Consejo técnico escolar: participación virtual de los docentes de educación física de una zona escolar de Chihuahua durante la pandemia / School technical council: virtual participation of physical education teachers in a school zone in Chihuahua during the pandemic

Este estudio se enfocó en los trabajos del Consejo Técnico Escolar para explorar e identificar las temáticas, organización e interacción de los docentes de Educación Física y el posible regreso a clases. Se realizó un estudio descriptivo exploratorio con una iniciativa didáctica de micro investigación, participando 15 maestros de una zona escolar, respondiendo una encuesta de opinión. En cuanto a las formas de intervención en la educación a distancia entre los docentes mujeres y hombres, se encontraron diferencias con relación a los recursos tecnológicos y materiales apropiados (p < .025). En el manejo de las emociones de los docentes se observaron diferencias significativas en las mujeres (p < 0.028). La educación a distancia y los programas de mejora son los principales temas abordados, seguidos de la educación socioemocional y evaluación, para lo cual han tenido que desarrollar estrategias de enseñanza aprendizaje de forma remota. Se concluye que se han logrado pocos aprendizajes en la educación virtual.

This study focused on the works carried out by the School Technical Council to explore and identify the themes, organization and interaction of Physical Education teachers and their possible return to classes. An exploratory descriptive study was performed, with didactic micro-research initiative. An opinion survey was answered by 15 teachers from a school district. Regarding the forms of intervention in remote education among female and male teachers, differences were found relating to technological resources and appropriate equipment (p < .025). In regard to teachers' emotional management, there were significant differences observed in women (p < 0.028). The main topics addressed were remote education and improvement programs, followed by socioemotional education and evaluation, for which they had to develop specific strategies for remote teaching and accomplish some learning goals in remote and virtual learning.

Analysis of the Factors That Influence a Quality Physical Education in Mexico: School Supervision's Perspective.

Different international organizations have spoken out in favor of the value of physical activity in the integral development of children and adolescents, which is why different guidelines have been established for governments to facilitate quality Physical Education. In this sense, the objective of this study was to analyze the factors that influence the performance of PE teachers, from the perspective of pedagogical technical advisors and school district supervisors from various school zones from the State of Chihuahua. This was a transversal study, with a qualitative approach and phenomenological focus, which was chosen because it allows the understanding of these aspects from a unique and unrepeatable process; data collection was carried out through focus groups in which PE ATP supervisors participated and data were collaboratively analyzed. The main results indicated that Physical Education does not have the same importance as other subjects, a situation that is reflected in: constant curricular reforms, administrative inconsistencies, dependence on the school organization, and being seldom taken into account in decision-making. It was concluded that strict public policies are required to be applied uniformly throughout the country, as well as privilege Physical Education within the Basic Education curriculum in Mexico.

Inclusión del modelo emergente de educación aventura en la educación física en México / Inclusion of the emerging adventure education model in physical education in Mexico

RESUMEN La Educación Física ha estado en constante evolución, en las últimas décadas se ha transitado por diversos planteamientos educativos, en México se ha pasado de un enfoque militar, a uno deportivo, psicomotriz, orgánico-funcional, hasta llegar al actual que contempla la adquisición de aprendizajes claves. En este sentido, la adaptación de actividades físicas en el medio natural al contexto escolar surge como una posibilidad innovadora. En otros países, los programas basados en el modelo de Educación Aventura han demostrado favorecer el desarrollo integral de los escolares, teniendo beneficios psicológicos sociales y motrices. Por tal motivo, se propone la aplicación de actividades lúdicas con cuerdas como actividades pedagógicas en la Educación Física. Se concluye que el modelo de Educación Aventura representa posibilidades pedagógicas y didácticas que son pertinentes en las sesiones de Educación Física. Así mismo, las instituciones de educación superior deben replantear sus currículos incluyendo nuevos modelos pedagógicos para la práctica en el contexto educativo.

ABSTRACT Physical Education has been in constant evolution, in the past decades it has passed through various educational approaches, in Mexico it has gone from a military approach, to sports-based, to psychomotor-based, to organic-functional approach, to the current one that contemplates the acquisition of key learnings aspects. In this way, the adaptation of physical activities in the natural environment to the school context emerges as an innovative possibility. In other countries, programs based on the Adventure Education model have shown to favor the integral development of school children, having psychological, social and motor benefits. For this reason, the implementation of playful activities with ropes is proposed as pedagogical activities in Physical Education. It is concluded that the Adventure Education model represents pedagogical and didactic possibilities that are relevant in Physical Education sessions. Likewise, higher education institutions must rethink their curricula including emerging models for practice in the educational context.

Individualism, Competitiveness, and Fear of Negative Evaluation in Pre-adolescents: Does the Teacher's Controlling Style Matter?

The traditional teaching style in which the teacher is in control and there is a submissive attitude in students is predominant in Mexico. The development of identity in preadolescence is subjected to social groups, which could develop interpersonal difficulties through the controlling teaching style. Although the fear of negative evaluation in students and competitive sport has been studied in education, relatively little research has been done in the area of physical education in relation to the controlling style. The purpose of this study was to investigate the correlation and predictive relationship between controlling teaching and the fear of negative evaluation mediated by the frustration of the basic psychological needs (BPN), controlled motivation, and individualism/competitiveness through the theoretical framework of self-determination theory. Participants were 1132 students in the fifth and sixth grades in public elementary schools in the state of Chihuahua, Mexico, with ages between 10 and 13 (M = 10.51 years; SD = 0.66 years). Results indicate the perceived controlling teaching style positively predicted the fear of negative evaluation in students of this study through BPN frustration, that is positively related to low-quality motivation, which is related to a higher level of individualism/competitiveness. This, in turn, is proven to be a predictor of the fear of negative evaluation. The results also discuss the promotion of the autonomy support style, avoiding the controlling teaching style, for the minimization of negative results related to the perception of fear and the development of student well-being both within and beyond the school context.

Assessment of Attitudes Toward Physical Education by the Implementation of an Extracurricular Program for Obese Children.

The World Health Organization (WHO) identifies the importance of implementing physical activity programs such as physical education (PE) classes in schools. This study identifies the attitudes of obese children toward PE, before and after participation in a vigorous-intensity physical exercise program without the participation of normal-weight peers using a questionnaire on Attitudes toward Physical Education (CAEF). 98 children between 8-11 years of age were randomized in an Experimental Group (GE) (n = 48) and a Control Group (CG) (n = 47). They were assessed using a questionnaire on Attitudes toward Physical Education (CAEF). All the study participants exhibited a BMI Z-score ≥ 2. Before the intervention, the only difference between boys and girls was "empathy to teacher and physical education subject" (p = 0.001, d de Cohen = 0.72, r = 0.34). The interaction between gender and training was only present in empathy for the teacher, with a medium effect size (η2 = 0.055). The implementation of PE with two hours per week elicits only a few effects over the attitude of obese children, even though with a certain engagement of gender through training in the adjustment of empathy for teachers and the PE class.

How is my teaching? teaching styles among Mexican physical education teachers / Bomo está meu ensino?: estilos de ensino entre professores de educação física mexicanos / ¿Como es mi enseñanza?: estilos de enseñanza entre docentes mexicanos de educación física

Abstract Purpose: To compare teaching styles (TS) and years of experience among Mexican Physical Education (PE) teachers. Method: 129 PE teachers from the City of Chihuahua completed the Teaching Styles in Physical Education questionnaire; average age: 42.3 (±9.6) years; average time teaching PE: 15.7 (±7.9) years. Subjects were divided in 6 groups according to years of experience: -6, 6-11, 12-17, 18-23, 24-29 and 30+. Results: no differences were found in traditional TS among groups, but all PE teachers showed high tendency to use that TS. The 30+ group showed values higher than 6-11 (p<0.05). Conclusion: There is a tendency to implement a traditional teaching style, although years of experience allow PE teachers to use teaching styles that fit students' needs and their interest to participate in Physical Education classes.

Resumo Objetivo: comparar estilos de ensino (EE) e anos de experiência entre professores de Educação Física (EF) mexicanos. Método: 129 professores de EF da cidade de Chihuahua, média de idade: 42,3 anos (± 9,6) anos; experiência como professor de EF: 15,7 (± 7,9) anos; completaram o Questionário sobre EE em EF. Os sujeitos foram divididos em seis grupos de acordo com os anos de experiência: - 6, 6-11, 12-17, 18-23, 24-29 e 30+. Resultados: não foram encontradas diferenças em EE tradicional por grupo, mas todos os professores de EF mostraram tendência elevada a usar esse EE. O grupo 30+ apresentou valores superiores ao grupo 6-11 entre estilo cognitivo e escala criativa (p <0,05). Conclusão: há uma tendência a implementar o EE tradicional, embora os anos de experiência permitam aos professores de EF usar um EE ajustado às necessidades e interesses dos alunos em participar do curso de EF.

Resumen Propósito: comparar estilos de enseñanza (EE) y años de experiencia entre docentes de Educación Física (EF) mexicanos. Método: 129 maestros de EF de la ciudad de Chihuahua, MX, edad: 42,3 (±9,6) años, experiencia como maestro de EF: 15,7 (±7,9) años, completaron el cuestionario de Estilos de Enseñanza en Educación Física. Los sujetos fueron divididos en seis grupos de acuerdo con los años de experiencia: -6, 6-11, 12-17, 18-23, 24-29 y 30+. Resultados: sin diferencias encontradas en grupo de EE tradicional, sin embargo, todos los docentes de EF mostraron alta tendencia al uso de este EE. El grupo de 30+ mostró valores mayores que el grupo 6-11 entre estilo cognitivo y escala creativa (p<0,05). Conclusión: hay una tendencia en implementar el EE tradicional, aunque los años de experiencia permiten que docentes de EF utilicen un EE ajustándose a las necesidades e intereses de los estudiantes en participar en la clase de EF.