The effects of induced variability in the improvement on shot at goal in soccer were examined. The hypothesis tested was that induced variability would be more beneficial for performance than repetition practice; 20 young soccer players (N ¼ 20) trained with induced variability, and 21 (N ¼ 21) trained with repetition method. Accuracy and ball speed were analyzed in three moments: pre-test, post-test carried out after 10 training sessions and re-test, applied at short term (one week). The induced variability group improved the accuracy on post-test (p ¼ 0.005) and re-test (p ¼ 0.0001). The repetition training group improved the accuracy on re-test (p ¼ 0.0001). The ball speed increased in both groups on post-test and re-test (p ¼ 0.0001). The induced variability improves the accuracy of the kicks at end of training, and short term after periods without practice. The repetition practice is effective to perform after no practice time only. The practice in both conditions leads to an increase in the ball speed at end of training as after periods without practice.

En el presente trabajo se analizan las principales variables que afectan a las condiciones de la práctica y al efecto que éstas provocan sobre el aprendizaje y la retención de habilidades motrices. A lo largo del texto se analizan dos de los temas de investigación más frecuentemente estudiados en el ámbito del aprendizaje motor como son la interferencia contextual y la distribución de la práctica, y las aplicaciones que se deducen para la actividad del docente. Los antecedentes que existen derivados de las investigaciones sobre el efecto de la organización y de la distribución de la práctica sugieren que, modificando estas variables contextuales, puede lograrse una mayor retención y transferencia de las tareas que se están aprendiendo. De esta forma, conocer los efectos que la interferencia contextual y de la distribución de la práctica tienen en el aprendizaje de las tareas, permitirá al educador optimizar su intervención con sus alumnos.

Purpose: This paper studies the effects of authentic sports leadership training on coaches' self-perception of their own authentic leadership, perceived justice, competence, overall self-efficacy, and collective efficacy. Additionally, players' perceptions of their coaches with respect to their authentic leadership, perceived justice, competence, collective efficacy, satisfaction with the coach, and support for basic psychological needs were analyzed.Design: Twenty-five football and handball coaches were randomly assigned to two groups. Fifteen coaches made up the experimental group that carried out the training leadership program, while 10 coaches made up the control group, carrying out no training whatsoever. A total of 248 football and handball players participated in this study; 136 were led by coaches who participated in the training program, and 112 by coaches who did not participate in the program.Results: The results of this study indicate that coaches' self-perception is positively influenced after having received training in the variables of authentic leadership, perceived justice, competence, overall self-efficacy, and collective efficacy. Players whose coaches were part of the program perceive them as being more competent as coaches.Conclusions: The effects of an authentic sports leadership training program are effective for coaches and players alike.

En esta investigación examinamos la relación entre Inteligencia Emocional Autopercibida (IEA) y el rendimiento académico en educación física, teniendo en cuenta el género y la edad de los adolescentes. En el método se ha utilizado una muestra de 208 estudiantes brasileños, (50,8% mujeres) de entre 14 y 18 años. En relación con el rendimiento académico en la asignatura de educación física, los resultados indicaron que existe relación con la dimensión claridad y reparación del instrumento TMMS-24 con el sexo mientras que la edad está relacionada con la dimensión atención. En cuanto a la relación de la dimensión del IEA con el rendimiento académico en educación física, la dimensión reparación es la que genera mayores diferenciales entre los grupos con calificación en la educación física por encima o por debajo de la media de la población.

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