Satisfaction with Higher Education: critical data for student development

Higher education is a mainstay in the development and support of the economic, social and cultural development of the global society. Throughout history, academic institutions have sought to respond to the demands of endlessly changing and evolving environmental conditions. However, in the 21st century, a number of significant factors are changing the higher education landscape and challenging higher education institutions (HEIs) to interpret the vital needs of contemporary society to stimulate and enhance student development. Student development is an all-embracing concept that involves research focusing on students from recruitment to placement. Assuming that meeting student needs and stimulating and enhancing their development are crucial challenges for higher education institutions worldwide, the article focuses on a national study in Portugal designed to measure students’ expectations and satisfaction with their experience. On the basis of a nationwide survey, it examines these in the various types of higher education institutions in Portugal.     

Implementing Key Competences in Basic Education: reflections on curriculum design and development in Spain

The concept of competence is a recent introduction into the curricula of the Spanish education system, and applies to vocational training and university, but also to basic education. In both cases, the meaning and use of the term have differed, sometimes giving rise to confusion. There can be no doubt, however, that this incorporation has been of significant impact. On the one hand, it has generated considerable debate between those who consider the concept to respond to economistic arguments, removed from educational realities, and those who believe it to have a transformation potential that cannot be ignored. On the other, incorporation of the concept is leading to a series of modifications in school practices and in teaching and learning with whose consequences we are not yet acquainted. This article analyses the situation created by the introduction of key competences in Spanish compulsory education and seeks to gauge the potential this offers for improving opportunities for success at school. The authors believe that key competences are a reformulation of educational intentions, whose consequences for schools and teaching practices largely depend on the new interpretation of learning in the light of different approaches and research traditions.     

Sprint performance and mechanical outputs computed with an iPhone app: Comparison with existing reference methods

The purpose of this study was to assess validity and reliability of sprint performance outcomes measured with an iPhone application (named: MySprint) and existing field methods (i.e. timing photocells and radar gun). To do this, 12 highly trained male sprinters performed 6 maximal 40-m sprints during a single session which were simultaneously timed using 7 pairs of timing photocells, a radar gun and a newly developed iPhone app based on high-speed video recording. Several split times as well as mechanical outputs computed from the model proposed by Samozino et al. [(2015). A simple method for measuring power, force, velocity properties, and mechanical effectiveness in sprint running. Scandinavian Journal of Medicine & Science in Sports. https://doi.org/10.1111/sms.12490] were then measured by each system, and values were compared for validity and reliability purposes. First, there was an almost perfect correlation between the values of time for each split of the 40-m sprint measured with MySprint and the timing photocells (r?=?0.989–0.999, standard error of estimate?=?0.007–0.015?s, intraclass correlation coefficient (ICC)?=?1.0). Second, almost perfect associations were observed for the maximal theoretical horizontal force (F₀), the maximal theoretical velocity (V₀), the maximal power (P_max) and the mechanical effectiveness (DRF – decrease in the ratio of force over acceleration) measured with the app and the radar gun (r?=?0.974–0.999, ICC?=?0.987–1.00). Finally, when analysing the performance outputs of the six different sprints of each athlete, almost identical levels of reliability were observed as revealed by the coefficient of variation (MySprint: CV?=?0.027–0.14%; reference systems: CV?=?0.028–0.11%). Results on the present study showed that sprint performance can be evaluated in a valid and reliable way using a novel iPhone app.     

Jump height loss as an indicator of fatigue during sprint training

This study analysed the acute mechanical and metabolic responses to a sprint training session focused on maintaining maximal speed until a given speed loss was reached. Nine male high-level sprinters performed 60 m running sprints up to a 3% in speed loss with 6 min rests between sets. Mechanical responses (countermovement jump (CMJ) height and speed loss) and metabolic responses (blood lactate and ammonia concentrations) were measured pre-exercise and after each set was performed. Jump height loss showed almost perfect relationships with both lactate (r = 0.91) and ammonia (r = 0.91) concentrations. In addition, nearly perfect relationships were observed for each athlete between CMJ height loss and lactate (r = 0.93–0.99) and ammonia (r = 0.94–0.99). Very large correlations were found between speed loss and lactate (r = 0.83), and ammonia (r = 0.86) concentrations. Furthermore, close relationships were observed for each athlete between speed loss and lactate (r = 0.86–0.99), and ammonia (r = 0.88–0.98). These results suggest that the CMJ test may allow more accurate setting of training loads in sprint training sessions, by using an individualised sprint dose based on mechanical and physiological responses rather than a standard fixed number of sprints for all athletes.     

Youth perceptions of violence against women through a sexist chant in the football stadium: an exploratory analysis

Gender-based violence and violence against women (VAW) refers to any violation of fundamental rights. However, some forms of VAW are viewed as unproblematic, acceptable and deserved. Taking into account that sexist chants in football stadiums reinforce VAW, the purpose of the study is to determine how a group of adolescents can normalize or challenge an example of sexist chants. Semi-structured qualitative interviews were conducted and the participants were asked to discuss to what extent the actions could be considered as gender-based violence. Most of the youth were highly unconscious of the sexist nature of the video and only a few recognized it as gender-based violence. Such awareness is essential in order to recognize the discrimination and prejudices, but especially, characteristic of VAW in football stadiums. Therefore, the implementation of a new pedagogy in order to reduce VAW in and outside the school is absolutely mandatory.     

Applying the EFQM model to golf course management

The European Foundation for Quality Management (EFQM) Excellence Model provides guidance and support for business organisations to improve their quality management. This goal is attained by examining the relations among the several criteria that are defined and included in the model – the Enablers and the Results – albeit without going deeply into their empirical correlations. Our research focuses on the sport industry and, more particularly, on golf-related services and facilities. We analyse their management and performance. The goal is to conduct an empirical study of golf courses making up the supply in a Spanish inland region. On the basis of data and assessments contributed by the participating sample – and by resorting to multivariate statistical analysis – we pinpoint the influence of all Enablers identified by the EFQM Model, as well as their impact on the Results criteria. Correlations designed and empirically quantified make it possible for us to confirm the theoretical interrelations that the EFQM Model proposes between the defined criteria. The structural model thus obtained allows us to design a map that plots the relationships across the several criteria defined by the EFQM Model, one which portrays present-day approaches to management put into practice by the golf courses under scrutiny.