Datos de investigación (Educación Física y Deporte)
URI permanente para esta colecciónhttps://hdl.handle.net/11441/153949
Examinar
Envíos recientes
Dataset Students' Perceptions Following a Service-Learning Intervention in High Schools. [Dataset](2024-11-29) Pecci Barea, Francisco Javier; Galiano de la Rocha, Carlos; Carnero Díaz, Ángel; Gil Delgado, José Luis; Universidad de Sevilla. Departamento de Educación Física y Deporte; Carnero Díaz, ÁngelBackground: Service-learning combines academic content with practical experiences, promoting engagement and community benefit. In sports science, it offers a platform for applying theoretical knowledge in real-world teaching scenarios. However, challenges exist in effectively communicating complex concepts like biomechanics to younger students. Objective: This study aimed to evaluate the perceptions of high school students (learners) and university students (teachers) in a service-learning context focused on biomechanics. Methods: Conducted within a biomechanics course at the University of Seville, the study involved five sport science students teaching biomechanics concepts to five high school students. The intervention included four sessions that combined theoretical instruction with practical application, culminating in a conference presentation. Perceptions were assessed using a validated rubric evaluating basic, pedagogical, and organizational dimensions, and reliability of self-assessment in performance was calculated. Results: Both high school and university students reported high satisfaction across assessed domains, with average scores exceeding 3 out of 4 points. High school students demonstrated reliable self-assessment in biomechanical tasks, indicating successful knowledge retention and application. Conclusions: This study supports service-learning as an effective pedagogical strategy in biomechanics education, fostering positive perceptions and meaningful learning for both educational levels. The findings highlight the benefits of active teaching approaches in enhancing understanding of complex subjects and establishing beneficial connections between university and high school students.
Dataset Instruction modulates affectives responses during lifting task [Dataset](idUS. Depósito de Investigación de la Universidad de Sevilla., 2024-08-06) Carnero Díaz, Ángel; Pecci, Javier; Calvo Lluch, África; Kaplanova, Adriana; Universidad de Sevilla. Departamento de Educación Física y Deporte; Carnero Díaz, ÁngelThe instruction given prior to a lifting task could modulate the affective responses of the participants in a training program. The aim of this study was to analyze the effects of instructions on affective responses. Twenty-one subjects participated in the present study. Instruction was provided prior to perform each lifting task. On day 1, familiarization was done about questionnaires and tasks. Experimental conditions were counterbalanced on day 2 and 3. Affective responses as preferences, self-efficacy and feeling scale were assessed after the lifting task. Participants showed a preference to receiving instruction when compared to not receiving instruction, augmenting their self-efficacy. Nonetheless, in those participants that preferred analogy instruction, force applied was reduced. In conclusion, analogy and explicit learning enhances selfefficacy when number of rules is low without changes between experimental conditions. It is crucial to provide the instruction when a participant practice exercise for a better experience, especially in novices. In addition, this may have a positive impact on exercise adherence.Dataset Analyzing the Impact of FIFA World Cup Qatar 2022 on LaLiga Players' Physical Performance [Dataset](2024-03-06) Reverte Pagola, Gonzalo; Pecci Barea, Francisco Javier; Ojo López, Juan José del; López del Campo, Roberto; Resta Sierra, Ricardo; Feria Madueño, Adrian; Universidad de Sevilla. Departamento de Educación Física y Deporte; Feria Madueño, AdriánPerformance parameters of Spanish Football League players for the 2022-2023 season. 10 matches before the start of the World Cup and 10 matches afterwards.Dataset Effects of instruction on muscle activity and force production during load lifting [Dataset](2024-03-01) Carnero Díaz, Ángel; Pecci, Javier; Greig, Matt; Calvo Lluch, África; Universidad de Sevilla. Departamento de Educación Física y Deporte; Carnero Díaz, ÁngelTraditionally, coaches have relied on explicit instruction to enhance motor learning and performance during exercise. However, analogy learning has emerged as an effective alternative for improving motor learning and performance. This study aimed to investigate the effects of analogy (ANA) and explicit (EXP) instructions on performance and muscle activity during a weightlifting task. Twenty novice participants were randomly and counterbalanced instructed through ANA, EXP or control instruction prior to a weightlifting task (i.e., both isometric and dynamic lifting tasks). The experiment spanned three days, encompassing familiarization (day 1), control and experimental condition 1 (day 2), and experimental condition 2 (day 3). Muscle activity, force production, and declared knowledge were assessed using a within-participants comparative design. Participants exhibited significant changes in lower limb electromyography after instruction, regardless of the type (p < 0.05). Additionally, the rate of force development (RFD) in the first 200 ms was notably lower in the EXP group (p < 0.05), while the control instruction showed higher force production than EXP and ANA (p < 0.05). In conclusion, these findings suggest that when seeking maximum force production, no instruction may be the best option, except for rapid force production, in which analogy is not lower than control instruction. Nonetheless, the instruction can produce a reorganization in motor control, favoring a greater participation of the lower limbs.