Browsing by Author "Farías-Valenzuela, Claudio"

Now showing 1 - 5 of 5
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    Avanzar hacia la armonización, articulación y prosecuciones en el campo ocupacional de la Actividad Física en Chile
    (2024) Pena-Baeza, Alonso; Delgado-Leal, Cristóbal; Vásquez-Macaya, Daniela; Verdejo-Tamayo, Catolina; Arroyo-Jofré, Patricio; Kameid-Zapata, Constanza; Espoz-Lazo, Sebastián; Negrete-Peña, Rodrigo; Farías-Valenzuela, Claudio
    Se presenta un mecanismo de la economía que explica la emergencia de diversas profesiones en el campo ocupacional de la Actividad Física. Se invita a la política pública a articular, armonizar competencias y saberes entre las profesiones asociadas al campo ocupacional de la Actividad Física.
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    Eficacia del sistema de retroalimentación en tiempo real en la práctica profesional de estudiantes de educación física
    (2025) Hinojosa-Torres, Claudio; Zavala-Crichton, Juan Pablo; Hurtado-Guerrero, Macarena; Espoz Lazo, Sebastián Ignacio; Farías-Valenzuela, Claudio; Valdivia-Moral, Pedro; Araya-Hernández, Anthony; Yáñez-Sepúlveda, Rodrigo
    Introducción: La práctica profesional constituye un componente fundamental en la formación docente, ya que facilita la integración de conocimientos teóricos y prácticos. Sin embargo, los estudiantes en esta etapa enfrentan diversos desafíos debido a su limitada experiencia pedagógica, los cuales no siempre se resuelven positivamente. La retroalimentación, especialmente en tiempo real, es crucial para abordar estas dificultades mediante correcciones inmediatas y ajustes efectivos. Objetivo: Analizar la eficacia del sistema de retroalimentación en tiempo real en el desempeño de la práctica profesional de estudiantes de pedagogía en educación física. Método: Esta investigación cualitativa fue diseñada como un estudio piloto de viabilidad. La muestra, seleccionada intencionalmente, estuvo compuesta por cuatro estudiantes de pedagogía en educación física de una universidad de la región de Valparaíso, Chile. Se utilizaron intercomunicadores GoRef® para el desarrollo del estudio. Con el objetivo de conocer la percepción de los estudiantes sobre la eficacia del sistema de retroalimentación se aplicó una entrevista semiestructurada con cuatro preguntas, cuyo análisis se llevó con el software Atlas.ti 24. Resultados: Se generaron cuatro grupos de códigos que muestran: a) el valor de la retroalimentación en tiempo real; b) la importancia de la comunicación para mejorar la praxis pedagógica; c) las tensiones generadas por el Sistema de retroalimentación en la práctica; y d) el reconocimiento de aspectos positivos y áreas de mejora para la implementación del sistema de retroalimentación. Conclusiones: El sistema de retroalimentación mejora el desempeño en la práctica profesional de estudiantes de pedagogía en educación física, promoviendo comunicación efectiva con el profesor tutor. Además, permite recolectar información clave para diseñar un protocolo de aplicación, fortaleciendo el proceso formativo y optimizando la interacción durante la práctica profesional.
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    Five-repetition sit-to-stand test validation in adolescents and adults with intellectual disabilities
    (2024) Farías-Valenzuela, Claudio; Shepherd-Shepherd, Catalina; Ferrero-Hernández, Paloma; López-Sánchez, Guillermo F.; Espoz-Lazo, Sebastián; Cofré-Bolados, Cristian; Val-Martín, Pablo del; Victo, Eduardo R. de; Ferrari, Gerson
    This study aims to validate the five repetition sit to stand test (5R-STS) test as a measure of strength and functionality in adolescents and adults with intellectual disabilities (ID). The sample was made up of 159 subjects with ID (85 adolescents and 74 adults) of both sexes, with average age of 18.36 (5.26) years, belonging to four special educational centers from Santiago, Chile. Absolute (AHGS) and relative (RHGS) handgrip strength and countermovement jump (CMJ) were considered as muscle strength evaluation tests. The timed up and go (TUG) and agility test 4×10 m were considered as functional tests. Spearman and intraclass correlations, as well as Bland-Altman plots were used to establish the respective correlations. The average values obtained in the 5R-STS test (s) in adolescents were 6.55 and 7.24, while in adults they were 6.82 and 7.17 for men and women, respectively. Significant correlations (p=<0.05) are established between the 5R-STS test with AHGS (r= -0.48) and RHGS (r= -0.54), CMJ (-0.53), 4×10 m test (-0.50) and TUG (-0.49), as well as in the analysis of agreement between 5R-STS and the TUG (ICC=0.74) and agility 4×10 m (ICC=0.61) tests, both in adolescents and adults of both sexes. The 5R-STS test is a valid, simple and safe tool to evaluate general and lower extremity muscle strength. Its use is suggested as a simple measure for monitoring functional capacity by professionals in educational and health contexts for the adolescent and adult population with ID.
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    Precision or adaptability? Contrasting effects of linear and non-linear pedagogy models in handball instruction
    (2025) Espoz Lazo, Sebastián Ignacio; Masoud Rahmati, Arani; Hinojosa-Torres, Claudio ; Farías-Valenzuela, Claudio; Zadeh, Jalal Dehghani
    Introduction: Research in physical education increasingly compares linear and non-linear teaching for invasion games. The present study examined how these frameworks affect technical execution and game-based decision-making in handball. Methods: A quasi-experimental pretest–posttest study (5 weeks) assigned students to a Linear model (progressive, repetitive practice) or to Non-Linear Pedagogy (ecological dynamics, task representativeness). Technical skills were measured with the Zinn Handball Skills Battery and the Johanson Ability Test; tactical performance with the Game Performance Assessment Instrument in representative scenarios. Inter-rater reliability was established among independent observers. Results: Both groups improved technical execution from pre- to post-test. The Linear group showed greater gains in precision-based tasks (passing, shooting), whereas the Non-Linear group improved more in tactical dimensions (decision-making, off-the-ball support). ANOVA indicated significant main effects of time but no group × time interaction; intra- and inter-group contrasts revealed differentiated developmental patterns. Discussion: Findings suggest complementary strengths: linear instruction favors technical refinement, whereas non-linear approaches promote adaptability, perception–action coupling, and context-sensitive responses.Conclusion: Educators should adopt flexible, learner-centred programming integrating both models to align with learners' developmental needs
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    Relationship between socio-demographic correlates and human development index with physical activity and sedentary time in a cross-sectional multicenter study
    (2022) Ferrari, Gerson; Farías-Valenzuela, Claudio; Guzmán-Habinger, Juan; Drenowatz, Clemens; Marques, Adilson; Kovalskys, Irina; Gómez, Georgina; Rigotti Rivera, Attilio; Cortés, Lilia Y.; Yépez García, Martha C.; Pareja, Rossina G.; Herrera-Cuenca, Marianella; Marconcin, Priscila; Chávez, Javiera L.; Fisberg, Mauro
    Background: Socio-demographic correlates and human development index (HDI) are associated with self-reported physical activity, but only a few studies have focused on device-measured physical activity and sedentary time in Latin America. We examined the relationship between socio-demographic correlates and HDI with physical activity and sedentary time in a cross-sectional study. Methods: We based our analyses on 2522 (53.1% women; 18–65 years [mean age 38.3 years]) adults drawn from the eight Latin America countries. Physical activity (light, moderate, vigorous, and moderate-to-vigorous intensity and steps) and sedentary time were assessed using Actigraph GT3X + accelerometers. Sex, age, and race/ethnicity were self-reported. The HDI country information was obtained from the United Nations Development Program. Results: For the age, ethnicity, vigorous physical activity and steps/day, there were significant differences between high and very high HDI countries. Women and younger age presented lower sedentary time than men and older. In moderate-to-vigorous physical activity, we found lower duration in women (-13.4 min/week), younger age (-0.1 min/week), and white/caucasian (-2.7 min/week) than men, older ages and mixed ethnicity. Women (-1266.5 steps/week) and very high HDI (-847.3 steps/week) presented lower steps than men and high HDI. Black (2853.9 steps/week), other (1785.4 steps/week), and white/caucasian ethnicity (660.6 steps/week) showed higher steps than mixed ethnicity. Conclusions: Different socio-demographic correlates are associated with physical activity intensity; however, HDI is associated with vigorous physical activity and steps in the Latin American region, which can in turn guide policies to promote physical activity in the region.