Intensity Thresholds for External Workload Demands in Basketball: Is Individualization Based on Playing Positions Necessary?

Currently, basketball teams use inertial devices for monitoring external and internal workload demands during training and competitions. However, the intensity thresholds preset by device manufacturers are generic and not adapted for specific sports (e.g., basketball) and players' positions (e.g., guards, forwards, and centers). Using universal intensity thresholds may lead to failure in accurately capturing the true external load faced by players in different positions. Therefore, the present study aimed to identify external load demands based on playing positions and establish different intensity thresholds based on match demands in order to have specific reference values for teams belonging to the highest competitive level of Spanish basketball. Professional male players (n = 68) from the Spanish ACB league were monitored during preseason official games. Three specific positions were used to group the players: guards, forwards, and centers. Speed, accelerations, decelerations, impacts/min, and player load/min were collected via inertial devices. Two-step clustering and k-means clustering categorized load metrics into intensity zones for guards, forwards, and centers. Guards covered more distance at high speeds (12.72-17.50 km/h) than forwards and centers (p < 0.001). Centers experienced the most impacts/min (p < 0.001). Guards exhibited greater accelerations/decelerations, albeit mostly low magnitude (p < 0.001). K-means clustering allowed the setting of five zones revealing additional thresholds. All positions showed differences in threshold values (p < 0.001). The findings provide insights into potential disparities in the external load during competition and help establish position-specific intensity thresholds for optimal monitoring in basketball. These data are highly applicable to the design of training tasks at the highest competitive level.

Analysis of the motivational processes involved in university physical activity

Introduction

Physical activity plays an important role in all stages of development, especially in adolescence, as it is a period in which different lifestyles are shaped. Therefore, regular practice of physical activity contributes to an improvement in quality of life. This study analyzed university students' motivational processes and intention to be physically active when engaging in physical activity (PA) according to gender and fields of study.

Methods

A total of 1.524 subjects participated in the study, 61.9% (n = 944) of whom were female and 38.1% (n = 580) were male, with an average age of 19.61 years. The fields of study consisted of Arts and Humanities (n = 118), Science (n = 132), Health Sciences (n = 351), Engineering and Architecture (n = 196) and Social and Legal Sciences (n = 727). The instruments used were the Behavioral Regulation in Exercise Questionnaire (BREQ-3) and the Intention to be Physically Active in the University Context (MIFAU) measurement scale.

Results

The results showed statistically significant differences in favour of men (p <0.01) in terms of intrinsic, integrated, identified, and introjected regulation of PA. Similarly, men were more likely to be physically active in the future than women (p <0.001). In terms of the study variables relating to the fields of study, statistically significant differences were obtained in the case of both more self-determined behavior (intrinsic, integrated and identified regulation) and amotivation (p <0.001).

Conclusion

It was concluded that there is a need for the promotion of intervention strategies to encourage young adults to take up sporting activities as a means of preventing noncommunicable diseases, thereby avoiding the negative consequences of a sedentary lifestyle, physical inactivity, or abandonment of such activities.

Game Space and Game Situation as Mediators of the External Load in the Tasks of School Handball

The teacher’s didactic intervention also requires knowledge and control of learning tasks’ workloads. The objectives of the study were as follows: (i) to quantify the subjective external load-eTL of tasks framed in didactic units designed by in-service teachers; and (ii) to analyze the differences in the subjective eTL according to the game situation and the game space. A total of 306 learning tasks designed by seven in-service teachers (five men and two women), with more than 10 years of teaching practice, were analyzed. These tasks were coded through the Integral System for Training Task Analysis (SIATE, acronym in Spanish). The interobserver reliability of the coded variables obtained a considerable concordance (MKfree > 0.70). The results indicated that there were significant differences in the subjective eTL according to the game situation and game space. The situations of small-sided games in numerical equality or inequality and full games, in medium spaces or large spaces, presented a higher subjective eTL and therefore the highest physiological and motor demands on students. The inclusion of attacking or defending players and an adequate selection of the game space indicated the importance of planning and organizing learning tasks.

INFLUENCIA DEL PERFIL DEL ENTRENADOR EN EL ENTRENAMIENTO EN BALONCESTO FORMATIVO

Una de las principales necesidades de los entrenadores es conocer si sus procesos de entrenamiento reúnen los requisitos planificados. Para ello, los objetivos de esta investigación fueron evaluar cómo Variables Pedagógicas y de Carga Externa afectaban al entrenamiento y describir las diferencias según la metodología empleada. Esta investigación se clasificó como estudio empírico con metodología descriptiva y gran validez ecológica. Se analizaron un total de 664 tareas realizadas por dos equipos de baloncesto. Los resultados demostraron que existen diferencias significativas en todas las variables excepto el Tipo de Contenido y el Grado de Oposición en función del entrenador. Por tanto, se concluyó que la metodología influye en el diseño de las tareas, provocando diferencias en las Variables Pedagógicas y de Carga Externa. Estas diferencias provocan que el jugador entrenado bajo una metodología alternativa soporte mayor carga de entrenamiento, repercutiendo en una mejor adaptación a la competición y obteniendo mejores resultados.

Creativity in Recreational Figure Roller-Skating: A Pilot Study on the Psychological Benefits in School-Age Girls

Creative strategies allow students to feel ownership of their learning, fostering interest and motivation towards sports and educational contexts. This study aimed to compare different psychological variables after applying creative and traditional sessions of recreational figure roller-skating. Twelve school-age female skaters (9.00 ± 1.09 years old) participated in this pilot study. They performed two sessions: (1) a creative session (where participants created their own choreography) and (2) a traditional session (where participants followed the choreography created by the sports professional). In the creative session, participants created their choreographies without instructions. The basic psychological needs scale, the measure of intentionality to be physically active (sports adherence) and the games and emotions scale were administered after each session. The creative intervention led to a higher satisfaction of the needs of perceived competence (p-value = 0.04; effect size = 0.59), social relationships (p-value = 0.03; effect size = 0.62) and adherence to figure roller-skating (p-value = 0.02; effect size = 0.69), compared to the traditional intervention in female skaters. Participants showed significantly more humor and less surprise in the creative session than in the traditional session. This greater satisfaction with perceived competence and social relationships could translate into greater adherence to sports.

Determinant Factors of Achievement Motivation in School Physical Education

Today, it is important for physical education teachers to know students’ motivation profiles for learning. Therefore, this study aimed to analyze achievement motivation according to four variables: students’ sex, the taught sport modality, students’ experience and teaching methodology. Likewise, the effects of students’ sex and experience on the methodologies applied were analyzed. A total of 108 primary education students (10.95 ± 0.48 years), 54 boys and 54 girls, from three state schools participated in the study. The students answered the Achievement Motivation in Physical Education test (Spanish version) after participating in soccer and basketball programs based on different methodologies. Each class-group received a different educational program (soccer or basketball). The differences between the categories of the variables analyzed were calculated for each dimension of the motivational test through the Mann−Whitney U and Kruskal−Wallis H tests. The effects of students’ sex and experience on the teaching methodologies applied were analyzed using the univariate General Linear Model test. In soccer and basketball, boys perceived being more motor competent (U = 732.00; p < 0.05; r = 0.43) than girls. In addition, experienced students in both sports perceived being more motor competent (U = 695.50; p < 0.05; r = 0.27) than inexperienced students. In turn, they indicated feeling less failure anxiety and stress (U = 780.00; p < 0.05; r = 0.22). All of the students who played soccer reported more commitment (learning dedication) (U = 1051.50; p < 0.05; r = 0.20) and perceived motor competence (U = 972.00; p < 0.05; r = 0.24) than students who played basketball. Considering the effects of students’ sex and experience on the methodologies (perceived motor competence dimension), there were significant differences (F = 7.68; p < 0.05; ηp2 = 0.07) in favor of experienced boys who played soccer and basketball using the Tactical Games Approach methodology. Soccer was practiced more in school and out of school. This made students feel greater commitment (learning dedication) and perceived motor competence towards this invasion sport in physical education. In addition, it was shown that teachers should take into account students’ sex and experience because they are two factors that influence the teaching of sports and achievement motivation.

Motivation Regarding Physical Exercise among Health Science University Students

Physical exercise and physical activity are inherent and essential agents in the evolution of active life and are associated with promoting health and well-being. This study aimed to examine the types of regulation of motivations and intentionality needed to be physically active in the future in university students from the Health Sciences branch of knowledge. Method: 351 university students with six university degrees in Health Sciences participated, 21.4% of whom were male and 78.6% women (M = 19.32; SD = 4.01). They answered the following questionnaires: “International Physical Activity Questionnaire (IPAQ)”, “Behavioural Regulation of Exercise Questionnaire (BREQ-3)”, and “Intention to be physically active (MIFAU)”. Results: intrinsic motivation and integrated regulation were positively associated (rho = 0.759; p < 0.01), as were integrated and identified codes (rho = 0.645; p < 0.01). When relating the types of motivation regulation and the intention to be physically active, men show a significant difference compared to women. It stands out that physically active people who walk are the most unmotivated (p < 0.01). Conclusions: more self-determined regulations and intentionality to be physically active are related to different physical activity levels and the number of METs.

Analysis of Intensities Using Inertial Motion Devices in Female Soccer: Do You Train like You Compete?

Intensity research in female soccer is limited. This study aimed to investigate whether female professional soccer players train with external and internal intensities similar to those recorded in real competition. The specific players' position, the game situation and training task type were analyzed in a total of 18 female players (26.25 ± 3.89 years). The empirical, descriptive and associative study was structured into two parts. Part 1: characterizing the training sessions (n = 13) and official matches (n = 3) using the Integral Analysis System of Training Tasks. The association between sports planning variables was evaluated using adjusted standardized residuals from contingency tables, Chi-Square and Fisher tests, as well as the Phi and Cramer's V coefficients. The main findings show that the coach and/or physical trainer predominantly planned training sessions using small-sided games, which integrate physical fitness and tactical-technical behaviors of the game and imply a medium-high subjective external intensity (20.63 ± 5.79 points). The subjective external intensity of the matches was very high (30.00 ± 0.00 points). Part 2: quantifying the external and internal intensity through the inertial motion devices and heart rate monitors. Differences in the intensities according to the type of session (training session and match), specific position of the players, game situation and type of the training task were assessed through different statistical tests. By specific position (Kruskal-Wallis H and one-factor ANOVA tests), defenders performed fewer accelerations/min and decelerations/min, while they recorded higher heart rates in training sessions and official matches. In contrast, the wingbacks performed higher accelerations/min and decelerations/min in training sessions and official matches. The wingers had the lowest heart rate in official matches. Regarding the game situation (Kruskal-Wallis H test) measured during training sessions, the unopposed tasks recorded higher accelerations/min and decelerations/min, while the small-sided games and full games recorded higher values in the rest of the intensities (both subjective and objective). With regard to the type of training task (Kruskal-Wallis H test), the simple application exercises recorded higher accelerations/min and decelerations/min. Distance in meters/min was greater in the complex application exercises. High-intensity activity/min and player load/min were higher in the simple specific game. In addition, modified sport and real game recorded higher subjective external intensity*min, sprints/min and heart rate. Furthermore, training sessions differed statistically (Mann-Whitney U test) from official matches in terms of subjective intensity and the objective external and internal intensity variables weighted by minutes. For all these reasons, female players do not train (training sessions) as they compete (official matches). The use of inertial motion devices has made it possible to quantify intensities during training sessions and real competition in soccer.

External load of the tasks planned by teachers for learning handball

The load in tasks planned for sports teaching in physical education classes has received little attention. The purpose of this study was therefore to analyze the external load, eTL, in the tasks designed by physical education teachers from the in-service and pre-service stages, for teaching handball in primary education, and to compare them with the tasks included in the lesson plans designed for handball using the tactical games teaching model. An associative, comparative and cross-sectional methodology was used. Twenty-three teachers, five in the in-service phase and eighteen in the pre-service phase, designed lesson plans for teaching handball, which were compared with lesson plans validated by a panel of experts. The analysis was performed on 1,232 tasks or analysis units. eTL was categorized using the Integrated analysis system of training tasks (SIATE) instrument. A descriptive and associative analysis was made of the variables that make up the eTL and an inferential analysis of the eTL using non-parametric tests. The total eTL of the tasks planned by the in-service and pre-service teachers was low, and significantly lower than the tasks planned using the tactical games model, which showed a high level.

Are Subjective Intensities Indicators of Player Load and Heart Rate in Physical Education?

Physical education teachers need valid, low-cost, subjective techniques as an alternative to high-cost new technologies to monitor students’ intensity monitoring. This study aimed to investigate the correlations between both objective and subjective external (eTL) and internal (iTL) intensities. A total of 95 primary education students participated in this study. In this regard, 40 played soccer, and 55 performed basketball tasks, recording a total of 3956 units of analysis. The intensities caused by the different soccer and basketball tasks were measured using objective techniques (inertial devices and heart rate monitors) and subjective techniques (a sheet of task analysis and ratings of perceived exertion). Matrix scatter plots were made to show the values of two variables for a dataset. In this regard, adjustment lines were plotted to determine the trend of the correlations. Then, Spearman’s correlation was calculated to measure the association between two variables. Despite the low correlation levels obtained, the main results showed significant positive correlations between the intensities. This means that the high intensity values recorded by objective techniques also implied high intensity values recorded by subjective techniques, and vice versa. Negative correlations (r Rho = −0.19; p = 0.00) were only found between the following eTL variables: task eTL per minute (subjective technique) and player load per minute (objective technique). This negative correlation occurred when students played in the same 3 vs. 3 game situation without variability in subjective eTL (M ± SD, 28.00 ± 0.00). Therefore, subjective eTL and iTL techniques could be proposed as a suitable alternative for planning and monitoring the intensities supported by students in physical education classes. Moreover, these subjective techniques are easy to use in schools.

Influence of the Pedagogical Model and Experience on the Internal and External Task Load in School Basketball

The methodology used by the teacher in Physical Education sessions conditions the physical fitness of the students, since the design of the tasks determines the physical and physiological demands to which they are exposed. This study aimed to quantify and compare, according to the teaching methodology and students' previous experience, the external (eTL) and internal (iTL) load resulting from the application of three intervention programmes that follow different teaching methodologies to teach school basketball: the Tactical Games Approach (TGA), Direct Instruction (DI) and Service Teacher's Basketball Unit (STBU). The Ratings of Perceived Exertion (RPEs) recorded in the assessments (pre-test/post-test) were also studied. A total of 49 students, aged 11 to 12 and divided into three class groups, from the sixth grade of primary education at a state school in Spain, participated in the study. Teaching-learning programs were randomly assigned to student groups. All the sessions were monitored with inertial devices that made it possible to record physical activity and convert the information into kinematic parameters. The results indicated that during the sessions, the students who followed the TGA method recorded higher values of eTL (player load; DI = 4.92, TGA = 6.95, STBU = 2.99) and iTL (mean heart rate; DI = 142.94, TGA = 157.12, STBU = 143.98). In addition, during the evaluation tests, they presented heart rate levels similar to those obtained by the students in the other programmes. However, they spent more time doing high-intensity activity, working longer in the running (DI = 3.42, TGA = 11.26, STBU = 8.32) and sprinting speed ranges (DI = 0.00, TGA = 0.12, STBU = 0.11), and presenting better physical fitness. During the assessments, students with no prior basketball experience showed higher levels of top speed; experienced students had higher levels of heart rate. The TGA method favours the physical condition and health of primary education students, which is why this method is recommended when planning Physical Education sessions.

Learning Basketball Using Direct Instruction and Tactical Game Approach Methodologies

This study was to analyze and compare the learning acquired by the students in the sport of basketball in two different methodologies. The sample was composed of 40 students divided into two groups. The intervention programs had previously been validated. A descriptive analysis of the learning indicators, a t-test for independent samples to identify the differences between the methods, and a t-test for related samples to analyze the differences in each group were performed. There are differences between the performance profiles of students in the Direct Instruction in Basketball program and those in the Tactical Game in Basketball program in nine variables. Significant differences are found in the situations of dribbling, shooting, passing and movement, spacing, off-ball defense, and help and in the performance indicator for decision making, execution, and total, which are favorable to the Tactical Game in Basketball program. The students of the Direct Instruction in Basketball program only improved in three variables after the program, while the Tactical Game in Basketball students improved in thirteen variables. It is recommended that the teachers at the schools use the Tactical Game in Basketball methodology for their basketball teaching lessons, because student learning is better than in the Direct Instruction in Basketball program.

Monitoring the External and Internal Load Under 2 Teaching Methodologies

González-Espinosa, S, Antúnez, A, Feu, S, and Ibáñez, SJ. Monitoring the external and internal load under 2 teaching methodologies. J Strength Cond Res 34(10): 2920-2928, 2020-The purpose of this study was to analyze and compare the physical demands produced by the implementation of 2 sport teaching methods during a class and their relation with the learning achieved by the students. Two intervention programs were used to teach the sport of basketball, one based on the direct instruction (DI) method and the other on the tactical-game approach (TGA). The intervention programs were administered to 4 groups of students, 2 for each methodology, with 88 students participating in the study. A total of 10 practical sessions were given, as well as a pre-test and post-test. The practical sessions and the tests were recorded with an inertial system for monitoring and recording physical activity and movement in real time. Differences were found between the methodologies in the teaching sessions in the variables m·min, acc·min, PL·min, and HRmax (p < 0.000). In the assessment tests, there were also differences between both methodologies in the walk and sprint variables (p < 0.005). The results obtained from the analysis of the sessions using each methodology show that the TGA method obtained better results in the variables of external and internal loads than the DI methodology. The TGA methodology permitted a greater development of the students' physical fitness. Moreover, performance in play was not associated with the achievement of higher values in the results of external and internal load in the tests. The students trained with the TGA methodology recorded better performance indicators in the game. These results lead us to recommend physical education teachers to use a student-centered approach in their lessons because it improved both the students' physical fitness and their sports performance.

Design and Validation of the Instrument for the Measurement of Learning and Performance in Football

The assessment of tactical-technical knowledge of football is essential to develop optimal and integral teaching processes for students. Therefore, the aim of this study was to design and validate an instrument so that teachers, coaches, and researchers can observe and codify both the tactical behaviors and technical skills performed by the students in the game of football. The design and validation of the instrument were carried out in four phases: a) review of the literature and previous instruments; b) design of the Instrument for the Measurement of Learning and Performance in Football (IMLPFoot). It assesses all the offensive and defensive play actions, with and without the ball, as well as their three components (decision-making, technical execution, and final result); c) sample selection of experts (N = 12); and d) quantitative (Likert-type scale from 1 to 10) and qualitative assessment of degree the pertinence, unambiguity, and importance of each of the 33 items included in the IMLPFoot. Aiken’s V coefficient was used to determine content validity. Likewise, internal consistency was calculated using Cronbach’s α coefficient. The results showed demanding levels of validity (V ≥ 0.77), internal consistency (α = 0.983), inter-rater, and intra-rater reliability. Therefore, it is a valid and reliable instrument that makes possible a complete assessment of football in physical education classes and/or in the sports context (out-of-school football).

Motives of Future Elementary School Teachers to Be Physically Active

The aim of this study was to determine the relationship between the motives for engaging in sports activities and the self-determination index (SDI) and how this in turn predicts the intentionality of future elementary school teachers to be physically active.

METHOD

A total of 331 first-year students of the teacher training degree participated, 34.4% men and 65.6% women (M = 20.02; SD = 2.55). They answered the following questionnaires: "Behavioral Regulation in Exercise Questionnaire-3", "Motives for Physical Activity Measure-Revised" and "Intention to be Physically Active".

RESULTS

Fitness, fun and care of one's appearance are the motives most valued by university students. A regression analysis (structural equation modeling) revealed that appearance and social motives were negatively related to SDI, although the model clearly predicted the intention to be physically active (R² = 0.74). A second model, which positively related the appearance and competence motives with the intention to be active, improved the coefficient of determination (R² = 90) and fit index.

CONCLUSIONS

The motives for engaging in physical activity influence university students in different ways in relation to the SDI and strongly predict the intention to be physically active.

VALIDACIÓN DE DOS PROGRAMAS DE INTERVENCIÓN PARA LA ENSEÑANZA DEL FÚTBOL ESCOLAR

El propósito del estudio fue validar dos programas de intervención, correspondientes a dos unidades didácticas realizadas cada una en base a dos metodologías diferentes: Direct Instruction (ID) y Tactical Games Approach (TGA), para la enseñanza del fútbol escolar. Se diseñaron dos programas de intervención semejantes con el mismo número de tareas, sesiones, fases de juego, contenidos y objetivos. En el proceso de validación participaron 13 jueces expertos. La validez de contenido se calculó mediante el coeficiente de V de Aiken y sus intervalos de confianza. Para la consistencia interna se empleó el coeficiente de ? de Cronbach. Ninguna de las tareas que componen los programas de intervención fue eliminada al superar el valor crítico exacto (V ? .69). La consistencia interna de las tareas fue excelente (? = .97). Por tanto, ambos programas de intervención son válidos y fiables para la enseñanza del fútbol escolar, así como para comparar los efectos de ambas metodologías.

[Rural-urban differences in physical activity levels during the transition from primary education to high school.]

OBJECTIVE

Sedentarism rates are increasing at school age, and it is necessary to know how it affects both rural and urban contexts. The present study aimed to identify whether the place of residence, rural or urban, influenced the level of physical activity that schoolchildren had in Primary Education and in Secondary Education.

METHODS

A longitudinal study was carried out using the Physical Activity Questionnaire for Children (PAQ-C) for data collection. The sample consisted of 542 students (272 boys and 270 girls), aged between 11 and 13 years, who were interviewed at two different times: during the sixth year of primary education, and later in the first year of secondary education. A descriptive analysis of the items and final score of the PAQ-C in the rural and urban environment were carried out in both educational periods and an ANCOVA analysis of the final score; The association between the level of physical activity and the variables used was studied through corrected typified residuals and Cramer's V. The effect size was calculated.

RESULTS

The results obtained confirmed that there are significant differences in the course variable (f=63,757; p<0.001; η²sup>=0.056) but not in the type of locality (p>0.05), nor in the locality x course interaction. (p>0.05) when the sex variable was controlled (f=27,325; p<0.001; η²=0.025).

CONCLUSIONS

The transition to Secondary Education implies the increase of a sedentary lifestyle, both in rural and urban areas.

Experience as a Determinant of Declarative and Procedural Knowledge in School Football

The study of declarative and procedural knowledge makes it possible to ascertain what cognitive processes are like during motor learning. This study aimed to compare, according to the methodology, gender and experience (football practise), and the levels of declarative and procedural knowledge after the implementation of two intervention programmes on school football including one based on the tactics learning and the other on the technique learning. A total of 41 students in the 5th year of primary education from a state school from Spain, distributed in two class groups, participated in the study. Each class group participated in a different intervention programme. The sample of subjects was equal (tactical programme (n = 20) and technical programme (n = 21)). A panel of 13 experts validated both programmes. Levels of knowledge were measured using the Tactical Knowledge Assessment test in football. A descriptive analysis was performed to characterise the sample. Moreover, a t-test for independent samples, a t-test for related samples, and a 2 × 2 ANOVA (analysis of variance) were performed to compare the levels of knowledge between the pre-test and the post-test, according to the methodology, gender, and experience of the students. Results indicate that both intervention programmes induced higher levels of declarative and procedural knowledge in the post-test. Similarly, there were no significant differences with regard to the applied methodology. This fact is due to the heterogeneous character of the class groups with gender and experience showing effects on the levels of knowledge. The boys possessed greater experience and a higher level of knowledge compared to the girls.

Motivos de práctica como predictor de la actividad física en maestros y la satisfacción con la vida

El objetivo de esta investigación es analizar la relación entre la intención de práctica de actividad física, la actividad actual, la motivación y satisfacción vital de maestros españoles. A través de un diseño descriptivo, predictivo y transversal, se administró un cuestionario con diversos instrumentos a una muestra de 649 docentes en activo. Inicialmente, se realizó un análisis de las propiedades psicométricas de las escalas a través de un análisis factorial confirmatorio y de fiabilidades de los factores, encontrando unos índices de ajuste adecuados. Seguidamente, se realizó un análisis correlacional y una regresión lineal múltiple por el método de pasos sucesivos. Las correlaciones más altas se dieron entre los motivos de diversión, competencia, fitness y la actividad física actual y futura (p < 0.05). Los resultados muestran que los motivos de práctica: diversión, competencia y fitness tienen capacidad para predecir la actividad física realizada en la actualidad (R2 = 0.32; p < 0.001); mientras que todos los motivos de práctica de actividad física, excepto los sociales, predicen la intención de ser físicamente activos en el futuro (R2 = 0.59; p < 0.001). Finalmente, se encontró una tendencia de que la práctica de actividad física con motivo de diversión predice significativamente la satisfacción con la vida.

Differences in the physical demands between handball and beach handball players

Abstract Handball is one of the most practiced team sports worldwide that consists of different modalities, with the aim of reaching as many users as possible. One of the modalities with increasing interest in the last years is Beach Handball, as it takes the advantage of the absence of competitive calendar in the standardized modality so that users continue practicing. A comparative analysis was performed between standard handball (indoor) and beach handball athletes in order to determine the demands of both modalities and determine if they are similar. The competition was evaluated by analyzing external load variables: number of steps, jumps, impacts and Player load. The selected sample was composed of U-16 players from both modalities. Each player was equipped with WIMUTM inertial device. The results showed that the standard modality requires greater physical demands than the beach modality. For this reason, the physical demands of the different modalities require different training processes to obtain the best possible results in the competition.

Development of a Knockout Competition in Basketball: A Study of the Spanish Copa del Rey

Performance in basketball has been widely studied with regard to the results of the game using competition statistics. Few studies have analyzed the play process from a dynamic viewpoint regarding tactical actions and styles of play. The general objective of this research was to analyze the development in the styles of play of the teams participating in the Spanish Copa del Rey by studying the development of ball possessions (from start to finish) and the styles of play (attack and defense phases). The specific aim was to identify the relations between how possessions end and the style of play, as well as the relation between the duration of possession and the action of shooting and efficacy of the possession. All the matches corresponding to the Spanish Copa del Rey in basketball in the seasons 2015/2016, 2016/2017, and 2017/2018 were analyzed, comprising a total of 3,865 possessions. To this end, two groups of variables were characterized, which made it possible to define play, the development of possession (start and finish), and the style of play (attack and defense phase). An exploratory and descriptive analysis of the situational variables, development of possession, and style of play was carried out to characterize the competition. The Chi-squared test and Cramer's V coefficient were used to estimate the association among the categorical variables, interpreting the association among the categories using contingency tables. The results show a greater number of attacks in the final stages of the matches, with short possessions that end in baskets or rebounds, and positional attacks and individual half-court defenses predominating. There were more shots in positional attacks and more fouls in transitions. It also was apparent that the competition is developing from 1 year to another. The Spanish Copa del Rey competition changes from season to season, revealing slight modifications in the teams' styles of play, although there is stability in the fundamental play parameters, like the predominance of man-to-man defense, the duration of the attacks, and the use of screens. The style of play conditions the finalization of the possession.

Análisis de la relación entre las variables de entrenamiento en un equipo de baloncesto

La selección y organización de las tareas puede condicionar la carga de entrenamiento. El objetivo de la presente investigación es analizar la relación entre las Variables Pedagógicas Situación de Juego y Nivel de Oposición y las Variables Organizativas y las Variables de Carga Externa. Se analizaron un total de 38 entrenamientos, compuestos por 340 tareas de un equipo de Categoría Cadete durante la temporada 2015/2016. Se realizó además un doble filtrado de datos para eliminar las tareas de calentamiento y tiros libres. En el estudio se obtuvieron resultados descriptivos de todas las variables. Se utilizaron los Coeficientes de correlación de Pearson y Spearman para identificar las relaciones entre las variables. Los resultados muestran la existencia de una relación significativa entre las variables que definen la organización del entrenamiento y las Variables de Carga Externa. La carga del entrenamiento está condicionada por las Variables Organizativas.

Influencia de la actividad físico – deportiva y la intención de ser físicamente activos en universitarios de la facultad de educación de la UEX

La presente investigación analiza la cantidad de actividad físico - deportiva realizada y la intención de ser físicamente activo en el futuro, en una muestra de estudiantes universitarios del primer curso del Grado en Educación Primaria de la Facultad de Educación (Badajoz) en función del sexo. Hemos incidido en estas variables ya que existe un elevado porcentaje de adolescentes que no se mantienen suficientemente activos en su día a día, mostrando una alta prevalencia hacia la inactividad física y el comportamiento sedentario, priorizando en este sentido otras tareas o acciones personales, académicas o laborales. Dicho trabajo se ha realizado dentro del paradigma cuantitativo con una estrategia asociativa, descriptiva, comparativa y transversal utilizando el cuestionario MIFAU junto con un cuestionario Ad-hoc para conocer las variables sociodemográficas de los participantes. La muestra estaba formada por 170 sujetos (64,7% mujeres y 35,3% hombres). Los resultados más significativos en cuanto a la variable sexo revelan que las mujeres realizan menos actividad físico- deportiva a la semana que los hombres, cuyo tamaño del efecto es intermedio (U=2271,5, p<.05; d = .532), al igual que si comparamos dicha variable con la intención de ser físicamente activos en el futuro, en el que su tamaño del efecto es fuerte (U=1754, p< .05; d = .828).

Designing and Validating a Basketball Learning and Performance Assessment Instrument (BALPAI)

Introduction

The assessment of learning in basketball in the PE class, and in training sessions of young players, requires valid, reliable, and trustworthy tools. The purpose of this research was to design and validate the Basketball Learning and Performance Assessment Instrument (BALPAI) that assesses simultaneously decision making, technical execution and efficacy. The play actions are codified using a categorical system, awarding a score for each category (1 = inadequate action; 2 = neutral action 3 = adequate action). An example of a summative procedure for assessing decision making in dribbling is: (1) Dribbling to a place where there is defensive pressure and there is a free teammate able to receive the pass; (2) Dribbling to a place where there is defensive pressure or a free teammate able to receive the pass; (3) Dribbling through a space where there is no defensive pressure and no free teammate able to receive the pass.

Methods

A pilot study was performed following this procedure. A group of 13 experts participated in the assessment of the 33 elements (66 items) included in the BALPAI. Aiken's V formula was used to analyze content validity, and internal consistency was calculated using Cronbach's α. Inter-observer reliability was determined among three observers who used the BALPAI to record the play actions in a 3 × 3 basketball match (N = 45 possessions) and was calculated with the Multirater κfree, obtaining an almost perfect agreement with values between 0.84 and 1.

Results

The BALPAI has very high internal consistency (0.969), Interobserver reliability was almost perfect (>0.84 in all items) and Aiken's V coefficient (>0.71 in all items) attained a high value.

Conclusion

The BALPAI proved to be a valid tool, with high internal consistency and reliability that makes it possible to perform a complete assessment of basketball in PE classes.

Comparative Study of Two Intervention Programmes for Teaching Soccer to School-Age Students

The objective of this study was to design and analyse the differences and/or similarities of two homogeneous intervention programmes (didactic units) based on two different teaching methods, Direct Instruction (DI) and Tactical Games Approach (TGA), for teaching school-age soccer. The sample was composed of 58 tasks, 29 for each intervention programme. The pedagogical and external Training Load (eTL) variables recorded in the Integral System for Training Tasks Analysis (SIATE) were studied. The two intervention programmes were compared using Chi-Square, Mann-Whitney U and the Adjusted Standardized Residuals statistical tests. Likewise, the strength of association of the variables under study was calculated using Cramer’s Phi and Cramer’s V coefficients. Both intervention programmes had the same number of tasks (n = 29), sessions (n = 12), game phases (x²= 0.000; p = 1.000), specific contents (x² = 5.311; p = 0.968) and didactic objectives, as well as different levels of eTL (U = 145.000; p = 0.000; d = 1.357); which are necessary requirements to be considered similar. The differences and/or similarities between both intervention programmes will offer teachers guidelines to develop different didactic units using the specific DI and TGA methodologies.

Task planning for sports learning by physical education teachers in the pre-service phase

Planning the learning task is one of the principal actions that a teacher should engage in, and it is important to know how teachers in the pre-service phase plan learning and communication tasks and the feedback that they use in the classroom. The aim of the present study was twofold: i) to characterize the learning tasks designed by the pre-service physical education teachers; and ii) to identify the relationships between the variables that define the learning tasks and the phases into which a session is structured in Physical Education Teacher Education (PETE) in the pre-service phase. The sample comprised 695 learning tasks designed by fourteen pre-service phase teachers. The independent variable was the lesson structure and the dependent variables were the learning means, the game situation, the game phase, the space where the students practice, the use of the ball in the task, and the kind of feedback provided in the learning tasks. The high predominance of exercises, unspecific games, and no opponent situations, coupled with the low percentage of reflexive feedback, indicates that the pre-service teachers give prevalence to technical over tactical learning. In addition, pre-service teachers show preferences for some of the task characteristics for each part of the lesson structure. Teachers in PETE pre-service phase tasks tend to follow a more traditional methodology, despite having received information about the different methods of sports teaching in their initial training. The current findings seems to indicate a resistance to changing a traditional model for other models centered on game comprehension.

Training and Competition Load Monitoring and Analysis of Women's Amateur Basketball by Playing Position: Approach Study

Currently, the number of women involved in sport is increasing. Although, research on their characteristics and performance is scarce. A great amount of research on men's basketball is available, but it is unknown if it can be applied to women's basketball. The objective of this research was to characterize the internal and external load performed by female basketball players during training and sports competition according to playing positions through inertial devices. The participants in the following study were 10 amateur basketball players who competed at regional level (21.7 ± 3.65 years; 59.5 ± 12.27 kg, and 168.5 ± 3.56). Data were collected in games of the final phase (n = 8) and from 5 vs. 5 training tasks (n = 47). All the analyses were run according to playing positions. Each player was equipped with a Garmin^TM Heart Rate Band and Wimu^TM inertial device that monitored physical activity and movement in real time. The results obtained showed that the load experienced during competition was significantly higher (p < 0.001) than during training (Heart Rate, Player Load, Steps, Jumps, and Impacts). There were also differences according to playing positions, mainly between the backcourt and frontcourt players (p < 0.001). The players must work in higher areas of heart rate during training, mainly in Z4 and Z5, increasing their HRmáx y HRavg. The training doesn't equal the load supported and the distance performed in competition, so it is necessary to pay more attention during training. This information allows us to develop adequate training protocols adjusted to the specific individual requirements of the sports competition.

El nivel educativo como factor asociado al bienestar subjetivo y la salud mental en la población española

El objetivo de este trabajo fue evaluar la asociación entre el nivel educativo alcanzado con el bienestar emocional y la salud mental de los españoles. Un total de 29.478 personas adultas participaron en la Encuesta Nacional de Salud de España 2006, encontrándose que un nivel educativo bajo se asocia con peor salud mental (OR 1.65 hombres y OR 2.36 mujeres), valoración mala o muy mala de la salud (OR 2.10 hombres y OR 2.53 mujeres), menor apoyo social (OR 1.31 hombres y OR 1.66 mujeres) y sedentarismo (OR 2.09 hombres y OR 1.80 mujeres). En la muestra estudiada, el nivel educativo es un factor asociado a diferentes dimensiones de la salud relacionadas con el bienestar subjetivo y la salud mental.

[Psychometric evaluation of the Coach Orientation Questionnaire with a Spanish sample of handball coaches]

The purpose of this study was to develop a questionnaire to investigate volleyball coaches' orientations toward the coaching process. The study was preceded by four developmental stages in order to improve user understanding, validate the content, and refine the psychometric properties of the instrument. Participants for the reliability and validity study were 334 Spanish volleyball team coaches, 86.5% men and 13.2% women. The following 6 factors emerged from the exploratory factor analysis: team-work orientation, technological orientation, innovative orientation, dialogue orientation, directive orientation, and social climate orientation. Statistical results indicated that the instrument produced reliable and valid scores in all the obtained factors (a> .70), showing that this questionnaire is a useful tool to examine coaches' orientations towards coaching.