Pautas para elaborar trabajos que utilizan la metodología observacional

Application of indirect observation within mixed methods to contrast the results obtained through direct observation: a discussion with observed Pikler educators

Introduction

This work arises from a previous research, "Pikler educators early in the morning" carried out in the Emmi Pikler Nursery School in Budapest through Systematic Observation. In it, Piklerian choreographies were found in observed educators' behavior during the studied three daily activities: feeding breakfast, dressing to go to the garden and free play accompanying. All of them share certain Piklerian principles, which are synthesized in three central keys: the stability of the educator's behavior, her strategic and intentional positioning, and an active emotional control.

Objectives

This study aims to contrast this synthesis of results by means of an in-depth interview with the two observed educators, and to apply the methodological approach of indirect observation within mixed methods for its analysis. The objective is to confirm whether the three central keys are recognized as their own and to look for new theoretical-practical elements within the studied educational approach.

Materials and methods

We applied an in-depth interview and analyzed it following the guidelines of indirect observation. The participants were the two educators previously observed, a translator from the Pikler team, and the three observers, authors of this work. An ad hoc observation instrument was elaborated, and the three macro-stages QUAL-QUAL-QUAL proposed within mixed methods were rigorously followed.

Results

Lag sequential analysis was used to conduct data analyses. We deepened in prospective lags and obtained the response pattern underlying the interview. Then, we performed a concurrence analysis to investigate the relationship between the central keys obtained in our original research and Piklerian ideas.

Conclusion

In-depth interview within mixed methods has been a novel and generous tool leading us to substantial and methodological contributions, despite the simplicity of performed analyses. Interviewed educators' response pattern is a faithful reflection of the Piklerian modus operandi. The study of concurrences shows that Piklerian education is something natural, integrated in its professionals, with the exception of emotional control, which still requires permanent reflection.

Methodological procedure based on quantitizing/liquefying: a case study to assess work climate in an emergency department

Introduction

In the assessment of health organizations, results-based indicators are mainly used, with no consideration of internal work dynamics. This type of assessment forfeits much of the rich, useful information needed to make decisions on improving the organization. In order to address this, a rigorous procedure based on mixed methods is laid out here on gathering, analyzing, and interpreting data associated with the implementation process.

Methods

A 55-year-old doctor was selected at random from among the staff who volunteered to be interviewed at the emergency department at a public hospital located in southern Spain for an interview. Qualitative data obtained from the in-depth interview (indirect observation) were progressively systematized (liquefied and quantitized) based on a theoretical framework until a code matrix was obtained, without losing or distorting any information. Afterwards, data quality was controlled using Cohen's kappa (κ) coefficient. A quantitative polar coordinate analysis was then carried out using the free software HOISAN (v. 1.6.3.3) to obtain robust results, vectorizing the relationships between codes and specifying whenever such relationships were statistically significant (and if they resulted in behavior activation or inhibition). Finally, a supplementary quantitative and qualitative assessment was carried out.

Results and discussion

The proposed method was applied to the needs assessment of teams in order to evaluate that work climate in the hospital's emergency department Health Services of a hospital. Data quality control yielded an adequate result (κ = 0.82). Significant activation and inhibition of behaviors occurred, both prospectively and retrospectively. For instance, We seek to understand the needs of our clients and We readily adapt to new circumstances showed a significant activation (vector length = 3.43, p < 0.01) both prospectively (Zsum = 0.48) and retrospectively (Zsum = 3.4).An adequate method to obtain detailed information about group dynamics in a work environment is presented, based on an in-depth interview. Practical applications for implementations to improve the functioning of organizations are presented.

Should Blind Judokas and Partially Sighted Judokas Compete Together? A Reflection from the Study of the Temporal Structure of Combat

The investigation of the temporal structure of Para judo combat according to sport classes or visual categories (B1, B2 and B3) has only been carried out in women. The objectives of the study were to analyze the differences in the temporal structure of combat between the male para-judokas sport classes, and to determine whether blind judokas and partially sighted judokas should compete together. All para-judokas who competed in the 2018 IBSA Judo World Championships (172 men) participated in the study. Using observational methodology, we analyzed all the combats (n = 232). To obtain the results, we used different analysis techniques: descriptive, one-way ANOVA, t-test for independent samples and effect size. The level of significance established for the study was ρ ≤ 0.05. The results indicate that during pauses, time dedicated to displacement was increased when there was a B1 judoka in the pairing, causing pauses to be significantly longer. Coaches should take this into account. In conclusion, there are differences between particular visual categories. B1 judokas have longer pauses, perform more ground fighting sequences and win fewer combats. The competition is not on equal terms. More research is needed in order to determine if new regulations have modified the combat temporality.

Systematic Observation of Emotional Regulation in the School Classroom: A Contribution to the Mental Health of New Generations

Emotional regulation is a developmental milestone, as it promotes well-being throughout life. Children between 10 and 12 years old are expected to reach capacities that allow them to regulate themselves emotionally, the school context being a natural setting for this challenge. With the objective of analyzing the forms of expression and regulation of emotions that are observed in the school classroom, this research was conducted through a mixed methods study that systematically observed nine classes during five sessions each. The design was Nomothetic, Follow-up and Multidimensional; the observations were recorded on audio and in person and were later transformed into data by coding them according to an ad hoc designed instrument. The concordance of the records was evaluated, a sequential analysis of delays (GSEQ5) was performed to detect regularities and existing sequences, and a polar coordinate analysis (HOISAN) observed the relationships between the categories. Finally, the presence of multiple cases was detected. The results detail the ways in which different actors express emotions and interact, regulating the emotions of other people. The results are discussed based on the need to foster educational intentionality and allow students' emotional self-regulation.

New insights into the behavioral structure of Pikler educators: An application of T-pattern detection and analysis with THEME

Introduction

The recent generalization of early childhood schooling has given rise to a need for the development of rigorous, specific training programs aimed at early education professionals (0-3 years of age). This work emanates from the unique nature of Pikler-Lóczy education as a reference for early childhood education centers, and its expertise in providing quality care in an everyday classroom situation. The aim of the study is to use T-pattern detection and analysis, within the framework of observational methodology, to identify relevant aspects of the choreography followed by Pikler educators during breakfast, and thus provide substantial material with a view to creating a training plan.

Methods

Two expert educators in Pikler-Lóczy education were directly and systematically observed in their own classrooms, following a nomothetic, follow-up and multidimensional design. The observation instrument underwent a molarization process so that the detected elements would be more significant and understandable for novice educators.

Results

Using THEME, the invariant aspects of the educators' behavior were analyzed. The significance level for the critical interval was the THEME default (α = 0.005). The results show: on the one hand, changes expected in T-patterns in accordance with the observation instrument molarity; and on the other hand, stability in terms of the comparison between the two educators.

Discussion

These results help us to identify the complex structure of the breakfast choreography, and how educators establish interaction with children. In addition to specific issues pertaining to Pikler-Lóczy education, the conclusions highlight the advantages of using T-pattern analysis within the framework of observational methodology, in order to dissect a mealtime routine in its natural context, and explain components of early childhood education intervention that satisfy basic childhood needs. This constitutes a starting point from which to generate instructive material for the training of professionals working in early education.

Ball Screens in the Men's 2019 Basketball World Cup

BACKGROUND

The objective of this research was to analyse the effectiveness and search for successful patterns in ball screens in the men's 2019 Basketball World Cup.

METHODS

The sample consisted of 515 ball screens obtained in critical moments. LINCE software was used as a registration instrument by means of an observational instrument designed ad hoc. A descriptive analysis and chi-square tests (χ2) were performed with SPSS 25.0 and a T-patterns analysis with Theme 5 software.

RESULTS

The results indicate that the criteria that have the most influence on this type of action are the result of the team executing the screen (winning, losing or tying), the type of offense and the defence used on the ball screen. The most representative patterns of success tend to take place between 9-16 s of possession, with the screeners being inside players and the screened players being outside players, and it is performed in the upper areas of the court against an individual type of defence and ending with the screened player advancing towards the basket or passing to an open teammate.

CONCLUSIONS

The data obtained will enable the coaching staff to train ball screens in accordance with specific game situations.

Analysis of Injury Patterns in Men's Football between the English League and the Spanish League

BACKGROUND

Injuries in professional football lead to reduced team performance and large financial losses. The aim of this study was to analyse injuries in the two best team competitions in the world (LaLiga and Premier League), establishing similarities and differences, as well as determining injury causation patterns.

METHODS

A total of 277 on-field injuries requiring a substitution were analysed (142 in the Spanish league and 135 in the English league). The analysis was performed using traditional statistical tests (frequency analysis, chi-square test) with SPSS 25 and a T-Patterns sequence analysis with THEME 5.0.

RESULTS

In the Spanish league, there were a similar number of injuries in the first part of the season as in the second part of the season, while in the English league, they are more frequent in the first part of the season. In the Spanish league, injuries are more frequent in the first half of the match, while in the English league, they are more frequent in the second half. The type of player most frequently injured was the defender. Most of the injuries occurred without the presence of an opponent. The accumulated minutes during the season affect injuries of the muscular type.

CONCLUSIONS

The most common type of injury in both leagues was a strain, followed by a sprain and a contusion. Although common injury patterns can be established between the two leagues, there are notable differences. One of the factors is determined by the English league calendar (many matches at Christmas). In Spain, there were more muscular injuries that were not caused by the opponent, while in England there were more tackling injuries. Age is a risk factor in the Spanish league. In this league, there is a moderately significant relationship between the number of injuries and the points won.

T-pattern analysis of offensive and defensive actions of youth football goalkeepers

Nowadays, football goalkeepers (GKs) play an important role in the team's organization, namely, considering the offensive and defensive processes. The purpose of our investigation focuses on the notational and T-pattern analysis of the offensive and defensive actions of elite young football GKs. The participating GKs (n = 3, mean age of 16.6 years) presented 8 years of experience in the specific position, were internationally selected for the national team of Portugal, and competed in the national U-17 championship of Portugal. Thirty football matches were observed. The observational sample consisted of defensive actions (n = 225) and offensive actions (n = 296). Two observational instruments were used to codify the actions: the observation system of defensive technical-tactical actions of GKs and the observation system of offensive technical-tactical actions of GKs. Both instruments underwent a validation process, and inter- and intra-observer reliability was tested. The codification of the actions was performed with the LINCE program, and later the data were exported to Microsoft Excel and THEME 5.0. The notational data were analyzed in SPSS, and T-pattern detection analysis was performed in THEME 5.0. The predominant actions of young observed GKs were fundamentally goal defense and participation in the team's offensive process construction through actions performed with the foot and hand. The analysis of T-patterns allowed to identify T-pattern actions in the defensive actions of goal defense and exit of the goal, as well as related to the defensive set pieces. In the offensive process, the analysis of T-patterns reinforced the participation of the GK in the team's first phase of construction and in the execution of goal kicks and actions that start as a result of the actions of the opponent. The GK's defensive actions are mostly focused on the objective of goal defense and offensive actions with the hands and feet are important for their participation in positional attack construction. Our study contributes to a better knowledge of the GK's actions in the competition and is relevant to be considered by the specific position coaches in the training process organization.

Match Analysis in Women’s Tennis on Clay, Grass and Hard Courts

(1) Background: Performance indicators in tennis such as service effectiveness, rally length or final shots are key factors in determining the winner of the match, although there is little research in the female category. The purpose of this research is to understand the game model in female tennis based on the type of surface. (2) Methods: A total of 2759 points were analyzed from three Grand Slam tournaments from 2019 on three different surfaces. We used observational methodology. (3) Results: The effectiveness of the first service was 62.4% on clay, 64.2% on grass and 67.5% on hard court. With the second service, effectiveness reduced in 5.5%, 11.2% and 14.5% from the first service, respectively. The service direction determines the efficiency and duration of the rally. The highest efficiency occurs with first serves to the T zone or wide zone (regardless of the service side) in short rallies (from 64.9% on clay to 86.3% on hard court). Serving to the centre reduces the chances of success (between 53.1% and 69.9%) and increases the rally length. Between 64.8% (clay) and 75.9% (hard court) of points played on first serve ended in a short rally, while on second serve it was 56.2% (clay) to 61.7% (grass). (4) Conclusions: The data of the effectiveness of the sequences of specific plays can help in the trainings of professional female tennis players.

Teacher-Rated Executive Functions, Gender and Relative Age: Independent and Interactive Effects on Observed Fundamental Motor Skills in Kindergarteners

Fundamental motor skills (FMS) of children can be affected by different variables, such as executive functions (EF), gender and relative age. However, the effects of these variables on FMS have been scarce studied, especially in early childhood, and show inconsistent results. To clarify these relationships, this study was carried out. Its aim was to analyze whether EF, gender and relative age influenced FMS in 43 Spanish kindergarteners. A multimethod and mixed methods approach was used. Kindergarteners' teachers completed the Childhood Executive Functioning Inventory to know the children level of EF (working memory and inhibition control). Kindergarteners' parents complimented ad hoc questionnaire reporting the children gender and birth data (to know their relative age). A Nomothetic/Punctual/Multidimensional observational design was used to observe children FMS in their habitual motor sessions at school. Two-way ANOVAs were performed to know the independent and interactive effects of working memory level (lower/higher), inhibition control level (lower/higher), gender (boys/girls) and relative age (according to the birth semester in the year) on FMS. Results showed these variables have independent and interactive effects on some FMS, but not on others. FMS influenced by these variables vary depending what independent variable(s) is/are considered. Therefore, it can be concluded that the influences of teacher-rated EF, gender and relative age on observed FMS in kindergarteners are complex and specific. Results obtained must be taken into to design and implement instructional and intervention strategies, as well as educational and sport policy changes, especially in early childhood, when FMS are more malleable.

Análisis de la motivación extrínseca y la retroalimentación afectiva en la interacción profesor-alumno

El objetivo del presente estudio fue identificar y analizar cuáles son las categorías de retroalimentación afectiva que se presentan con mayor incidencia y la interpretación de contenido de las mismas, y si esto se refleja en la motivación extrínseca del alumno de medicina, es decir, en su participación activa dentro la clase. Se videograbó a un grupo de medicina, se transcribió y codificó la clase con base en el instrumento de categorías motivacionales, obteniendo frecuencias y porcentajes de cada una de ellas. También, se realizó un análisis del discurso, seleccionando los discursos más relevantes de algunas de las categorías para su análisis. Se encontró que la retroalimentación afectiva que el profesor ofrece fomenta la participación del alumno; la apreciación, el reconocimiento y el ánimo que el profesor da sobre la respuesta del alumno, hace que éste participe, impulsándolo a contestar correctamente las preguntas abiertas o directas que el profesor ha formulado.

Early Environmental and Biological Influences on Preschool Motor Skills: Implications for Early Childhood Care and Education

Early motor skills underpin the more complex and specialized movements required for physical activity. Therefore, the design of interventions that enhance higher levels of early motor skills may encourage subsequent participation in physical activity. To do so, it is necessary to determine the influence of certain factors (some of which appear very early) on early motor skills. The objective of this study was to examine the influence of some very early environmental variables (delivery mode, feeding type during the first 4 months of life) and some biological variables (sex and age in months) on preschool motor skills, considered both globally and specifically. The sample was composed by 43 preschool students aged 5-6 years. The participant's parents completed an ad hoc questionnaire, reporting on delivery mode, feeding type, sex, and age in months. The children's motor skills were assessed using observational methodology in the school setting, while the children participated in their regular motor skills sessions. A Nomothetic/Punctual/Multidimensional observational design was used. Results revealed that certain preschool motor skills were specifically influenced by delivery mode, feeding type, sex, and age. Children born by vaginal delivery showed higher scores than children born via C-section in throwing (p = 0.000; d = 0.63); total control of objects (p = 0.004; d = 0.97); total gross motor skills (p = 0.005; d = 0.95); and total motor skills (p = 0.002; d = 1.04). Children who were exclusively breastfed outperformed those who were formula-fed in throwing (p = 0.016; d = 0.75); visual-motor integration (p = 0.005; d = 0.94); total control of objects (p = 0.002; d = 1.02); total gross motor skills (p = 0.023; d = 0.82); and total motor skills (p = 0.042; d = 0.74). Boys outperformed girls in throwing (p = 0.041; d = 0.74) and total control of objects (p = 0.024; d = 0.63); while the opposite occurred in static balance (p = 0.000; d = 1.2); visual-motor coordination (p = 0.020; d = 0.79); and total fine motor skills (p = 0.032; d = 0.72). Older children (aged 69-74 months) obtained higher scores than younger ones (aged 63-68 months) in dynamic balance (p = 0.030; d = 0.66); visual-motor integration (p = 0.034; d = 0.63); and total balance (p = 0.013; d = 0.75). Implications for early childhood care and education are discussed since this is a critical period for motor skill development and learning.

Mixed Method Research on Football Coaches' Competitive Behavior

Objective

The purpose of this study was to present the reliability of three validated measures, namely the System of Analysis of Instruction in Competition, the Questionnaire on Coach Instructional Behavior Expectations, and the Questionnaire on Coach Instructional Behavior Perception that could be used in a mix-method approach.

Methods

Three instruments underwent a robust process of construct and reliability analysis. Inter- and intra-observer reliability was tested for the observational instrument using Cohen's k-agreement measure. Reliability values above 0.85 were considered as a good agreement between and within observers. To verify the internal consistency of the questionnaires, the correlation coefficients were considered.

Results

The results related to intra-observer and inter-observer reliability showed that intra-observer reliability k-agreement values ranged between 0.912 and 1 for observer 1, and 0.82 and 1 for observer 2. For inter-observer reliability, k-agreement values ranged between 0.885 and 1 between observers. Thus, values for reliability are above acceptable. The correlation coefficient values recorded for the questionnaires on instruction expectations in the competitive moment were above 0.82 and significant (p < 0.05), and for the questionnaire on instruction perception in competition above 0.88 and significant (p < 0.05). The pilot study showed some divergent results across expectations, behavior during competition, and perception about the instruction behavior.

Conclusion

The observational system and the expectations and perceptions questionnaires, used in a complementary way, can be considered as a mix-method approach for studies aiming to examine coaches' competitive behavior.

Cognitive Flexibility in Schoolchild Through the Graphic Representation of Movement

Neuroconstructivism postulates the progressive complexity of mental representation over the course of cognitive development and the role of the graphic representation of movement in the transformation of mental schemas, cognitive flexibility, and representational complexity. This study aims to: (1) understand children's resources in the drawing of movement (5-8 years); and (2) verify whether there are differences in the graphic representation of movement as an indicator of cognitive flexibility. The participants were N = 240 children aged 5-8 years; 1,440 drawings were collected representing 2,880 characters (both animate and inanimate) from six stories. The analysis consisted: (1) data quality control, using the kappa coefficient, and Generalizability Theory to test the instrument's validity and reliability; (2) Multivariate General Analysis and Mixed Linear Analysis of the factors (age and stories); (3) Multivariate General Analysis of the graphic components: categories and microcategories, as well as the elements that make up the macrocategories: "Static," "Indication," and "Movement"; and (4) calculation of the generalizability coefficient (G-coefficient). The results show that: (a) age best explains variability, with a high effect size (η 2 = 0.732) across all components (F = 153.445; p < 0.001), thus increasing its complexity and (b) at ages 6 and 7, "Indication" appears as a modulator of "Static" (age 5) toward "Movement" (age 8). The generalizability coefficient is optimal (0.995). It is concluded that changes in the initial graphic representation of movement may interactively transform mental representation, thus increasing cognitive flexibility and prompting teaching applications to optimize such changes.

What Is the Relevance in the Passing Action between the Passer and the Receiver in Soccer? Study of Elite Soccer in La Liga

Soccer is a high-complexity sport in which 22 players interact simultaneously in a common space. The ball-holder interacts with their teammates by passing actions, establishing a unique communication among them in the development of the game in its offensive phase. The main aim of the present study was to analyze the pass action according to the trajectory of the ball receiver and the space for receiving the ball in terms of success at the end of play. Twenty La Liga 2018/2019 matches of two elite teams were analyzed. A system of notational analysis was used to create 11 categories based on context, timing and pass analysis. The data were analyzed using chi-squared analysis. The results showed that the main performance indicators were the efficiency of the pass, the zone of the field, the trajectory of the receiver and the reception space of the ball, which presented a moderate association with the end of play (p < 0.001). We concluded that receiving the ball on approach and in separation increased the probability of success by 5% and 7%, respectively, and a diagonal run increased the probability by 7%. Moreover, the combined analysis of these variables would improve the team performance.

Systematic Review on Inclusive Education, Sustainability in Engineering: An Analysis with Mixed Methods and Data Mining Techniques

In the last few years, research in the field of sustainability has experienced a significant increase in interest between sustainability and other areas (inclusive education, active methodologies, and society). Moreover, the use of mixed research methods (quantitative and qualitative) along with the application of data mining techniques, enables the analysis of information and the connection between the different studies. The objectives of this paper were: (1) To establish the results of the research related to the concepts of sustainability, inclusive education, and disability. (2) To study the key concepts that are detected in the articles selected with respect to the concepts of sustainability, inclusive education, disability, and their relations. In order to do so, two studies were carried out (quantitative and qualitative). In the first study, K-means and heat map clustering techniques were applied. In the second study, the technique of text mining was applied. One hundred and thirty-three scientific papers were studied, of which 54 fulfilled all the inclusion criteria. Three clusters were found in the first study; cluster 1 included the categories: inclusive society, educational innovation, and active methodologies. Cluster 2 included active methodologies and society and economy and cluster 3 included inclusive society and society and economy. In the second study, the highest Krippendorff’s Alpha coefficient were found in articles that linked sustainability with social transformation stemming from a change in education by means of the use of active teaching methods and technological resources. The research moves towards the development of competencies in sustainability at all stages of the educational system, and in all areas of knowledge.

Association Between Preschoolers' Specific Fine (But Not Gross) Motor Skills and Later Academic Competencies: Educational Implications

Motor development is an inseparable component of cognitive development. So, to develop the mind, it is necessary to work the body. Therefore, Early Childhood Education curricula and the scientific literature emphasize the need to promote the development of motor skills during the 1st years of life. These skills are necessary for learning and subsequent academic performance. However, studies frequently offer only a partial view of these relationships. Few works have analyzed the specific relationships between different components of preschool gross and fine motor skills and subsequent performance on different academic competencies. Further, they present discrepant results. The aim of this study was to determinate which specific components of gross and fine motor skills assessed in Spanish students during the final year of Early Childhood Education (5 to 6-year-olds) were associated with different academic competencies assessed in the following academic year, when the students were in their 1st year of Primary Education. The final sample consisted of 38 Spanish students, aged 5. A mixed methods approach was used. It consisted of systematic observation to assess specific components of gross and fine motor skills when children were in the Early Childhood Education period, and selective methodology to evaluate their academic competencies (specifically in literacy and mathematics and overall), 1 year later, once in Primary Education. Multiple linear regression models were constructed using the computing language R to examine the association between motor skills and academic competencies. The results indicated that only the components of fine motor skills showed associations with academic competencies. The pattern of association varied when literacy and mathematics competencies were specifically and individually assessed and when overall academic competency was considered. The two assessed fine motor skills (Coordination and Integration) were associated with literacy competency (β = 0.344, p = 0.025; β = 0.349, p = 0.024, respectively) and overall academic competency (β = 0.267, p = 0.065; β = 0.493, p = 0.001, respectively). However, only Integration was associated with mathematics competency (β = 0.476, p = 0.002). The "Discussion" section focuses on the educational implications of these results and future research. It highlights the importance of early assessment of fine motor skills to identify students likely to present inadequate subsequent academic performance and the need to apply instruction and interventions tailored to the specific needs of each child.

Effect of Modification Rules in Competition on Technical-Tactical Action in Young Tennis Players (Under-10)

Adapting competitions to young players' characteristics is an important pillar in the optimal teaching-learning process. The objective of the present study is to analyze the effect of modifying net height (from 0.91 to 0.80 m) and court dimensions (from 23.77 × 8.23 m to 18 × 8.23 m) for under-10 (U-10) tennis players on the following: (a) kinds of technical and tactical basic, situational, and special strokes; (b) tennis players' hitting area; (c) landing location of the serve; (d) ball landing location after the serve; (d) stroke effectiveness; and (e) rally length. The study design was quasi-experimental in nature, observing the fluctuation/change in technical-tactical variables of the tennis players when playing a "Tennis 10s Green Competition" (GC) with the current federative rules and a redesigned competition "Modified Competition" (MC) including altered net height and court dimensions based on small-sided games (SSGs) and equipment scaling. Twenty U-10 tennis players were studied (age of players = 9.46 ± 0.66 years, average weekly training in tennis = 2.90 ± 1.07 h, years of experience = 3.65 ± 1.53 years). The results showed that in MC, there was a greater technical-tactical variability compared with the GC in terms of the following: (a) greater service effectiveness; (b) more situational and special strokes; and (c) a more equitable change in the distribution of hitting and ball landing locations. The values of MC showed that the current adaptation rules and equipment in federated U-10 competitions might not be enough to improve the teaching-learning process under the comprehensive approach. The current competition for U-10 tennis players (stage green) should be redesigned, in order to build an optimal process of affordances to develop a multidimensional positive impact during this training stage.

Improvement of Planning Skills in Children With Autism Spectrum Disorder After an Educational Intervention: A Study From a Mixed Methods Approach

The literature confirms that individuals with autism spectrum disorder (ASD) have planning deficits. However, few interventions have targeted these deficits. The aims of this study were to: (1) show that the mixed methods approach can be useful in studying planning skills of children with ASD during and after an educational intervention; (2) assess whether the planning skills of two groups of children with ASD improved during the intervention and if this progress was maintained 1 month after completing the intervention. The groups were formed depending on each child’s severity level (SL) of ASD according to DSM-5: SL1 (requiring support) and SL2 (requiring substantial support). Each group was composed of four children. In the framework of mixed methods, we used observational methodology, which is considered as mixed methods in itself because it integrates qualitative and quantitative elements. A nomothetic/follow-up/multidimensional observational design was used. Planning skills manifested by children during the intervention were codified, as well as the scaffolding behaviors provided by the educational specialist. These skills and behaviors were also coded in one session, which took place 1 month after the intervention. Coded data of each group were submitted to prospective and retrospective lag sequential analysis. This informed of the sequential structure of planning skills performed by children in interaction with the educational specialist at the beginning and at the end of the intervention, as well as 1 month later after the intervention. The comparison of the patterns obtained in these three temporal moments allowed us to know the improvement of the two groups in the use of planning skills. Results showed that both groups improved their autonomous use of planning skills. However, SL1 group used successfully and autonomously complex planning skills, while SL2 group were unable to achieve this gain. SL2 group progressed in autonomy, but only using basic planning skills. Both groups can further improve their use of planning skills; therefore, the intervention should be adjusted to their characteristics and temporarily extended. These findings contribute to the, as yet, little studied field of intervention and assessment of planning skills in children with ASD using a mixed methods approach.

Observational Studies in Male Elite Football: A Systematic Mixed Study Review

Objective: This systematic mixed study review, focuses on the use of observation methodology in elite men's football matches, which constitutes an innovative approach, that opens up a new panorama of useful and productive research.

Method: The methods used in this study follow the recommendations for systematic reviews and meta-analysis guidelines (PRISMA). The search was carried out in five databases. Ninety-four articles out of 3,195 were selected and analyzed. In order to achieve a quality assessment, the guide was used to inform evaluations based on observation methodology (GREOM) (Portell et al., 2015), recognized by the EQUATOR network.

Results: From the methodological review analysis, information obtained indicates that 97% of the researches used direct observation and 3% indirect observation. On the other hand, 56.5% of the articles explain the instrument used and 77% justify the applied observational design. A quantitative comparison of the proportions was made in several methodological aspects, which resulted in only 15.21% reviewing the quality of the data, and that 67.3% of the articles contributed to the mixed methods approach. The methodological review allowed us to establish procedural profiles. The results indicate that 67% of the articles have been published in English, and of these, 77% were published in journals that have an impact factor. The majority of the researchers, 53.26%, belong to Spanish entities. The most studied substantive aspects were goal (34%), possession of the ball (28%), and corner (27%). The most observed events were Leagues, World Cups, individual players and other events.

Conclusions: The results obtained refer to both substantive and methodological aspects and allow us to configure a systematic review of mixed studies, in which we emphasize the aspects of a “systematic review” and a “mixed study,” within an integrated perspective.

Preschool Metacognitive Skill Assessment in Order to Promote Educational Sensitive Response From Mixed-Methods Approach: Complementarity of Data Analysis

A child's metacognitive skills contribute significantly to their learning and success. However, very few studies are focused on these skills at early education and most of them are carried out from inappropriate methodological perspectives for the characteristics of the youngest students. To overcome such limitations, it is essential to carry out observational studies that analyze children's metacognitive behaviors in the natural and habitual context of children's learning, as well as appropriate tasks for their level of development. The aim of this study was to analyze the sequential and associative structure of the metacognitive skills used by 5-year-old children throughout the resolution of a playful task (a puzzle). It was interesting to know if there were different hidden structures in the use of metacognitive skills in the children who solved the puzzle and those who did not. From the methodological approach, this work was located in the perspective of mixed methods which is characterized by the integration of qualitative and quantitative elements. This integration was carried out from the “connect” option. The integration involved developing quantitizing, as one of its possibilities. Recent scientific literature has considered systematic observation, in which the QUAL-QUAN-QUAL macro stages take place, as a mixed method itself. Consequently, systematic observation was applied, because it was suitable for our aim. A Nomothetic/Punctual/Multidimensional observational design was used. The playful activity of 44 preschool children solving the puzzle individually was coded. It allowed us to obtain data matrices that respond to the QUAL stage. Regarding the QUAN stage, once the quality of data was controlled, the records were further analyzed by differentiating two groups of participants (those who had solved the puzzle and those who did not) using three quantitative techniques of observational analysis (T-pattern detection, lag sequential analysis, polar coordinate analysis). Finally data was returned to a QUAL stage to interpret the results. The use of these three techniques allowed a detailed and in-depth analysis of the children's activity. Results reveal differences in the metacognitive abilities of the children that solved and didn't solve the puzzle. These results have important implications for educational practice.

Support System for the Assessment and Intervention During the Manual Material Handling Training at the Workplace: Contributions From the Systematic Observation

Efficacy of classical manual material handling (MMH) training interventions on back pain prevention at the workplace has been called into question. The way that observation (self-observation or hetero-observation) is used in other areas to create feedback addressed to modify motor activities can justify innovative components for these interventions. However, their implementation and evaluation cannot be done without tackling the methodological challenge of developing a reliable observational instrument to measure manual handling practice during the training process. The aims of this study were: (1) justify and develop an hetero-observation (H-O) instrument to assess changes in the worker behavioral patterns with a level of analysis convenient to derive a parallel version for the systematic self-observation (S-O) during training on MMH; (2) provide evidence on the inter-rater reliability of the H-O instrument; (3) provide evidence on the usability of the S-O instrument and its perceived usefulness; and (4) provide evidence on the benefits that can be derived with the use of the H-O instrument to create feedback based on T-pattern and polar coordinate analysis. A mixed method approach mainly grounded on systematic observation was used. A convenience sample composed by blue-collar workers participated in the study. Based on literature review and expert opinion, the H-O instrument proposed was composed by six dimensions (feet, knee joints, back, elbow joints, load position, and interaction between back tilt and displacement) plus a structural dimension which defined MMH phases. The inter-rater reliability of this instrument was almost perfect for all dimensions using a tolerance level of 2 s (the range of time-unit kappa was from 0.93 to 0.97 and the range of event-based kappa was from 0.82 to 0.9). The usability and usefulness of the S-O instrument was highly valued by workers. Regarding the way to use hetero-observations to create feedback, the paper shows the great potential of T-pattern and polar coordinate analysis. The observational instruments developed combined with these techniques make it possible to characterize the body positions adopted during manual handling performance, and this is crucial to create feedback on performance instead of only feedback on results.

Possession in Football: More Than a Quantitative Aspect - A Mixed Method Study

The aim of the present study was to identify and differentiate the factors that determine the possession times of successful and unsuccessful elite football teams, with the purpose of identifying a more effective possession model. For this, match corresponding to the round of eighth-finals, quarter-finals, semi-finals and final of the 2016 UEFA Euro France in which 2,636 offensive sequences occurred, were analyzed. Video recordings of matches were analyzed and coded post-event using systematic observation. The performance indicators recorded and analyzed were: phase; match period; type of start-up; interaction context; intention; field zone; possession time, passes, attack outcome; match status and final outcome. An ANOVA was performed to analyze data in order to study the influence of a set of variables. A Box-Cox transformation was applied on the variable explained to achieve normal conditions. A study of the main effects and significant interactions was also carried out, complemented with a set of predictions with the variables that were more significant. It is hypothesized that possession analysis from a mixed methods perspective will identify a more effective offensive playstyle. Results show how, in successful teams, possession time is influenced by: Type of start-up, intention and field zone. On the other hand, in unsuccessful teams, possession time is determined fundamentally by intention and match status. In terms of the results of the predictive models, in the case of successful teams, they will have longer possessions in the offensive zone with the score in favor and, in the defensive zone with a draw score, in both situations, initiated with the intention of progressing by means of a transition. For unsuccessful teams, possessions will be of longer duration in the defensive zone with a draw score, regardless of the type of start-up and, in the offensive zone, losing and initiating the play by means of a set ball action and winning by means of a transition. Results obtained in this work identify key factors that determine possession time in teams and allow to differentiate the possessions of successful and unsuccessful teams, identifying a more effective ball possession model. This information can be used to design a possession model with greater probabilities of success and increase the offensive performance of teams.