Designing and Evaluation of an Artistic Experience for the Development of Empathic Capacity: "Stepping into Others' Shoes".

This article evaluates an educational experience that uses art to develop empathy. The artistic educational project is called "stepping into others' shoes" and is carried out with 71 students enrolled in the Early Childhood Education and Primary Education degree programs of the University of Vigo. The main objective is to analyze the students' experiences in processes of empathic pedagogical relationships that allow empowerment dynamics of oneself and others. An ethnographic approach is used to evaluate the experience through a group case study design with different qualitative instruments: analysis of artistic production, field diary and life stories. The main results indicate that when art is used for the construction of an empathic identity, the participants of these creative dynamics find it difficult to express their feelings and emotions. However, these processes favor social relationships and mutual recognition, as well as self-knowledge. It facilitates the creation of alternative meeting spaces and the promotion of creativity. Based on these results and their discussion, lines of action are suggested which should allow using art as a resource to develop empathy and promote increased motivation in the classroom.

Initial Motivations for Choosing Teaching as a Career.

The objective of the study is to verify the reliability and validity of the Factors Influencing Teaching Choice, as well as to determine the teaching of Early childhood and Primary education students' motivations and perceptions for the choice of this degree. The sample consisted of 262 student teachers aged between 18 and 27 (83.2% female and 16.8% male). According to degree, 54.2% of the participants were enrolled in Early Childhood Education and 45.8% in Primary Education. The instrument used in the study was the Factors Influencing Teaching Choice, FIT-Choice Scale, adapted to Spanish by Gratacós and López-Jurado. Results evidenced the high reliability and validity of the scale that is similar to the original model, presenting 12 motivational factors and 6 perceptions. The main reasons that lead to choose teaching profession, despite gender differences, are: having influence in the educational children's process, the intrinsic value of the qualification, the fact that this profession contributes socially, or working with children. Also, students consider that teaching is a demanding profession and they are satisfied with the degree choice. The most important factors influencing the choice of education degree are intrinsic motivations and perceptions as the vocation, in contrast to external reasons such as economic incentives or social recognition.

Prediction Model for Physical Activity Level in Primary School Students.

The aim of this study was to provide an explanatory prediction model for physical activity level in children, involving a number of influencing variables. In total, 1971 people participated in the study: 657 primary school students and their respective fathers and mothers from 15 schools of Galicia (Spain). The International Questionnaire on Physical Education, Health and Lifestyle was administered. The findings revealed that school year, sex, physical perceived competence and sport practice with friends had a statistically significant relationship on physical activity index. By contrast, the association between the weekly participation of fathers or mothers in sports in the practice of children could not be confirmed. Sport practice with friends was the main predicting variable for physical activity level. Physical perceived competence showed great relevance as well. This knowledge could be of interest to help increase adherence to practice and preventing withdrawal, helping students to stay active and acquire healthy habits for the future.

Influence of Personal, Academic, Social, and Level of Physical Activity Variables on Emotional Intelligence.

In the diverse and complex society in which we live, the support that an appropriate emotional intelligence can provide to adolescents to achieve a satisfactory, balanced, and peaceful coexistence is increasing. The aim of this research was to determine whether personal, academic, and social variables influenced emotional intelligence in adolescent populations. A descriptive-inferential study was carried out with 964 students of compulsory secondary education (M = 14.18; SD = 1.28), applying the emotional intelligence scale Trait Meta-Mood Scale (TMMS-24). The results show better emotional attention in boys who practice physical exercise and have good social skills; better emotional clarity in girls who practice physical exercise and have good social skills; and better emotional repair in girls under 13 years of age, who practice physical exercise, have a good academic record and good social skills. In conclusion, a solid and specific knowledge of the personal, academic, and social variables that may influence the development of emotional intelligence in the adolescent period allows helping students in the prevention or modification of undesirable aspects they may have in their relationships with society.

Physical and Cognitive Functioning of Institutionalized Elderly People in Rural Areas. Preventive Actions Using Physical Activity and Music Therapy.

BACKGROUND: Comprehensive geriatric evaluation should include a functional and cognitive assessment to guide the intervention of interdisciplinary teams. The aim of this study was to analyze the physical capacities of institutionalized elderly people and to describe the preventive actions of physical activity and music therapy as non-invasive preventive pharmacological treatments given their importance for the cognitive and functional performance of elderly people. An observational and descriptive cross-sectional study was carried out. The participants in the study were 109 elderly people institutionalized in three residential centers with a mean age of 83.41 years (SD = 8.72). FINDINGS: Most of the residents had very impaired physical faculties. However, cognitive impairment was not very high. Most residents (55.04%) had some form of dementia and/or high blood pressure (54.12%) followed by pathologies such as diabetes (27.52%), heart failure (17.43%), Parkinson's disease (9.17%) and chronic obstructive pulmonary disease (8.25%). There were no differences in cognitive or physical capacity among the residents according to sex, age, or education and only those who had worked in the service sector had less cognitive capacity than those who had worked in the agricultural sector or as housewives. APPLICATIONS: Facilitate the creation and development of programs based on physical activity and music therapy in residential centers that can prevent and improve pathologies on the elderly.

Socio-Emotional Skills in Adolescence. Influence of Personal and Extracurricular Variables.

Social-emotional skills have been an important object of study in recent years due to their relationship with academic, personal and professional success. The aim of this study was to analyse the relationship between these skills and different influential variables. The participants had a mean age of 14.18 years. The instruments used were the Social Emotional Competence Questionnaire (SECQ) and the Physical Activity Questionnaire for Adolescents (PACQ-A). Generally, the results indicated gender differences and no influence of age. Those who engaged in after-school activities scored higher on social awareness. In addition, artistic and musical extracurricular activities were associated with social-emotional skills, whereas sports activities were not. It was also found that the physical activity index was not related to socioemotional factors, except in self-awareness and in a negative way. It is necessary to analyse the quality of the extracurricular programmes offered and the training of the professionals in charge of their development. It also seems important to take into account the gender perspective in competence work, increasing self-management in girls and relationship management in boys.

Influence of the Perception of Barriers in Practice of PA in Adolescents: Explanatory Model.

BACKGROUND: Sedentarism is an important risk factor for non-communicable diseases. To avoid it, it is necessary to establish the barriers which influence a low level of practice of Physical Activity. METHODS: This study, conducted with 833 students, aims to describe a model to explain the barriers determining the level of practice of Physical Activity in adolescents according to age, school year, BMI and gender. The inclusion of the analyzed barriers followed the tetra-factorial model: Body image/physical and social anxiety; Tiredness/laziness; Responsibilities/lack of time and Environment/facilities. RESULTS: The barriers to Physical Activity in adolescents are fatigue and sloth, and temporary obligations. The barrier that least influences the practice of Physical Activity is the environment and body image. It is determined that the subjects with the lowest Physical Activity index were those with a high fatigue and laziness score and higher age. The level of physical activity of this population is medium (95% CI, 2.8274-2.9418). CONCLUSIONS: It is necessary to overcome tiredness or apathy towards the practice of Physical Activity, especially in those under 16 years of age.

Characteristics of physical activity during recess: an analysis with Galician Elementary and Secondary Education students / Características de la actividad física en el recreo: un análisis con alumnado gallego de educación primaria y secundaria

Introduction: The analysis of the characteristics of physical activity during recess is highly important in the fight against childhood obesity rates and the sedentary lifestyle at an early age. There is a need to broaden the knowledge on this topic, delving into the types of activities, their intensity, the geographical area in which they are carried out, etc. Thus, the purpose of this study was to examine the characteristics of physical activity during recess in the last two years of Elementary Education and Compulsory Secondary Education in schools of the Atlantic axis. Material and method: The study involved 707 students from Galicia (Spain). 49.08% were male students with an average age of 13.25 ± 1.76 years and 50.91% were female students, with an average age of 13.22 ± 1.77 years. The independent variables were sex, educational level and grade. The dependent variables included the activities performed during recess and their intensity. Data collected used the Recess Physical Activity Recall (Martínez-Gómez et al., 2010) instrument. Results: It was found that recess time was basically spent eating, resting, going down or up the stairs. Girls played mostly sports for the fun of it and walked more. Boys practiced more competitive sports. The intensity of physical activity was low, with male students and elementary school students being significantly more active. Conclusions: The time that students spend practicing sports is very limited. The choice of sports is different depending on the sex. The highest activity rates occur after the first ten minutes and are maintained until the end of recess. Greater efforts are needed to change the culture of recreation, optimize time and redesign spaces, placing the focus especially on women and Secondary Education students

Introducción: El análisis de las características de la actividad física durante el recreo es de gran importancia en la lucha contra las tasas de obesidad infantil y el estilo de vida sedentario en edades tempranas. Se necesita ampliar el conocimiento sobre este tema, profundizando en la tipología de actividades, su intensidad, la zona geográfica, etc. Por ello, el objetivo de este estudio fue examinar las características de la actividad física durante el recreo en los dos últimos cursos de Educación Primaria y en Educación Secundaria Obligatoria en centros del eje atlántico. Material y método: El estudio incluyó a 707 estudiantes de Galicia (España). El 49,08% son varones con una edad media de 13,25 ± 1,76 años y el 50.91% son mujeres, con una edad media de 13,22 ± 1,77 años. Las variables independientes fueron sexo, etapa educativa y curso. Las variables dependientes incluyeron las actividades realizadas durante el recreo y su intensidad. El instrumento utilizado para la recogida de datos fue el Recess Physical Activity Recall (Martínez-Gómez et al., 2010). Resultados: El tiempo de recreo se pasaba básicamente comiendo, descansando, bajando o subiendo las escaleras. Las niñas practicaban fundamentalmente deportes con un objetivo no competitivo (para divertirse) y caminaban más. Los niños practicaron más deportes competitivos. La intensidad de la actividad física fue baja, siendo los varones y el alumnado de primaria significativamente más activos. Conclusiones: El tiempo que el alumnado dedica a ejercitarse en deportes es muy bajo. La elección de deportes es diferente en función del sexo. Los mayores índices de actividad se producen pasados los diez primeros minutos y se mantienen hasta el final. Son necesarios mayores esfuerzos para cambiar la cultura del recreo, optimizar el tiempo y rediseñar los espacios, poniendo el foco de atención especialmente en las mujeres y el alumnado de Educación Secundaria