Sarmento, H, Figueiredo, A, Lago-Peñas, C, Milanovic, Z, Barbosa, A, Tadeu, P, and Bradley, PS. Influence of tactical and situational variables on offensive sequences during elite football matches. J Strength Cond Res 32(8): 2331-2339, 2018-This study examined the influence of tactical and situational variables on offensive sequences during elite football matches. A sample of 68 games and 1,694 offensive sequences from the Spanish La Liga, Italian Serie A, German Bundesliga, English Premier League, and Champions League were analyzed using χ and logistic regression analyses. Results revealed that counterattacks (odds ratio [OR] = 1.44; 95% confidence interval [CI]: 1.13-1.83; p < 0.01) and fast attacks (OR = 1.43; 95% CI: 1.11-1.85; p < 0.01) increased the success of an offensive sequence by 40% compared with positional attacks. The chance of an offensive sequence ending effectively in games from the Spanish, Italian, and English Leagues were higher than that in the Champions League. Offensive sequences that started in the preoffensive or offensive zones were more successful than those started in the defensive zones. An increase of 1 second in the offensive sequence duration and an extra pass resulted in a decrease of 2% (OR = 0.98; 95% CI: 0.98-0.99; p < 0.001) and 7% (OR = 0.93; 95% CI: 0.91-0.96; p < 0.001), respectively, in the probability of its success. These findings could assist coaches in designing specific training situations that improve the effectiveness of the offensive process.

The impact of everything on society, in general, is increasingly visible, and we find ourselves in a permanent state of transformation and improvement due to the dizzying proliferation of technologies. Information and Communication Technology (ICT) drives the modern world in education, sports, engineering, management, health, tourism, economics, and communication. All have connections, either because ICT is used as a tool or because ICT is the way to solve problems. Starting from these ideas, we decided to create a Special Edition of RESSAT, collecting a wide range of articles and different perspectives regarding the use of ICT around the world. Different areas of knowledge are using and interacting with these new resources, creating a new space for access and production of learning, contributing at the same time to the elimination of barriers so that all people might approach technology in a Global World.

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INTRODUCCIÓN: En la actualidad, se busca un modelo de profesorado competente, capaz de sortear los retos de la sociedad del conocimiento. Entre las competencias “deseables” destaca la científica y tecnológica, a fin de explorar e incluir todas las posibilidades ofrecidas por las Tecnologías de la Información y Comunicación (TIC) en sus prácticas docentes. MÉTODO: El presente estudio responde a un diseño descriptivo-correlacional, cuya finalidad es analizar la percepción de los futuros docentes sobre su competencia científica en el uso de las TIC. Para ello, se elaboró un cuestionario ad hoc, de 30 ítems y cuatro opciones de respuestas. Las cuestiones incluían aspectos como su actitud hacia el uso de las TIC, qué importancia otorgaban a su inclusión en el aula, así como su opinión sobre si realmente estaban preparados para afrontar el reto de utilizarlas en su posterior ejercicio profesional. RESULTADOS: Los resultados revelan que los aspirantes a maestros se sienten tecnológicamente competentes, pero admiten que no son capaces de integrar las TIC en el aula pese a conocer las posibilidades didácticas que ofrecen. A su vez, los participantes poseen una valoración positiva hacia el uso de las TIC en el aula, aunque reconocen ciertas carencias formativas para asegurar su éxito cuando trabajen como maestros.  Se establece una relación positiva entre la valoración de las TIC en la enseñanza, sus efectos en el aprendizaje, el conocimiento de su uso con fines didácticos y cómo incluirlas en las prácticas docentes. DISCUSIÓN: Se evidencia la necesidad de cambiar los programas formativos sobre tecnología educativa para alcanzar una integración equilibrada entre el conocimiento científico de las herramientas tecnológicas y el conocimiento didáctico-pedagógico. INTRODUCTION: We are currently looking for a competent teaching model able to face the new challenges of the knowledge society. Among the "desirable" competences, scientific and technological stands out, in order to explore and include all the opportunities offered by Information and Communication Technologies (ICT) in their teaching practices. METHOD: This study responds to a descriptive-correlational design, whose purpose is to analyse the perception of future teachers about their scientific competence regarding the use of ICTs. For this purpose, an ad hoc questionnaire was developed, with 30 items and four response options. The questions included aspects such as their attitude towards the use of ICTs, what importance they attached to their inclusion in the classroom, as well as their perception about whether they were really prepared to face the challenge of using them in their subsequent professional practice. RESULTS: The results reveal that teacher aspirants feel technologically competent, but admit that they are not able to integrate ICTs into the classroom even though they know what teaching opportunities they offer. In turn, the participants have a positive appreciation for the use of ICT in the classroom, although they recognise a number of training needs to ensure their success when working as teachers.  A positive relationship is established between the assessment of ICT in teaching, its effects on learning, knowledge of its use for teaching purposes and how to include it in teaching practices. DISCUSSION: There is an evident need to reform training programmes on educational technology in order to achieve a balanced integration between scientific knowledge of technological tools and didactic-pedagogical knowledge.

Background: Research on educational leadership has transcended the international sphere. Numerous studies have been developed on this factor of educational improvement. Few is their number, contextualized in the mathematics area and specifically the teachers. Methods: This paper presents a systematic review that highlights the importance of school leadership and mathematics education, providing empirical evidence on the positive impact that the former has on the latter. The method has been adapted to the guidelines promulgated in the PRISMA declaration, to ensure its systematicity. Results: Regarding the results, most of the research included in this review has found positive leadership effects on teacher professionalism, teaching and learning processes, and student performance. Conclusions: As limitations, the prescriptive nature of legislation and organizational structures has been found, which impedes the implementation of more effective leadership modalities.