de contenido de los diarios de prácticas de 42 estudiantes (19,8±1,42 años) de las sesiones de PMI incluidas en la diplomatura de maestro en educación infantil de la facultad de ciencias humanas y de la educación de Huesca de la Universidad de Zaragoza, España. La variable independiente fueron las PMI programadas y las variables dependientes los beneficios y dificultades experimentados. Se utilizó el software NUDIST 6. Los resultados mostraron que las PMI proporcionaron bienestar al alumnado, en forma de alivio de tensiones, de ensimismamiento (máxima implicación en el momento presente) y de darse cuenta (aumento de la sensibilidad y de la autorregulación), rasgos que conforman las competencias sociales y personales tan necesarios y relevantes para lograr el bienestar docente. Las dificultades encontradas fueron la atención externa, la agitación mental, el malestar y la vergüenza.Abstract. This article examines the positive and negative aspects of introjective psychomotor practices (PMI) as perceived by physical education students. The aim of PMI is to stimulate self-awareness through conscious motor actions. The study comprised a content analysis of teaching practice logbooks of 42 students (average age 19.8 ±1.42 years), concerning PMI included in the Diploma in Infant Education offered by the Faculty of Human Sciences and Education of the University of Zaragoza in Spain. The independent variable was the series of PMI and the dependent variables were benefits and difficulties perceived by the students. NUDIST 6 software was used for data analysis. Results show that PMI improve students’ welfare through stress relief, introspection (maximum self-implication in the present moment) and self-realization (an increase in sensory awareness and self-regulation). These are aspects that shape social and personal competences and are necessary and relevant for achieving educational wellbeing. Negative aspects concerned external attention, mental agitation, discomfort and embarrassment.
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Zoellner, Anja, Chris Whatman, Paul Read, and Kelly Sheerin. "The association between sport specialisation and movement competency in youth: a systematic review." International Journal of Sports Science & Coaching 16, no. 4 (March 3, 2021): 1045–59. http://dx.doi.org/10.1177/1747954121998456.
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Negative long-term outcomes have been reported following sport specialisation including increased injury risk. The underlying mechanisms remain unclear; however, fewer exposures to broad ranging movement patterns and reductions in movement competency have been suggested. This review synthesised the evidence to examine if an association is present between sport specialisation and movement competency. A systematic electronic database search was conducted using combinations of the key words early speciali?ation, sport speciali?ation, early sport speciali?ation, single sport, high school, youth, adolescen*, movement competenc*, movement ability, movement control, movement pattern, physical performance, coordination, fitness, motor skill, motor development, movement performance, neuromuscular control, balance, asymmetr*. Thirteen articles met the inclusion criteria and were included. Four studies reported no significant differences in movement competency based on specialisation status, while seven showed some measures of movement competency differed but not others. The remaining two studies concluded that adult athletes who participated in two or more sports during high school exhibited better movement competence than those who specialised in a single sport. Multisport athletes commonly displayed improved jump mechanics and performance compared to those competing in a single sport (6/9 studies). Consistent differences in movement competence based on level of sport specialisation were not shown; however, sport specialisation may result in poorer jump mechanics/performance than playing multiple sports. Further research is needed across a greater range of sports, and consistent definitions of both movement competence and the level of sport specialisation are required to improve our ability to compare and contrast different studies.