{"id":9695,"date":"2021-01-29T13:44:19","date_gmt":"2021-01-29T13:44:19","guid":{"rendered":"http:\/\/educacion.uprrp.edu\/edfi\/?page_id=9695"},"modified":"2021-03-04T13:13:30","modified_gmt":"2021-03-04T13:13:30","slug":"publicaciones-2020","status":"publish","type":"page","link":"https:\/\/educacion.uprrp.edu\/edfi\/?page_id=9695","title":{"rendered":"Publicaciones 2020"},"content":{"rendered":"\t\t
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T\u00edtulo:<\/strong> Tales from PE: Using Project-Based Learning to Develop 21st<\/sup>-Century Skills in PETE Programs<\/p>

Autor:<\/strong> Luis Estrada Oliver, Lizmarie Rodr\u00edguez, Ambar Pagan<\/p>

Descripci\u00f3n:<\/strong> For shape America teacher candidates (TCs) must master common specialized knowledge for teaching preK\u201312 physical education (PE). In addition, TCs are expected to develop critical thinking, creativity, collaboration, communication, and analyzing skills that are important attributes in the 21st century. Among the specialized knowledge required to be applied in Physical Education Teacher Education (PETE) programs, project-based learning (PBL) has emerged as an alternative that TCs can learn and implement as a tool to teach PE skills and develop the 4Cs (communication, creativity, collaboration, and critical thinking). As a nontraditional pedagogical model (PM), PBL can provide significant benefits and experiences for TCs to identify and solve problems in the PE field. PBL is identified as an instructional method that teachers can use to prepare students to be college and career ready in the 21st century (Treadwell, 2018). The purpose of this article is to describe the application of PBL in PETE programs to develop the 4Cs for 21st-century education.<\/p>

Revista:<\/strong> Routledge Taylor & Francis Group<\/p>

Fecha:<\/strong> 27 de julio de 2020<\/p>

Tipo:<\/strong> texto<\/p>

Formato:<\/strong> PDF<\/p>

Identificador:<\/strong> DOI: 10.1080\/08924562.2020.1764305<\/p>

Lenguaje:<\/strong> Ingl\u00e9s<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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T\u00edtulo: <\/strong>Relationship between the set outcome and volleyball skills in a professional volleyball champion male team in Puerto Rico<\/p>

Autor: <\/strong>Anthony Mel\u00e9ndez Nieves, Gamaliel Santiago Celeste, Julio Rodr\u00edguez Torres<\/p>

Palabras claves: <\/strong>game analysis, volleyball skills, volleyball<\/p>

Descripci\u00f3n: <\/strong>Volleyball skills or factors that affect the outcome of a volleyball match can vary according to the level of league competition or team attributes. This study aimed to determine whether any volleyball skills or factor predicted set outcomes of the games played by the team that won the Male Championship Professional Volleyball League in 2016. A total of 33 matches and 133 sets were observed of the male volleyball championship team during the 2016 season. Errors in serve, points in serve, points in attack, blocking points, reception efficiency, total digs, complex I efficiency, complex II efficiency, and total errors were the variables assessed in this study. The result showed that the variables of errors in service, point service, blocking points, complex I efficiency, complex II efficiency, and total digs were significant predictors of set outcomes.<\/p>

Revista: <\/strong>International Journal of Physical Education, Sport and Health\u00a0<\/p>

Fecha:<\/strong> 2020<\/p>

Tipo: <\/strong>texto<\/p>

Formato: <\/strong>PDF<\/p>

Identificador: <\/strong>DOI: https:\/\/doi.org\/10.22271\/kheljournal.2020.v7.i5a.1825<\/p>

Lenguaje: <\/strong>Ingl\u00e9s<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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T\u00edtulo: <\/strong>Relationship between the set outcome and volleyball skills in a professional volleyball champion male team in Puerto Rico<\/p>

Autor: <\/strong>Anthony Mel\u00e9ndez Nieves, Gamaliel Santiago Celeste, Julio Rodr\u00edguez Torres<\/p>

Palabras claves: <\/strong>game analysis, volleyball skills, volleyball<\/p>

Descripci\u00f3n: <\/strong>Volleyball skills or factors that affect the outcome of a volleyball match can vary according to the level of league competition or team attributes. This study aimed to determine whether any volleyball skills or factor predicted set outcomes of the games played by the team that won the Male Championship Professional Volleyball League in 2016. A total of 33 matches and 133 sets were observed of the male volleyball championship team during the 2016 season. Errors in serve, points in serve, points in attack, blocking points, reception efficiency, total digs, complex I efficiency, complex II efficiency, and total errors were the variables assessed in this study. The result showed that the variables of errors in service, point service, blocking points, complex I efficiency, complex II efficiency, and total digs were significant predictors of set outcomes.<\/p>

Revista: <\/strong>International Journal of Physical Education, Sport and Health\u00a0<\/p>

Fecha:<\/strong> 2020<\/p>

Tipo: <\/strong>texto<\/p>

Formato: <\/strong>PDF<\/p>

Identificador: <\/strong>DOI: https:\/\/doi.org\/10.22271\/kheljournal.2020.v7.i5a.1825<\/p>

Lenguaje: <\/strong>Ingl\u00e9s<\/p>

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T\u00edtulo: <\/strong>Association Between Birth Weight, Physical Activity, Sedentary Time and Body Fat in 11-13- year-old Hispanic Children<\/p>

Autor: <\/strong>Jos\u00e9 A. Mart\u00ednez, Annette Jim\u00e9nez Rivera, Ivys Figueroa, Maribel Campos, Farah A. Ram\u00edrez Marrero, FACSM<\/p>

Descripci\u00f3n: <\/strong>Birth weight and gestational age are early life factors linked to health characteristics during childhood and adolescence, such as obesity, physical activity (PA), sedentary time (ST). It has been suggested that birth weight is not as important as PA in the prediction of childhood obesity. However, these associations have been inconsistent across different studies, and suggestions of potential population specific differences have been proposed.<\/p>

Revista: <\/b>Medicine & Science in Sports & Exercise<\/p>

Fecha: <\/strong>28 de mayo del 2020<\/p>

Tipo: <\/strong>Texto<\/p>

Formato: <\/strong>PDF<\/p>

Lenguaje: <\/strong>Ingl\u00e9s<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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T\u00edtulo: <\/strong>Association Betwee Physical Activity, Sedentary Time, and BMI Percentile Among Hispanic Pre-school Children<\/p>

Autor: <\/strong>Emmanuel Hern\u00e1ndez Torres, Anthony Mel\u00e9ndez Nieve, Luis Estrada Oliver, Farah A. Ram\u00edrez Marrero, FACSM<\/p>

Descripci\u00f3n: <\/strong>For healthy growth and development, physical activity (PA) guidelines for preschool-aged children suggest at least 3 hours\/day of combined structured and unstructured PA. Prevention of childhood overweight and obesity is another health priority in this population. Among 1-6-year-old Hispanic children in Puerto Rico, the prevalence of overweight and obesity is approximately 60%. However, the association between obesity and accelerometer-based PA and sedentary time (ST) in this population have not been previously documented.<\/p>

Revista: <\/strong>Medicine & Science in Sports & Exercise<\/p>

Fecha:<\/strong> 28 de mayo de 2020<\/p>

Tipo: <\/strong>texto<\/p>

Formato: <\/strong>PDF<\/p>

Lenguaje: <\/strong>Ingl\u00e9s<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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T\u00edtulo: Introducing a TGfU Mini-volleyball Unit<\/p>

Autor: <\/strong>Anthony Mel\u00e9ndez, Luis Estrada<\/p>

Descripci\u00f3n: <\/strong>Physical educators face the challenge to promote active learning in their students. According to Shape America\u2019s national standards, physically literate individuals apply knowledge of concepts, principles, strategies and tactics related to movement and performance. Therefore, the application of a game-centered approach in physical education (PE) classes has the potential to enhance student learning and to develop students as active learners (Parry, 2014; Tan, Chow, & Davids, 2012). Certainly, Teaching Games for Understanding (TGfU) is one of the more prominent game-centered approaches that have been applied and studied in the PE field (Harvey & Jarret, 2014). The purpose of this article is to explain how to implement TGfU with the mini-volleyball approach and for beginners.<\/p>

Revista: <\/strong>Journal of Physical Education, Recreation & Dance<\/p>

Fecha: <\/strong>22 de noviembre de 2020<\/p>

Tipo: <\/strong>Texto<\/p>

Formato: <\/strong>PDF<\/p>

Identificador: <\/strong>DOI: 10.1080\/07303084.2019.1658499<\/p>

Lenguaje: <\/strong>Ingl\u00e9s<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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T\u00edtulo: <\/strong>Introducci\u00f3n a la psicolog\u00eda del deporte y la actividad f\u00edsica<\/p>

Autor: <\/strong>Fernando Jos\u00e9 Aybar Soltero y Jennifer Morales Cruz<\/p>

Descripci\u00f3n: <\/strong>El texto propone un recurso escrito que sirva para explicar los fen\u00f3menos, din\u00e1micas, procesos y alcances que se procuran trabajar desde la psicolog\u00eda del deporte y la actividad f\u00edsica (PDAF) como disciplina acad\u00e9mica y \u00e1rea de trabajo aplicado. \u00a0 Su lectura permitir\u00e1 al lector entender mejor lo que sucede en el interior de un atleta, equipo y todo aquel que procura en la actividad f\u00edsica alcanzar un sentido de bienestar.<\/p>

Editor: <\/strong>Editorial Gaviota<\/p>

Fecha: <\/strong>2020<\/p>

Tipo: <\/strong>texto<\/p>

Formato: <\/strong>libro f\u00edsico<\/p>

Identificador: <\/strong>ISBN: 978-1-61505-446-6<\/p>

Idioma: <\/strong>espa\u00f1ol<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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T\u00edtulo: Tales from PE: Using Project-Based Learning to Develop 21st-Century Skills in PETE Programs Autor: Luis Estrada Oliver, Lizmarie Rodr\u00edguez, Ambar Pagan Descripci\u00f3n: For shape America teacher candidates (TCs) must master common specialized knowledge for teaching preK\u201312 physical education (PE). … <\/p>\n","protected":false},"author":6,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-9695","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/educacion.uprrp.edu\/edfi\/index.php?rest_route=\/wp\/v2\/pages\/9695","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/educacion.uprrp.edu\/edfi\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/educacion.uprrp.edu\/edfi\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/educacion.uprrp.edu\/edfi\/index.php?rest_route=\/wp\/v2\/users\/6"}],"replies":[{"embeddable":true,"href":"https:\/\/educacion.uprrp.edu\/edfi\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=9695"}],"version-history":[{"count":55,"href":"https:\/\/educacion.uprrp.edu\/edfi\/index.php?rest_route=\/wp\/v2\/pages\/9695\/revisions"}],"predecessor-version":[{"id":10011,"href":"https:\/\/educacion.uprrp.edu\/edfi\/index.php?rest_route=\/wp\/v2\/pages\/9695\/revisions\/10011"}],"wp:attachment":[{"href":"https:\/\/educacion.uprrp.edu\/edfi\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=9695"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}