American Journal of Sports Science and Medicine

The purpose of the present study was to compare the relative effects of observing video, stick figure and point-light model demonstrations on acquisition a Baseball pitch. Participants (ns = 41) in demonstration and control groups performed 5 trials in pretest, three blocks of 10 trials in acquisition phase, and two retention tests of 5 trials in 10 minutes and one week later. Participants´ performances were assessed by two raters at the level of overall movement and individual movement phases. Results showed similarities between demonstration groups in acquisition phase and early retention test. Participants showed a significant improvement in stride and follow-through phases from pretest to acquisition blocks. The findings are discussed in terms of theoretical and methodological backgrounds.

American Journal of Sports Science and Medicine. 2014, 2(6A), 18-21. DOI: 10.12691/ajssm-2-6A-5
Pub. Date: January 07, 2015

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The Development of a Sport-based Personal and Social Responsibility Intervention on Daily Violence in Schools

by Bernardino Javier Sánchez-Alcaraz Martínez, Alberto Gómez-Mármol, Alfonso Valero Valenzuela, Ernesto De la Cruz Sánchez and Arturo Díaz Suárez

Special Issue

This research assess the improvements that the implementation of Personal and Social Responsibility Model produces on observed and suffered violence among teenagers. In order to this, a training course was taught to 9 teachers (5 from primary school and 4 from secondary school), who implementated the Responsibility Model during 24 Physical Education lessons. The participants, 215 students from primary education and 189 from secondary education, were divided on 9 control groups and 9 experimental groups. Postest results point that observed violence as well as suffered violence improved significantly on experimental groups, in contrast to control groups, where there were not significant differences in any of both variables. Therefore, Personal and Social Responsibility Model is an efficient teaching methodology to improve the quotidian scholar violence in Physical Education lessons.

American Journal of Sports Science and Medicine. 2014, 2(6A), 13-17. DOI: 10.12691/ajssm-2-6A-4
Pub. Date: January 01, 2015

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Intervention Guidelines on Teaching Social and Motor Skills in Kindergarten

by Pedro Gil Madrona, José Roldán Iniesta, Ana Isabel García Espinosa and Javier Sánchez Sánchez

Special Issue

Too often, the motor activities for small children in kindergarten resemble or are presented as free play, or, these tasks are inspired by the desire of adults to keep children busy and happy. The focus of a motor programme in Physical Education for kindergarten children is the learning of children. A motor program well built and well presented, offers much more than just the children the opportunity to "vent" or "enjoy". Actually a quality program of Physical Education should facilitate the total development of the child in the affective-social, cognitive and motor areas. Children are able to learn to be responsible for their own actions if they are taught systematically behavior the sooner, the better. In fact you have to plan the motor and social improvement through movement experiences and games. The instructions below give some ideas of how to teach movement and social in the field of Physical Education in Early Childhood Education skills.

American Journal of Sports Science and Medicine. 2014, 2(6A), 9-12. DOI: 10.12691/ajssm-2-6A-3
Pub. Date: January 01, 2015

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Improving Social Skills through Physical Education in Elementary 4th Year

by Pedro Gil Madrona, Amaury Samalot-Rivera, Eva Cristina Gutiérrez Marín, Jesús Rodenas-Jiménez and Mª Llanos Rodenas-Jiménez

Special Issue

The purpose of this research is to check to what extent the application of a particular social skills program through the content block of games in physical education for students from four primary course these skills improved after implementation for a month (10 classes -sessions). The sample consisted of 24 students (12 boys and 12 girls) aged between 9 and 10 years in a center of the province of Albacete in Spain. It is a quasi-experimental pre-post with no control group. As assessment tools students passed the Social Skills Questionnaire Ambezar group, consisting of 20 items to which we must respond with "almost always", "sometimes" and "almost never". After implementing the program are found to have increased social skills implemented. The boys spend an average of 1.68 in social skill at program startup to a 1.73 at the end of it, and students from 1.54 at baseline to 1.57 at the end.

American Journal of Sports Science and Medicine. 2014, 2(6A), 5-8. DOI: 10.12691/ajssm-2-6A-2
Pub. Date: January 01, 2015

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Schoolfailure, Why?

by Rubén Herrero Carrasco, Vicente Morales Baños and Arturo Díaz Suarez

Special Issue

Reducing the school failure is a challenge that the Spanish educational system has to deal with everyday. Various causes and variables affect the school failure but not all of them are intrinsic to the student. The detection and evaluation of these causes will provide us with the necessary information to diagnose the problem and to prevent the “future” school failure of the student. Family, academic and personal determinants are some of the variables we have to take into account when interceding in this multidimensional problem. High-performance educational systems in countries of the OECD are those that mix quality and equity. The better the economy was in Spain (housing bubble), the more opportunities this students had to get an easy way out in a non qualified job, however, societies with well qualified people are better prepared for the actual crisis and the future ones.

American Journal of Sports Science and Medicine. 2014, 2(6A), 1-4. DOI: 10.12691/ajssm-2-6A-1
Pub. Date: January 01, 2015

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