Los primeros auxilios en el currículo de la educación obligatoria en España / First aid in the curriculum of compulsory education in Spain

La formación en primeros auxilios es fundamental para poder intervenir en un primer momento en situaciones de emergencia y es por ello que numerosas instituciones han señalado a la educación obligatoria como una de las claves para llevar a cabo dicha formación. En esta investigación se ha analizado la evolución de la presencia de los primeros auxilios en la legislación educativa en España, que han ido perdiendo peso en el currículo educativo desde la LGE, en 1970, hasta la LOE, en 2006, especialmente en el bachillerato y han recuperado su importancia desde ese año hasta la actual LOMCE, de 2013, donde se incluyen estos contenidos en la educación primaria y la educación secundaria obligatoria. Aunque los contenidos se incluyen principalmente en la asignatura de educación física, actualmente se dividen en varias asignaturas del currículo. La evidencia científica actual nos dice que, aunque estos contenidos están presentes en el currículo, no se suelen aplicar por falta de material y también en la formación en el profesorado para impartirlos, sin embargo, ciertas comunidades autónomas aportan material y formación para que puedan ser los propios docentes los que impartan las maniobras de primeros auxilios en las escuelas. Por todo esto, creemos que los primeros auxilios deben ser un contenido obligatorio y relevante en las escuelas y que deben ser los docentes, formados previamente, los que impartan dichos contenidos

Learning first aid is essential to be able to act in an emergency situation and that is why many institutions have pointed at compulsory education as one of the keys to carry out such learning. The evolution of the presence of first aid in educational legislation in Spain has been analyzed in this research. These contents have been losing weight in the educational curriculum from the LGE, in 1970 to the LOE, in 2006, especially in the baccalaureate and have increased its importance since that year until the current LOMCE, 2013, which includes these contents in primary education and compulsory secondary education. Although the contents are mainly included in the subject of physical education, they are currently divided into several subjects of the curriculum. The current scientific evidence tells us that, although these contents are present in the curriculum, they are not usually taught due to the lack of material and training for teachers to teach them. However, certain autonomous communities provide material and training, so that the teachers can teach by themselves the first aid techniques in schools. For all this, we believe that first aid must be a compulsory and relevant content in schools, and teachers, trained in advance, must teach these contents

Role of Vertical Jumps and Anthropometric Variables in Maximal Kicking Ball Velocities in Elite Soccer Players.

Kicking is one of the most important skills in soccer and the ability to achieve ma ximal kicking velocity with both legs leads to an advantage for the soccer player. This study examined the relationship be tween kicking ball velocity with both legs using anthropometric measurements and vertical jumps (a squat jump (SJ); a countermovement jump without (CMJ) and with the arm swing (CMJA) and a reactive jump (RJ)). Anthropome tric measurements did not correlate with kicking ball velocity. Vertical jumps correlated significantly with kicking ball velocity using the dominant leg only (r = .47, r = .58, r = .44, r = .51, for SJ, CMJ, CMJA and RJ, respectively) . Maximal kicking velocity with the dominant leg was significantly higher than with the non-dominant leg (t = 18.0 4, p < 0.001). Our results suggest that vertical jumps may be an optimal test to assess neuromuscular skills involved in kicking at maximal speed. Lack of the relationship between vertical jumps and kicking velocity with the non-dominant leg may reflect a difficulty to exhibit the neuromuscular skills during dominant leg kicking.