Creativity in Recreational Figure Roller-Skating: A Pilot Study on the Psychological Benefits in School-Age Girls.

Creative strategies allow students to feel ownership of their learning, fostering interest and motivation towards sports and educational contexts. This study aimed to compare different psychological variables after applying creative and traditional sessions of recreational figure roller-skating. Twelve school-age female skaters (9.00 ± 1.09 years old) participated in this pilot study. They performed two sessions: (1) a creative session (where participants created their own choreography) and (2) a traditional session (where participants followed the choreography created by the sports professional). In the creative session, participants created their choreographies without instructions. The basic psychological needs scale, the measure of intentionality to be physically active (sports adherence) and the games and emotions scale were administered after each session. The creative intervention led to a higher satisfaction of the needs of perceived competence (p-value = 0.04; effect size = 0.59), social relationships (p-value = 0.03; effect size = 0.62) and adherence to figure roller-skating (p-value = 0.02; effect size = 0.69), compared to the traditional intervention in female skaters. Participants showed significantly more humor and less surprise in the creative session than in the traditional session. This greater satisfaction with perceived competence and social relationships could translate into greater adherence to sports.

Game Space and Game Situation as Mediators of the External Load in the Tasks of School Handball.

The teacher's didactic intervention also requires knowledge and control of learning tasks' workloads. The objectives of the study were as follows: (i) to quantify the subjective external load-eTL of tasks framed in didactic units designed by in-service teachers; and (ii) to analyze the differences in the subjective eTL according to the game situation and the game space. A total of 306 learning tasks designed by seven in-service teachers (five men and two women), with more than 10 years of teaching practice, were analyzed. These tasks were coded through the Integral System for Training Task Analysis (SIATE, acronym in Spanish). The interobserver reliability of the coded variables obtained a considerable concordance (MKfree > 0.70). The results indicated that there were significant differences in the subjective eTL according to the game situation and game space. The situations of small-sided games in numerical equality or inequality and full games, in medium spaces or large spaces, presented a higher subjective eTL and therefore the highest physiological and motor demands on students. The inclusion of attacking or defending players and an adequate selection of the game space indicated the importance of planning and organizing learning tasks.

Incidencia de los parámetros organizativos en la cuantificación de carga externa de las tareas diseñadas para la enseñanza del baloncesto escolar / Incidence of Organizational Parameters in the Quantification of the External Training Load of the Tasks designed for Teaching of the School Basketball / Incidência de parâmetros organizacionais na quantificação da carga externa de tarefas destinadas ao ensino do basquetebol escolar

Conocer la carga externa (external Training Load, eTL) a la que serán sometidos los aprendices durante la práctica deportiva resulta fundamental para la optimización del aprendizaje. El objetivo del estudio fue analizar, en función de las partes de sesión y los medios de enseñanza, la eTL de las tareas diseñadas por los profesores en fase de pre-servicio para la enseñanza del baloncesto escolar. Se categorizaron 283 tareas diseñadas por seis profesores en fase de pre-servicio mediante el Sistema Integral para el Análisis de las Tareas de Entrenamiento (SIATE). La cuantificación de eTL de las tareas se obtuvo a través de seis variables: grado de oposición, densidad de la tarea, porcentaje de ejecutantes simultáneos, carga competitiva, Espacio de juego e implicación cognitiva. Se realizo un análisis descriptivo e inferencial mediante los RTC y la prueba H de Kruskal-Wallis, estableciendo el tamaño del efecto a través de la d de Cohen. Los profesores en fase de pre-servicio planifican con niveles de eTL más bajos de los requeridos en las partes de animación y fundamental, dependiendo dichos niveles de los parámetros organizativos seleccionados durante el diseño de las tareas. Asimismo, el medio de enseñanza influye en la cuantificación de eTL

To know the external Training Load (eTL) of the tasks which students will develop during sports is essential for the optimization of learning. The aim of this study was to analyze, depending on the parts of session and the means of teaching, the eTL of the tasks designed by pre-service teachers for the teaching of school basketball. A total of 283 tasks designed by six pre-service teachers were categorized through the Integral System for Training Tasks Analysis (SIATE). The quantification of eTL of the tasks was obtained through six variables: degree of opposition, density of the task, percentage of simultaneous performers, competitive load, game area and cognitive involvement. Descriptive and inferential analysis were performed through TCR and Kruskal-Wallis H test, establishing the size of the effect through Cohen's d. Pre-service teachers plan with levels of eTL lower than those required in the animation part and in the fundamental part, depending on these levels of the organizational parameters selected during the design of the tasks. The mean of teaching influences the quantification of eTL

Conhecer a carga externa (external Training Load, eTL) a que os aprendizes serão submetidos durante a prática desportiva é fundamental para a otimização da aprendizagem. O objetivo do estudo foi analisar, de acordo com as partes de sessão e meios de ensino, o eTL das tarefas projetadas pelos professores na fase de pré-serviço para o ensino de basquete escolar. Um total de 283 tarefas projetadas por seis professores na fase de pré-serviço foram categorizadas através do Sistema Integral de Análise de Tarefas de Treinamento (SIATE). A quantificação do eTL das tarefas foi obtida através de seis variáveis: grau de oposição, densidade de tarefas, porcentagem de executores simultâneos, carga competitiva, espaço de jogo e implicação cognitiva. Uma análise descritiva e inferencial segundo os RTC e pelo teste H de Kruskal-Wallis, estabelecendo o tamanho do efeito através d de Cohen. Os Professores na fase de pré-serviço planejam com níveis de eTL menores do que os requeridos na parte de animação e na parte fundamental, dependendo esses níveis dos parâmetros organizacionais selecionados durante o projeto das tarefas. Da mesma forma, o meio de ensino influencia na quantificação do eTL