Efecto de la edad relativa en la natación española / Effect of relative age on Spanish swimming

El efecto de la edad relativa se refiere a las diferencias cronológicas de sujetos pertenecientes a un mismo grupo de edad, que puede provocar que los nacidos en los primeros meses del año parezcan más talentosos. El objetivo de este estudio fue analizar la posible existencia del efecto de la edad relativa en la natación española. Para llevarlo a cabo se consideraron los 100 mejores resultados en piscina de 50 metros de las últimas seis temporadas (2015-2021), para todas las edades de las categorías con campeonatos nacionales, en ambos sexos y en los cuatro estilos. El análisis se realizó sobre 28.373 resultados obtenidos de la base de datos de la Real Federación Española de Natación, tomando como referencia las fechas de nacimiento de los nadadores. Para identificar si existe el efecto de la edad relativa en la natación en España se aplicó el odds ratio y la prueba estadística chi cuadrado. Así, para calcular las posibles diferencias entre los rendimientos medios entre los trimestres de nacimiento de los nadadores, se realizó́ un análisis de varianza. Los resultados mostraron una distribución desigual de las fechas de nacimiento por trimestres y unos rendimientos medios diferentes para casi todos los grupos de edad, en ambos géneros. En conclusión, se puede decir que la sobrerrepresentación de deportistas en los primeros trimestres del año, y la diferencia en cuanto al éxito deportivo alcanzado, son dos efectos de la edad relativa a considerar. (AU)

The relative age effect refers to chronological differences in subjects belonging to the same age group, which may cause those born in the first months of the year to appear more talented. The aim of this research is to analyse the effect of relative age in Spanish swimming. The 100 best results in pool of 50 meters of the last six seasons (2015-2021) were analysed for all ages of the categories with national championships, in both genders and in the four styles. The sample included 28.373 results obtained from the database of the Royal Spanish Swimming Federation, taking as reference the dates of birth of the swimmers. To analyse the effect of relative age in Spanish swimming, the Chi-squared statistical est was used. The possible differences between the average yields between the birth quarters of the swimmers was calculated by an analysis of variance. The results showed an unequal distribution of birth dates by trimesters and different average yields for almost all age groups, in both genders. In conclusion, it can be said that the over-representation of athletes in the first quarters of the year, and the difference in terms of sports success achieved, are two effects of the relative age to consider. (AU)

Impact of a multicomponent physical activity intervention on cognitive performance: The MOVI-KIDS study.

INTRODUCTION: This study examined the impact of a multicomponent physical activity (PA) intervention (MOVI-KIDS) on improving cognition in schoolchildren. This paper also analyzed the mediator role of motor fitness between MOVI-KIDS and cognition. METHODS: Propensity score analysis of data from a cluster randomized controlled trial (MOVI-KIDS study). This analysis including 240 5-7 years old children from nine schools in the provinces of Cuenca and Ciudad Real, Spain. MOVI-KIDS program consisted of: (a) three weekly after-school sessions of recreational non-competitive PA lasting 60 minutes during one academic year, (b) educational materials for parents and teachers, and (c) school playground modifications. Changes in cognition (logical reasoning, verbal factor, numerical factor, spatial factor, and general intelligence) were measured. A propensity score cross-cluster matching procedure and mediation analysis (Hayes's PROCESS macro) were conducted. RESULTS: All cognitive variables pre-post mean changes were significantly higher (P ≤ 0.05) in children from intervention schools than those from control schools (effect size ranged from 0.33 to 1.48). The effect of the intervention on the spatial factor and general intelligence was partially mediated by motor fitness (indirect effect = 0.92, 95% CI: 0.36; 1.65; and indirect effect = 1.21, 95% CI: 0.06; 2.62, respectively). CONCLUSIONS: This study shows that a one-school-year multicomponent intervention consisting of a recreational non-competitive PA program, educational materials for parents and teachers, and school playground modifications improved the cognition of first-grade children. Further, our results suggest that the effect of the intervention on cognition was mediated by changes in motor fitness.

Conocimiento táctico de niños de siete-13 años en función del contexto deportivo / Tactical knowledge of seven-13 years old children depending on their sport context

Se analizaron las diferencias de conocimiento táctico de niños de siete a 13 años de tres contextos deportivos distintos, escolar, específico y recreativo. Los participantes completaron el Test de Conocimiento Táctico Ofensivo en Fútbol y se analizaron los resultados en función de la edad, experiencia y el contexto deportivo. La edad y la experiencia correlacionaron significativamente con el conocimiento táctico (r = ,31; r= ,41; r= ,53), aunque la magnitud de estas correlaciones fue baja (r < ,70) conforme a la consideración de valores clasificados como coeficientes aceptables (Gregory, 2000). Los participantes en el contexto específico demostraron conocimientos significativamente superiores a los del contexto escolar: declarativo (Z = -8,29; p = ,00; r = ,42), procedimental (Z = -5,39; p = ,00; r = ,27) y táctico (Z = -6,85, p = .00, r = .34). Los participantes en el contexto recreativo presentaron conocimientos significativamente superiores a los del contexto escolar: declarativo (Z = -6,63; p = ,00; r = ,36), procedimental (Z = -5,15; p = ,00; r = ,28) y táctico (Z = -6,63; p = ,00; r = ,36). No se observaron diferencias entre los contextos específico y recreativo. Los hallazgos demuestran que la edad y la experiencia no eran la causa principal de las diferencias observadas. Probablemente, las posibilidades de aprendizaje propias del contexto en el que se encontraban los participantes afectaron a su nivel de conocimientos. Por este motivo, son necesarios más estudios que analicen la relación entre el conocimiento táctico y otras variables como las metodologías de enseñanza de los deportes empleadas en los diferentes contextos deportivos (AU)

Foi analisado o conhecimento tático de crianças com idades entre os sete e os 13 anos, provenientes de três contextos desportivos diferentes (escolar, recreativo e específico). Os participantes completaram o Teste de Conhecimento Tático de Futebol e os resultados foram analisados de acordo com a idade, experiência e contexto desportivo dos indivíduos. A idade e a experiência correlacionaram-se significativamente com o conhecimento tático (r = 31; r = 41; r = 53), embora a magnitude dessas correlações fosse baixa (r <70) de acordo com a consideração de resultados classificados como coeficientes aceitáveis (Gregory, 2000). Os participantes do contexto específico apresentaram um conhecimento significativamente mais elevado do que os indivíduos do contexto escolar: declarativo (Z = -8,29; p =, 00; r =, 42), procedimental (Z = -5,39; p = 27) e conhecimento tático (Z = -6,85, p = 0,00, r = 0,34). Os participantes do contexto recreativo obtiveram pontuação significativamente maior do que os indivíduos do contexto escolar: declarativo (Z = -6,63; p =, 00; r = 36), procedimental (Z = -5,15; p =, 00; r = 28 ) e conhecimento tático (Z = -6,63; p =, 00; r =, 36). Não foram encontradas diferenças significativas entre os contextos específicos e recreativos. Os resultados mostram que idade e experiência não foram as principais causas das diferenças observadas. Provavelmente, as possibilidades de aprendizagem específicas de cada contexto afetaram o conhecimento dos participantes. São necessários mais estudos para examinar a relação entre o conhecimento tático e outras variáveis como as metodologias de ensino dos desportos utilizadas em diferentes contextos desportivos (AU)

Differences in tactical knowledge of children aged seven-13 years from three different sports contexts (school, recreation and specific) were analyzed. Participants completed the Soccer Tactical Knowledge Test and results were analyzed according to the age, experience and sport context of the individuals. Age and experience correlated significantly with the tactical knowledge (r = ,31; r= ,41; r= ,53), although the magnitude of these correlations was low (r < ,70) according to the consideration of results classified as acceptable coefficients (Gregory, 2000). Specific context participants showed significantly higher knowledge than the school context individuals: declarative (Z = -8,29; p = ,00; r = ,42), procedural (Z = -5,39; p = ,00; r = ,27) and tactical knowledge (Z = -6,85, p = .00, r = .34). Recreational context participants scored significantly higher than the school context individuals: declarative (Z = -6,63; p = ,00; r = ,36), procedural (Z = -5,15; p = ,00; r = ,28) and tactical knowledge (Z = -6,63; p = ,00; r = ,36). No differences were observed between specific and recreational contexts. Findings show that age and experience were not the main cause of the differences observed. Probably, the specific possibilities of learning of each context affected to the participants’ knowledge. More studies are needed to examine the relationship between tactical knowledge and other variables such as teaching sports methodologies employed in different sport contexts (AU)

Cambios en la empatía, la asertividad y las relaciones sociales por la aplicación del modelo de instrucción educación deportiva / Changes in empathy, assertiveness and social relations due to the implementation of the sport education model

La Educación Deportiva es un modelo de instrucción proveniente del mundo anglosajón cuyas principales metas son desarrollar en los alumnos el interés por el deporte, la cultura deportiva y los valores sociales. El objetivo de nuestro estudio ha sido contrastar las mejoras en la empatía, la asertividad y las relaciones sociales, habitualmente atribuidas cuando la Educación Física se imparte mediante este modelo. Para ello se ha implementado el modelo con un grupo de 21 sujetos (diez varones y 11 mujeres) de quinto de Educación Primaria durante 18 sesiones, evaluando en un pretest y un postest dichas variables. Para evaluar la empatía, la asertividad y las relaciones sociales se utilizaron el Cuestionario de evaluación de la empatía, la Escala de comportamiento asertivo para niños y un Cuestionario sociométrico, respectivamente. Los diferentes ANOVA realizados mostraron que el programa no ha mejorado la empatía, la asertividad, las conductas agresivas, los amigos positivos y los amigos negativos en el total del grupo. Sin embargo, sí se obtuvieron mejoras significativas en la disminución de las conductas pasivas en el total del grupo, la agresividad en función del rol desempeñado, el aumento del amigo positivo dentro del equipo al que se pertenece, y la disminución del amigo negativo en las niñas (AU)

Sport Education is an instruction model from the Anglo-Saxon context, whose main goals are to develop literate, enthusiastic and competent people. The aim of this study was to analyse the development of empathy, assertiveness and social relations that are usually attributed to this instructional model. Sport Education was implemented in an intact group of 21 subjects (10 boys and 11 girls) aged 10-11 years for 18 sessions, assessing variables using test-retest. The Empathy Questionnaire, Children’s Assertiveness Behaviour Scale and a Sociometric questionnaire were applied. Different ANOVA were conducted and results showed that the group did not improve its empathy, assertiveness, aggressiveness, positive friends or negative friends. However, significant differences were found in reducing passive behaviour in the whole group, aggressiveness in some roles and negative friends among girls. Significant differences were also found in increasing positive friends among the components of each team (AU)

The relative age effect in youth soccer players from Spain.

The purpose of this study was to identify the existence of Relative Age Effect (RAE) at youth level in both elite and amateur Spanish soccer clubs, and also to carry out an analysis providing with information on how this effect has evolved in recent years. We have obtained information on the youth teams of the 20 clubs belonging to the Spanish Professional Football League (LFP) in two separate seasons (2005-2006 and 2008-2009) as well as data on five youth academies belonging to amateur clubs. The collected data revealed an over- representation of players born in the first months of the selection year in all groups of analysis (Elite 2005-2006, Elite 2008-2009 and Amateurs), although only the Elite groups showed significant variations in birth-date distribution in relation to the Spanish population. The results showed a reduction in RAE from the 2005-2006 season to the 2008-2009 season. The following variables - playing position, the number of years each player has spent in their specific age group and the category of the team at each club were shown not to have influence on the extent of RAE. Key pointsThere was RAE in all groups analyzed, although only the Elite groups showed significant variations in birth-date distribution in relation to the general population.RAE is more evident in the Elite groups than in the Amateur probably because of the detection process, which is more thorough in the Elite groups.Playing position, number of years in their specific age group and category of the team did not have any influence on the extent of RAE.Any attempts to prevent RAE should be based on a stable sport policy and the implication of all the stakeholders in the system. All of them should think in the development of a player as a long-term project.