Capital university of physical education and sports

Presidential Debate Gustavo Petro, Federico Gutiérrez, Ingrid

Member of the National System of Researchers. Member of the international network “Conducta Saludable con Deporte de Calidad” (CONACYT, www.reddeca.com) and member of the Unidad de Investigación de Psicología del Deporte (UIPD, www.uv.es/uipd). Member of the consolidated academic body “Ciencias de la Cultura Física y Deporte”.

Abdellatif, W., Ding, J., Jalal, S., Nguyen, T., Khorshed, D., Rybicki, F. J. and Khosa, F. (2020). Lack of Gender Disparity Among Administrative Leaders of Canadian Health Authorities, Journal of Women’s Health. 29 (11), 1469-1474. https://doi.org/10.1089/jwh.2019.7852

Ara, E. M., Talepasand, S., & Rezaei, A. M. (2017). A structural model of depression based on interpersonal relationships: the mediating role of coping strategies and loneliness. Archives of Neuropsychiatry, 54(2), 125-130. https://doi.org/10.5152/npa.2017.12711

Bao, Y., Sun, Y., Meng, S., Shi, J., & Lu, L. (2020). 2019-nCoV epidemic: address mental health care to empower society, The Lancet, 395(10224), e37-e38. https://doi.org/10.1016/s0140-6736(20)30309-3.

Valientes por la Vida Seal of Approval awarded to teachers’ school

Cabero, J. (Coord.) (2006): Nuevas Tecnologías Aplicadas a la Educación. Madrid, McGraw-Hill Cebrián, M. (Coord.) (2005): Tecnologías de la información y comunicación para la formación de docentes. Madrid, Pirámide

Gómez, M. (2007) La pizarra digital http://observatorio.cnice.mec.es/modules.php?op=modload&name=News&file=article&sid=232 Gómez, M. (2008) Políticas de incorporación de las TIC http://www.isftic.mepsyd.es/formacion/materiales/80/cd_1_2_3/cd2/ponentes/melchor/ politicas_de_integracion.ppt

P?rez, A. (2007): The emergence of good practices. Final report. External evaluation of the educational projects of the centers for the incorporation of new information and communication technologies into teaching practice. Seville, Junta de Andalucía.

Failure to attend more than 20% of classes (even if the material delivered by the student was exceptional) and failure to complete 50% of the tasks proposed by the teachers (even if the participation in the classroom sessions was exceptional) will be cause for a grade of “Not presented”.

ADAPTED SPORT WORKOUT – Powerlifting

ARTERO ORTA, P. and MOYA HERNANDO, E. (1992). Bases for the individualization of exercise. Mechanical and postural aspects. Relaxation. Medicina Deportiva en la tercera edad, Cuadernos técnicos del deporte, 19, Málaga, Unisport, pp. 141-163.

LOZANO, J. J. (1996). Ideas previas como punto de arranque de la Asignatura “Educación Física y su Didáctica I”. In Actas del III Congreso Nacional de EF de Facultades de Educación y XIV de Escuelas de Magisterio, Guadalajara.

MARCOS BECERRO, J. F. (1995). Consideraciones sobre la acción del ejercicio y el deporte en el mantenimiento de la salud y en la prevención de la enfermedad. Salud, ejercicio y deporte, Madrid, MAPFRE.

MARTÍN LLAUDES, N. (1992). Maintenance and improvement of physical qualities in the elderly. Medicina Deportiva en la tercera edad, Cuadernos técnicos del deporte, 19, Málaga, Unisport, pp. 97-119.

ZAGALAZ, M. L. and CACHÓN, J. (1999). On the concept of physical education and sport: theories, aspects and definitions. In Sainz, P. et al. (Coords.) Actas del Congreso Nacional de Educación Física, celebrated in Huelva, Málaga, IAD, pp. 1.253-1.268.

Energetic and Positive Background Music

This research addresses a historical problem whose effects are still current: the disputes over the legitimacy of the Physical Education profession. It reflects on how this practice was developed in Argentina and how the institutionalization of professionalization guaranteed its reproduction. Hence, the dominant discourses of the passage from the 19th to the 20th century are studied and how they resulted in two clearly defined epistemic positions, one “militaristic” and the other “civic-pedagogical”. Organized on the basis of five crucial events in the institutionalization of the Physical Education profession that took place between 1898 and 1912, the contemporary voices of different agents linked to the pedagogization of corporal practices in Argentina are analyzed.

This research analyzes a historical problem which results are still effective: the disputes over the legitimacy of the profession of Physical Education. The intention is to think how this practice was conceived and how it institutionalization guaranteed its reproduction. For that, dominant discourses of the passage from the 19th to the 20th century are studied, and how from that resulted two clearly defined epistemic positions, one “militaristic” and the other “civic-pedagogical”. Organized on the basis of five crucial events that took place between 1898 and 1912 about the institutionalization of the professionalization of Physical Education, it is analyze the contemporary voices of different agents linked to the pedagogization of corporal practices in Argentina.