Assessing relational, emotional, and physical dimensions of young players during tag games

Esta es un versión antigua publicada el 10-04-2022. Consulte la versión más reciente.

Autores/as

  • Ioritz Gaztelu-Folla Department of Physical Education and Sport, Euskal Herriko Unibertsitatea / Universidad del País Vasco, Vitoria-Gasteiz, Spain https://orcid.org/0000-0002-6781-977X
  • Asier Gonzalez-Artetxe Department of Musical, Visual Arts and Physical Education Didactics, Euskal Herriko Unibertsitatea / Universidad del País Vasco, Vitoria-Gasteiz, Spain https://orcid.org/0000-0001-5007-4524
  • Íñigo Vélaz-Lorente Department of Physical Education and Sport, Euskal Herriko Unibertsitatea / Universidad del País Vasco, Vitoria-Gasteiz, Spain https://orcid.org/0000-0002-9047-6445
  • Asier Los Arcos Society, Sports and Physical Exercise Research Group (GIKAFIT). Department of Physical Education and Sport, University of the Basque Country UPV/EHU, Vitoria-Gasteiz, Spain https://orcid.org/0000-0003-1001-7706
DOI: https://doi.org/10.6018/cpd.508561
Palabras clave: juego, comunicación, rol socioemocional, afectividad, educación física

Agencias de apoyo

  • Ministerio de Ciencia, Innovación y Universidades, Programa Estatal de Generación de Conocimiento y Fortalecimiento Científico y Tecnológico del Sistema I D i (PGC2018-098742-B-C31)

Resumen

Many tag games present unstable motor communications between players, that is, the motor communication varies during the play due to role-changing. A holistic point of view provides a more complete assessment of the experience of the players during the traditional tag games. Thus, the aims of the study were to propose and use a specific guide to assess the relational, emotional, and physical dimensions during a traditional motor game in young players. Twenty-two young players took part in the study. The participants played a modification of the classic it motor game for ten minutes. The relational dimension was assessed by observational methodology analysing counter-communications between the tagger and the runner who experienced the counter-communication. The emotional dimension was assessed by the BECS scale of perceived enjoyment and competence. Physical dimension was assessed by differentiating the tagger, the runner, and the target-player measuring the Total Distance covered per second. The relational analysis provided clues about the social relationship of the group. The high values of enjoyment (4.4 ± 0.6) and perceived competence (4.0 ± 0.6) declared by players (suggested the use of the traditional tag game during Physical Education lessons and sport training. The tagger performed significantly greater total distance than the rest of the players (p=.00; Effect Size= 1.53 – 2.76), suggesting that the assessment of the physical dimension during motor games should be carried out differentiating the motor roles. The assessment of the experience of the players during the motor games differentiating by roles and from a holistic point of view could help to optimise the pedagogical plan.

Descargas

Los datos de descargas todavía no están disponibles.

Citas

Alarifi, A., Al-Salman, A., Alsaleh, M., Alnafessah, A., Al-Hadhrami, S., Al-Ammar, M. A., & Al-Khalifa, H. S. (2016). Ultra Wideband Indoor Positioning Technologies: Analysis and Recent Advances. Sensors, 16(5), 707. https://doi.org/10.3390/s16050707

Andersen, M. H., Ottesen, L., & Thing, L. F. (2018). The social and psychological health outcomes of team sport participation in adults: An integrative review of research. Scandinavian Journal of Public Health, 47(8), 832–850. https://doi.org/10.1177/1403494818791405

Anguera, M. T., Blanco-Villaseñor, A., Hernández-Mendo, A., & Losada-López, J. L. (2011). Diseños Observacionales: Ajuste y Aplicación en Psicología del Deporte. Cuadernos de Psicología Del Deporte, 11(2), 63–76.

Anguera, M. T., Blanco-Villaseñor, A., Losada, J. L., Sánchez-Algarra, P., & Onwuegbuzie, A. J. (2018). Revisiting the difference between mixed methods and multimethods: Is it all in the name? Quality & Quantity, 52(6), 2757–2770. https://doi.org/10.1007/S11135-018-0700-2

Anguera, M. T., & Hernández-Mendo, A. (2015). Técnicas de análisis en estudios observacionales en ciencias del deporte. Cuadernos de Psicología Del Deporte, 15(1), 13–30. https://doi.org/10.4321/S1578-84232015000100002

Arias-Estero, J. L., Alonso, J. I., & Yuste, J. L. (2013). Propiedades psicométricas y resultados de la aplicación de la escala de disfrute y competencia percibida en baloncesto de iniciación. Universitas Psychologica, 12(3), 945–956. https://doi.org/10.11144/Javeriana.UPSY12-3.ppra

Atkinson, G., & Nevill, A. M. (1998). Statistical methods for assessing measurement error (reliability) in variables relevant to sports medicine. Sports Medicine, 26(4), 217–238. https://doi.org/10.2165/00007256-199826040-00002

Bakeman, R. (1978). Untangling streams of behavior: sequential analysis of observation data. In G. P. Sackett (Ed.), Observing Behaviour: Data Collection and Analysis Methods (Vol. 2, pp. 63–78). University Park Press.

Bakeman, R., Quera, V., & Gnisci, A. (2009). Observer agreement for timed-event sequential data: A comparison of time-based and event-based algorithms. Behavior Research Methods, 41(1), 137–147. https://doi.org/10.3758/BRM.41.1.137

Bastida-Castillo, A., Gómez-Carmona, C. D., de la cruz-Sánchez, E., & Pino-Ortega, J. (2018). Accuracy, intra- and inter-unit reliability, and comparison between GPS and UWB-based position-tracking systems used for time–motion analyses in soccer. European Journal of Sport Science, 18(4), 450–457. https://doi.org/10.1080/17461391.2018.1427796

Belka, D. E. (1998). Strategies for Teaching Tag Games. Journal of Physical Education, Recreation & Dance, 69(8), 40–43. https://doi.org/10.1080/07303084.1998.10605610

Black, A., Costello, R., Craft, A., & Katene, W. (2015). ‘It’s all about developing the whole child’: An examination of the ‘legacy’ benefits of Youth Sport Trust’s school-based inclusion initiatives. European Physical Education Review, 21(3), 362–378. https://doi.org/10.1177/1356336X15584089

Bunker, D., & Thorpe, R. (1982). A Model for the Teaching of Games in Secondary Schools. Bulletin of Physical Education, 18, 5–8.

Cantón, E., & Checa, I. (2012). Los estados emocionales y su relación con las atribuciones y las expectativas de autoeficacia en el deporte. Revista de Psicología Del Deporte, 21(1), 171–176.

Casey, A., & Goodyear, V. A. (2015). Can Cooperative Learning Achieve the Four Learning Outcomes of Physical Education? A Review of Literature. Quest, 67(1), 56–72. https://doi.org/10.1080/00336297.2014.984733

Chen, A., & Darst, P. W. (2001). Situational Interest in Physical Education: A Function of Learning Task Design. Research Quarterly for Exercise and Sport, 72(2), 150–164. https://doi.org/10.1080/02701367.2001.10608945

Cohen, J. (1960). A Coefficient of Agreement for Nominal Scales. Educational and Psychological Measurement, 20(1), 37–46. https://doi.org/10.1177/001316446002000104

Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates.

Coledam, D. H. C., Paludo, A. C., Oliveira, A. R. de, & Dos-Santos, J. W. (2012). Dynamic exercise versus tag game warm up: The acute effect on agility and vertical jump in children. Journal of Human Sport and Exercise, 7(1), 243–253. https://doi.org/10.4100/jhse.2012.71.03

Deci, E. L., & Ryan, R. M. (1985). The general causality orientations scale: Self-determination in personality. Journal of Research in Personality, 19(2), 109–134. https://doi.org/10.1016/0092-6566(85)90023-6

Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions. Child Development, 82(1), 405–432. https://doi.org/10.1111/J.1467-8624.2010.01564.X

Dyson, B., Howley, D., & Shen, Y. (2021). ‘Being a team, working together, and being kind’: Primary students’ perspectives of cooperative learning’s contribution to their social and emotional learning. Physical Education and Sport Pedagogy, 26(2), 137–154. https://doi.org/10.1080/17408989.2020.1779683

Edwards, K. (2009). Traditional games of a timeless land: play cultures in Aboriginal and Torres Strait Islander communities. Australian Aboriginal Studies, 2009(2), 32–44.

Fleiss, J. L., Levin, B., & Paik, M. C. (2003). Statistical Methods for Rates and Proportions. In Statistical Methods for Rates and Proportions (3rd ed.). John Wiley & Sons, Inc. https://doi.org/10.1002/0471445428

Forrest, G. (2015). Systematic assessment of game-centred approach practices – the game-centred approach Assessment Scaffold. Physical Education and Sport Pedagogy, 20(2), 144–158. https://doi.org/10.1080/17408989.2013.803526

Fraser-Thomas, J. L., Côté, J., & Deakin, J. (2005). Youth sport programs: an avenue to foster positive youth development. Physical Education and Sport Pedagogy, 10(1), 19–40. https://doi.org/10.1080/1740898042000334890

Gao, Z., Hannon, J. C., Newton, M., & Huang, C. (2011). Effects of Curricular Activity on Students’ Situational Motivation and Physical Activity Levels. Research Quarterly for Exercise and Sport, 82(3), 536–544. https://doi.org/10.1080/02701367.2011.10599786

Gao, Z., Zhang, P., & Podlog, L. W. (2014). Examining elementary school children’s level of enjoyment of traditional tag games vs. interactive dance games. Psychology, Health & Medicine, 19(5), 605–613. https://doi.org/10.1080/13548506.2013.845304

García López, L. M., & Kirk, D. (2021). Coaches’ perceptions of sport education: A response to precarity through a pedagogy of affect. Physical Education and Sport Pedagogy, Ahead of print. https://doi.org/10.1080/17408989.2021.1891211

Gasser, L., Grütter, J., Buholzer, A., & Wettstein, A. (2018). Emotionally supportive classroom interactions and students’ perceptions of their teachers as caring and just. Learning and Instruction, 54, 82–92. https://doi.org/10.1016/J.LEARNINSTRUC.2017.08.003

Gonzalez-Artetxe, A., & Los Arcos, A. (2021). Collective Tactical Variables. In M. Rico-González & J. Pino-Ortega (Eds.), The Use of Applied Technology in Team Sport (1st ed., pp. 131–145). Routledge. https://doi.org/10.4324/9781003157007-13

Gonzalez-Artetxe, A., Pino-Ortega, J., Rico-González, M., & Los Arcos, A. (2020). Variability of the Motor Behavior during Continued Practice of the Same Motor Game: A Preliminary Study. Sustainability, 12(22), 9731. https://doi.org/10.3390/su12229731

Gonzalez-Artetxe, A., Pino-Ortega, J., Rico-González, M., & Los Arcos, A. (2021). Training effects of artificial rules on youth soccer team tactical behavior. Physical Education and Sport Pedagogy, Ahead of print, 1–16. https://doi.org/10.1080/17408989.2021.1903411

Graesser, A. C. (2020). Emotions are the experiential glue of learning environments in the 21st century. Learning and Instruction, 70, 101212. https://doi.org/10.1016/J.LEARNINSTRUC.2019.05.009

Hopkins, W. G., Marshall, S. W., Batterham, A. M., & Hanin, J. (2009). Progressive Statistics for Studies in Sports Medicine and Exercise Science. Medicine and Science in Sports and Exercise, 41(1), 3–12. https://doi.org/10.1249/MSS.0B013E31818CB278

Jacobs, J. M., & Wright, P. M. (2018). Transfer of Life Skills in Sport-Based Youth Development Programs: A Conceptual Framework Bridging Learning to Application. Quest, 70(1), 81–99. https://doi.org/10.1080/00336297.2017.1348304

Koh, E. (2005). South Korea and the Asian Games: The First Step to the World. Sport in Society, 8(3), 468–478. https://doi.org/10.1080/17430430500260511

Korpershoek, H., Harms, T., de Boer, H., van Kuijk, M., & Doolaard, S. (2016). A Meta-Analysis of the Effects of Classroom Management Strategies and Classroom Management Programs on Students’ Academic, Behavioral, Emotional, and Motivational Outcomes. Review of Educational Research, 86(3), 643–680. https://doi.org/10.3102/0034654315626799

Launder, A. G. (2001). Play Practice: The Games Approach to Teaching and Coaching Sports. Human Kinetics.

Lavega-Burgués, P., Filella, G., Agulló, M. J., Soldevila, A., & March, J. (2011). Conocer las emociones a través de juegos: Ayuda para los futuros docentes en la toma de decisiones. Electronic Journal of Research in Educational Psychology, 9(24), 617–640. https://doi.org/10.25115/ejrep.v9i24.1459

Lavega-Burgués, P., Lagardera, F., Molina, F., Planas, A., Costes, A., & Saez de Ocariz, U. (2006). Los juegos y deportes tradicionales en Europa: entre la tradición y la modernidad. Apunts. Educación Física y Deportes, 85(3), 68–81.

Lavega-Burgués, P., Luchoro-Parrilla, R. A., Serna, J., Salas-Santandreu, C., Aires-Araujo, P., Rodríguez-Arregi, R., Muñoz-Arroyave, V., Ensenyat, A., Damian-Silva, S., Machado, L., Prat, Q., Sáez de Ocáriz, U., Rillo-Albert, A., Martín-Martínez, D., & Pic, M. (2020). Enhancing Multimodal Learning Through Traditional Sporting Games: Marro360°. Frontiers in Psychology, 11, 1384. https://doi.org/10.3389/fpsyg.2020.01384

Lavega-Burgués, P., Prat, Q., Sáez de Ocáriz, U., Serna, J., & Muñoz-Arroyave, V. (2018). Reflection-on-action learning through traditional games. The case of la pelota sentada (sitting ball) / Aprendizaje basado en la reflexión sobre la acción a través de los juegos tradicionales. El caso de la pelota sentada. Culture and Education, 30(1), 142–176. https://doi.org/10.1080/11356405.2017.1421302

Lavega, P., Alonso, J. I., Etxebeste, J., Lagardera, F., & March, J. (2014). Relationship between traditional games and the intensity of emotions experienced by participants. Research Quarterly for Exercise and Sport, 85(4), 457–467. https://doi.org/10.1080/02701367.2014.961048

Lawson, H. A. (1988). Realizing the Promise to Young People: Kinesiology and New Institutional Designs for School and Community Programs. Kinesiology Review, 1(1), 76–90. https://doi.org/10.1123/KRJ.1.1.76

Light, R. (2004). Coaches’ experiences of Game Sense: opportunities and challenges. Physical Education & Sport Pedagogy, 9(2), 115–131. https://doi.org/10.1080/1740898042000294949

Light, R. (2012). Game sense: Pedagogy for Performance, Participation and Enjoyment. In Game Sense: Pedagogy for Performance, Participation and Enjoyment. Routledge. https://doi.org/10.4324/9780203114643

Luchoro-Parrilla, R., Lavega-Burgués, P., Damian-Silva, S., Prat, Q., Sáez de Ocáriz, U., Ormo-Ribes, E., & Pic, M. (2021). Traditional Games as Cultural Heritage: The Case of Canary Islands (Spain) From an Ethnomotor Perspective. Frontiers in Psychology, 12, 586238. https://doi.org/10.3389/FPSYG.2021.586238

Maaranen, K., Pitkäniemi, H., Stenberg, K., & Karlsson, L. (2016). An idealistic view of teaching: teacher students’ personal practical theories. Journal of Education for Teaching, 42(1), 80–92. https://doi.org/10.1080/02607476.2015.1135278

Mahmoudi, S., Jafari, E., Nasrabadi, H., & Liaghatdar, M. (2012). Holistic Education: An Approach for 21 Century. International Education Studies, 5(3), 178–186. https://doi.org/10.5539/IES.V5N3P178

Martínez-Santos, R., Founaud, M. P., Aracama, A., & Oiarbide, A. (2020). Sports Teaching, Traditional Games, and Understanding in Physical Education: A Tale of Two Stories. Frontiers in Psychology, 11, 581721. https://doi.org/10.3389/fpsyg.2020.581721

McAuley, E., & Tammen, V. v. (1989). The Effects of Subjective and Objective Competitive Outcomes on Intrinsic Motivation. Journal of Sport and Exercise Psychology, 11(1), 84–93. https://doi.org/10.1123/jsep.11.1.84

Miller, R. (2000). Beyond reductionism: The emerging holistic paradigm in education. Humanistic Psychologist, 28(1–3), 382–393. https://doi.org/10.1080/08873267.2000.9977003

Moreland, R. L., & Levine, J. M. (1982). Socialization in Small Groups: Temporal Changes in Individual-Group Relations. Advances in Experimental Social Psychology, 15, 137–192. https://doi.org/10.1016/S0065-2601(08)60297-X

Newell, K. M. (1986). Constraints on the development of coordination. In M. G. Wade & H. T. A. Whiting (Eds.), Motor development in children. Aspects of coordination and control (pp. 341–360). Martinus Nijhoff. https://doi.org/10.1007/978-94-009-4460-2_19

Obœuf, A., Collard, L., & Gérard, B. (2008). Le jeu de la «balle assise»: un substitut au questionnaire sociométrique? Les Cahiers Internationaux de Psychologie Sociale, 77(1), 87. https://doi.org/10.3917/CIPS.077.0087

Oboeuf, A., Hanneton, S., Buffet, J., Fantoni, C., & Labiadh, L. (2020). Influence of Traditional Sporting Games on the Development of Creative Skills in Team Sports. The Case of Football. Frontiers in Psychology, 11, 611803. https://doi.org/10.3389/FPSYG.2020.611803

Parlebas, P. (2001). Juegos, deportes y sociedades. Léxico de praxiología motriz. Paidotribo. https://doi.org/10.4000/BOOKS.INSEP.1067

Parlebas, P. (2002). Elementary Mathematical Modelization of Games and Sports. In R. Franck (Ed.), The Explanatory Power of Models (Vol. 1, pp. 197–227). Springer. https://doi.org/10.1007/978-1-4020-4676-6_11

Parlebas, P. (2013). Motor Praxeology: A New Scientific Paradigm. In M. Vaczi (Ed.), Playing Fields: Power, Practice, and Passion in Sport (pp. 127–144). Center for Basque Studies.

Parlebas, P. (2020). The Universals of Games and Sports. Frontiers in Psychology, 11, 2583. https://doi.org/10.3389/fpsyg.2020.593877

Pellegrini, A. D., Dupuis, D., & Smith, P. K. (2007). Play in evolution and development. Developmental Review, 27(2), 261–276. https://doi.org/10.1016/J.DR.2006.09.001

Pelletier, L. G., Tuson, K. M., Fortier, M. S., Vallerand, R. J., Brière, N. M., & Blais, M. R. (1995). Toward a New Measure of Intrinsic Motivation, Extrinsic Motivation, and Amotivation in Sports: The Sport Motivation Scale (SMS). Journal of Sport & Exercise Psychology, 17, 35–53.

Peris-Delcampo, D. (2020). Diez ideas potenciadoras para rendir al máximo en el deporte. Revista de Psicología Aplicada al Deporte y El Ejercicio Físico, 5, e11. https://doi.org/10.5093/RPADEF2020A10

Pic, M., & Lavega-Burgués, P. (2019). Estimating motor competence through motor games. RICYDE: Revista Internacional de Ciencias Del Deporte, 15(55), 5–19. https://doi.org/10.5232/RICYDE2019.05501

Pic, M., Lavega-Burgués, P., & March-Llanes, J. (2019). Motor behaviour through traditional games. Educational Studies, 45(6), 742–755. https://doi.org/10.1080/03055698.2018.1516630

Pic, M., Navarro-Adelantado, V., & Jonsson, G. K. (2018). Detection of ludic patterns in two triadic motor games and differences in decision complexity. Frontiers in Psychology, 8, 2259. https://doi.org/10.3389/FPSYG.2017.02259/BIBTEX

Pic, M., Navarro-Adelantado, V., & Jonsson, G. K. (2020). Gender Differences in Strategic Behavior in a Triadic Persecution Motor Game Identified Through an Observational Methodology. Frontiers in Psychology, 11, 109. https://doi.org/10.3389/FPSYG.2020.00109

Pic, M., Navarro-Adelantado, V., & Jonsson, G. K. (2021). Exploring playful asymmetries for gender-related decision-making through T-pattern analysis. Physiology & Behavior, 236, 113421. https://doi.org/10.1016/J.PHYSBEH.2021.113421

Puente-Maxera, F., Méndez-Giménez, A., & Martínez de Ojeda, D. (2021). Physical activity levels during a Sport Education season of games from around the world. European Physical Education Review, 27(2), 240–257. https://doi.org/10.1177/1356336X20939591

Quera, V., Bakeman, R., & Gnisci, A. (2007). Observer agreement for event sequences: Methods and software for sequence alignment and reliability estimates. Behavior Research Methods, 39(1), 39–49. https://doi.org/10.3758/BF03192842

Rauber, S. B., Boullosa, D. A., Carvalho, F. O., de Moraes, J. F. V. N., de Sousa, I. R. C., Simões, H. G., & Campbell, C. S. G. (2014). Traditional games resulted in post-exercise hypotension and a lower cardiovascular response to the cold pressor test in healthy children. Frontiers in Physiology, 5, 235. https://doi.org/10.3389/FPHYS.2014.00235

Rico-González, M., Los Arcos, A., Nakamura, F. Y., Gantois, P., & Pino-Ortega, J. (2020). A comparison between UWB and GPS devices in the measurement of external load and collective tactical behaviour variables during a professional official match. International Journal of Performance Analysis in Sport, Ahead of p, 1–10. https://doi.org/10.1080/24748668.2020.1823153

Schrader, C., & Nett, U. (2018). The perception of control as a predictor of emotional trends during gameplay. Learning and Instruction, 54, 62–72. https://doi.org/10.1016/J.LEARNINSTRUC.2017.08.002

Serna, J., Muñoz-Arroyave, V., Lavega-Burgués, P., March-Llanes, J., Sáez de Ocáriz, U., & Hileno, R. (2017). Influencia de las tareas motrices sobre los estados de ánimo en baloncesto. Revista de Psicología Del Deporte, 26(Supl.1), 37–44.

Soto, A., Camerino, O., Iglesias, X., Anguera, M. T., & Castañer, M. (2019). LINCE PLUS: Research Software for Behaviour Video Analysis. Apunts. Educación Física y Deportes, 137, 149–153. https://doi.org/10.5672/apunts.2014-0983.es.(2019/3).137.11

Taub, M., Azevedo, R., Bradbury, A. E., Millar, G. C., & Lester, J. (2018). Using sequence mining to reveal the efficiency in scientific reasoning during STEM learning with a game-based learning environment. Learning and Instruction, 54, 93–103. https://doi.org/10.1016/J.LEARNINSTRUC.2017.08.005

Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting Positive Youth Development Through School-Based Social and Emotional Learning Interventions: A Meta-Analysis of Follow-Up Effects. Child Development, 88(4), 1156–1171. https://doi.org/10.1111/CDEV.12864

Theodoulides, A., & Armour, K. M. (2001). Personal, Social and Moral Development through Team Games: Some Critical Questions. European Physical Education Review, 7(1), 5–23. https://doi.org/10.1177/1356336X010071004

Thorpe, R., & Bunker, D. (1989). A Changing Focus in Games Teaching. In L. Almond (Ed.), The place of physical education in schools (pp. 42–71). Kogan Page.

Tirri, K. (2011). Holistic school pedagogy and values: Finnish teachers’ and students’ perspectives. International Journal of Educational Research, 50(3), 159–165. https://doi.org/10.1016/J.IJER.2011.07.010

Trajkovik, V., Malinovski, T., Vasileva-Stojanovska, T., & Vasileva, M. (2018). Traditional games in elementary school: Relationships of student’s personality traits, motivation and experience with learning outcomes. PLoS ONE, 13(8), e0202172. https://doi.org/10.1371/JOURNAL.PONE.0202172

Yorks, L., & Kasl, E. (2002). Toward a Theory and Practice for Whole-Person Learning: Reconceptualizing Experience and the Role of Affect. Adult Education Quarterly, 52(3), 176–192. https://doi.org/10.1177/07417136020523002

Publicado
10-04-2022
Versiones
Cómo citar
Gaztelu-Folla, I., Gonzalez-Artetxe, A., Vélaz-Lorente, Íñigo, & Los Arcos, A. (2022). Assessing relational, emotional, and physical dimensions of young players during tag games. Cuadernos de Psicología del Deporte, 22(2), 203–220. https://doi.org/10.6018/cpd.508561
Número
Vol. 22 Núm. 2 (2022): CPD2(2022)
Sección
Ciencias del Deporte

Las obras que se publican en esta revista están sujetas a los siguientes términos:

1. El Servicio de Publicaciones de la Universidad de Murcia (la editorial) conserva los derechos patrimoniales (copyright) de las obras publicadas, y favorece y permite la reutilización de las mismas bajo la licencia de uso indicada en el punto 2.

2. Las obras se publican en la edición electrónica de la revista bajo una licencia Creative Commons Reconocimiento-NoComercial-SinObraDerivada 3.0 España (texto legal). Se pueden copiar, usar, difundir, transmitir y exponer públicamente, siempre que: i) se cite la autoría y la fuente original de su publicación (revista, editorial y URL de la obra); ii) no se usen para fines comerciales; iii) se mencione la existencia y especificaciones de esta licencia de uso.

Licencia Creative Commons

3. Condiciones de auto-archivo. Se permite y se anima a los autores a difundir electrónicamente las versiones pre-print (versión antes de ser evaluada) y/o post-print (versión evaluada y aceptada para su publicación) de sus obras antes de su publicación, ya que favorece su circulación y difusión más temprana y con ello un posible aumento en su citación y alcance entre la comunidad académica. Color RoMEO: verde.