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Jiménez Parra, José Francisco

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Jiménez Parra, José Francisco
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Universidad de Murcia. Departamento de Actividad Física y Deporte
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    Importancia de las metodologías activas en la educación física: revisión sistemática sobre las metodologías para el fomento de la autonomía
    (Dykinson, 2023) Gómez López, Manuel; Jiménez Parra, José Francisco; Manzano Sánchez, David; Martins, Paulo; Actividad Física y Deporte
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    La iniciación a los deportes individuales: el modelo ludotécnico y sus posibilidades
    (INDE, 2024-11) Carcas-Vergara, Eduardo; Casares, Laura; Cejuela Anta, Roberto; Cordellat, Ana; Cosín, Jorge; Díaz-Tejerina, David; Dunn, Robin J.; Fernández-Río, Javier; Ferriz, Roberto; González-Víllora, Sixto; Guijarro Jareño, Eva; López-Garde, Inma; Lloret Parra, Marc; Méndez-Giménez, Antonio; Pizarro, David; Práxedes, Alba; Quiñonero Martínez, Antonio Luis; Saiz-González, Pablo; Selles Pérez, Sergio; Uría-Valle, Pablo; Arroyo Martínez, Ernesto; Valero Valenzuela, Alfonso; Jiménez Parra, José Francisco; Bermúdez Cutillas, Antonio Jesús; Gómez Mármol, Alberto; Hellín Martínez, Marta; Alfonso Asencio, Manuel; Actividad Física y Deporte
    La obra compila 17 capítulos elaborados por distintos autores que abordan el Modelo Ludotécnico desde diversas perspectivas pedagógicas y deportivas. Incluye fundamentos teóricos, aplicaciones en deportes como atletismo, natación, piragüismo, tenis y triatlón, así como propuestas de hibridación con otros modelos educativos como el Aprendizaje Cooperativo, el Modelo de Educación Deportiva, TGfU y la Autoconstrucción de Materiales. El libro ofrece una visión amplia y aplicada del enfoque ludotécnico para la enseñanza de deportes individuales, dirigida a docentes, formadores y profesionales de la educación física.
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    Future academic expectations and their relationship with motivation, satisfaction of psychological needs, responsibility, and school social climate: gender and educational stage
    (MDPI, 2021-04-25) Manzano Sánchez, David; Gómez Mármol, Alberto; Conte Marín, Luis; Jiménez Parra, José Francisco; Valero Valenzuela, Alfonso; Expresión Plástica, Musical y Dinámica; Actividad Física y Deporte; Facultad de Educación; Facultad de Ciencias del Deporte
    The purpose of this study was to show the relationship between future academic expectations and the concepts of motivation, basic psychological needs, school social climate, and responsibility. Additionally, possible differences in future expectations were analyzed according to gender and educational stage. A total of 984 students (M = 12.87; SD = 1.84) from elementary and secondary school participated in this study. A single questionnaire composed of different scales was administered to check the values of motivation (EME), psychological need satisfaction (PNSE), school social climate (CECSCE), responsibility (PSRQ), sociodemographic differences, and a question to find out future academic expectations. Results showed that the group with the highest future expectations (do a degree or upper vocational training) had statistical differences of p < 0.001 with respect to the group with the lowest future expectations (finish compulsory secondary studies or basic vocational training and start work) and middle expectations (do a high school or middle vocational training) with regard to autonomous motivation, satisfaction of psychological needs, school and teacher climate, and social and personal responsibility. The group with the lowest expectations had higher values with respect to the other two groups in terms of amotivation (p < 0.001). Moreover, women and elementary school children had greater future academic expectations (p < 0.001). In conclusion, the promotion of basic psychological needs satisfaction, autonomous motivation, personal and social responsibility, and school social climate are related to higher academic expectations, and the improvement of these variables becomes especially important for boys and secondary students who could have a higher chance of dropping out of school.
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