Motivations for entering a physical education teacher training program in Chile / Motivações para incursão em um curso superior de educação física no Chile

ABSTRACT Physical education teacher training programs in Chile have a high demand for enrollment and is recognized as one of the attractive professions for young people. The purpouse of this study is to know the reasons that lead young Chileans to choose the physical education teacher training program at a regional university, in the Maule region, Chile. The research was a mixed sequential one, since it was characterized by a first stage, where quantitative data were collected and analyzed, followed by another, where qualitative data were collected and interpreted. At the quantitative part of the study 146 students (54 female and 89 male) answered a questionnaire, and at the qualitative part 6 students (3 men and 3 women) participated in a focus group interview. Previous participation in sport, interest related to a physically active lifestile, and the pleasure of teaching are shown in the results. As conclusions, the students choose to enroll in a physical education teaching program motivated by previous sports and physical activity experiences, and the desire to teach values through sport.

RESUMO Os programas de formação de professores de educação física no Chile têm uma grande demanda por matrículas, e a profissão é reconhecida como uma das mais atrativas para os jovens. A proposta deste estudo é conhecer os motivos que levam jovens chilenos a escolherem o programa de formação de professores de educação física em uma universidade regional, na região de Maule, Chile. A pesquisa foi sequencial mista, pois se caracterizou por uma primeira etapa, onde foram coletados e analisados dados quantitativos, seguida de outra, onde os dados qualitativos foram coletados e interpretados. Na etapa quantitativa do estudo 146 alunos (54 mulheres e 89 homens) responderam a um questionário e na etapa qualitativa 6 alunos (3 homens e 3 mulheres) participaram de uma entrevista de grupo focal. A participação anterior em esportes, o interesse relacionado ao estilo de vida fisicamente ativo e o prazer de ensinar são mostrados nos resultados. Como conclusões, os alunos optam por se matricular em um programa de ensino de educação física motivados por experiências anteriores de esportes e atividades físicas, e o desejo de ensinar valores por meio do esporte..

Using a Diagnostic OSCE to Discern Deficit From Disability in Struggling Students.

PROBLEM: When medical students with disabilities fail, identifying the underlying cause is challenging. Faculty unfamiliar with disability-related barriers or accommodations may falsely attribute academic struggles to disability. Fear of legal action may prompt inappropriate promotion of students with disabilities who are struggling to meet competencies. Therefore, a clear understanding of the origin of difficulty is critical to determining an appropriate response to the student's failure, including revision of accommodations, academic remediation, probation, and dismissal. APPROACH: A large Midwestern medical college created an innovative approach to differentiate between disability-related barriers and academic deficits by creating a diagnostic objective structured clinical examination (OSCE). The goal of this OSCE was to determine the need for additional or refined accommodations versus clinical remediation, and to guide future decision making about a student on academic probation. Using 3 simulated cases that drew on a cross section of clinical knowledge, a team of clinical and disability specialists observed a disabled student to determine the origin of that student's difficulties in a clinical rotation. OUTCOMES: Using the diagnostic OSCE, the team quickly identified clinical reasoning and fund of knowledge deficits, and need for further accommodations. As a result, the team was able to remediate the clinical deficits, augment the current accommodations in vivo, and determine the potential impact on performance. The team approach was documented and facilitated the legally required interactive process for determining additional barriers, efficacy of existing accommodations, and need for additional reasonable accommodations. All parties reported a positive experience. The collective knowledge and expertise of the team helped confirm the origin of the deficit: a fundamental lack of knowledge and reasoning skills versus a disability-related barrier. NEXT STEPS: The next step is to formalize this process to ensure appropriate evaluation of students with disabilities.

Mapeamento e experiências de indígenas nas escolas médicas federais brasileiras: acesso e políticas de permanência / Mapeo y experiencias de indígenas en las escuelas médicas federales brasileñas: acceso y políticas de permanencia / Access and retention policies for indigenous people in Brazilian federal medical schools: mapping and experiences

A trajetória do ensino superior no Brasil é marcada pela restrição ao grupo privilegiado da população, com exclusão de pessoas indígenas. Nas últimas duas décadas, ações afirmativas foram desenvolvidas e possibilitaram o acesso de alguns indígenas às graduações de Medicina. Objetivando-se mapear e conhecer as experiências desses estudantes nas universidades federais brasileiras, desenvolveu-se uma pesquisa exploratória, quanti-qualitativa. Foram identificados 192 estudantes indígenas em 43 escolas médicas no ano de 2019. Dessas, 14 foram visitadas, realizando-se entrevistas narrativas com 24 indígenas estudantes de Medicina. Na análise temática de conteúdo emergiram experiências narradas pelos estudantes com foco em duas categorias: acesso à escola médica e políticas de permanência nas instituições. Ao conhecer as experiências desses estudantes no meio universitário, torna-se possível contribuir para sua permanência nos cursos, superando a invisibilidade e oportunizando trajetórias que correspondam às expectativas dos povos indígenas na formação médica. (AU)

La trayectoria de la enseñanza superior en Brasil está marcada por su restricción al grupo privilegiado de la población, con exclusión de personas indígenas. En las últimas dos décadas se desarrollaron acciones afirmativas que posibilitaron el acceso de algunos indígenas a los cursos de graduación de medicina. Con el objetivo de mapear y conocer las experiencias de esos estudiantes en las universidades federales brasileñas, se desarrolló una investigación exploratoria cuanti-cualitativa. Se identificaron 192 estudiantes indígenas en 43 escuelas médicas, en el año 2019. Entre ellas, se visitaron 14, realizándose entrevistas narrativas con 24 indígenas estudiantes de Medicina. En el análisis temático de contenido surgieron experiencias narradas por los estudiantes, enfocadas en dos categorías: Acceso a la escuela médica; Políticas de permanencia en las instituciones. Al conocer las experiencias de estos estudiantes en el medio universitario resulta posible contribuir a su permanencia en los cursos, superando la invisibilidad y dando oportunidad a trayectorias que correspondan a las expectativas de los pueblos indígenas en la formación médica. (AU)

Higher education in Brazil is known by being restricted to a privileged group, excluding the indigenous people. In the two last decades, affirmative action policies were developed to allow members of indigenous peoples access to Medical courses. In order to scan the students' experience at Federal Universities, the study developed a quantitative and qualitative exploratory research. A group of 192 indigenous students were identified in 43 medical schools during 2019. Fourteen schools were visited, and 24 indigenous medical students held narrative interviews. The thematic subject analyses, showed two categories: Access to medical school; Policies of retention in the institutions. The students' experiences at the campuses may contribute to their permanence in the courses, overcoming the invisibility and providing opportunities to reach the indigenous people expectations regarding the medical career. (AU)

Representaciones sociales de la discapacidad en una comunidad universitaria de Ibagué, Colombia, mediante las redes de asociaciones / Social representations of disabilities in a university Community of ibagué, colombia, through association networks

La comprensión de la discapacidad como un fenómeno social interpela a los grupos sociales para revisar su responsabilidad frente a la inclusión de las personas en esta condición. Objetivo. Identificar las representaciones sociales de la discapacidad en una comunidad universitaria. Método. Se realizó un estudio descriptivo con análisis complementarios cuantitativos y cualitativos, implementando las redes de asociaciones en dos grupos de actores, uno configurado por directivos, profesores y administrativos, y el otro, por estudiantes de todos los programas, en una universidad de Ibagué (Colombia). Resultados. La principal diferencia entre los dos grupos de participantes radicó en que, mientras los estudiantes manifestaron representaciones más positivas hacia las personas con discapacidad, los directivos, los profesores y los administrativos mostraron ciertos rasgos de resistencia a aceptar y a aportar a la inclusión de este colectivo. Conclusiones. Todos los participantes comprenden la discapacidad como el resultado de la interacción entre las variables personales y del medio ambiente, por lo tanto, están dispuestos a trabajar por la inclusión de las personas en esta condición en el ámbito universitario.

The understanding of disability as a social phenomenon challenges social groups to review their responsibility for the inclusion of people in this condition. Objective. To identify the social representations of disability in a university community. Method. A descriptive study was carried out with complementary quantitative and qualitative analyzes, implementing networks of associations in two groups of actors, one made up of coordinators, professors and administrators and, the other, by students of all programs, in a university in Ibagué (Colombia). Results. The main difference between the two groups of participants was that, while students showed more positive representations towards people with disabilities, the coordinators, teachers and administrators, showed certain traits of resistance to accept and contribute to the inclusion of this group. Conclusions. All participants understand disability as the result of the interaction between personal and environmental variables, therefore, they are willing to work for the inclusion of people with this condition in the university environment.

Índice de asimetría bilateral morfológica de extremidades inferiores y superiores en jugadores de baloncesto universitario / The upper and lower limb bilateral morphological asymmetry index in university basketball players

Introducción: El baloncesto es objeto de múltiples estudios que incluye la valoración mediante tecnologías actuales como la bioimpedancia. Objetivo: Comparar los índices de asimetría (IA) de las extremidades superiores e inferiores en jugadores de baloncesto universitario por nivel deportivo. Método: Se evaluaron 24 jugadores de baloncesto de diferente nivel competitivo, representativo 1) universitario (n = 12) y 2) facultad (n = 12). Se determinó la circunferencia de brazos y piernas, además de masa magra y grasa por bioimpedancia. Se determinó el índice de asimetría de los miembros inferiores y superiores y se compararon por nivel deportivo. Resultados: La comparación de los índices de asimetría entre brazos y piernas en el grupo total identificó diferencias estadísticamente significativas (p < 0,05) en lo referente a la masa grasa, con mayor adiposidad en extremidades superiores, y un índice de asimetría de -10,8. Cuando se compararon las mismas variables en función del nivel deportivo, los jugadores representantes de la universidad mostraron mayores valores (p < 0,05) en el índice de asimetría de la masa total, circunferencias, masa magra y masa grasa. Las comparaciones intergrupales señalan diferencias en los índices de asimetría del brazo vs. la pierna en masa magra para ambos grupos (p < 0,05) mientras que los de la facultad mostraron diferencia también para grasa con índice de asimetría de 18,3 (p < 0,05). Conclusiones: Indistintamente del nivel deportivo, existen diferentes niveles del índice de asimetría entre extremidades superiores e inferiores en el componente de masa grasa, aunque menores valores del índice de asimetría fueron característicos de los individuos de mayor nivel deportivo(AU)

Introduction: Basketball has been the object of many studies, including assessments based on current technologies such as bioimpedance. Objective: Compare the asymmetry indices (AI) for upper and lower limbs in university basketball players. Methods: An evaluation was conducted of 24 basketball players from different competitive levels, representing 1) the university (n = 12) and 2) the school (n = 12). Determination was made of arm and leg circumference, as well as lean mass and fat by bioimpedance. The lower and upper limb asymmetry index was estimated and compared between the competitive levels. Results: Comparison of the arms and legs asymmetry indices in the total group revealed statistically significant differences (p < 0.05) as to fat mass, with greater adiposity in the upper limbs and an asymmetry index of 10.8. Comparison of the same variables between the sports levels found that players representing the university displayed higher values (p < 0.05) in the asymmetry index for total mass, circumferences, lean mass and fat mass. Comparison between the groups found differences in the arm vs. leg asymmetry indices for lean mass in both groups (p < 0.05), whereas the school players also showed differences for fat, with an asymmetry index of 18.3 (p < 0.05). Conclusions: Regardless of the sports level, different asymmetry indices are found between upper and lower limbs as to fat mass, though smaller asymmetry index values were characteristic of individuals from a higher sports level(AU)

Estado, mercado e esporte: contribuições críticas ao debate / State, market and sport: critical contributions to the debate

No presente trabalho nos propomos a refletir sobre a necessidade da existência de uma estrutura ministerial para os esportes. Para isso, apresentamos um levantamento sobre a localização do tema na estrutura governamental de outros países, bem como buscamos comentar e responder às considerações e críticas formuladas por Dias (2020). A partir da análise dos fundamentos da dinâmica capitalista, concluímos que o mercado não é capaz de garantir o acesso igualitário e universal ao esporte, e afirmamos a presença estatal como necessária para o processo de superação do sistema vigente. Por fim, indicamos o risco que representa as narrativas conservadoras e a-históricas, que em nome de um mal menor, e de uma suposta temperança política, nos convidam a abandonar projetos de transformação radical e aceitar a dura realidade como a melhor ou a única possível.

In this paper we propose to reflect on the existence of a ministerial structure for sports. For this, we present data on this theme in the governmental structure of other countries, as well as seeking to comment and respond to the considerations and formulated by Dias (2020). From the analysis of the fundamentals of capitalist dynamics, we conclude that the market is not able to guarantee equal and universal access to sport, and we affirm the state presence as necessary for the process of overcoming the current system. Finally, we indicate the risk posed by conservative and unhistorical narratives, which in the name of one of supposed political temperance, invite us to abandon projects of radical transformation and accept the harsh reality as the best or the only possible one.

The burden of service for faculty of color to achieve diversity and inclusion: the minority tax.

The exclusion of Blacks/African-Americans, Latinx/Hispanics, and Indigenous people from science has resulted in their underrepresentation in the biomedical workforce, especially in academia. Faculty diversity at academic institutions is unacceptably low (<6%) and has remained unchanged in the past 20 years. Despite low representation, faculty of color are disproportionately tasked with service to enhance diversity and inclusion of the academy, often to the detriment of their research and academic success. This essay offers a perspective on the undue burden of service placed on underrepresented faculty to achieve institutional diversity and inclusion. I reflect on the challenges that faculty of color face trying to maintain a competitive research program while serving the needs of the academy, often in a capacity greater than that of their well-represented peers. I also discuss opportunities for faculty of color to leverage related diversity and inclusion work to boost their career progression and academic advancement.

Diversity through equity and inclusion: The responsibility belongs to all of us.

Despite the recognized benefits of diversity and the decades of programs targeted at increasing diversity in science, technology, engineering, mathematics, and medicine, the underrepresentation of historically excluded groups continues due to persisting systemic inequalities. It is imperative that we reassess our current recruitment strategies and reimagine our campus and workplace environments to provide an inclusive and equitable culture that is free of institutional barriers, affording equal opportunities for each individual to succeed, thrive, and be their whole self. For too long this vision has been the fight of a heroic few, but it must become the fight of all in order to achieve true change. I am working toward, and look forward to, a future where contributing to diversity, equity, and inclusion is fully integrated into the core mission of our institutions and is an expectation for all of us.

Academic dishonesty among university students: The roles of the psychopathy, motivation, and self-efficacy.

Academic dishonesty is a common problem at universities around the world, leading to undesirable consequences for both students and the education system. To effectively address this problem, it is necessary to identify specific predispositions that promote cheating. In Polish undergraduate students (N = 390), we examined the role of psychopathy, achievement goals, and self-efficacy as predictors of academic dishonesty. We found that the disinhibition aspect of psychopathy and mastery-goal orientation predicted the frequency of students' academic dishonesty and mastery-goal orientation mediated the relationship between the disinhibition and meanness aspects of psychopathy and dishonesty. Furthermore, general self-efficacy moderated the indirect effect of disinhibition on academic dishonesty through mastery-goal orientation. The practical implications of the study include the identification of risk factors and potential mechanisms leading to students' dishonest behavior that can be used to plan personalized interventions to prevent or deal with academic dishonesty.

Producción científica y características de docentes universitarios de educación física del Perú / Scientific production and characteristics of university physical education teachers in Peru

Frente a la problemática producción científica en la docencia universitaria en el Perú, y el insuficiente aporte de publicaciones por parte de los docentes, se tuvo como objetivo determinar la frecuencia de publicación científica de doctores, magísteres y licenciados e identificar los factores asociados. Para esto se realizó un estudió observacional, descriptivo y transversal en una población conformada por 165 docentes (135 varones con 57.49 ± 3.73 y 30 mujeres 55.75 ± 0.80), la investigación utilizó el método científico, el enfoque de investigación cuantitativo, la búsqueda de artículos se realizó en la base de datos de Google Académico y Scopus publicados en el periodo del (2006 a mayo del 2020), que consignaron al menos un autor con la filiación y base de datos indexada. Resultados el 45.19% (61) tienen el grado de maestría, 34.07% (46) grado de doctor, y un 20.74% (28) con título profesional, en comparación con el sexo femenino 36.67% (11) con grado de maestría, 33.33% (10) con título profesional, y un 30% (9) con el grado de doctor. El mayor porcentaje de publicaciones lo realizaron los doctores 5 en Scopus, 10 en Web of sience, 1 en Pub med, 2 en Scielo y 2 en Latindex, en comparación a los magísteres, 1 en Web of science y en Latindex, y 3 docentes cuentan con la certificación de docente investigador reconocidos por el (RENACYT). Se concluye que son muy bajas las frecuencias de publicaciones de los docentes universitarios de educación física con título profesional, maestrías y doctorados

Faced with the uncertain scientific production in university teaching in Peru, and the insufficient contribution of publications by teachers, the objective was to determine the frequency of scientific publication of doctors, masters and graduates and to identify the associated factors. For this, an observational, descriptive and cross-sectional study was carried out in a population made up of 165 teachers (135 men with 57.49 ± 3.73 and 30 women 55.75 ± 0.80), the research used the scientific method, the research approach is quantitative, the search for Articles were made in the Google Scholar and Scopus database published in the period from (2006 to May 2020), which recorded at least one author with the affiliation and indexed database. Results 45.19% (61) have a master's degree, 34.07% (46) a doctor's degree, and 20.74% (28) have a professional degree, compared to the female gender 36.67% (11) with a master's degree, 33.33 % (10) with a professional title, and 30% (9) with a doctor's degree. The highest percentage of publications was carried out by doctors 5 at Scopus, 10 at Web of sience, 1 at Pub med, 2 at Scielo and 2 at Latindex, compared to the masters, 1 at Web of science and Latindex, and 3 teachers they have the certification of research professor recognized by the (CONCYTEC). It is concluded that the frequencies of publications of the university professors of physical education with a professional title, masters and doctorates are very low

Is research in peril in Nepal? Publication trend and research quality from projects funded by the University Grants Commission-Nepal.

Institutions of higher learning are critical in promoting a knowledge-driven economy through research and training. Nepali universities receive funding from the University Grants Commission, Nepal (UGC-N) to support for impactful research. UGC-N requires grantees to publish research results as journal articles. We reviewed papers published through UGC-N funded research projects over a 10-year period (2008-2018) to assess the trends of article publication in terms of frequency and quality (based on journal impact factor and SCImago journal ranking). At most, 17% projects (n = 325) had publications and the majority of articles were published in journals that had neither SJR rank (74%, n = 240) nor impact factor (86%, n = 279). Most importantly, 10% of articles (n = 23) published in the non-ranked journals appeared in predatory journals. Although there were increasing trends of grants and research article publications in the last 10 years, journal-level quality metrics showed no improvements and suggested decreasing trends during the last half decade. The publication output varied among grant categories. Master research grants and PhD research grants performed better than those of faculty research grants in terms of publication in quality journals. We call for an increased commitment from political and academic leadership to promote quality research in Nepal.