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El efecto de las presentaciones orales académicas en el uso de la estrategia de comunicación oral de los estudiantes de inglés como lengua extranjera: un diseño de intervención
Get PDFThis study examined the effects of academic oral presentations on the oral communication strategies used by students to deal with speaking problems in their target language. The study took place in an English Language Teaching department in which students’ native language (L1) was Turkish and target language was English (L2). Two groups of first-year students were assigned to the intervention and control groups, and a pre-test was administered to both groups. The students in the intervention group conducted 20–30 minutes of academic oral presentations in the target language, while the control group participated in traditional classes led by the lecturer for 12 weeks. After the intervention, a post-test was administered to both groups. The results showed that academic oral presentations contributed to the students’ oral communication strategy use in terms of total strategy, fluency-oriented strategies, accuracy-oriented strategies, and nonverbal strategies while speaking in the intervention group. Furthermore, it was found that there was a significant increase in sub-dimensions except for message reduction and alteration strategies, message abandonment strategies, and strategies for attempting to think in English in the post-test results of the intervention group. No significant difference was observed between the pre-test and post-test results in the control group.: Este estudio investigó cómo las presentaciones orales académicas impactaron el uso de estrategias de comunicación oral por parte de los estudiantes turcos que aprenden inglés para superar las dificultades del habla. Se utilizó la escala "Estrategias para hacer frente a los problemas del habla" para medir la eficacia de una intervención de presentación oral. En este estudio participaron dos grupos de estudiantes de primer año: un grupo de intervención y un grupo de control. A ambos grupos se les dio una prueba previa. El grupo de intervención (n=35) realizó presentaciones orales académicas en inglés durante 30 minutos, mientras que el grupo de control (n=34) asistió a clases tradicionales durante 12 semanas. Después de la intervención, a ambos grupos se les realizó una prueba posterior. Los resultados mostraron que las presentaciones orales académicas tuvieron un impacto positivo en las estrategias de comunicación oral utilizadas por el grupo de intervención. Las estrategias empleadas se clasificaron en varios tipos: estrategias orientadas a la fluidez, estrategias orientadas a la precisión y estrategias no verbales. Además, el "uso total de estrategias" se refiere a la aplicación integrada de todas estas estrategias. Hubo una mejora significativa en la mayoría de las subdimensiones de la escala.
El impacto de las tareas de autodesarrollo orientadas a la competitividad en la motivación de los estudiantes españoles en la enseñanza de lenguas extranjeras
Get PDFThe drastic shift from predominately face-to-face traditional classes to virtual or hybrid teaching introduced after the COVID-19 pandemic urges us to challenge our teaching practice and the materials to keep or enhance students’ incentives because their motivation is a powerful force for incremental learning. On the other hand, recent educational trends appear to encourage competition avoidance. However, theoretically speaking, meaningfully gamified self-improvement-oriented competitive learning materials have the possibility to be significantly useful materials to activate students’ instinct motivation. Based on this assumption, this study aims to explore the potential of online exercises using Moodle, which incorporates the theories of meaningful gamification and self-improvement competitiveness, to motivate the students, support better performance, and serve as a source of learning enjoyment. Using the data collected in a Spanish university, both quantitative and qualitative analyses were undertaken. Our findings reveal that the online exercises helped students to achieve satisfactory performance outcomes. In addition, they apparently contributed to the alternation of motivation from the superficial extinct incentive to the genuine instinct one, which is the key factor for steady and sustainable language learning.El cambio drástico de las clases tradicionales predominantemente presenciales a la enseñanza virtual o híbrida, introducido tras la pandemia del COVID-19, nos insta a cuestionar nuestra práctica docente y los materiales para mantener o mejorar los incentivos de los estudiantes, ya que su motivación es una fuerza poderosa para el aprendizaje incremental. Por otra parte, las tendencias educativas recientes parecen fomentar la evitación de la competencia por edad. Sin embargo, desde un punto de vista teórico, los materiales de aprendizaje competitivo orientados a la superación personal y significativamente gamificados tienen la posibilidad de ser materiales significativamente útiles para activar la motivación instintiva de los estudiantes. Partiendo de este supuesto, este estudio pretende explorar el potencial de los ejercicios en línea con Moodle, que incorporan las teorías de la gamificación significativa y la competitividad orientada a la superación personal, para motivar a los estudiantes, favorecer un mejor rendimiento y servir como fuente de disfrute en el aprendizaje. A partir de los datos recogidos en una universidad española, se realizaron análisis cuantitativos y cualitativos. Nuestros resultados revelan que los ejercicios en línea ayudaron a los estudiantes a obtener resultados satisfactorios. 
Una investigación sobre el papel predictivo del sentido de agallas y el capital psicológico positivo de los profesores de Inglés/LE en su alfabetización emocional
Get PDF A rising body of empirical studies on diverse psycho-emotional variables related to second/foreign language (L2) education has been conducted in different educational settings. However, the literature is limited chiefly to learner-psychology variables, with attention turning to teacher psychology only recently. Three crucial constructs related to L2 teachers are grit, positive psychological capital, and emotional literacy. However, the interaction between these three has received scarce (if any) attention so far. To fill this gap, this quantitative research delved into the predicting role of teachers’ grit and positive psychological capital in their emotional literacy. To this end, the 560 EFL teachers who participated in this study completed three scales over four months. Structural equation modeling (SEM) and regression analysis revealed a positive association among EFL teachers’ grit, positive psychological capital, and emotional literacy. Moreover, the regression analysis results pinpointed that both grit and positive psychological capital could significantly predict EFL teachers’ emotional literacy. More specifically, it was found that grit and positive psychological capital could jointly predict 67% of the variance in emotional literacy. The study provides implications for EFL teachers, researchers, school managers, and teacher educators regarding the prominence of emotional factors in L2 teaching.Cada vez son más los estudios empíricos sobre diversas variables psicoemocionales relacionadas con la enseñanza de segundas lenguas (L2)/lenguas extranjeras(LE) en distintos contextos educativos. Sin embargo, la revisión bibliográfica se limita principalmente a las variables psicológicas del alumno, y sólo recientemente se ha prestado atención a la psicología del profesor. Tres constructos cruciales relacionados con los profesores de L2 son las agallas, el capital psicológico positivo y la alfabetización emocional. Sin embargo, la interacción entre estos tres ha recibido escasa (o ninguna) atención hasta la fecha. Para llenar este hueco, esta investigación cuantitativa profundizó en el papel predictivo de la determinación y el capital psicológico positivo de los profesores en su alfabetización emocional. Para ello, los 560 profesores de Inglés/LE que participaron en este estudio completaron tres escalas a lo largo de cuatro meses. El modelo de ecuaciones estructurales (MEE) y el análisis de regresión revelaron una asociación positiva entre las agallas de los profesores de Inglés/LE, el capital psicológico positivo y la alfabetización emocional. Además, los resultados del análisis de regresión señalaron que tanto la determinación como el capital psicológico positivo podían predecir significativamente la alfabetización emocional de los profesores de Inglés/LE.
A tennis field test to objectively measure the hitting accuracy based on an Excel spreadsheet: Practical guidelines and applications
Get PDFStroke accuracy is highly related with tennis performance and has traditionally been quantified using general areas of scoring. Hence there is a need to develop methods that allow accuracy to be measured with higher resolution. The aim of the work is to develop a field test and an Excel spreadsheet associated that allows to evaluate the accuracy of the strokes with a resolution up to centimetres and to study how shots landings are distributed. The test consists of 4 series of 20 groundstrokes performed in the down the line or cross-court direction (this is modifiable). The 2D coordinates of bounce of the ball is recorded with a camera, digitalized using a specialized software and introduced in the Excel spreadsheet. Then it computes a series of parameters that describe the 95% confidence ellipse of the shot landing on the court. A real example of the test outcomes of two advanced players – performing forehands and backhands down the line- is shown. Consistent with previous literature both players obtained a better accuracy in the mediolateral direction than in the longitudinal direction and ellipses were oriented almost parallel to the sideline (ellipse tilts were below 12 degrees in all cases). Ellipse area was considerably greater for the backhand than for the forehand in player two (38.8 vs. 55.5 m2) but not in player one (51.5 vs. 50.8 m2). Finally, the centre location of the ellipse in the longitudinal axis was positive in all cases (near 200 cm) which suggest that both players preferred to make short shots rather than send the ball out of the limits of the baseline. We conclude that this methodology can be used by researchers that want to assess accuracy with high resolution and by coaches that want to evaluate -with high sensibility- the player progression after a training program
Influence of playing style on the occurrence of missed shots in table tennis
Get PDFAlthough the defensive style is competitive in modern table tennis, statistical analyses of it have been limited. The purpose of this study was to clarify the influence of playing style on the occurrence of missed shots, i.e. shots that resulted in a score for the opponent in table tennis. This study found that the defensive style decreases the incidence of missed shots, particularly after the fourth shot, although those of the second and the following shots also decrease. In matches played by a defensive player, missed shots were 6 to 8% less likely to occur than in matches between two offensive players. In addition, the defensive style reduces the likelihood of missed shots in a rally served by an offensive player, and the amount of reduction is about the same as in a rally served by a defensive player. By gender, male defensive players were less defensive than female. We also found it difficult to identify defensive players by the occurrence of missed shots because there might be players not categorised as having defensive style who were as defensive as defensive players
The relationship between sport-specific training and a perceptuo-motor skills assessment as part of talent identification in young table tennis players (8-10 years)
Get PDFA perceptuo-motor skills assessment was developed to better estimate the potential of youth table tennis players (8-10 years). Sport-specific training experience might influence the outcomes of this assessment and hinder a fair interpretation. Consequently, the aim of this study was to evaluate the relationship between the training experience (i.e. quantity and quality) and the perceptuo-motor skills assessment outcomes in youth table tennis players. For this purpose, data were collected during the national association’s talent days in the Netherlands (2010-2015). In total, 372 young table tennis players (8-10 years) were assessed by a perceptuo-motor skills questionnaire covering current training (hours/week), total training volume (hours) and quality of the trainer (high versus low). Non-parametric partial correlation analyses showed that training quantity outcomes (i.e. current training and training volume) are significantly associated with the test items of speed while dribbling, aiming at target and eye-hand coordination in both sexes with small to medium effect sizes. The multivariate GLM analyses revealed no significant differences between players receiving high versus low quality training regarding the perceptuo-motor skills assessment. The results indicated only a small transfer of skill and a substantial amount of task specificity; as such it seems legitimate to use the perceptuo-motor skills assessment as part of a talent identification programme. However, it seems sensible to take the training volume into account for a fair interpretation of the estimation of potential, especially when large differences exist between players regarding the training experience. Future studies using a longitudinal design could reveal more about the effect of training
Exploración del vínculo entre identidad deportiva, autocompasión, comunicación y fortaleza mental de los estudiantes-atletas de tenis de mesa
Get PDFTable tennis student-athletes should be mentally tough as they train and perform under extreme pressure. It is essential to identify other mental skills that will aid mental toughness development. Accordingly, the study focused on assessing athletic identity, self-compassion, and intra-team communication. The relationship between the constructs was also explored. A multi-part questionnaire was fielded to 230 college student-athletes participating in table tennis singles event. Findings indicate high levels of athletic identity and intra-team communication among the participants; while moderate levels for self-compassion and mental toughness. Structural equation modeling revealed the dynamic relationship between the constructs. On one hand, self-compassionate participants who highly recognize their role as athletes, and communicate with the team are more mentally tough. On the other hand, uncompassionate self-responding lead student-athletes to become mentally weak. The study provides useful insights for practitioners in designing mental skills training geared towards optimal functioning and psychological wellness of young athletes.Los estudiantes-atletas de tenis de mesa deben tener fortaleza mental debido a que su entrenamiento y desempeño se dan bajo una presión extrema. Es fundamental identificar otras habilidades mentales que ayuden al desarrollo de la fortaleza mental. En consecuencia, el estudio se centró en la evaluación de la identidad deportiva, la autocompasión y la comunicación dentro del equipo. También se exploró la relación entre los constructos. Se envió un cuestionario de varias partes a 230 estudiantes-atletas universitarios que participaban en pruebas individuales de tenis de mesa. Los resultados indican altos niveles de identidad deportiva y comunicación dentro del equipo entre los participantes, a la vez que evidenció niveles moderados para la autocompasión y la fortaleza mental. Los modelos de ecuaciones estructurales revelaron la relación dinámica entre los constructos. Por un lado, los participantes autocompasivos que reconocen en gran medida su papel como atletas y se comunican con el equipo poseen mayor fortaleza mental. Por otro lado, la falta de autocompasión y el individualismo conllevan a la debilidad mental de los estudiantes-atletas. El estudio proporciona información útil para los profesionales a la hora de diseñar un entrenamiento de las habilidades mentales orientado al funcionamiento óptimo y al bienestar psicológico de los jóvenes atletas
¿Son diferentes los componentes técnicos y de tiempo en las clasificaciones de parabádminton?
Get PDFConsidering the reduced amount of studies with Para-Badminton (PBd) and the need to understand the technical, tactical and functional classes, the purpose of this research is to investigate the frequency of technical components and timing characteristics in categories WH1(Wheelchair/severe impairment) and WH2 (Wheelchair/minor impairment) of PBd, in addition to comparing said data between classes. Twenty PBd matches were analyzed in the men's individual category, at the 11th World PBd Championship. The mean playing time of the matches was 1780 seconds (SD = 575) for the WH1 class and 2012 seconds (SD = 1098) for WH2. The average rally time was 10.2 minutes (SD = 8.4) for the WH1 and 12.5 (SD = 12.5) for WH2. The average related to pause time was 15 seconds (SD = 10.3) for the WH1 class and 14.1 (SD = 10.5) for the WH2. The mean number of shots in the shuttle per game obtained was 552 (SD = 197) and 719 (SD = 480) for class WH1 and WH2, respectively. In both classes: the most frequent shots performed by the players were Clear, Lob, Drop, and Net-shot; the players used backhand more often than the forehand service and the short service compared to the long one; the errors stood out in relation to the winner points. In addition to this, there was a higher proportion of shots at the front of the court in both classes. It was found that the WH2 class showed a higher intensity (longer rally time and shorter pause time) and a higher frequency of technical actions (higher number of hits on the shuttle) when compared to the WH1. This information can assist coaches during training to guide the development of the temporal and technical aspects of the PBd, as well as monitor them during matches to obtain victory.Teniendo en cuenta la reducida cantidad de estudios con el parabádminton (PBd) y la necesidad de entender las clases técnicas, tácticas y funcionales, el objetivo de esta investigación es indagar la frecuencia de los componentes técnicos y las características de tiempo en las categorías WH1 (silla de ruedas/discapacidad severa) y WH2 (silla de ruedas/discapacidad menor) de PBd, así como comparar dichos datos entre clases. Se analizaron veinte partidos de PBd en la categoría individual masculina en el 11° Campeonato Mundial de PBd. El tiempo medio de juego de los partidos fue de 1780 segundos (SD = 575) para la clase WH1 y 2012 segundos (SD = 1098) para WH2. El tiempo promedio de peloteo fue de 10,2 minutos (SD = 8,4) para WH1 y 12,5 (SD = 12,5) para WH2. El promedio relacionado con el tiempo de pausa fue de 15 segundos (SD = 10,3) para la clase WH1 y 14,1 (SD = 10,5) para la WH2. El número medio obtenido de golpes en el volante por partido fue de 552 (SD = 197) y 719 (SD = 480) para la clase WH1 y WH2, respectivamente. En ambas clases, los golpes más frecuentes realizados por los jugadores fueron Clear, Lob, Drop y Net-shot; los jugadores utilizaron más el servicio de revés que el de derecha y el servicio corto en comparación con el largo; los errores se destacaron en relación con los puntos ganadores. Además de esto, hubo una mayor proporción de golpes en la parte delantera de la cancha en ambas clases. Se encontró que la clase WH2 mostró mayor intensidad (mayor tiempo de peloteo y menor tiempo de pausa) y mayor frecuencia de acciones técnicas (mayor número de golpes en el volante) en comparación con la WH1. Esta información puede ayudar a los entrenadores para orientar el desarrollo de los aspectos temporales y técnicos del PBd, así como a monitorearlos durante los partidos para obtener la victoria
Revisión narrativa de las roturas de tendón de Aquiles en deportes de raqueta
Get PDFThis review aims to enlighten the existing research about Achilles tendon ruptures (ATR) in racket sports. Further, this review will also include the acute management, rehabilitation, treatment and prognosis of an ATR. ATR is a common injury among individuals playing racket sports. However, the literature is limited and not up to date. Previous research claims that up to 70 percent of all ATR is related to sports activities where racket sports dominate. A large number of patients sustaining an ATR return to sport within a year from injury. Esta revisión pretende cubrir la investigación existente sobre las roturas del tendón de Aquiles (RTA) en los deportes de raqueta. Adicionalmente, esta revisión narrativa también incluirá el manejo agudo, la rehabilitación, el tratamiento y el pronóstico de una RTA. La RTA es una lesión común entre individuos que practican deportes de raqueta, sin embargo, la literatura es limitada y no está actualizada. Investigaciones previas afirman que hasta el 70% de todas las RTA están relacionadas con actividades deportivas donde predominan los deportes de raqueta. Un gran número de pacientes que sufren RTA regresan al deporte en el plazo de un año desde la lesión
Reseña: Ciencia y método en los siglos XIX y XX
Get PDFEdited by Juan Antonio Valor and María de Paz, Ciencia y método en los siglos XIX y XX (Science and Method in the 19th and 20th Centuries) is a tribute to the distinguished academic career of Dr. Ana Rioja, a specialist in the Philosophy of Nature. The work examines the close relationship between science and philosophy during the 19th and 20th centuries, addressing key topics such as mathematics, physics, Darwinism, epistemology, and the history of science. Through a thematic and reflective structure, it offers an interdisciplinary and profound perspective on scientific advancements and their philosophical underpinnings, highlighting the dialogue and complexity between the two disciplines. As such, it stands as essential reading for those seeking to understand the evolution of scientific and philosophical thought during these two pivotal centuries.Editado por Juan Antonio Valor y María de Paz, Ciencia y método en los siglos XIX y XX es un homenaje a la destacada trayectoria académica de la Dra. Ana Rioja, especialista en Filosofía de la Naturaleza. La obra examina la estrecha relación entre ciencia y filosofía durante los siglos XIX y XX, abordando temas clave como las matemáticas, la física, el darwinismo, la epistemología y la historia de la ciencia. A través de una estructura temática y reflexiva, ofrece una visión interdisciplinar y profunda de los avances científicos y su trasfondo filosófico, destacando el diálogo y la complejidad entre ambas disciplinas. Así, se presenta como una lectura esencial para quienes buscan comprender la evolución del pensamiento científico y filosófico en estos dos siglos fundamentales