This research aimed to understand the role of after-school sports programs in social inclusion processes in culturally diverse contexts through a multicase study within two locations. The first ...location was in Spain where immigrant and Spanish students were enrolled, and the other was in Chile with Mapuche-Huilliche students, immigrant and Chilean students. The implemented programs at both sites were similar in their educational focus on socio-educational values, and teaching models (hybridization of teaching games for understanding and cooperative learning) that enhance social inclusion. Using individual and group interviews with teachers, sports coordinators, parents, and students, a qualitative approach was used to identify the factors that facilitate or hinder the social inclusion processes. In addition, the researchers used qualitative observations of the programs over six months using "notes logbook" to record their impressions during the observation process. Results indicated that the implemented sports programs successfully facilitated social inclusion processes, enabling the development of interpersonal skills and relationships between students from different cultural backgrounds. The previous training and experiences of teachers in culturally diverse contexts, and incorporation of traditional sporting games from all cultures, seems to be an important facilitator factor for the inclusion potential of the implemented programs.
Sport can be an effective means of transmitting values and fostering coexistence in environments inhabited by different cultural identities. However, it can also have an adverse effect when ...approaches that exacerbate rivalries are employed. Therefore, it is relevant to study the values linked to sport in contexts that are culturally diverse. The aim of this research carried out in Chile was to characterise the values linked to the practice of physical and sporting activities among Chilean students and Latin American immigrants who belong to vulnerable educational centres. For this, under a quantitative approach, a descriptive, cross-sectional, collective case study was carried out. For data collection, an ad-hoc questionnaire designed for the research was applied. The sample consisted of 412 students aged 12 to 18 years (15.87±2.03 years; 23.8% are foreigners and 76.2% are Chilean) from different macro-zones of the country belonging to three vulnerable educational centres. The results show that Chilean and immigrant students present similar results in the four dimensions analysed (status, morale, competence and enjoyment of practice). However, foreigners have higher averages in most of them, except for "status" where Chileans have a higher average. When separating immigrant students into those from "neighbouring" and "non-neighbouring" countries, it is observed that the latter have greater differences (in means) with Chileans in all dimensions, a fact that may be related to cultural reasons.
El deporte puede ser un medio eficaz para la transmisión de valores y favorecer la convivencia en entornos habitados por diferentes identidades culturales. No obstante, también puede tener un efecto adverso cuando se emplean enfoques que exacerban las rivalidades. Por ello, es relevante estudiar los valores vinculados al deporte en contextos que son culturalmente diversos. La presente investigación desarrollada en Chile, tuvo por objetivo: caracterizar los valores que vinculan a la práctica de actividades físico-deportivas los estudiantes chilenos e inmigrantes latinoamericanos que pertenecen a centros educativos vulnerables. Para ello, bajo un enfoque cuantitativo, se desarrolló un estudio colectivo de casos de tipo descriptivo y corte transversal. Para la recolección de datos se aplicó un cuestionario ad-hoc diseñado para la investigación. La muestra estuvo conformada por 412 estudiantes con edades de 12 a 18 años (15.87±2.03 años; 23.8% son extranjeros y un 76.2% chilenos) de diferentes macrozonas del país que pertenecen a tres centros educativos catalogados como vulnerables. Los resultados señalan que los estudiantes chilenos e inmigrantes presentan resultados similares en las cuatro dimensiones analizadas (estatus, moral, competencia y disfrute de la práctica). Sin embargo, los extranjeros poseen medias superiores en la mayoría de ellas, salvo en “estatus” donde los chilenos exhiben una media más elevada. Al separar los estudiantes inmigrantes entre los que provienen de países “colindantes” y “no colindantes”, se observa que estos últimos poseen mayores diferencias (de medias) con los chilenos en todas las dimensiones, hecho que puede estar relacionado con motivos culturales.
El deporte puede ser un medio eficaz para la transmisión de valores y favorecer la convivencia en entornos habitados por diferentes identidades culturales. No obstante, también puede tener un ...efecto adverso cuando se emplean enfoques que exacerban las rivalidades. Por ello, es relevante estudiar los valores vinculados al deporte en contextos que son culturalmente diversos. La presente investigación desarrollada en Chile, tuvo por objetivo: caracterizar los valores que vinculan a la práctica de actividades físico-deportivas los estudiantes chilenos e inmigrantes latinoamericanos que pertenecen a centros educativos vulnerables. Para ello, bajo un enfoque cuantitativo, se desarrolló un estudio colectivo de casos de tipo descriptivo y corte transversal. Para la recolección de datos se aplicó un cuestionario ad-hoc diseñado para la investigación. La muestra estuvo conformada por 412 estudiantes con edades de 12 a 18 años (15.87±2.03 años; 23.8% son extranjeros y un 76.2% chilenos) de diferentes macrozonas del país que pertenecen a tres centros educativos catalogados como vulnerables. Los resultados señalan que los estudiantes chilenos e inmigrantes presentan resultados similares en las cuatro dimensiones analizadas (estatus, moral, competencia y disfrute de la práctica). Sin embargo, los extranjeros poseen medias superiores en la mayoría de ellas, salvo en “estatus” donde los chilenos exhiben una media más elevada. Al separar los estudiantes inmigrantes entre los que provienen de países “colindantes” y “no colindantes”, se observa que estos últimos poseen mayores diferencias (de medias) con los chilenos en todas las dimensiones, hecho que puede estar relacionado con motivos culturales.
Abstract. Sport can be an effective means of transmitting values and fostering coexistence in environments inhabited by different cultural identities. However, it can also have an adverse effect when approaches that exacerbate rivalries are employed. Therefore, it is relevant to study the values linked to sport in contexts that are culturally diverse. The aim of this research carried out in Chile was to characterise the values linked to the practice of physical and sporting activities among Chilean students and Latin American immigrants who belong to vulnerable educational centres. For this, under a quantitative approach, a descriptive, cross-sectional, collective case study was carried out. For data collection, an ad-hoc questionnaire designed for the research was applied. The sample consisted of 412 students aged 12 to 18 years (15.87±2.03 years; 23.8% are foreigners and 76.2% are Chilean) from different macro-zones of the country belonging to three vulnerable educational centres. The results show that Chilean and immigrant students present similar results in the four dimensions analysed (status, morale, competence and enjoyment of practice). However, foreigners have higher averages in most of them, except for "status" where Chileans have a higher average. When separating immigrant students into those from "neighbouring" and "non-neighbouring" countries, it is observed that the latter have greater differences (in means) with Chileans in all dimensions, a fact that may be related to cultural reasons.
This study aimed to analyze the effect of plyometric training (PT) at different frequencies on jump performance, running sprint speed, and service speed in youth male volleyball players. The ...participants were randomly assigned to one PT session per week (Experimental Group 1, EG1,
15), two PT sessions per week (Experimental Group 2, EG2,
14), and a control group (CG,
13). The total weekly jumping ranged between 98 and 196 jumps (equalized between, EG1 and, EG2). The assessments performed were squat jump (SJ), countermovement jump (CMJ), CMJ-arms, drop jump (DJ), 5-m sprint, 10-m sprint, and service speed. The intragroup comparisons showed that, EG1 significantly (
< 0.001) improved SJ (
= 12.74%;
= 1.30), CMJ (
= 11.94%;
= 1.71), CMJ-arms (
= 12.02%;
= 1.47), DJ (
= 10.93%;
= 1.30), 5-m sprint (
= -4.61%;
= 0.29), 10-m sprint (
= -3.95%;
= 0.40) and service speed (
= 8.17%;
= 1.53). Similarly, EG2 significantly (
˂ 0.001) improved SJ (
= 11.52%;
= 1.25), CMJ (
= 11.29%;
= 1.38), CMJ-arms (
= 11.42%;
= 1.26), DJ (
= 13.90%;
= 2.17), 5-m sprint (
= -3.85%;
= 0.25), 10-m sprint (
= -2.73%;
= 0.25) and service speed (
= 6.77%;
= 1.44). The CG significantly (
< 0.05) improved SJ (
= 2.68;
= 0.28), CMJ-arms (
= 2.30;
= 0.35), 5-m sprint (
= -1.27;
= 0.10) and service speed (
= 1.42;
= 0.30). Intergroup comparisons revealed significantly greater improvements in all variables (
< 0.001) in, EG1 and, EG2 concerning to CG. However, no significant differences were found between, EG1 and, EG2. A moderate weekly PT volume, distributed in one or two sessions per week, seems equally effective.
In Chile, the volume of foreign students has reached historic levels over the last decade, creating new challenges for teacher training. Especially in the southern macro-zone of the country, where ...immigration has brought new identities to a territory historically marked by cultural diversity (due to the presence of the Mapuche ethnicity, the processes of colonisation, etc.), transforming schools into even more plural and complex spaces. Considering this scenario, it seems logical to focus on the training of Physical Education (PE) specialists who have the necessary competences to work in contexts of cultural diversity with a migrant presence. However, the evidence suggests that the universities located in the southern macro-zone of Chile do not incorporate "intercultural competence" in the training itineraries of future PE teachers; a fact that is inconsistent, given the historical characteristics of this territory and the educational changes that the migratory phenomenon has generated in this context. In view of the above, the aim of this article is to examine the possible incorporation of intercultural competence in the initial training of PE teachers in universities in the southern macro-zone of Chile. To this end, different theoretical and empirical backgrounds are reviewed, from which the need to move towards a teacher training that is consistent with the socio-cultural characteristics of the environment and capable of preparing specialists committed to safeguarding diversity, social justice and human dignity becomes evident.
En Chile, el volumen de estudiantes extranjeros alcanzó cifras históricas durante la última década, instalando con ello nuevos desafíos para la formación de profesores. Especialmente en la macrozona sur del país, donde la inmigración ha supuesto el ingreso de nuevas identidades a un territorio históricamente marcado por la diversidad cultural (por la presencia del pueblo Mapuche, los procesos de colonización, etc.) transformando las escuelas en espacios aún más plurales y complejos. Considerando dicho escenario, parece lógico apostar por la formación de especialistas en Educación Física (EF) que tengan las competencias necesarias para trabajar en contextos de diversidad cultural con presencia migrante. Sin embargo, la evidencia sugiere que las universidades situadas en la macrozona sur de Chile no incorporan la “competencia intercultural” en los itinerarios formativos del futuro profesorado de EF; hecho que supone una inconsistencia, frente a las características históricas de dicho territorio y los cambios educativos que ha generado el fenómeno migratorio en ese contexto. En virtud de lo antes expresado, el presente artículo tiene por objetivo examinar la posible incorporación de la competencia intercultural en la formación inicial del profesorado de EF que se desarrolla en las universidades de la macrozona sur de Chile. Para ello, se revisan diferentes antecedentes teóricos y empíricos, a partir de los cuales queda en evidencia la necesidad de avanzar hacia una formación docente que sea coherente con las características socioculturales del entorno y capaz de preparar especialistas comprometidos con el resguardo de la diversidad, la justicia social y la dignidad humana.
The aim of this article is to critically analyse the possibilities of Physical Education (PE) and sport to facilitate social inclusion processes in school contexts with a migrant presence. For this ...purpose, different theoretical and empirical backgrounds are reviewed, in addition to examine the application of some principles and proposals in the Chilean context. Likewise, the important potential of PE and physical-sports activities to favour the construction of positive social relations between students of different cultures and nationalities is presented. However, it also describes the risks of using this type of practice without an educational purpose, which can lead to conflicts of different kinds and deepen discrimination. Therefore, we propose the need to move towards the consolidation of intercultural educational environments that enable the coexistence of all identities based on mutual respect, equity and recognition of human dignity.
El presente artículo tiene por objetivo analizar críticamente las posibilidades que tienen la Educación Física (EF) y el deporte para facilitar los procesos de inclusión social en contextos escolares con presencia migrante . Para ello, se revisan diferentes antecedentes teóricos y empíricos, además de examinar la aplicación de algunos principios y propuestas al contexto chileno. Asimismo, se expone el importante potencial que tienen la EF y las actividades físico-deportivas en general para favorecer la construcción de relaciones sociales positivas entre estudiantes de diferentes culturas y nacional idades. No obstante, también se describen los riesgos de utilizar este tipo de prácticas sin un sentido educativo, pudiendo derivar en conflictos de diferente índole y profundizar la discriminación. Por ello, se plantea l a necesidad de avanzar hacia la consolidación de ambientes educativos interculturales que posibiliten la coexistencia de
todas las identidades a partir del respeto mutuo, la equidad y el reconocimiento de la dignidad humana.
Democracy and Sport are fundamental pillars for the development of the human being and these two concepts and forms of life are indissoluble in physical activity. From the sporting practices in ...ancient Greece to the present day that spirit is present and it is the one that must be instilled and deepened in the present society. The maximum mens sana in corpore sano is transferred to the polis: a healthy polis leads to a healthy person and this, to a healthy society, society that in the third millennium of humanity, is full of individualistic and selfish challenges.
En Chile, el volumen de estudiantes extranjeros alcanzó cifras históricas durante la última década, instalando con ello nuevos desafíos para la formación de profesores. Especialmente en la macrozona ...sur del país, donde la inmigración ha supuesto el ingreso de nuevas identidades a un territorio históricamente marcado por la diversidad cultural (por la presencia del pueblo Mapuche, los procesos de colonización, etc.) transformando las escuelas en espacios aún más plurales y complejos. Considerando dicho escenario, parece lógico apostar por la formación de especialistas en Educación Física (EF) que tengan las competencias necesarias para trabajar en contextos de diversidad cultural con presencia migrante. Sin embargo, la evidencia sugiere que las universidades situadas en la macrozona sur de Chile no incorporan la “competencia intercultural” en los itinerarios formativos del futuro profesorado de EF; hecho que supone una inconsistencia, frente a las características históricas de dicho territorio y los cambios educativos que ha generado el fenómeno migratorio en ese contexto. En virtud de lo antes expresado, el presente artículo tiene por objetivo examinar la posible incorporación de la competencia intercultural en la formación inicial del profesorado de EF que se desarrolla en las universidades de la macrozona sur de Chile. Para ello, se revisan diferentes antecedentes teóricos y empíricos, a partir de los cuales queda en evidencia la necesidad de avanzar hacia una formación docente que sea coherente con las características socioculturales del entorno y capaz de preparar especialistas comprometidos con el resguardo de la diversidad, la justicia social y la dignidad humana.
Abstract. In Chile, the volume of foreign students has reached historic levels over the last decade, creating new challenges for teacher training. Especially in the southern macro-zone of the country, where immigration has brought new identities to a territory historically marked by cultural diversity (due to the presence of the Mapuche ethnicity, the processes of colonisation, etc.), transforming schools into even more plural and complex spaces. Considering this scenario, it seems logical to focus on the training of Physical Education (PE) specialists who have the necessary competences to work in contexts of cultural diversity with a migrant presence. However, the evidence suggests that the universities located in the southern macro-zone of Chile do not incorporate "intercultural competence" in the training itineraries of future PE teachers; a fact that is inconsistent, given the historical characteristics of this territory and the educational changes that the migratory phenomenon has generated in this context. In view of the above, the aim of this article is to examine the possible incorporation of intercultural competence in the initial training of PE teachers in universities in the southern macro-zone of Chile. To this end, different theoretical and empirical backgrounds are reviewed, from which the need to move towards a teacher training that is consistent with the socio-cultural characteristics of the environment and capable of preparing specialists committed to safeguarding diversity, social justice and human dignity becomes evident.
