Browsing by Subject "Life skills"

Now showing 1 - 4 of 4
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    La actividad física y la apreciación por deportes predicen las competencias para la vida? un estudio con estudiantes universitarios brasileños
    (Universidad de Murcia; servicio de publicaciones, 2025) Corrêa, Mikael A; Cabral, J. Centurion; Dias, Ana Cristina G.; Departamentos
    La práctica de actividades físicas (AF) y la práctica deportiva pueden impactar el desarrollo humano de diferentes maneras, pero aún existen vacíos en el estudio empírico de esta influencia sobre las variables psicosociales. Este estudio investigó el impacto de la práctica regular de AF’s y la apreciación por los deportes en los atributos personales e interpersonales, entre estudiantes universitarios brasileños (n = 658). Utilizando análisis de regresión, los resultados revelaron efectos predictivos significativos. Entre los atributos personales, la práctica de AF’s y el aprecio por el deporte predicen positivamente el optimismo y la autopercepción de atractivo estético y capacidad de innovación. Entre los aspectos interpersonales, dichas variables predicen positivamente los afectos positivos (y lo contrario para los afectos negativos), así como la voluntad de utilizar estrategias tanto cooperativas como competitivas en la resolución de tareas. Estos hallazgos sugieren la importancia de promover la AF y la participación deportiva como estrategias para mejorar no solo la salud física, sino también el desarrollo de habilidades para la vida, lo que puede ayudar a los estudiantes universitarios en los procesos de adaptación
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    Are the athletes' perceptions of the coach's autonomy support, age and practice time associated with the development of life skills among young athletes?
    (Universidad de Murcia. Servicio de publicaciones, 2023) Freire, Gabriel Lucas Morais; Ribeiro, Laura Carvalho; Oliveira, Daniel Vicentini de; Oliveira, Igor Fabricio dos; Fiorese, Lenamar; Nascimiento Junior, José Roberto Andrade do
    This cross-sectional study investigated if the coach's autonomy support, age and time of practice are associated with the development of life skills among 461 young Brazilians athletes (325 boys and 136 girls) aged between 10–17 years (Mage=15.12, SD=1.44). Data collection was conducted via the Life Skills Scale for Sport (P-LSSS) and Perceived Autonomy Support: Exercise Climate Questionnaire (PASECQ). Data analysis was conducted through independent t test,Pearson’s correlation,and Multiple Regression (p<.05). Main results showed that coach ́s autonomy support made the largest positive contribution to all eight dimensions (βrange=.07-.19, p<.05) and total life skill (β=.18; p<.001). Age made the largest positive contribution to the dimensions of teamwork, goal setting, leadership and communication (βrange=.11-.19, p<.05) and total life skills (β=.13; p<.01). However, practice time showed no contribution to life skills. This study revealed that coach ́s autonomy support and age are associated positively with life skills development among youth athletes.
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    O papel preditor da contribuição escolar e familiar no desenvolvimento de habilidades para a vida no contexto de formação esportiva
    (Universidad de Murcia: servicio de publicaciones, 2025) Lunardelli, Gustavo Bottega; Freire, Gabriel Lucas Morais; Fiorese, Lenamar; Nascimento Junior, José Roberto Andrade do; Costa, Nathan Leonardo Gomes; Mizoguchi, Marcus Vinicius; Arantes, Luciane Cristina; Sin departamento asociado
    The objective of the present study was to analyze the predictive role of school and family contribution levels in the development of life skills in the context of sports training. 226 young people (12,94±1,72 years) who practice individual and collective sports in the city of Campo Novo do Parecis -MT participated in the research. The Life Skills Scale for Sport (LSSS) and the Contribution of School and Family to Adolescent Sports Training (CEFFEA) questionnaire were used as instruments. Kolmogorov-Smirnov, correlation and multiple linear regression tests were used for data analysis. The results showed that family and school were significantly and positively correlated with the development of life skills. In addition, the family had a significant and positive predictive role (p<0,001) in the development of teamwork (R2=13%), goal setting (R2=12%), leadership (R2=8%), communication (R2=8%) and time control (R2=4%). The school also proved to be a significant and positive predictor environment (p<0,001) in the development of time control (R2=9%) and social skills (R2=6%). It is concluded that the young participants of the study presented the possible development of personal characteristics in sport, with the contribution of school and family as predictive sources in the development of skills for life in the context of sports training
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    Pedagogical patterns for tMOOC as a social technology of relationship
    (MDPI, 2022-03-11) Amorós Poveda, Lucía; Cabero Almenara, Julio; Palacios-Rodríguez, Antonio; Didáctica y Organización Escolar
    Information communication technologies, as technologies of human relations (ICRT), are linked with pedagogical patterns. Co-design, as a dialogic, participatory, and relational process, leads task based Massive Open Online Course (tMOOC) to justify the use of ICRT for lifelong learning. From sociocultural constructivism principles, patterns offer possibilities for participation by collaborating with professionals (teachers, designers, researchers) and students. On this subject, patterns involve everyone in the learning scenario, transferring best practices in the pattern language. Applying triangulation as a methodology, we are focused on two aims: analyzing the documentation of pedagogical patterns as a technology of relation (O.1), and synthesizing the information according to tMOOC (O.2). Eleven documents are worked on, including scientific articles, research reports, and a conference paper. As a result, patterns are explored and described according to their processes, structures, modalities, methods, and resources. Finally, it is concluded that patterns underline collaborative tasks where the methodology based on design (IBL) is beneficial for the digital competence of educators. However, evaluative research directed to platforms in real contexts is necessary, attending to group management, metrics, and modeling.