No abstract

No abstract

In the Psychiatric Unit of the Modelo Prison, Barcelona, a physical education programme is carried out annually with the participation of University of Barcelona (UB) students. In this context, we carried out a study based on service-learning parameters. The aim of the study was twofold: to determine the impact on inmates of the physical education programme that was undertaken with university students; and to assess what university students' learnt in the prison-based socio-educational intervention programme. This paper describes the context of the research and the methodological basis of service learning. The qualitative tools to gather the information were: two focus group; a semi-structured interview with a representative of the unit's guards; and the students' field dairy. We present results that demonstrate the impact of the physical, sports activity on the socialisation of inmates, in terms of aspects such as communication and personal skills. The results also show the effect of the programme on the university students' learning processes, particularly with regard to the contextualisation of learning. Keywords ResumenEn el Módulo Psiquiátrico del Centro Penitenciario Modelo de Barcelona se realiza, anualmente, un programa de Educación Física en el que intervienen estudiantes de la Universidad de Barcelona. En este contexto hemos realizado una investigación basada en los parámetros metodológicos del Service-learning que pretende, por un lado, determinar el impacto en los internos de un programa de educación física compartido con estudiantes universitarios y, por otro lado, valorar los aprendizajes de los estudiantes universitarios en el programa de intervención socioeducativa en el centro penitenciario. De esta manera el artículo describe el contexto de la investigación y la fundamentación metodológica del Service-learning. Los instrumentos de recogida de datos fueron: dos grupos de discusión, la entrevista semiestructurada a una representante de los funcionarios de vigilancia; y el diario de campo de los estudiantes. Los resultados obtenidos muestran el impacto de la actividad física y deportiva en la socialización de los internos en lo que se refiere a aspectos como la comunicación o las competencias personales. Muestra también la incidencia del programa en los aprendizajes de los estudiantes universitarios, sobre todo en lo que refiere a la contextualización de dichos aprendizajes.Palabras clave: educación física, enseñanza universitaria, aprendizaje-servicio, centro penitenciario, trastorno mental severo 2015 Hipatia Press

No abstract

In 2006, the European Union published its recommendations on competences for lifelong learning. Since then, key competences have been integrated into the official curriculum in Spain. The objectives of the present study are: a) to describe the strategies used most frequently by physical education teachers to incorporate key competences in their programmes; and b) to identify the profiles of teachers and schools that promote the inclusion of key competences in their physical education programmes. Data were collected via a questionnaire administered to a sample of 2051 physical education teachers in primary and secondary schools in Spain. The results show that while teachers include key competences in their programmes, they do not usually do so explicitly. The competences most frequently included are: social and citizenship skills; autonomy and personal initiative; learning to learn; and knowledge of, and interaction with, the physical world. To develop these competences, lesson plans often aim to integrate knowledge, skills and attitudes, apply problem-solving approaches, and foster the transfer of learning to everyday life. The lack of interdisciplinarity emerges as a negative aspect. Factors favouring the inclusion of competences are the provision of competence-based training for teachers and the presence of a coordination system for dealing with competences in the school. The conclusion drawn is that merely including key competences in the official curriculum is not enough; reinforcement and correction of all the aspects mentioned are essential to ensure that adequate attention is paid to competences in physical education programmes.