This research analyzed sources of knowledge used by Spanish coaches according to competition level, gender, and professional experience. It provides valuable insight regarding the influence of demographic factors on the knowledge acquisition of coaches in a subgroup of the population (Spanish coaches) for which little is known. Participants were 675 coaches of different team and individual sports. Data were collected through the use of a standardized validated questionnaire. Results indicated that coaches in Spain subscribe to informal knowledge acquisition methods more than formal and non-formal ones. The sources of knowledge most used were an exchange of knowledge with other professionals, observation of other coaches, and previous athletic experience. The sources of knowledge least used were reading books or magazines, and conducting research. Additionally, it was found that coach demographics were associated with differences in the priority given to specific sources of knowledge. Consequently, commonly utilized formal knowledge translation approaches may need to be reconsidered.

Research question: Increased attention to the multiple benefits attributed to sport and physical activity in recent years, has boosted the sport industry and related employment opportunities. Sport and physical activity (SPA) professionals are central in delivering the core services in this sector. This paper analyses the key functions of Spanish SPA professionals in order to reveal the range of opportunities and to strengthen their position in a tapering labour market in Spain. Research methods: Face-to-face interviews based on a standardized questionnaire were conducted with 2500 SPA professionals, who were active in 1797 sports facilities across the country. Functions and multi-functionality were analyzed based on city size, age, sex and type of organization. Results and findings: The results show an extensive, diversified and multifunctional panorama of SPA functions in cities of all sizes. SPA functions shift with age, and women are underrepresented in the majority of these occupations. Multi-functionality is significantly higher among men, older SPA professionals and in the for-profit sector (compared to public and non-profit sector). Implications: The results assist professional and entrepreneurial training institutions to align their programs with the needs of the labour market, thereby enhancing the employability of their graduates, the level of professionalism as well as the working conditions in the SPA sector. Human resource processes can also be enhanced, improving the quality and efficiency of sport and physical activity services delivered in SPA organizations.

The purpose of this study is to investigate the planning and the evaluation of Spanish sport and physical activity instructors as well as to analyze and compare the two variables in terms of their gender, age, level of studies and work experience. This research falls inside the quantitative type methodology of descriptive cut through standardized interview using the standardized questionnaire: “Human resources of sport and physical activity”. It analyses the situation and performance of people working in functions of sport and physical activity. The questionnaire was completed by 600 sport and physical activity instructors from Spain. Key results revealed that 48.0% of them plan their classes and 58.17% assess. The study also found male university graduates between the ages of 60 and 70, with 10 years of experience or more spend the most time on planning and assessment. Daily classroom observation was the tool which physical activity and sport instructors used the most, followed by execution tests. The lesser used tools were theoretical knowledge exams, diaries and the personally created tests, across all of the variables.

El propósito de este estudio es analizar las barreras y apoyos que un grupo de profesores de Educación Física en Secundaria de la Comunidad de Madrid encuentran para desarrollar el enfoque por competencias en el desempeño de su trabajo. Los participantes fueron un grupo de profesores de Educación Física, hombres y mujeres, que tenían entre 1,6 a 22 años de experiencia, impartían docencia en centros educativos pertenecientes a diferentes direcciones de área territorial de la Comunidad de Madrid y recibieron su formación inicial antes y después de la aparición de las competencias en la Ley Orgánica 2/2006, de 3 de Mayo, de Educación. La metodología utilizada fue cualitativa. Se triangularon las técnicas de grupo de discusión, entrevistas semiestructuradas y cuestionario, analizando la información con Atlas.ti. Los resultados muestran que los participantes identifican más barreras que facilidades en la enseñanza por competencias. Estos obstáculos conciernen a ámbitos como el profesorado, la Administración, la organización escolar, el desarrollo curricular y el alumnado. Además, dado el distanciamiento entre las prescripciones curriculares y el currículo en acción, parece necesario reflexionar sobre el proceso de implantación del modelo competencial en los centros educativos.Palabras clave: competencias básicas; profesorado; educación secundaria; innovación educativa; reforma de la educación. ResumenCorrespondencia/correspondence: Jorge Agustín Zapatero Ayuso Universidad Complutense de Madrid. España Email: jorge.zapatero.a@gmail.comThe aim of this study is to highlight the difficulties that secondary school physical education teachers face when focussing their classes on the development of competencies. Participants were a group of physical education teachers, male and female, who had varied experience ranging from 1.6 to 22 years of direct teaching experience. All of the teachers of the study are teaching in the Madrid area and completed their teaching training either before or after the constitutional law of Education (2/2006, 3rd May) came into force for Secondary Education. The methodology used was qualitative. The techniques of focus group, semi-structured interviews and questionnaire were triangulated using Atlas.ti. The research findings show that the teachers encountered more disadvantages than advantages when the focus was on the development of competencies. Some of the obstacles faced were due to problems originating from teachers, Administration, the school organisation, the development of the curriculum and from students. The difference between official school regulations and curriculum and that which is applied, highlights the need for a reform and implementation of general common key competencies in all educational centres.Key words: key competencies; teacher; secondary education; educational innovation; educational reform. AbstractRecibido 7 de Junio de 2016 / Aceptado: 17 de Septiembre de 2016

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