No abstract

La investigación en relación al modelo de Educación Deportiva (ED) ha mostrado un impacto positivo en los estudiantes. Sin embargo, se encuentran resultados contradictorios y escasos en algunos campos o dominios. El objetivo de esta revisión fue ofrecer una visión de las implementaciones más recientes de la ED, desde primer curso de Educación Primaria hasta el segundo curso de Bachillerato (6-18 años) en el contexto español, así como las prospectivas para futuras investigaciones. Para ello, se realizó una revisión sistemática desde 2015 hasta 2018, buscando el término ‘sport education’ o ‘educación deportiva en las principales bases de datos (Web of Science, EBSCO, ERIC, Medline, Scopus y Scielo), permitiendo seleccionar los artículos originales que incluían información sobre las implementaciones de la ED en Educación Primaria, Secundaria y Bachillerato, ya sea en el ámbito curricular o extracurricular. Los resultados mostraron que la implementación de la ED se ha expandido en los últimos años incluyendo todos los dominios de aprendizaje: físico, social, cognitivo y afectivo. Como conclusión, se puede afirmar que el modelo de ED es un modelo pedagógico adecuado para llevar a la práctica tanto en el ámbito curricular como extracurricular, con mejoras significativas para los estudiantes en los dominios social, afectivo, físico y cognitivo.Abstract. Research in relation to the Sport Education (SE) model has shown a positive impact on students. However, contradictory and scarce results are found in some fields or domains. The objective of this review was to offer a vision of the most recent implementations of SE, from the first year in Primary Education to the second year in Baccalaureate (6-18 years) in the Spanish context, as well as perspectives for future research. To do so, a systematic review was carried out from 2015 to 2018, looking for the term ‘sport education’ or ‘educación deportiva’ in the main databases (Web of Science, EBSCO, ERIC, Medline, Scopus, and Scielo), allowing to select the originals articles that included information about the implementations of SE in Primary Education, Secondary School, and Baccalaureate, either in the curricular or extracurricular context. The results showed that SE implementations has been expanded in recent years, including all learning domains: physical, social, cognitive, and affective. As a conclusion, it can be affirmed that SE is an adequate pedagogical model to be carried out both in the curricular and extracurricular fields, with significant improvements for students in the social, affective, physical, and cognitive domains.

Purpose: To understand how a season of sport education (SE) and a hybrid SE and cooperative learning season impacted on elementary school students’ physical activity levels and motivation and to examine possible differences according to gender. Method: A total of 97 fourth- to fifth-grade students in four intact classes participated in a 14-lesson handball season. Results: Students in SE had higher levels of moderate-to-vigorous physical activity levels than the hybrid season. When sorted by gender, boys were significantly more active than girls in both interventions. However, students in the hybrid season reported higher levels of motivation than participants in the SE season, especially for intrinsic motivation. Conclusion: The hybridization of models positively affected students’ motivation in PE, while the reverse is true of SE with regard to physical activity levels.

Physical activity (PA) has been associated with numerous benefits. The World Health Organization recommends practicing 60 minutes of Moderate to Vigorous PA (MVPA). However, young people are not achieving these recommendations. Physical education, due to their purely motor character has been highlighted as a change agent. Traditional sport teaching has not attracted young people to the achievement of these objectives. Thus, new models, such as Sport Education, have been proposed to increase the students' interest. The objectives of this study were to evaluate the PA in two pedagogical models in PE lessons, as well as the differences in the teaching process phases. In addition, there were checked if there existed PA differences in terms of gender and to determine the contribution of each model to the MVPA in primary education students. The results showed that Sport Education helped to the achievement of a greater MVPA percentage than the Direct Instruction in both genders, with a varying contribution of the different phases.

El estudio del liderazgo ha evolucionado desde modelos basados en las características de la personalidad y conducta del líder, hasta modelos centrados en aspectos relacionados con la trasformación de las personas y las organizaciones. Uno de estos últimos modelos es el liderazgo transformacional, que ha demostrado ser capaz de lograr niveles altos de implicación y rendimiento en los seguidores. Dentro del ámbito educativo, se ha demostrado que este liderazgo es uno de los que más beneficios puede aportar al desarrollo y crecimiento del alumnado. Esta propuesta didáctica pretende alcanzar tres objetivos: 1) potenciar el liderazgo transformacional en el docente de Educación Física (EF) en Educación Infantil; 2) fomentar la participación activa del alumnado en EF en Educación Infantil a través del liderazgo transformacional del docente; y 3) lograr niveles de disfrute altos en el alumnado cuando están en EF. Se propone una Unidad Didáctica de ocho sesiones de 45 minutos destinada al alumnado de cinco años. Se presentan objetivos didácticos, competencias básicas trabajadas y las estrategias docentes implementadas para promover las cuatro dimensiones del liderazgo transformacional: consideración individualizada, motivación inspiradora, influencia individualizada y estimulación intelectual. Se plantea una metodología de investigación mixta con el Transformational Teaching Questionnaire a modo de autoevaluación docente, entrevistas al alumnado y el sonrisómetro para evaluar el disfrute del alumnado. Esta propuesta didáctica supone una herramienta educativa útil para los docentes que deseen implementar un liderazgo transformacional para potenciar la evolución de la competencia motriz y favorecer con ello un desarrollo integral del alumnado de Educación Infantil. Abstract. The study of leadership has evolved from models based on the leaders’ personality characteristics and behavior, to models focused on aspects related to the transformation of people and organizations. One of these latter models is transformational leadership, which has shown to be capable of achieving high levels of involvement and performance in followers. Within the field of education, it has been shown that this leadership model is one of the most beneficial ones that can contribute to the development and growth of students. This didactic proposal aims to achieve three objectives: 1) promoting transformational leadership in the Physical Education (PE) teacher in Early Childhood Education; 2) encouraging the active participation of students in PE in Early Childhood Education through the teacher’s transformational leadership; and 3) achieving high levels of enjoyment in students when they are in PE. It is proposed a lesson plan of eight 45-minute sessions for five years old students in Early Childhood Education. Didactic aims, developed basic competencies, and teaching strategies implemented are shown to promote the four dimensions of transformational leadership: individualized consideration, inspiring motivation, individualized influence, and intellectual stimulation. A mixed research methodology is raised with the Transformational Teaching Questionnaire as a teacher self-assessment, interviews with the students and the smileyometer to evaluate the enjoyment of the students during the practice in the lesson plan. This didactic proposal is a useful educational tool for teachers who pretend to implement transformational leadership to enhance the development of motor skills and thereby promote a comprehensive development of Early Childhood Education students.