Estilos de enseñanza de los entrenadores y su relación con la autoeficacia y el bienestar subjetivo en futbolistas
datacite.rights | http://purl.org/coar/access_right/c_16ec | spa |
dc.contributor.author | Polo Alvarado, Laionell J. | |
dc.date.accessioned | 2021-04-14T14:23:49Z | |
dc.date.available | 2021-04-14T14:23:49Z | |
dc.date.issued | 2021 | |
dc.description.abstract | El objetivo de esta investigación fue analizar la relación entre los estilos de enseñanza de los entrenadores con la autoeficacia y el bienestar subjetivo de los futbolistas, se enmarcó dentro del paradigma empírico analítico, con un enfoque cuantitativo de alcance correlacional. Para la medición de las variables de estudio se usaron el Cuestionario sobre Estilos de Enseñanza para Entrenadores de Futbol, la Escala de Autoeficacia para Futbolistas, la Escala de Satisfacción con la Vida y el Inventario de Afecto Positivo y Afecto Negativo. En los resultados no se evidenciaron correlaciones significativas entre los estilos de enseñanza de los entrenadores con las variables autoeficacia y bienestar subjetivo de los futbolistas. | spa |
dc.description.abstract | The objective of this research was to analyze the relationship between the teaching styles of the coaches with the self-efficacy and subjective well-being of the soccer players, it was framed within the analytical empirical paradigm, with a quantitative approach of correlational scope. To measure the study variables, the Questionnaire on Teaching Styles for Soccer Coaches, the Self-Efficacy Scale for Soccer Players, the Satisfaction with Life Scale and the Inventory of Positive Affect and Negative Affect were used. The results did not show significantly high correlations between the coaches' teaching styles with the variables self-efficacy and subjective well-being of the soccer players. | eng |
dc.format.mimetype | spa | |
dc.identifier.uri | https://hdl.handle.net/20.500.12442/7365 | |
dc.language.iso | spa | spa |
dc.publisher | Ediciones Universidad Simón Bolívar | spa |
dc.publisher | Facultad de Ciencias Jurídicas y Sociales | spa |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 Internacional | eng |
dc.rights.accessrights | info:eu-repo/semantics/restrictedAccess | spa |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | |
dc.subject | Estilos de enseñanza | spa |
dc.subject | Autoeficacia | spa |
dc.subject | Bienestar subjetivo | spa |
dc.subject | Futbol | spa |
dc.subject | Teaching styles | eng |
dc.subject | Self-efficacy | eng |
dc.subject | Subjective Well-being | eng |
dc.subject | Soccer | eng |
dc.title | Estilos de enseñanza de los entrenadores y su relación con la autoeficacia y el bienestar subjetivo en futbolistas | spa |
dc.type.driver | info:eu-repo/semantics/masterThesis | spa |
dc.type.spa | Trabajo de grado máster | spa |
dcterms.references | Abad, M., y Giménez, F. (2012). La formación del entrenador de jóvenes futbolistas.Wanceulen Editorial Deportiva, S.L. | spa |
dcterms.references | Ardá, T., & Casal, C. (2003). Fútbol: metodología de la enseñanza. Paidotribo. | spa |
dcterms.references | Arnold, P. (1990). Educación Física, Deporte y Curriculum. Morata, S. A. | spa |
dcterms.references | Asamblea Constituyente de Colombia. (1991). Constitución Política de la República de Colombia. Diario Oficial 51544. https://tinyurl.com/y5luc5j8 | spa |
dcterms.references | Ashford, S., Edmunds, J., & French, D. P. (2010). What is the best way to change self‐efficacy to promote lifestyle and recreational physical activity? A systematic review with meta‐analysis. British journal of health psychology, 15(2), 265-288. https://doi.org/10.1348/135910709X461752 | eng |
dcterms.references | Atienza, F. L., Pons, D., Balaguer, I., & García-Merita, M. (2000). Propiedades psicométricas de la Escala de Satisfacción con la Vida en adolescentes. Psicothema, 314-319. https://tinyurl.com/y4g6z3ps | spa |
dcterms.references | Azkargorta, X. (2004). Se juega como se vive: un análisis psicosocial del fútbol profesional. Cuadernos de Psicología del Deporte, 4(1 y 2), 154-157. https://revistas.um.es/cpd/article/view/112511 | spa |
dcterms.references | Bailey, T. C., Eng, W., Frisch, M. B., & Snyder†, C. R. (2007). Hope and optimism as related to life satisfaction. The Journal of Positive Psychology, 2(3), 168–175. https://doi.org/10.1080/17439760701409546 | eng |
dcterms.references | Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. https://doi.org/10.1037/0033-295X.84.2.191 | eng |
dcterms.references | Bandura, A. (1978). Reflections on self-efficacy. Advances in Behaviour Research and Therapy, 1(4), 237-269. https://doi.org/10.1016/0146-6402(78)90012-7 | eng |
dcterms.references | Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122-147. https://doi.org/10.1037/0003-066X.37.2.122 | eng |
dcterms.references | Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice Hall | eng |
dcterms.references | Bandura, A. (1997). The anatomy of stages of change. American journal of health promotion: AJHP, 12(1), 8-10. https://doi.org/10.4278/0890-1171-12.1.8 | eng |
dcterms.references | Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual review of psychology, 52(1), 1-26. | eng |
dcterms.references | Beckett, K. (1990). The effects of two teaching styles on college student’s achievement of selected physical education outcomes. Journal of Teaching in Physical Education, 10, 153-169. | eng |
dcterms.references | Betti, M., Knijnik, J., Venâncio, L., & Neto, L. S. (2015). In search of the autonomous and critical individual: a philosophical and pedagogical analysis of the physical education curriculum of São Paulo (Brazil). Physical Education and Sport Pedagogy, 20(4), 427-441. https://doi.org/10.1080/17408989.2014.882891 | eng |
dcterms.references | Beutler, I. (2008). Sport serving development and peace: achieving the goals of the United Nations through sport. Sport in Society, 11(4), 359-369. https://doi.org/10.1080/17430430802019227 | eng |
dcterms.references | Blanchard, K., & Cheska, A. T. (1986). Antropología del deporte. Bellaterra. | spa |
dcterms.references | Blázquez, J., Corte-Real, N., Días, C. y Fonseca, M. (2009). Práctica deportiva y bienestar subjetivo: estudio con adolescentes portugueses. Revista Iberoamericana de Psicología del Ejercicio y el Deporte, 4(1), 105-120. | spa |
dcterms.references | Boehm, J. K., Vie, L. L., & Kubzansky, L. D. (2012). The promise of well-being interventions for improving health risk behaviors. Current Cardiovascular Risk Reports, 6(6), 511-519. https://doi.org/10.1007/s12170-012-0273-x | eng |
dcterms.references | Bou-Sospedra, C., González-Serrano, M., & Alguacil Jiménez, M. (2020). Estudio de los estilos de enseñanza-aprendizaje desde la perspectiva de los tres agentes educativos: alumnos, docentes y familiares (Study of teaching-learning styles from the perspective of the three educational agents: students, teachers and families). Retos, 39, 330-337. https://doi.org/10.47197/retos.v0i39.78798 | spa |
dcterms.references | Briki, W. (2018). Why do exercisers with a higher trait self-control experience higher subjective well-being? The mediating effects of amount of leisure-time physical activity, perceived goal progress, and self-efficacy. Personality and individual differences, 125, 62-67. https://doi.org/10.1016/j.paid.2017.12.020 | eng |
dcterms.references | Bruton, A. M., Mellalieu, S. D., & Shearer, D. A. (2014). Observation interventions as a means to manipulate collective efficacy in groups. Journal of Sport and Exercise Psychology, 36(1), 27-39. https://doi.org/10.1123/jsep.2013-0058 | eng |
dcterms.references | Byra, M. (2000). A Review of Spectrum Research: The Contributions of Two Eras. Quest, 52(3), 229–245 https://doi.org/10.1080/00336297.2000.10491712 | eng |
dcterms.references | Cagigal, J. M. (1959). Aporías iniciales para un concepto del deporte. Citius, altius, fortius, 1(1), 7-35. | spa |
dcterms.references | Cagigal, J. M. (1981). ¡Oh deporte!: anatomía de un gigante. | spa |
dcterms.references | Chatoupis, C. 2009. Contributions of the Spectrum of teaching styles to research on teaching. Studies in Physical Culture and Tourism, 16: 193–205. | eng |
dcterms.references | Chatzipanteli, A., & Dean, R. (2020). Teaching Styles and the Inclusion of Students with Difficulties in Regular Physical Education: Editor: Ferman Konukman. Journal of Physical Education, Recreation & Dance, 91(3), 50-52. https://doi.org/10.1080/07303084.2019.1705142 | eng |
dcterms.references | Chase, M. A., Feltz, D. L., & Lirgg, C. D. (2003). Sources of collective and individual efficacy of collegiate athletes. International Journal of Sport and Exercise Psychology, 1(2), 180-191. https://doi.org/10.1080/1612197X.2003.9671711 | eng |
dcterms.references | Colegio Colombiano de Psicología (2006, 6 de septiembre). Por la cual se reglamenta el ejercicio de la profesión de Psicología, se dicta el Código Deontológico y Bioético y otras disposiciones. Diario Oficial 46.383. https://tinyurl.com/y2sbubwz | spa |
dcterms.references | Collins, S. (2007). Social workers, resilience, positive emotions and optimism. Practice, 19(4), 255–269. https://doi.org/10.1080/09503150701728186 | eng |
dcterms.references | Congreso de la Republica de Colombia. (1992, 28 de diciembre). Ley 30. Por la cual se organiza el servicio publico de Educación superior . Diario Oficial 51544. https://tinyurl.com/y54crv5w | spa |
dcterms.references | Congreso de la Republica de Colombia. (1994, 8 de febrero). Ley 115. Por la cual se expide la ley general de educación. Diario Oficial 41214. https://bit.ly/3237N87 | spa |
dcterms.references | Congreso de la Republica de Colombia. (1995, 18 de enero). Ley 181. Por la cual se dictan disposiciones para el fomento del deporte, la recreación, el aprovechamiento del tiempo libre y la Educación Física y se crea el Sistema Nacional del Deporte. Diario Oficial 51544. https://tinyurl.com/yygoezha | spa |
dcterms.references | Consejo Internacional de Educación Física y Deportes de la UNESCO, C. de L. D. (2015). Manifiesto del Deporte. Citius, Altius, Fortius, 8(2). https://doi.org/10.15366/citius2015.8.2.004 | spa |
dcterms.references | Coolican, H. (1997). Métodos de investigación y estadística en psicología. Manual Moderno. | spa |
dcterms.references | Côté, J. (1999). The influence of the family in the development of talent in sport. Sport Psychologist, 13(4), 395-417. https://doi.org/10.1123/tsp.13.4.395 | eng |
dcterms.references | Côté, J., & Sedgwick, W. (2003). Effective Behaviors of Expert Rowing Coaches: A Qualitative Investigation of Canadian Athletes and Coaches. International Sport Journal, 7, 62-77. | eng |
dcterms.references | Cowden, R. G. (2017). Mental Toughness and Success in Sport: A Review and Prospect. The Open Sports Sciences Journal, 10(1), 1-14. https://doi.org/10.2174/1875399x01710010001 | eng |
dcterms.references | Cruz, J., y Borrelli, E. (2015). Proceso formativo del futbolista infantil y juvenil hasta el futbol profesional. Libro futbol.com | spa |
dcterms.references | Cruz, J., y Borrelli, E. (2018). Las siete fases madurativas del futbolista. Áreas: infantil, juvenil y profesional. Libro futbol.com | spa |
dcterms.references | Cuellar-Moreno, M., & Caballero-Juliá, D. (2019). Percepciones de los alumnos con respecto al comando y la resolución de problemas de estilos de enseñanza en el proceso de enseñanza y aprendizaje de la danza. Investigación en Educación de Danza, 20(3), 297-310. https://doi.org/10.1080/14647893.2019.1657394 | spa |
dcterms.references | Curtner-Smith, M. Todorovich, J.R., McCaughtry, N.A., & Lacon, S. A. (2001b). Urban teachers' use of productive and reproductive teaching styles within the confines of the National Curriculum for Physical Education. European Physical Education Review, 7(2), 177–190. https://doi.org/10.1177/1356336X010072005 | eng |
dcterms.references | Delgado, M. (1991). Los Estilos de Enseñanza en la Educación Física. Propuesta para una reforma de la enseñanza. Granada: I.C.E. Universidad de Granada. | spa |
dcterms.references | Delgado, M., Medina, J., Viciana, J. y Gutiérrez, R. (eds.) (1996). Formación permanente e innovaci6n. Experiencias profesionales en la Educación Física. Centro de Formación Continua. Universidad de Granada. | spa |
dcterms.references | Delgado, M., Medina, J. y Viciana, J. (1996). The teaching styles in the preservice of physical education teachers. International Seminar. AIESEP. Lisboa. November. 21-24. | eng |
dcterms.references | Departamento Administrativo de la Función Pública (2019, 11 de julio). Por la cual se transforma el Departamento de Administrativo del Deporte la Recreación, la Actividad Física y el Aprovechamiento del Tiempo Libre (COLDEPORTES) en el Ministerio del Deporte. https://tinyurl.com/y5amudos | spa |
dcterms.references | Diener, E. (1984). Subjective well-being. Psychological Bulletin, 95(3), 542-575. https://doi.org/10.1037/0033-2909.95.3.542 | eng |
dcterms.references | Diener, E. (2000). Subjective well-being: The science of happiness and a proposal for a national index. American psychologist, 55(1), 34. https://doi.org/10.1037/0003-066X.55.1.34 | eng |
dcterms.references | Diener, E., & Chan, M. Y. (2011). Happy people live longer: Subjective well‐being contributes to health and longevity. Applied Psychology: Health and Well‐Being, 3(1), 1-43. https://doi.org/10.1111/j.1758-0854.2010.01045.x | eng |
dcterms.references | Diener, E., & Diener, M. (2009). Cross-cultural correlates of life satisfaction and self-esteem. In Culture and well-being (pp. 71-91). Springer, Dordrecht. https://DOI.org/10.1007/978-90-481-2352-0_4 | eng |
dcterms.references | Diener, E., Emmons, R. A., Larsem, R. J., & Griffin, S. (1985). The Satisfaction With Life Scale. Journal of Personality Assessment, 49(1), 71–75. https://doi.org/10.1207/s15327752jpa4901_13 | eng |
dcterms.references | Diener, E., & Seligman, M. E. (2002). Very happy people. Psychological science, 13(1), 81-84. https://doi.org/10.1111/1467-9280.00415 | eng |
dcterms.references | Diener, E., Suh, E. M., Lucas, R. E., & Smith, H. L. (1999). Subjective well-being: Three decades of progress. Psychological bulletin, 125(2), 276. https://doi.org/10.1037/0033-2909.125.2.276 | eng |
dcterms.references | División Aficionada del Futbol Colombiano. (2013). Estatutos división aficionada del futbol colombiano -DIFUTBOL-. https://tinyurl.com/y899p3dh | spa |
dcterms.references | División Aficionada del Futbol Colombiano. (2021). Plan decenal. https://tinyurl.com/yczj9tr2 | spa |
dcterms.references | División Mayor del Futbol Colombino (2021). Clubes que conforman la Liga Betplay Dimayor, Torneo Betplay Dimayor y la Liga Femenina Betplay Dimayor. https://tinyurl.com/y8u3xxdu | spa |
dcterms.references | Eklund, R. C., & Tenenbaum, G. (2014). Encyclopedia of Sport and Exercise Psychology. Sage Publications. | eng |
dcterms.references | Edwards-Groves, C., Grootenboer, P., & Wilkinson, J. (Eds.). (2018). Education in an Era of Schooling Critical perspectives of Educational. Springer. | eng |
dcterms.references | Espada, M., Fernández, M., & Calero, J. C. (2019). Validación de la versión española del Cuestionario de uso y percepción del espectro de estilos de enseñanza en educación física. Revista mexicana de investigación educativa, 24(80), 271-285. | spa |
dcterms.references | Expósito, J. (2010). Escuelas de Fútbol Base: planificación y programación. Wanceulen Editorial Deportiva, S.L. | spa |
dcterms.references | Federación Colombiana de Futbol. (2016). Estatutos de la federación colombiana de futbol. https://tinyurl.com/y7yomgex | spa |
dcterms.references | Fédération Internationale de Football Association. (2019). ¿Qué Significa Living Football?. https://es.fifa.com/livingfootball. | eng |
dcterms.references | Felshin, J. (1967). Teaching Physical Education: form command to discovery. Quest, 8(1), 99-102. https://doi.org/10.1080/00336297.1967.10519637 | eng |
dcterms.references | Feltz, D. L. (1988). Gender differences in the causal elements of self-efficacy on a high avoidance motor task. Journal of Sport and Exercise Psychology, 10(2), 151-166. https://doi.org/10.1123/jsep.10.2.151 | eng |
dcterms.references | Feltz, D. (1992). Understanding motivation in sport: A self-efficacy perspective. In G.C. Roberts (Ed), Motivation in sport (pp 93-1059). Champaign, IL: Human Kinetic. | eng |
dcterms.references | Feltz, D. L., Chase, M. A., Moritz, S. E., & Sullivan, P. J. (1999). A conceptual model of coaching efficacy: Preliminary investigation and instrument development. Journal of educational psychology, 91(4), 765. https://doi.org/10.1037/0022-0663.91.4.765 | eng |
dcterms.references | Feltz, D., & Lirgg, C. (2001). Self-efficacy Beliefs of Athletes, Teams, and Coaches. In R.N. Singler, H.A. Hausenblas, & C.M. Janelle (Eds.), Handbook of sport psychology (2), 304-361. Jhon Wiley & Sons. | eng |
dcterms.references | Feltz, D. L., & Riessinger, C. A. (1990). Effects of in vivo emotive imagery and performance feedback on self-efficacy and muscular endurance. Journal of Sport and Exercise Psychology, 12(2), 132-143.https://doi.org/10.1123/jsep.12.2.132 | eng |
dcterms.references | Feltz, D. L., Short, S., & Sullivan, P. (2008). Self-efficacy in sport. Human Kinestic Publischers. | eng |
dcterms.references | Fernández Cabrera, T., Medina Anzano, S., Herrera Sánchez, I. M., Rueda Méndez, S., & Fernández Del Olmo, A. (2011). Construcción y validación de una escala de autoeficacia para la actividad física. Revista española de salud pública, 85(4), 405-417. | spa |
dcterms.references | Fernández-Rivas, M., & Espada-Mateos, M. (2015). Frecuencia de utilización y aceptación de estilos de enseñanza en Educación Física. http://hdl.handle.net/11531/21828 | spa |
dcterms.references | Fernández-Rivas, M., & Espada-Mateos, M. (2019). The knowledge, continuing education and use of teaching styles in Physical Education teachers. Journal of Human Sport and Exercise, 14(1), 99-111. https://doi.org/10.14198/jhse.2019.141.08 | eng |
dcterms.references | Fernández Rivas, M., & Espada Mateos, M. (2020). Physical education teachers' use of and feeling for teaching styles. Journal of Physical education and Sport, 20(1), 3-13. http://hdl.handle.net/11531/44893 | eng |
dcterms.references | Festinger, L. (1957). A Theory of Cognitive Dissonance. Evanston, IL: Row, Perterson & Company | eng |
dcterms.references | Gaudreau, P., Morinville, A., Gareau, A., Verner-Filion, J., Green-Demers, I., & Franche, V. (2016). Autonomy support from parents and coaches: Synergistic or compensatory effects on sport-related outcomes of adolescent-athletes? Psychology of Sport and Exercise, 25, 89-99. https://doi.org/10.1016/j.psychsport.2016.04.006 | eng |
dcterms.references | Giles, B., Goods, P., Warner, D., Quain, D., Peeling, P., Ducker, K., Dawson, B., & Gucciardi, D. (2018). Mental toughness and behavioural perseverance: A conceptual replication and extension. Journal of Science and Medicine in Sport, 21(6), 640-645. https://doi.org/10.1016/j.jsams.2017.10.036 | eng |
dcterms.references | Glotova, O. N., & Hastie, P. A. (2014). Learning to teach Sport Education in Russia: factors affecting model understanding and intentions to teach. Sport, Education and Society, 19(8), 1072-1088. https://doi.org/10.1080/13573322.2012.732567 | eng |
dcterms.references | Goldberger, M., Ashworth, S., & Byra, M. (2012). Spectrum of teaching styles retrospective 2012. Quest, 64(4), 268-282. https://doi.org/10.1080/00336297.2012.706883 | eng |
dcterms.references | Goldberger, M., & Gerney, P. (1986). The effects of direct teaching styles on motor skill acquisition of fifth grade children. Research Quarterly for Exercise and Sport, 57(3), 215-219. https://doi.org/10.1080/02701367.1986.10605399 | eng |
dcterms.references | Gómez, A. R., & Mendo, A. H. (2012). Revisión de indicadores de rendimiento en fútbol. Revista iberoamericana de Ciencias de la Actividad Física y el Deporte, 1(1), 1-14. | spa |
dcterms.references | Gómez, V., De Posada, C. V., Barrera, F., & Cruz, J. E. (2007). Factores predictores de bienestar subjetivo en una muestra colombiana. Revista latinoamericana de Psicología, 39(2), 311-325. https://tinyurl.com/yyd7z9b9 | spa |
dcterms.references | González, C. (2020). Colombia, cuarto país del mundo que más exporta jugadores. AS.com. https://tinyurl.com/ybg8x2a5 | spa |
dcterms.references | González, W. (2018). Escuelas de futbol: ¿Un negocio redondo? El Heraldo. https://tinyurl.com/y82yshbh | spa |
dcterms.references | Good, T. L., & Brophy, J. E. (1997). Looking in classrooms (7th Ed.) New York: Longman. | eng |
dcterms.references | Gould, D., Dieffenbach, K., & Moffett, A. (2002). Psychological characteristics and their development in Olympic champions. Journal of Applied Sport Psychology, 14(3), 172-204. https://doi.org/10.1080/10413200290103482 | eng |
dcterms.references | Gould, D., Hedge, K., Peterson, K., & Giannini, J. (1989). An exploratory examination of strategies used by elite coaches to enhance self-efficacy in athletes. Journal of Sport and Exercise Psychology, 11(2), 128-140. https://doi.org/10.1123/jsep.11.2.128 | eng |
dcterms.references | Greenspan, M. R. (1992). The Spectrum introduced: A first-year teacher's project. Journal of Physical Education, Recreation & Dance, 63(1), 40-41. https://doi.org/10.1080/07303084.1992.10604086 | eng |
dcterms.references | Grosser, M., y Neumaier, A. (1986). Técnicas de entrenamiento. Martinez Roca. | spa |
dcterms.references | Gucciardi, D. F. (2017). Mental toughness: progress and prospects. Current Opinion in Psychology, 16, 17-23. https://doi.org/10.1016/j.copsyc.2017.03.010 | eng |
dcterms.references | Gucciardi, D. F., Peeling, P., Ducker, K. J., & Dawson, B. (2016). When the going gets tough: Mental toughness and its relationship with behavioural perseverance. Journal of Science and Medicine in Sport, 19(1), 81-86. https://doi.org/10.1016/j.jsams.2014.12.005 | eng |
dcterms.references | Guillen, F., y Bara, F. (2007). Entrenadores eficacez. En Psicología del entrenador deportivo. Wanceulen Editorial Deportiva, S.L. | spa |
dcterms.references | Hernández, J. (1994). Metodología de análisis y observación de la acción de juego en los deportes de equipo: baloncesto, balonmano, fútbol, fútbol sala y voleibol. INEF Galicia. U. A Coruña. Curso Postgrado | spa |
dcterms.references | Hernández, J., Casamort, J., & García-Fojeda, A. (1996). Carta al lector. Apunts. Educación física y deportes, 2(44-45), 3-4. | spa |
dcterms.references | Hernández, R., Fernández, C., y Baptista, M. (2014). Metodología de la investigación. McGRAW-HILL. | spa |
dcterms.references | Hewitt, M. C., & Edwards, K. (2011). Self-identified teaching styles of Junior Development and Club Professional coaches in Australia. International Tennis Federation Coaching & Sport Science Review, 55, 6–8. | eng |
dcterms.references | Hewitt, M., & Edwards, K. (2013). Observed teaching styles of junior development and club professional tennis coaches in Australia. Coaching and Sport Science Review, (59), 6-8. https://tinyurl.com/yxwytd27 | eng |
dcterms.references | Hwang, Y., & Jin, J. (2016). How does student motivation affect different teaching styles and student engagement in physical education? Journal of Physical Education, Recreation & Dance, 87(7), 61. https://doi.org/10.1080/07303084.2016.1203690 | eng |
dcterms.references | Ínce, M & Hünük, D. (2010). Experienced Physical Education Teachers' Use and Percepctions of Teaching Styles during the educational Reform Period. Education and Science. 35(157), 128 - 139. https://tinyurl.com/yygw5wfv | eng |
dcterms.references | Jaakkola, T., & Watt, A. (2011). Finnish physical education teachers’ self-reported use and perceptions of Mosston and Ashworth’s teaching styles. Journal of teaching in physical education, 30(3), 248-262. https://doi.org/10.1123/jtpe.30.3.248 | eng |
dcterms.references | Katula, J. A., McAuley, E., Mihalko, S. L., & Bane, S. M. (1998). Mirror, mirror on the wall Exercise environment influences on self-efficacy. Journal of Social Behavior and Personality, 13(2), 319. | eng |
dcterms.references | Kegelaers, J., & Wylleman, P. (2019). Exploring the Coach’s Role in Fostering Resilience in Elite Athletes. Sport, Exercise, and Performance Psychology, 8(3), 239-254. https://doi.org/10.1037/spy0000151 | eng |
dcterms.references | Kim, E. S., Kubzansky, L. D., & Smith, J. (2015). Life satisfaction and use of preventive health care services. Health Psychology, 34(7), 779. https://doi.org/10.1037/hea0000174 | eng |
dcterms.references | Kolovelonis, A., & Goudas, M. (2012). Students' recording accuracy in the reciprocal and the self-check teaching styles in physical education. Educational Research and Evaluation, 18(8), 733-747. https://doi.org/10.1080/13803611.2012.724938 | eng |
dcterms.references | Kunrath, C. A., Nakamura, F. Y., Roca, A., Tessitore, A., & Teoldo Da Costa, I. (2020). How does mental fatigue affect soccer performance during small-sided games? A cognitive, tactical and physical approach. Journal of Sports Sciences, 38(15), 1818-1828. https://doi.org/10.1080/02640414.2020.1756681 | eng |
dcterms.references | Kurz, A., Reddy, L. A., & Glover, T. A. (2017). A Multidisciplinary Framework of Instructional Coaching. Theory into Practice, 56(1), 66-77. https://doi.org/10.1080/00405841.2016.1260404 | eng |
dcterms.references | Kushlev, K., Drummond, D. M., Heintzelman, S. J., & Diener, E. (2020). Do happy people care about society’s problems? The Journal of Positive Psychology, 15(4), 467–477. https://doi.org/10.1080/17439760.2019.1639797 | eng |
dcterms.references | Law, B., & Hall, C. (2009). Observational learning use and self-efficacy beliefs in adult sport novices. Psychology of sport and exercise, 10(2), 263-270. https://doi.org/10.1016/j.psychsport.2008.08.003 | eng |
dcterms.references | Light, R., Curry, C., & Mooney, A. (2014). Game sense as a model for delivering quality teaching in physical education. Asia-Pacific Journal of Health, Sport and Physical Education, 5(1), 67-81. https://doi.org/10.1080/18377122.2014.868291 | eng |
dcterms.references | Light, R., & Dixon, M. A. (2007). Contemporary Developments in Sport Pedagogy and their Implications for Sport Management Education. Sport Management Review, 10(2), 159-175. https://doi.org/10.1016/S1441-3523(07)70009-8 | eng |
dcterms.references | Lirgg, C. D., & Feltz, D. L. (1991). Teacher versus peer models revisited: Effects on motor performance and self-efficacy. Research Quarterly for Exercise and Sport, 62(2), 217-224. https://doi.org/10.1080/02701367.1991.10608713 | eng |
dcterms.references | Llinas, R. (2017). El cerebro y el mito del yo. El papel de las neuronas y el cerebro en el pensamiento humano. El peregrino. | spa |
dcterms.references | Lydon, M. C., & Cheffers, J. T. (1984). Decision-making in elementary school-age children: Effects upon motor learning and self-concept development. Research Quarterly for Exercise and Sport, 55(2), 135-140. https://doi.org/10.1080/02701367.1984.10608389 | eng |
dcterms.references | Maddux, J. E. (1995). Self-efficacy theory. In Self-efficacy, adaptation, and adjustment (pp. 3-33). Springer. | eng |
dcterms.references | Mancini, V. H., Cheffers, J. T., & Zaichkowsky, L. D. (1976). Decisionmaking in elementary children: Effects on attitudes and interaction. Research Quarterly. American Alliance for Health, Physical Education and Recreation, 47(1), 80-85.https://doi.org/10.1080/10671315.1976.10615343 | eng |
dcterms.references | Márquez, M. D. M. S., Jurado, M. D. M. M., del Carmen Pérez-Fuentes, M., Linares, J. J. G., Martín, A. B. B., & Martínez, Á. M. (2017). Análisis de la relación existente entre el apoyo social percibido, la autoestima global y la autoeficacia general. European Journal of Health Research: (EJHR), 3(2), 137-149. | spa |
dcterms.references | Marrero, J. (1993). Las teorías implícitas del profesorado. Vínculo entre la cultura y la práctica de la enseñanza. En M. J. Rodrigo, A. Rodríguez y J. Marrero: Las teorías implícitas. Una aproximación al conocimiento cotidiano. Visor. | spa |
dcterms.references | Martinek, T. J., Zaichkowsky, L. D., & Cheffers, J. T. (1977). Decision-making in elementary age children: effects on motor skills and self-concept. Research Quarterly. American Alliance for Health, Physical Education and Recreation, 48(2), 349-357. | eng |
dcterms.references | Martínez-Martí, M. L., & Ruch, W. (2017). Character strengths predict resilience over and above positive affect, self-efficacy, optimism, social support, self-esteem, and life satisfaction. The Journal of Positive Psychology, 12(2), 110-119.https://doi.org/10.1080/17439760.2016.1163403 | eng |
dcterms.references | McAuley, E., & Courneya, K. S. (1992). Relaciones de autoeficacia con respuestas afectivas y de exerción al ejercicio 1. Revista de Psicología Social Aplicada, 22(4), 312-326. https://doi.org/10.1111/j.1559-1816.1992.tb01542.x | spa |
dcterms.references | Mellor, W. (1992). The Spectrum in Canada and Great Britain. Journal of Physical Education, Recreation & Dance, 63(1), 47–47. https://doi.org/10.1080/07303084.1992.10604088 | eng |
dcterms.references | Merino-Barrero, J. A., Valero-Valenzuela, A., & Moreno-Murcia, J. A. (2017). Análisis psicométrico del cuestionario estilos de enseñanza en educación física (EEEF). Revista Internacional de Medicina y Ciencias de La Actividad Física y Del Deporte, 17(66), 225–241. https://doi.org/10.15366/rimcafd2017.66.002 | spa |
dcterms.references | Mesa, R., Arboleda, R., Gaviria, N., & Guzmán, K. (2010). Estado de desarrollo de las organizaciones deportivas en Colombia. In Editorial Universidad de Antioquia. | spa |
dcterms.references | Monje Álvarez, C. A. (2011). Metodología de la investigación cuantitativa y cualitativa. Guía didáctica. Universidad Surcolombiana, 1-216. | spa |
dcterms.references | Molins-Nimo, S., Onetti, W., & Castillo-Rodriguez, A. (2019). Influence of the Teaching-Style in the Learning of Sport-Technical Elements. Revista Iberoamericana De Ciencias De La Actividad Física Y El Deporte, 8(1), 54–61. https://doi.org/10.24310/riccafd.2019.v8i1.5759 | eng |
dcterms.references | Mordal-Moen, K., & Green, K. (2014). Physical education teacher education in Norway: The perceptions of student teachers. Sport, Education and Society, 19 (6), 806–823. https://doi.org/10.1080/13573322.2012.719867 | eng |
dcterms.references | Morgan, P. B., Fletcher, D., & Sarkar, M. (2013). Defining and characterizing team resilience in elite sport. Psychology of Sport and Exercise, 14(4), 549-559. https://doi.org/10.1016/j.psychsport.2013.01.004 | eng |
dcterms.references | Moriello, S. (2003). Sistemas complejos, caos y vida artificial. Red científica, https://tinyurl.com/y3a737v7 | spa |
dcterms.references | Morilla, M., Rivera, S. y Tassi, J. M. (2017). Entrenamiento psicológico-integrado en la metodología del fútbol actual. Centro Excelentia. | spa |
dcterms.references | Morín, E. (2020). La mente bien ordenada: repensar la reforma, reformar el pensamiento. Siglo XXI Editores México. | spa |
dcterms.references | Moritz, S. E., Feltz, D. L., Fahrbach, K. R., & Mack, D. E. (2000). The relation of self-efficacy measures to sport performance: A meta-analytic review. Research Quarterly for Exercise and Sport, 71(3), 280–294. https://doi.org/10.1080/02701367.2000.10608908 | eng |
dcterms.references | Mosston, M. (1966). Teaching physical education. From command to discovery. Charles E. Merril Publishing. | eng |
dcterms.references | Mosston, M. (1992). Tug-O-War, No More: Meeting Teaching-Learning Objectives Using the Spectrum of Teaching Styles. Journal of Physical Education, Recreation & Dance, 63(1), 27-56. https://doi.org/10.1080/07303084.1992.10604083 | eng |
dcterms.references | Mosston, M., & Ashworth, S. (1993). La enseñanza de la educación física: la reforma de los estilos de enseñanza. Hispano Europa. | spa |
dcterms.references | Muñoz, L. (1996). Educación Psicomotriz: Texto pedagógico. Kinesis. | spa |
dcterms.references | Muñoz Campos, E. M., Fernández González, A., & Jacott, L. (2018). Bienestar Subjetivo y Satisfacción Vital del Profesorado. REICE. Revista Iberoamericana Sobre Calidad, Eficacia Y Cambio En Educación, 16(1). https://doi.org/10.15366/reice2018.16.1.007 | spa |
dcterms.references | Myers, D. G., & Diener, E. (1995). Who is happy? Psychological science, 6(1), 10-19. https://doi.org/10.1111/j.1467-9280.1995.tb00298.x | eng |
dcterms.references | Myers, N. D., Payment, C. A., & Feltz, D. L. (2004). Reciprocal Relationships Between Collective Efficacy and Team Performance in Women's Ice Hockey. Group Dynamics: Theory, Research, and Practice, 8(3), 182. https://doi.org/10.1037/1089-2699.8.3.182 | eng |
dcterms.references | Nathan, S., & Haynes, J. (2013). A move to an innovative game teaching model: Style E Tactical (SET). Asia-Pacific Journal of Health, Sport and Physical Education, 4(3), 287-302. https://doi.org/10.1080/18377122.2013.836769 | eng |
dcterms.references | O'Leary, A. (1985). Self-efficacy and health. Behaviour research and therapy, 23(4), 437-451. https://doi.org/10.1016/0005-7967(85)90172-X | eng |
dcterms.references | Olivera-Betrán, J., & Torrebadella-Flix, X. (2015). Del sport al deporte. Una discusión etimológica, semántica y conceptual en la lengua castellana / From Sport To Deporte. A Discussion Etymological, Semantic And Conceptual In The Spanish Laguage pp. 61-91. Rimcafd, 57(2015), 61–91. https://doi.org/10.15366/rimcafd2015.57.005 | spa |
dcterms.references | Organización de las Naciones Unidad para la Ciencia y la Cultura de la UNESCO. (1981). Carta Internacional de la Educación Física y el Deporte. Educación Física y Deporte, 3(1), 3-6. | spa |
dcterms.references | Parlebas, P. (1988). Elementos de sociología del deporte. Universidad Internacional Deportiva. | spa |
dcterms.references | Paskevich, D. M., Brawley, L. R., Dorsch, K. D., & Widmeyer, W. N. (1999). Relationship between collective efficacy and team cohesion: Conceptual and measurement issues. Group Dynamics: Theory, Research, and Practice, 3(3), 210. https://doi.org/10.1037/1089-2699.3.3.210 | eng |
dcterms.references | Piaget, J. (1981). La teoría de Piaget. Infancia y aprendizaje, 4(sup2), 13-54. https://doi.org/10.1080/02103702.1981.10821902 | spa |
dcterms.references | Ponce, F. (2006). La eficacia de la utilización de una técnica de enseñanza mediante indagación o búsqueda en la mejora de diferentes aspectos funcionales, técnico-tácticos, decisionales y motivacionales, en futbolistas de categoría alevín, frente a una intervención tradicional y su transferencia a la competición. Tesis Doctoral. Universidad de Granada. | spa |
dcterms.references | Pons, D., Atienza, F. L., Balaguer, I., & García-Merita, M. (2002). Propiedades psicométricas de la escala de satisfacción con la vida en personas de tercera edad. Revista Iberoamericana de Diagnóstico y Evaluación Psicológica. https://tinyurl.com/yxozhqfg | spa |
dcterms.references | Pressman, S. D., & Cohen, S. (2005). Does positive affect influence health? Psychological bulletin, 131(6), 925. https://doi.org/10.1037/0033-2909.131.6.925 | eng |
dcterms.references | Quinn, R. W., & Carr, D. B. (2006) Developmentally Appropriate Soccer Activities for Elementary School Children. Journal of Physical Education, Recreation & Dance, 77(5), 13-17. https://doi.org/10.1080/07303084.2006.10597872 | eng |
dcterms.references | Raya, A., Fradua, L., & Pino, J. (1993). Consideraciones en torno a la enseñanza y aprendizaje de los deportes de equipo (con referencia especial al fútbol). Perspectivas de la Actividad Física y el Deporte, 12, 16-20. | spa |
dcterms.references | Rintaugu, E. G., Mwangi, F. M., & Toriola, A. L. (2018). Sources of sports confidence and contextual factors among university athletes. Journal of Physical Education and Sport, 18(2), 889-895. https://Doi.org/10.7752/jpes.2018.02132 | eng |
dcterms.references | Rodríguez, L. (2015). El psicólogo educacional en contextos educativos no formales e informales. Apuntes de Ciencia & Sociedad, 5(2), 327-333. http://dx.doi.org/10.18259/acs.2015047 | spa |
dcterms.references | Rodríguez, J. (2016). La influencia del estilo de enseñanza en el fútbol base. Revista Apunts. Educación Física y Deportes. 126 (4), 46-54. http://dx.doi.org/10.5672/apunts.2014-0983.es.(2016/4).126.05 | spa |
dcterms.references | Romero-Carrasco, A., Brustad, R., García Mas, A. (2007). Bienestar psicológico y su uso en la psicología del ejercicio, la actividad física y el deporte. Revista Iberoamericana de Psicología del Ejercicio y el Deporte, 2(2), 31-52. | spa |
dcterms.references | Romero, A., García-Mas, A. y Brustad, R. (2009). Estado del arte y perspectiva actual del concepto de bienestar psicológico en Psicología del Deporte. Revista Latinoamericana de Psicología, 41(2), 335-347. | spa |
dcterms.references | Romero, A., Zapata, R., García-Mas, A., Brustad, R., Garrido, R. y Letelier, A. (2010). Estrategias de afrontamiento y bienestar psicológico en jóvenes tenistas de competición. Revista de Psicología del Deporte, 19 (1), 117-133. | spa |
dcterms.references | Ryff, C. D. (1989). Happiness is everything, or is it? Explorations on the meaning of psychological well-being. Journal of personality and social psychology, 57(6), 1069. | eng |
dcterms.references | Sandín, B., Chorot, P., Lostao, L., Joiner, T. E., Santed, M. A., & Valiente, R. M. (1999). Escalas PANAS de afecto positivo y negativo: validación factorial y convergencia transcultural. Psicothema, 11(1), 37-51. https://tinyurl.com/y77sq8jl | spa |
dcterms.references | Scheier, M. F., & Carver, C. S. (1985). Optimism, coping, and health: assessment and implications of generalized outcome expectancies. Health psychology, 4(3), 219. https://doi.org/10.1037/0278-6133.4.3.219 | eng |
dcterms.references | Schempp, P. G., Cheffers, J. T., & Zaichkowsky, L. D. (1983). Influence of decision-making on attitudes, creativity, motor skills and self-concept in elementary children. Research Quarterly for Exercise and Sport, 54(2), 183-189. https://doi.org/10.1080/02701367.1983.10605292 | eng |
dcterms.references | Seirul-lo, F. (2017). El entrenamiento en los deportes de equipo. Mastercede. | spa |
dcterms.references | Seligman, M. (2018). PERMA and the building blocks of well-being. The Journal of Positive Psychology, 13(4), 333-335. https://doi.org/10.1080/17439760.2018.1437466 | eng |
dcterms.references | Seligman, M. E., & Csikszentmihalyi, M. (2014). Positive psychology: An introduction. Springer, Dordrecht. | eng |
dcterms.references | Shearer, D., Mellalieu, S., Shearer, C., & Roderique-Davies, G. (2009). The effects of a video-aided imagery intervention upon collective efficacy in an international paralympic wheelchair basketball team. Journal of Imagery Research in Sport and Physical Activity, 4(1). https://doi.org/10.2202/1932-0191.1039 | eng |
dcterms.references | Sicilia-Camacho, A., & Brown, D. (2008). Revisiting the paradigm shift from the versus to the non-versus notion of Mosston's Spectrum of teaching styles in physical education pedagogy: a critical pedagogical perspective. Physical Education and Sport Pedagogy, 13(1), 85-108. https://doi.org/10.1080/17408980701345626 | eng |
dcterms.references | Sicilia, A. y Delgado, M. (2002). Educación Física y Estilos de Enseñanza. INDE Publicaciones. | spa |
dcterms.references | Siedentop, D. (1994). Sport education: Quality PE through positive sport experiences.Human Kinestics Publishers. | eng |
dcterms.references | Siedentop, D. (1998). What is Sport Education and How Does it Work? Journal of Physical Education, Recreation & Dance, 69(4), 18-20. https://doi.org/10.1080/07303084.1998.10605528 | eng |
dcterms.references | Snyder, C. R. (2002). Hope theory: Rainbows in the mind. Psychological Inquiry, 13(4), 249–275. https://doi.org/10.1207/s15327965pli1304_01 | eng |
dcterms.references | Sousa, C., Cruz, J., Torregrosa, M., Vilches, D., & Viladrich, C. (2006). Evaluación conductual y programa de asesoramiento personalizado a entrenadores (PAPE) de deportistas jóvenes. Revista de Psicología del Deporte, 15(2), 263-278. | spa |
dcterms.references | Stebbings, J., Taylor, I. M., & Spray, C. M. (2015). The relationship between psychological well-and ill-being, and perceived autonomy supportive and controlling interpersonal styles: A longitudinal study of sport coaches. Psychology of Sport and Exercise, 19, 42-49. https://doi.org/10.1016/j.psychsport.2015.02.002 | eng |
dcterms.references | SueSee, B., Edwards, K., Pill, S., & Cuddihy, T. (2018). Self-reported teaching styles of Australian senior physical education teachers. Curriculum Perspectives, 38(1), 41-54. https://doi.org/10.1007/s41297-018-0041-2 | eng |
dcterms.references | SueSee, B., & Barker, D. M. (2019). Self-reported and observed teaching styles of Swedish physical education teachers. Curriculum Studies in Health and Physical Education, 10(1), 34-50. https://doi.org/10.1080/25742981.2018.1552498 | eng |
dcterms.references | Syrmpas, I., Chen, S., Pasco, D., & Digelidis, N. (2019). Greek preservice physical education teachers’ mental models of production and reproduction teaching styles. European Physical Education Review, 25(2), 544-564. https://doi.org/10.1177/1356336X17752627 | eng |
dcterms.references | Syrmpas, I., & Digelidis, N. (2014). Physical education student teachers' experiences with and perceptions of teaching styles. Journal of Physical Education and Sport, 14(1), 52. https://doi.org/10.1123/jtpe.30.3.248 | eng |
dcterms.references | Syrmpas, I., Digelidis, N., & Watt, A. (2016). An examination of Greek physical educators’ implementation and perceptions of Spectrum teaching styles. European Physical Education Review, 22(2), 201-214. https://doi.org/10.1177/1356336X15598789 | eng |
dcterms.references | Syrmpas, I., Digelidis, N., Watt, A., & Vicars, M. (2017). Physical education teachers' experiences and beliefs of production and reproduction teaching approaches. Teaching and Teacher Education, 66, 184-194. https://doi.org/10.1016/j.tate.2017.04.013 | eng |
dcterms.references | Tamarit, X. (2007). ¿Qué es la Periodización Táctica? MC Sports. | spa |
dcterms.references | Tamorri, S. (2004). Neurociencias y deporte. Psicología deportiva. Procesos mentales del atleta. Paidotribo. | spa |
dcterms.references | Tarragó, J. R., Massafret-Marimón, M., Seirul·lo, F., & Cos, F. (2019). Entrenamiento en deportes de equipo: el entrenamiento estructurado en el FCB. Apunts Educación Física y Deportes, 137, 103–114. https://doi.org/10.5672/apunts.2014-0983.es.(2019/3).137.08 | spa |
dcterms.references | Tassi, J. M., Rivera, S., & Morilla, M. (2018). El Entrenamiento Psicológico-Integrado en Fútbol a través de Tareas de Entrenamiento. Revista de Psicología Aplicada al Deporte y el Ejercicio Físico, 3(1), 1–15. https://doi.org/10.5093/rpadef2018a4 | spa |
dcterms.references | Thelwell, R. C., Wood, J., Harwood, C., Woolway, T., & Van Raalte, J. L. (2018). The role, benefits and selection of sport psychology consultants: Perceptions of youth-sport coaches and parents. Psychology of Sport and Exercise, 35, 131-142. https://doi.org/10.1016/j.psychsport.2017.12.001 | eng |
dcterms.references | United Nations [ONU]. (2003). Developmen and Peace: Towards Achieving the Millennium Development Goals. https://www.unicef.org/sports/reportE.pdf | eng |
dcterms.references | Utsey, S. O., Giesbrecht, N., Hook, J., & Stanard, P. M. (2008). Cultural, sociofamilial, and psychological resources that inhibit psychological distress in African Americans exposed to stressful life events and race-related stress. Journal of Counseling Psychology, 55(1), 49. https://doi.org/10.1037/0022-0167.55.1.49 | eng |
dcterms.references | Utsey, S. O., Hook, J. N., Fischer, N., & Belvet, B. (2008). Cultural orientation, ego resilience, and optimism as predictors of subjective well-being in African Americans. The Journal of Positive Psychology, 3(3), 202-210. https://doi.org/10.1080/17439760801999610 | eng |
dcterms.references | Vargas-Tonsing, T. M., Myers, N. D., & Feltz, D. L. (2004). Coaches’ and athletes’ perceptions of efficacy-enhancing techniques. The Sport Psychologist, 18(4), 397-414. https://doi.org/10.1123/tsp.18.4.397 | eng |
dcterms.references | Vealey, R. S. (1986). Conceptualization of sport-confidence and competitive orientation: Preliminary investigation and instrument development. Journal of Sport and Exercise Psychology, 8(3), 221-246. https://doi.org/10.1123/jsp.8.3.221 | eng |
dcterms.references | Vealey, R. S., & Chase, M. A. (2008). Self-confidence in sport. Kinética Humana. | spa |
dcterms.references | Vealey, R. S., Garner-Holman, M., Hayashi, S. W., & Giacobbi, P. (1998). Sources of sport-confidence: Conceptualization and instrument development. Journal of Sport and Exercise psychology, 20(1), 54-80. https://doi.org/10.1123/jsep.20.1.54 | eng |
dcterms.references | Vealey, R. S., & Greenleaf, C. A. (2001). Seeing is believing: Understanding and using imagery in sport. Applied sport psychology: Personal growth to peak performance, 4, 247-272. | eng |
dcterms.references | Veenhoven, R. (1994). El estudio de la satisfacción con la vida. Intervención psicosocial, 3, 87-116. http://hdl.handle.net/1765/16195 | spa |
dcterms.references | Verjoshanski, I. V. (1990). Entrenamiento deportivo: planificación y programación. Martínez Roca. | spa |
dcterms.references | Viciana, J., y Delgado, M. (1999). La programación e intervención didáctica en el deporte escolar (II). Aportaciones de los diferentes estilos de enseñanza. Apunts Educación Física y Deportes, (56),17-24. | spa |
dcterms.references | Wanceulen, A., Valenzuela, M., Wanceulen-Moreno, A., y Wanceulen, J. (2011). Organización del fútbol formativo en un club de élite. Wanceulen SL. | spa |
dcterms.references | Wallhead, T., & O’sullivan, M. (2005). Sport Education: physical education for the new millennium? Physical Education & Sport Pedagogy, 10(2), 181–210. https://doi.org/10.1080/17408980500105098 | eng |
dcterms.references | Watson, D., Clark, L. A., & Tellegen, A. (1988). Development and validation of brief measures of positive and negative affect: the PANAS scales. Journal of personality and social psychology, 54(6), 1063. | eng |
dcterms.references | Weinberg, R., & Jackson, A. (1990). Building self-efficacy in tennis players: A coach's perspective. Journal of Applied Sport Psychology, 2(2), 164-174.https://doi.org/10.1080/10413209008406427 | eng |
dcterms.references | White, R. L., & Bennie, A. (2015). Resilience in youth sport: A qualitative investigation of gymnastics coach and athlete perceptions. International Journal of Sports Science and Coaching, 10(2–3), 379–393. https://doi.org/10.1260/1747-9541.10.2-3.379 | eng |
dcterms.references | Woodman, L. (1993). Coaching: a science, an art, an emerging profession. Sport Science Review, 2 (2), 1-13. | eng |
dcterms.references | Zheng, S., Sun, S., Huang, C., & Zou, Z. (2020). Authenticity and subjective well-being: the mediating role of mindfulness. Journal of Research in Personality, 84. https://doi.org/10.1016/j.jrp.2019.103900. | eng |
dcterms.references | Zurita-Ortega, F., Cachón Zagalaz, J., Farfan Heredia, E., Fernandez García, R., y Valdivia, P. A. (2013). El entrenador y aplicabilidad de los estilos de enseñanza aplicados en futbolistas de ciudad del Carmen (Mexico). Trance, 5(5), 467-482. | spa |
dcterms.references | Zurita-Ortega, F., Fernández-García, R., Cachón-Zagalaz, J., Ambris-Sandoval, J., Zaleta-Morales, L., & Hernández-Gallardo, D. (2014). Satisfacción y autoestima en jugadores de futbol base en relación con los estilos de enseñanza que reciben de los entrenadores de Ciudad del Carmen (México). Journal of Sport and Health Research, 6(1), 63-74. https://tinyurl.com/y5lv898z | spa |
dcterms.references | Zurita-Ortega, F.; Pérez, A.J.; González, G.; Castro, M.; Chacón, R.; Ambris, J. (2016). Estilos de enseñanza de entrenadores y su relación con la ansiedad de los jugadores en diferentes categorías de fútbol base. Sportis, 3(2), 390-411. http://dx.doi.org/10.17979/sportis.2016.2.3.1721 | spa |
oaire.version | info:eu-repo/semantics/acceptedVersion | spa |
sb.programa | Maestría en Educación | spa |
sb.sede | Sede Barranquilla | spa |