Javier Yanci

Para athletics is a major Paralympic discipline based on a classification system that minimizes the impact of impairments on performance. This study examines sprint performance differences in ambulant para athletes with coordination impairments (spastic hypertonia, ataxia, dystonia) across 100- and 200-m events by sex, sport class (T35–T38), and competition level. Performance data from Olympic athletes were included as a control group to contextualize the magnitude of differences relevant to the identification of minimal impairment criteria. Data included 5,681 performance observations from 1,130 unique para athletes across Paralympic Games, World Championships, and international competitions. Men consistently outperformed women across all classes and events. Performance varied by sport class, with no significant differences between T35 versus T36 and T37 versus T38 in some elite competitions. Olympic athletes outperformed para athletes in all comparisons. Findings reveal that sex, sport class, and competition level significantly influence performance, though overlaps between adjacent classes persist. These results highlight the need for further investigation into classification boundaries and their relationship to performance disparities in elite para sport.

The advancement of technology has enabled the increasing integration of sensors in the field of physical activity (PA) and sport, facilitating precise and real-time monitoring of physiological, bio...

Cooperative Learning (CL) is a pedagogical model that promotes positive interdependence and active learning. However, in higher education, conceptual confusion persists, as group work is often mistakenly equated with CL. This study had two aims: (1) to analyse differences in CL perceptions among third-year students enrolled in Early Childhood Education and Primary Education degrees with a specialisation in Physical Education, and (2) to evaluate the effects of a structured CL model versus a group work approach on these perceptions. A total of 121 students participated: GTGEI (n = 54), who followed a course based on group work without a CL structure, and GACEF (n = 67), who followed a structured CL model. At pretest, GTGEI showed higher perceptions in 5 of 7 dimensions. After the intervention, GACEF improved significantly in 6 dimensions, whereas GTGEI showed no improvement and even declined in several areas. The findings indicate that systematic implementation of CL enhances both students’ perceptions and teaching competence, whereas unstructured group dynamics may be ineffective or even counterproductive.

Background and Aims: Initial teacher education has been identified as a key factor in preparing prospective Physical Education (PE) teachers for inclusive education. However, limited research has examined the role of external practicums in shaping perceptions of inclusion and self‐efficacy. This study aimed to analyse prospective PE teachers' perceptions and self‐efficacy towards inclusion before, during and after their practicum. Methods: A retrospective sequential mixed‐methods design was employed with 54 final‐year students enroled in a Primary Education degree specialising in PE. Quantitative data were collected using the Self‐Efficacy Scale for Physical Education Teachers towards Students with Disabilities, while qualitative data were obtained through two focus groups ( n = 16). Descriptive statistics and content analysis were conducted. Results: Findings revealed a clear shift in perceptions over time. Initial feelings of insecurity and insufficient practical preparation evolved into increased confidence and a more nuanced understanding of inclusion. Participants reported moderate‐to‐high levels of self‐efficacy across intellectual, physical and visual disabilities ( M ≈ 3.4). Qualitative data highlighted the importance of direct contact with pupils with disabilities, inclusive teacher modelling and structured lesson planning. Conclusion: The practicum experience played a transformative role in shaping prospective teachers' perceptions and strengthening self‐efficacy towards inclusion. These findings emphasise the importance of experiential learning within teacher education programmes to better prepare future teachers for inclusive practice.

Emotional regulation has been identified as one of the key factors in sport performance; however, qualitative research examining this construct in real competitive contexts remains limited, particularly in emerging sports such as pickleball. The aim of this study was to analyze pickleball players’ and coaches’ perceptions of the role of emotional regulation in competitive performance, decision-making, and the occurrence of errors, with particular attention to emotionally critical moments during matches and to emotional dynamics in doubles play. A qualitative study with a phenomenological hermeneutic approach was conducted. Sixty pickleball players and eight coaches participated, completing asynchronous online interviews in two phases. Data were analyzed using thematic analysis, resulting in three main categories: (1) emotional dynamics of the match; (2) emotion, decision-making, and error; and (3) emotional regulation and interpersonal dynamics. The results indicate that both players and coaches perceive emotions as fluctuating continuously throughout the match and intensifying at critical moments, directly influencing playing behavior, technical-tactical decisions, and the likelihood of committing errors. In addition, according to participants, in doubles play, the emotional dynamics between teammates and coach intervention emerge as key elements for emotional regulation and the maintenance of collective performance under pressure. These findings underscore the need to systematically integrate emotional regulation into competitive preparation in pickleball, considering both the individual and interpersonal processes involved in performance.

Over a 6‐year research period, the classification of footballers with cerebral palsy (CP) has identified the best activity limitation tests that best capture the influence of eligible impairments on performance, leading to the implementation of a new classification system (i.e., FT1–FT3 sport classes). This study aimed to (i) assess the sensitivity of these tests to discriminate among sport classes; and (ii) estimate predictors of activity limitation outcomes to enhance accuracy in class allocation. A total of 177 international‐level male CP footballers (25.90 ± 6.13 years.; 67.70 ± 11.49 kg; 173.90 ± 8.07 cm; 156 outfield players and 21 goalkeepers) completed 11 field‐based tests assessing activity limitation, including balance, coordination, jumping, change of direction ability, and dribbling capacity, and a 2 versus 2 small‐sided game. Classification and regression tree analysis were used to develop predictive models of sport classes with probabilities calculated at each node, considering a final number of 7 tests. Significant differences were observed between sport classes in all variables, except in one‐leg stance acceleration. Specific activity limitation test outcomes for dribbling skills, inter‐limb coordination, and static balance predict the sport class allocation with a success rate of 72.1% for a valid sample of 111 CP footballers, and 75.2% for a subsample of 101 players excluding goalkeepers. The dribbling speed test is relevant for classifying those with severe (FT1) and moderate forms of impairment (FT2), while the one‐leg stance test better predicts the class allocation of those with less impairment (FT3). This study provides empirical support for classifiers' decision‐making and suggests distinct patterns of sport‐specific activity limitations across current CP football sport classes.

Introduction: Despite the growing emphasis on inclusion, evidence on the longitudinal effects of consecutive training pathways in physical activity remains limited, particularly within initial university-level education. Objective: To assess the impact of a consecutive inclusive physical activity training pathway on the academic and professional development of Physical Activity and Sport Sciences students, focusing on academic self-concept, perceptions of educational inclusion, and evaluations of theoretical and practical training. Method: A longitudinal, quantitative repeated-measures design was employed across one full academic year. University students responded to questionnaires at three time points (R1, R2, and R3), corresponding to key phases of the training pathway. Within-subject analyses were conducted to examine changes over time throughout the complete course sequence. Results: Significant reductions were observed in academic self-concept, perceived academic performance, and academic self-efficacy across the training pathway. Concurrently, significant improvements were found in key dimensions of inclusive practice, particularly in methodology, supports, and community participation, whereas the conception of diversity remained stable. Perceived adequacy of theoretical training increased progressively over time, while perceived adequacy of practical training improved following the first course and subsequently stabilized. Conclusions: The training pathway positively influences students’ preparedness for inclusive education. However, the findings suggest the need to strengthen structured practical experiences that facilitate the transfer of learning to professional practice.