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The pace of women’s access to leadership positions is very different from country to country. With 69.4 out of 100 points, Spain ranks fourth in the European Union (EU) on social power, first measured in the 2020 edition of the Gender Equality Index. However, a need of deepening the reasons for gender inequalities remains. The Women As Managers Scale (WAMS) is a useful tool that allows for the measurement of the attitudinal factors that hinder access to managerial positions. The aim of this study was to validate the Spanish version of the WAMS among sport managers through three factors: acceptance of women in key positions, features for business success, and barriers to access to managerial positions. For that purpose, a questionnaire—as is the original WAMS—was distributed to 401 managers working within sports organizations in the community of Madrid, Spain. Interclass correlation coefficient (ICC) and Student’s test were performed to analyze the stability of the scores. The internal consistency of the scales was assessed through Cronbach’s alpha, the Homogeneity Index, and Discriminability Index. The construct validity was completed through exploratory factor analysis using principal components. The results show that the WAMS serves as a reference for use as a measure of attitudinal factors that hinder access to an executive position. Therefore, this work generates an instrument with adequate properties in the Spanish context.

Las capacidades físicas de velocidad, fuerza, resistencia y flexibilidad están relacionadas con el potencial metabólico y mecánico del músculo, que al ser orientadas correctamente de acuerdo con las demandas del juego pueden ser factores que contribuyan al rendimiento y al estado de salud de las deportistas. El objetivo de este estudio fue realizar un análisis descriptivo del rendimiento de la velocidad, la fuerza, la resistencia y la flexibilidad en futbolistas chilenas de primera división en función a la posición de juego. Las participantes de este estudio fueron 30 jugadoras con edades comprendidas entre los 18 y 28 años, las cuales se encontraban iniciando el periodo de preparación. Fueron agrupadas según la posición de juego en 3 guardametas (PO), 4 centrales (CT), 6 laterales (LT), 6 mediocentros (MC), 5 mediocentros de banda (MB) y 6 delanteras (DC). Las jugadoras completaron las pruebas de velocidad en 30 metros lineales (V30M), Arrowhead Agility Test (AAT), Counter Movement Jump (CMJ), Intermittent Fitness Test (30-15IFT) y Elevación de la Pierna Recta (EPR). No se observaron diferencias significativas para las variables de velocidad, fuerza, resistencia y flexibilidad según la posición de juego (p<.05), pero si se encontraron relaciones significativas entre V30M y AAT (r=.435, p=.001), CMJ (r=-.599, p=.000), VIFT (r=-.621, p=.000), VO2máx (r=-.562, p=.001) y EPR-D (r=-.418, p=.019), entre EPR-ND y AAT (r=.448, p=.012), EPR-D y CMJ (r=.537, p=.002), VIFT y VO2máx (r=.934, p=.000), EPR-D y EPR-ND (r=.813, p=.000). En conclusión, las capacidades físicas de velocidad, fuerza, resistencia y flexibilidad no difieren en función a la posición de juego, pero presentan relaciones significativas entre ellas, especialmente la velocidad. Palabras clave: Mujer, Fútbol, Capacidad Física, Posición de Juego. Abstract. The physical capacities of speed, strength, resistance, and flexibility are related to the metabolic and mechanical potential of the muscle, which, when correctly oriented according to the demands of the game, can be factors that contribute to the performance and health status of athletes. The objective of this study was to carry out a descriptive analysis of the performance of the speed, strength, resistance, and flexibility in Chilean soccer players of the first division based the playing position. The participants of this study were 30 players, aged between 18 and 28 years, who were beginning the preparation period. They were grouped according to the position of the game according to 3 goalkeepers (PO), 4 center backs (CT), 6 full backs (LT), 6 midfielders (MC), 5 wide midfielders (MB) and 6 forwards (DC). The players completed the 30 linear meter sprint tests (V30M), Arrowhead Agility Test (AAT), Counter Movement Jump (CMJ), Intermittent Fitness Test (30-15IFT) and Straight Leg Raise (EPR). No significant differences were observed for the variables of speed, strength, resistance, and flexibility according to the game position (p<.05), but if significant relationships were found between V30M and AAT (r=.435, p=.001), CMJ (r=-.599, p=.000), VIFT (r=-.621, p=.000), VO2máx (r=-.562, p=.001) and EPR-D (r=-.418, p=.019),  between EPR-ND y AAT (r=.448, p=.012), EPR-D and CMJ (r=.537, p=.002), VIFT and VO2máx (r=.934, p=.000), EPR-D and EPR-ND (r=.813, p=.000). In conclusion, the physical capacities of speed, strength, resistance, and flexibility do not differ depending on the playing position, but they do present significant relationships between them, especially the speed. Keywords: Woman, Soccer, Physical Capacity, Playing Position.

Resumen En este artículo analizamos la evolución que ha experimentado la enseñanza de lenguas extranjeras, así como el marco teórico en que ésta se ha desenvuelto, durante las últimas dé-cadas. Elaboramos un estudio cuantitativo por medio de un cuestionario administrado a una muestra amplia del profesorado de lengua inglesa de educación secundaria de Lugo. Analiza-mos los resultados obtenidos a fin de verificar nuestra hipótesis de que una formación docen-te del profesorado más adecuada influiría positivamente en su metodología en el aula. Tras considerar diversos perfiles formativos, descubrimos que el profesorado de nuestra muestra cuya formación inicial reúne tanto formación filológica como pedagógica es el que tiene una práctica docente más próxima a las recomendaciones tanto de la investigación actual como a las del Marco Común Europeo de Referencia para las Lenguas. Palabras clave: metodología; enseñanza del inglés como lengua extranjera; educación secundaria; formación del profesorado Abstract In this paper we examine the evolution that foreign language teaching, as well as its theoretical framework, have undergone during the last decades. We develop a quantitative 1 Doctoranda en la Escuela de Doctorado de la Universidad Nacional de Educación a Distancia EPOS, XXXII (2016) págs. 205-224 ANA ARIAS-CASTRO 206 study using a questionnaire administered to a large sample of English language teachers in the province of Lugo. We analyse the results obtained in order to verify our hypothesis that a more appropriate teacher training would positively affect their classroom methodology. After considering several training profiles, we find that it is those teachers in our sample whose pre-service training includes both training in philology and pedagogy that have a teaching practice closer to the recommendations of both current research and the Common European Framework of Reference for Languages.

Tesis doctoral"Acceso de la mujer a puestos de dirección en organizaciones deportivas"Tribunal Tesis Doctoral Agradecimientos.