Emotional intelligence (EI) enables teachers to manage their emotions effectively, make appropriate pedagogical decisions, and establish healthy relationships with their students and colleagues. Therefore, implementing solutions requires assessing their impact using the scientific method. In this regard, the objective Internacional of this study was to demonstrate that the development of strategies based on emotional intelligence improves the teaching/emotional performance of educators in an educational/sports institution. This quasi-experimental research, with a quantitative approach, analyzed a representative and sufficient sample (n=70) of teachers. An emotional intelligence-based strategy was implemented in the experimental group (n=39), while the control group continued with traditional teaching practices (n = 31). The internally validated dimensions (Cronbach's Alpha: 0.856) revealed intragroup homogeneity (p>0.05) in all variables analyzed (Emotional perception, Emotional understanding, Emotional regulation, and Emotional facilitation), whereas only the experimental group showed significant improvements in the post-test (p<0.05), as did intergroup comparisons. The dimensions assessed with the TECS instrument (Emotional perception, Emotional facilitation, Emotional understanding, and Emotional regulation) showed the same pattern as the internally validated questionnaire (Intragroup/homogeneity: p>0.05) and significant intergroup differences favoring the experimental group (p<0.001). The emotional intelligence-based strategy improved teaching/emotional performance, supporting the hypothesis and reinforcing the importance of emotional intelligence as an essential tool for enhancing teachers' professional performance.
This study addresses the problem of the exclusion of cybersport (e-Sport) from the Cuban university sports calendar, despite its global rise and potential as a tool for educational innovation and the development of cognitive and social skills. The research aimed to analyze the potential and challenges for the formal inclusion of this discipline in the national university context. A descriptive methodology with a mixed approach was employed, applying surveys to 120 students in technological and social careers, interviews with 15 Physical Education professors, and documentary analysis. The results revealed a high penetration of recreational video gaming (85%) and a notable interest in organized competition (79%), but contrasted with a widespread lack of knowledge about e-Sport as a sport (68%) and the existence of critical barriers: technological, normative, and related to teacher training. It is concluded that the inclusion of e-Sport is viable and necessary, requiring a systemic strategy that prioritizes its normative legitimization, infrastructure development, human capital training, and sustainable interinstitutional articulation. This integration represents a strategic opportunity to modernize the university sports offering and align it with the interests and digital competencies of new generations.
Physical activity is essential for health and disease prevention, but informal workers face unique challenges that limit their ability to engage in it. The objective of this research was to analize the barriers and opportunities for physical activity and sports among informal female workers in Quito's markets. A qualitative study was conducted using interviews, focus groups, and field diaries to analyze the participants' experiences. The results reveal that informal female workers face the following barriers to engaging in physical and sports activities: space, economic, social, gender stereotypes, psychological, safety, and biological. A minority of workers engage in various physical activities and sports, including walking, soccer, yoga, dancing, cycling, swimming, gym, and weigh training. The barriers identified in this study are consistent with those reported by several authors, who show that women do not engage in physical activity due lack of time because of long working hours, lack of adequate infrastructure, gender stereotypes, household and childcare responsibilities, fatigue, and lack of motivation. This scenario highlights the urgency of intervention by government, universities, and the private sector, which, through coordinated strategies, can plan and implement campaigns to promote physical activity, health, and well-being among informal female workers, reduce inequality, and incorporating healthy lifestyles into their social and work environments.
In U-15 youth football, ball possession depends on the synergy between explosive speed and efficiency in changes of direction. Traditional procedures and methods often isolate these physical capacities, limiting the response to real-game situations. To determine how a small-sided games (SSG) program influences speed, change of direction, and ball possession in the U-15 category. This is quantitative research with an explanatory scope, applying a pre-experimental design (pretest-posttest). The sample consists of 18 players. A 12-week intervention (3 sessions/week) was implemented through physical-technical circuits and games. The 20m Sprint Test, Illinois Agility Test, and systematic observation sheets were applied. Significant improvements were observed in linear speed, where 89% of the group achieved satisfactory levels. Agility results improved, eliminating the "Poor" level (which represented 34% in the initial diagnosis). Regarding the technical dimension, passing accuracy after a turn reached an increase in mean from 2.0 to 3.8. Small-sided games constitute a superior strategy for youth football, as they integrate physical demands with decision-making, optimizing the footballer's ability to maintain possession under competitive pressure.
The process of assessing the physical condition of older adults is of great importance, as it allows for the evaluation of the functional capacities and health status of this large group of people in our country. Thus, the general objective of this research was to diagnose the physical condition of older adults residing at the Cumanayagua Senior Center as an indicator of their quality of life. The study employed a non-experimental, cross-sectional, descriptive design. The population consisted of 38 older adults, from which a sample of 20 was selected using purposive non-probability sampling with specific inclusion criteria. Of these, 11 were female and 9 were male, ranging in age from 62 to 87 years. To achieve the proposed objectives, various methods and instruments were applied, including theoretical methods such as historical-logical, analytical-synthetic, and inductive-deductive reasoning, as well as empirical methods. Document analysis, unstructured observation, and measurement using a battery of tests to assess physical fitness were used. The results of the assessment applied to the older adults attending the senior center were favorable. The abilities that presented the most difficulties were active flexibility and aerobic endurance; therefore, the overall assessment of the older adults' physical fitness was rated as good.
Inclusive practices in Physical Education classes hold global significance. However, there is currently a gap between educational policies, curriculum planning, and pedagogical strategies. This gap may affect the quality of the graduating profile of Ecuadorian high school students, limiting their skills and abilities for admission to the Faculty of Physical Culture (FCF). Therefore, the aim of this study is to identify inclusive practices in Physical Education (PE) classes within the Unified General Baccalaureate (UGB) that support admission to the Degree in Physical Activity and Sports Pedagogy (DPASP). This study employed a quantitative approach, with a descriptive-correlational scope and a non-experimental, cross-sectional design, using two Likert-scale questionnaires as instruments. The sample included 306 high school Physical Education teachers from various educational institutions in Quito and 267 leveling and first-semester students of the DPASP program at the Central University of Ecuador (UCE). For data processing, descriptive and inferential analysis of the variables was performed using SPSS software version 25. The Spearman correlation test yielded a coefficient of 0.552 for the teacher questionnaire and 0.702 for the student questionnaire. Therefore, it can be concluded that both teachers and students have a positive perception of the inclusive practices in UGB Physical Education classes that support admission to the Degree in Physical Activity and Sports Pedagogy.
University outreach strengthens the social commitment of higher education institutions, promoting inclusion, experiential learning, and professional responsibility. The objective of this study was to determine the perception of students from the Faculty of Physical Culture at the Central University of Ecuador regarding the formative quality, inclusive impact, and operational management efficiency of the Inclusive Sports and Recreational Care Project. A quantitative, descriptive, and cross-sectional design was applied, using a census sample of 55 students. A survey technique was implemented through a 12-item Likert questionnaire validated by experts, obtaining an Aiken's V coefficient of 0.93. The professional and socio-personal dimensions achieved mean values above 4.70, indicating high satisfaction; however, the item related to resources and transportation showed greater dispersion, revealing logistical deficiencies. The study demonstrates that university outreach promotes ethical and professional competencies but requires stronger institutional management to ensure sustainability, equity, and alignment with the inclusive human rights paradigm.
The overall objective of the study was to explore the relationship between organizational factors and motivation in athletes participating in team and individual sports, comparing the impact of these factors on each type of sport. To this end, a quantitative, non-experimental, cross-sectional design was developed with the participation of 101 athletes, 51 from individual sports and 50 from team sports, of whom 76.2% were male and had an average age of 23. The Sports Motivation Scale II (alpha=0.92) and the Organizational Stressor Indicator for Sport Performers (alpha=0.95) were applied, and the data were processed in SPSS using Spearman's correlations and the Mann-Whitney U test. The results showed moderate levels of intrinsic motivation (M=4.85) and extrinsic motivation (M=4.63), as well as low demotivation (M=3.81). Organizational stressors were in the middle range in terms of frequency (M=3.43), intensity (M=3.49), and duration (M=3.48). Positive correlations were found between the frequency and intensity of stressors and intrinsic motivation (rho=.330 and .332, p<.01) and extrinsic motivation (rho=.352 and .397, p<.01), while duration showed weak links. When comparing modalities, individual athletes reported higher levels of motivation and perceived stressors with greater frequency and intensity. It is concluded that organizational factors have a significant impact on the motivational activation of athletes.
The implementation of a formative intervention aimed at strengthening personal and social competencies in leaders within the sports field fosters a more positive, collaborative, and emotionally healthy work environment, making it essential to assess the effects of the intervention process. Therefore, the objective of this research is Internacional to evaluate the effects of a soft skills program on improving the workplace and socioemotional climate among directors of sports institutions in Piura, Peru. The study involved 80 sports directors and implemented a 12-session program focused on soft skills from October to December 2024. The approach was collaborative and grounded in theories of transformational leadership and emotional intelligence. A validated questionnaire (alpha=0.983) was used, covering eight key dimensions. The procedure included diagnosis, intervention, evaluation, and institutional closure. The soft skills program showed significant progress in all analyzed dimensions. Averages increased from a pretest range of 2.7-3.2 to a posttest range of 4.1-4.6, with notable improvements in Motivation (+1.6) and Leadership (+1.5). Wilcoxon analysis revealed consistently negative and statistically significant Z-values (p=0.000), confirming the effectiveness of the intervention. Positive ratings prevailed (up to 29 cases), with very few negative ones (maximum 5) and minimal ties. The findings demonstrate that the implementation of the soft skills program significantly improved the work and socioemotional environment among sports directors in Piura, highlighting progress in motivation, leadership, and communication.
This study investigated the self-defense perception levels of women combat sports athletes against physical attacks and explored potential differences between disciplines. The research included a total of 463 volunteer women athletes (mean age and standard deviation = 24.92 f 8.30 years) with at least 2 years of experience in judo (n = 150), karate (n = 128), taekwondo (n = 49), wrestling (n = 54), and kickboxing (n = 82). Participants were administered a "Personal Information Form" and a "Self-Defense Against Physical Attacks Scale". The findings indicate that national athletes scored higher in the "self-defense against simple physical attacks" sub dimension (p < .032). Additionally, women practicing wrestling and judo showed significantly higher perception levels of self-defense against simple physical attacks compared to those practicing kickboxing (p < .002). Furthermore, increased experience among participants was positively correlated with both sub-dimensions, while increased age showed a low but significant positive correlation only with the "self-defense against simple physical attacks" sub-dimension (r = .207; p < .01), (r = .113; p < .05) and (r = .155; p < .01). This research may serve as a guide for women interested in combat sports for the purpose of physical self-defense.
Virtual reality (VR) has the potential to transform instruction across diverse university programmes by fostering comprehensive, engaging, and contextualised learning, in line with the demands of contemporary education. Accordingly, the aim of this study was to determine the effects of virtual reality (VR) on meaningful learning among students of Physical Activity and Health at an Ecuadorian university. This was a projective/ quantitative study that measured the effect of VR on relevant learning in undergraduate students (n = 98). The intervention included curricular analysis, teacher training, content restructuring, and a pilot implementation lasting eight weeks. To assess key variables, highly reliable and validated instruments were employed. VR exerted a considerable influence on the students' meaningful learning. High levels were observed in 63.3% of survey respondents and in 77.6% of meaningful learning outcomes. The strongest dimensions were prior knowledge (70.4%), motivation (74.5%), and the value attributed to knowledge (76.5%). Ordinal logistic regression models revealed a moderate-to-high explained variance (Nagelkerke R-2 ranging from 0.40 to 0.56). All coefficients were statistically significant (p < 0.05), confirming the validity of the hypotheses. Probability ratios indicated that limited use of VR reduces the likelihood of achieving high levels of learning. Virtual reality has a positive and significant effect on meaningful learning among university students of Physical Activity and Health. Immersive technology facilitated the expansion of prior knowledge, increased motivation, and enhanced the perceived value of the acquired knowledge.
In university settings characterized by high diversity in learning styles, levels of prior preparation, and academic pacing, traditional formative assessment often fails to provide timely and specific feedback. Optimizing the teaching-learning process frequently requires the integration of emerging technologies such as Artificial Intelligence (AI). Accordingly, the objective of this study was to evaluate the implementation of an educational intervention incorporating AI-based formative assessment to improve the academic performance of university students in physical activity and health sciences. The study selected a representative and sufficient sample of professors (n= 143) and university students (n= 52) from different degree programs in physical activity and health sciences. Faculty perceptions of the field of application were assessed, and an experimental group (n= 26) received an AI-supported formative intervention, with its effects subsequently evaluated. The faculty assigned high ratings across all analyzed dimensions, recognizing AI as an efficient resource for enhancing monitoring and quality in university learning. At the intragroup level, the experimental group of students showed significant improvements across all dimensions (p< 0.001), whereas the control group, which maintained traditional teaching methods, exhibited modest and non-significant gains. At the intergroup level, significant differences were confirmed in favor of the experimental group (p< 0.001) across all dimensions (Feedback, Learning Monitoring, Progress in Activities, Outcomes Achieved, and Autonomous Learning). These findings demonstrate that AI-based formative assessment had a positive and relevant effect on the academic performance of students in the experimental group.
Colorectal cancer is one of the most significant global public health problems, particularly in urban areas characterized by high levels of sedentary behavior. Physical exercise has been recognized as a modifiable protective factor against this disease. Accordingly, the objective of this study was to examine physical activity as a preventive method for colorectal cancer in urban environments. An observational study was conducted in the adult population of the city of Pichincha (n= 240), using the International Physical Activity Questionnaire (IPAQ) to assess physical activity levels. Risk factors for colorectal cancer were evaluated through behavioral and anthropometric indicators, as well as family history. According to the IPAQ, the findings revealed that 56.3% of participants had low levels of physical activity. Significant inverse correlations were found between physical activity and body mass index (rho= -0.41; p< 0.01), waist circumference (rho= -0.38; p< 0.01), and daily sedentary time (rho= -0.45; p< 0.001). Individuals with high levels of physical activity showed a lower probability of presenting elevated risk factors for colorectal cancer (OR= 0.46; 95% CI: 0.28-0.74; p< 0.01). Regular physical activity is significantly and inversely associated with several risk factors for colorectal cancer in adults living in urban areas, supporting its role as an essential preventive strategy within public health policies.
Communicative competences and a healthy school climate are two fundamental pillars for students' holistic development; their enhancement requires effective intervention strategies that must be comprehensively evaluated. Therefore, the objective of this study was to demonstrate the effectiveness of a communicative skills program aimed at improving communication competences and promoting a healthy school climate among student-athletes in basic education at an educational institution in the province of Sechura, Piura, in 2024. The study was declared quasi-experimental, with two independent equivalent groups (control and experimental, n = 28 each). A communicative competences program was implemented, and its effects on communicative skills and school climate were analysed. Validated techniques were employed (Likert scale and ECE-Primary), along with non-parametric statistical tests. The representative and sufficient sample size was determined using G*Power. The experimental group showed significant improvements across all communicative dimensions: Expression (M = 4.14; Z= -2.45; p= 0.014), Observation (M= 4.07; Z= -2.61; p= 0.009), Empathy (M = 4.10; Z= -2.74; p= 0.006), and Pragmatics (M= 4.00; Z = -2.37; p = 0.018). The control group showed no significant changes (p> 0.05). Regarding school climate, the experimental group demonstrated significant improvements in School Coexistence (M = 3.71; Z = -2.89; p = 0.004) and Justice and Rules (M= 3.75; Z= -3.25; p= 0.001), among others. The post-test Mann-Whitney U test confirmed significant intergroup differences across all dimensions (p< 0.01), with U values ranging from 172.5 to 244.5. The communicative competences program had a positive and relevant impact on the development of interpersonal skills and on the perception of a healthier school environment.
Childhood obesity is a growing public health concern worldwide, with various contextual factors playing a role in its prevalence. This study aims to investigate and compare body mass index (BMI) in Turkish and Portuguese children, exploring the potential influences of contextual variables; A cross-sectional analysis was conducted with a sample of school-aged children (6 to 10 years old) from both countries. Key indicators such as body mass index (BMI), age, gender, and participation in physical activities. The analysis revealed statistically significant differences in BMI, height, and weight between the two groups (p <= 0.001), underscoring the impact of cultural, environmental, and socioeconomic factors on children's health. This study emphasizes the significant disparities in anthropometric indicators (i.e., BMI, height and weight) between Turkish and Portuguese children. These differences highlight the influence of various contextual factors, including cultural, environmental and socioeconomic elements, on childhood obesity.
There is a need to generate empirical evidence regarding the effectiveness of Isabel Sol & eacute;'s model in improving reading comprehension and metacognition among primary school students, given the importance of enhancing teaching-learning processes with effectiveness. Accordingly, the objective of this study was to demonstrate the effectiveness of implementing a learning strategies program based on Isabel Sol & eacute;'s methodological approach to improve reading comprehension and metacognition in fourth-grade gymnast children from a primary educational institution in the Piura region. Aquasi-experimental design was employed with a sample of 64 fourth-grade children, classified into two independent groups (Control and Experimental: n = 32 each). The intervention consisted of 12 extracurricular sessions based on Isabel Sol & eacute;'s model. The experimental group showed significant improvements across all post-test dimensions, including literal comprehension (2.9 -> 4.1), inferential comprehension (2.8 -> 4.0), critical comprehension (3.0 -> 4.2), declarative knowledge (2.8 -> 4.0), and process regulation (2.7 -> 4.1). In the control group, improvements were minimal and not significant (p > 0.25). Intergroup post-test comparisons using the Mann-Whitney test yielded U values between 240.0 and 280.0 and Z values between-3.22 and-3.75 (p <= 0.001), confirming significant differences in favor of the experimental group. The use of Isabel Sol & eacute;'s reading model substantially increased both reading comprehension and metacognition among gymnast students in the experimental group. These findings corroborate the effectiveness of active and reflective strategies in enhancing the learning process.
The strengthening of socio-emotional skills, the promotion of a democratic culture, the improvement of the school climate, the prevention of social problems, the contribution to students' holistic development, local contextualization, and educational innovation are fundamental indicators for developing meaningful emotional management among students. Therefore, the objective of this study was to demonstrate the effectiveness of implementing an emotional management program in the development of the competence "coexisting and participating democratically" among student-athletes at an educational institution in the locality of Bernal, Piura region, during the year 2024. A quasi-experimental research design (pretest-posttest) was applied, implementing an emotional management program with student-athletes in Piura. The sample was divided into an experimental group and a control group (n= 30 each). A five-point Likert scale was used to assess aspects of the competence "coexisting and participating democratically" across the dimensions of Interaction with Others, Construction of Rules and Agreements, Conflict Management, and Promotion of the Common Good. Notable improvements were observed in the experimental group at the end of the intervention process. Intragroup analysis revealed significant differences between pretest and posttest scores in the experimental group (p< 0.001), in contrast to the control group, which showed no significant variations. Likewise, intergroup posttest comparisons revealed significant differences in favor of the experimental group. Emotional management represents an effective means of fostering the competence "coexisting and participating democratically." Emotional education should not be viewed as an alternative, but rather as an essential component of the school curriculum.
This research addresses the pressing need to optimize the training of early childhood educators in the field of motor skills, for children aged 5 to 6 years, recognizing its significant impact on their cognitive and socioemotional development. The limited current training leaves teachers without the necessary tools to foster crucial motor skills. The objective was to design a didactic strategy for teacher training in children's motor coordination for educators of the 6th year of life. The methodology combined theoretical (analysis and synthesis) and empirical (observation, interviews, workshops) methods with a heterogeneous sample of 34 participants between students and preschool teachers. The results of the diagnosis revealed deficiencies in innovative strategies, evidencing the need to strengthen initial training. The proposed strategy seeks to transform educational practice, integrating scientific evidence with innovative pedagogical practices. It is concluded that the implementation of this strategy improved the competencies of educators, which promoted the integral development of children, contributing to a more humane and student-centered education. However, it is recognized the need to strengthen practical application and critical reflection, aspects that require more specific attention and long-term follow-up strategies.
This study pre-experimental, evaluated the impact of a physical-technical intervention on key performance indicators jump shot height and shooting accuracy-in young basketball players aged 14 to 16. Based on a pretest that revealed generally low performance levels, a targeted training program focusing on plyometrics, coordination, and shooting mechanics was implemented. In the posttest, an average improvement of +7.74 cm in jump height 4.0 and +13.13% in shooting effectiveness was recorded. Furthermore, 13 out of 15 players exceeded the 50% shooting accuracy threshold, indicating significant technical progress. Results were compared with international studies, showing consistency with improvements reported in adolescents undergoing similar training protocols. It is concluded that a well-structured intervention combining physical and technical training can produce substantial improvements in youth sports performance.
Currently, the professionalism of artistic gymnastics in sport has had a growing interest in sports sciences, seeking to find control, measurement of training and recovery of athletes. To do this, they have tried to find tools and instruments that allow them to measure the execution of routines on different devices and thus obtain the highest possible score. Also, it has been identified that to achieve this it is necessary to obtain a precise balance between physical abilities and muscular fatigue; For this, correctly dosing each of the repetitions in the training sessions is necessary, since fatigue can be reduced and thus prevent overtraining and injuries. Next, this study presents the detailed analysis of an artistic gymnastics' athlete in the youth category, specifically in the parallel bars, thus presenting specific data on the importance of training planning, such as age, schedule, sports experience, among others. As a complement, the use of the Micovi Quality Indicator (ICM) is proposed, this being a methodology that allows for an evaluation of the quality of the technique on parallel bars, generating valuable data on effectiveness and efficiency.
