Examinando por Autor "Garalde Gorostola, Alain"

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    Assessing peer teamwork competence: adapting and validating the comprehensive assessment of team member effectiveness–short in university students
    (Frontiers Media SA, 2024) Garalde Gorostola, Alain; Solabarrieta Eizaguirre, Josu; Urquijo Cela, Itziar; Ortiz de Anda Martín, Irati
    Introduction: The Bologna Plan has promoted competency-based training in European higher education, which requires developing accurate, appropriate assessment tools for its measurement and evaluation. Method: This study adapted and validated the Comprehensive Assessment of Team Member Effectiveness questionnaire on teamwork competence in a university population in the Basque Country, Spain. The questionnaire was first back-translated and adapted by two experts in educational research and then completed by 642 students pursuing baccalaureate degrees in primary education and physical activity and sport sciences at the University of Deusto [215 women, 426 men; ages: 17–25 years (M = 21.5; SD = 1.3)]. Results and discussion: A confirmatory factor analysis yielded adequate goodness-of-fit indices, confirming the validity of the instrument’s measurement model and indicating that it may be an appropriate tool for assessing teamwork competence among peers for university students in the Basque Country.
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    Habitos deportivos de la población escolar de Bizkaia: 2022
    (Diputación Foral de Bizkaia = Bizkaiako Foru Aldundia, 2023) Aurrekoetxea Casaus, Maite; Borrajo, Erika; Garalde Gorostola, Alain; Hernandez Simal, Lander; Lázaro Fernández, Yolanda; Roa Mora, Danel; Rubio Florido, Isabel; Sánchez Mencia, Eneko; Urquijo Cela, Itziar; González Santamaría, Xabier
    La contribución del Deporte Escolar a la educación integral durante la infancia y juventud resulta incuestionable en nuestros días. Su peso en la transmisión de valores, orientados tanto al desarrollo personal como a la mejora de la participación y convivencia ciudadana convierten la práctica deportiva en un elemento promotor de desarrollo humano del que ninguna niña ni ningún niño debería estar privado. Si además se tiene en cuenta que la calidad de las experiencias asociadas a la práctica deportiva en estas edades ejerce una incidencia notable en posteriores decisiones de adherencia o abandono deportivo, la preocupación de las instituciones públicas por optimizar no sólo el acceso sino también la calidad de la oferta deportiva en edad escolar resulta más que legítima.
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    Self-assessment of teamwork in higher education: adaptation and aalidation of the CATME-S to Spanish version
    (Hipatia Editorial, 2025-02-24) Garalde Gorostola, Alain; Urquijo Cela, Itziar; Rubio Florido, Isabel; Solabarrieta Eizaguirre, Josu
    Teamwork is one of the transversal skills to be acquired for an integral performance in life. Thus, higher education must address it effectively, but one of the great challenges of competence-based learning in higher education is the measurement of their acquisition. For this reason, to ensure an adequate competence acquisition, reliable instruments adapted to the particular context are needed. In this sense, one of the most used instruments to measure said competence is not translated or validated in Spanish. This study aimed to adapt and validate the Comprehensive Assessment of Team Member Effectiveness–Short (CATME-S) questionnaire on teamwork competence in a self-assessment version in a university population in the Basque Country. This research began with the questionnaire’s back-translation and adaptation by two experts in educational research. The study involved 949 students pursuing bachelor’s degrees in physical activity and sports sciences and primary education at a university in the Basque Country, Spain (381 women and 568 men aged 17–24 years: M = 20.5; SD = 1.5). A confirmatory factor analysis returned adequate goodness-of-fit indices, confirming the validity of the CATME-S scale measurement model. Therefore, it may be concluded that it represents a suitable tool for self-assessing teamwork competence in university students in the Basque Country.
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    Talde laneko gaitasunaren autoebaluazioa eta koebaluazioa goi mailako hezkuntzan: CATME-S tresnaren itzulpena, egokitzapen eta aplikazioa
    (Universidad de Deusto, 2024-12-16) Garalde Gorostola, Alain; Solabarrieta Eizaguirre, Josu; Facultad de Educación y Deporte
    Gizakion elkarrekintza, taldean bizi eta taldean aritzea ezinbestekoa izan da gaur egunera iristeko. Talde lana oinarrizkoa da lan munduan murgiltzeko (García-Garnica et al., 2023; De Prada et al., 2022; Robles 2012). Talde lanak izaera konplexua dauka, multidisziplinarra (Salas et al., 2005) eta ikertzaile gutxik aztertu dute gaitasun honen ikaskuntza maila (De Prada et al., 2022). Talde lana neurtzeko sujetu egokienak, taldea bera osatzen dutenak izango dira (O'Neill et al., 2019). Horregatik, autoebaluazioa eta koebaluazioa egokiak dira talde laneko konpetentzia neurtzeko (Britton et al. 2017) Eta, ebaluazio eredu horietan talde lana neurtzeko tresna egokia Comprehensive Assessment of Team Member Effectiveness - Short (CATME-S) da (Ohland et al., 2012). Ebaluazio eredu hauek aplikatzean, generoa, garapen kongnitiboa, edo siniskerak aldagai eragileak izan daitezke (Alqassab et al., 2023; Veenman et al., 2004; Vigotsky, 1978; Yan et al., 2020, 2023). Horregatik, dokotoretza tesi honen helburu nagusia talde laneko gaitasuna autoebaluatzeko eta koebaluatzeko tresna egokiaren ekarpena egin eta, talde lanaren ebaluazioa modu horretan burutzean eragin dezaketen aldagaiak (generoa, adina eta errendimendu akademikoa) azaltzea da. Ondorioz, hiru ikerketa egin dira, lehen biak CATME-S tresna Euskal Herriko Goi Mailako Hezkuntzan, autoebaluazio eta koebaluazio bidez talde laneko gaitasuna neurtzeko itzuli eta egokitzean zentratu dira, eta azkena, tresnaren aplikazioaren bidez talde laneko gaitasuna neurtu eta ebaluazio eredu hauen arteko harremana eta aldagaien eragina azaltzean. Doktoretza tesi honetan egindako ikerketek talde lana unibertsitate ikasketetan autoebaluazio eta koebaluazio bitartez neurtzeko tresna egokien ekarpena egin dute. Gainera, hirugarren ikerketan, bi ebaluazio ereduen arteko harremana azaldu da, eta egon daitezkeen ezberdintasunak ulertzeko informazioa jarri da mahai gainean. Proposatzen den ebaluazio ereduen ardatza ikaslea denez, ikasleari bizi den testuinguruak eman eta garatu dizkion ezaugarri eta izaera berezia ulertu beharko dituzte irakasleek.
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    Temporal and intensity-distribution differences in physical activity among schoolchildren and adolescents from the Basque Country: weekday-weekend and school-after-school comparisons
    (Frontiers Media SA, 2026-09-03) Albisua Kaperotxipi, Neritzel; Río de Frutos, Xabier ; Garalde Gorostola, Alain; Mateos-Marañón, Xabier ; Sáez Gómez de Cadiñanos, Iker; Larrinaga Undabarrena, Arkaitz
    Introduction – This study examined temporal and intensity-distribution differences in objectively measured physical activity among schoolchildren and adolescents from the Basque Country, Spain, comparing weekdays with weekend days, Saturday with Sunday, and school time with after-school time. Methods – Raw wrist-accelerometer data were reprocessed for 540 participants in the Mugikertu study. The final exact-linked regional sample comprised 503 participants aged 6–17 years from 42 schools, contributing 2, 979 valid days. Euclidean Norm Minus One (ENMO), waking average acceleration, intensity gradient, M30, M60, and time in moderate (MPA), vigorous (VPA), and moderate-to-vigorous physical activity (MVPA) were derived in GGIR. Pediatric non-dominant-wrist thresholds were applied (MPA 201.4–<707 mg; VPA ≥ 707 mg). Paired comparisons and multilevel models examined day-type differences, with days nested within participants and participants within schools. Results – Mean MVPA was 65.19 ± 34.85 min/day, and 51.1% of participants accumulated an average of ≥60 min/day. Weekday values exceeded weekend values for 24-h ENMO (47.97 ± 17.82 vs. 41.28 ± 20.46 mg) and MVPA (68.25 ± 35.31 vs. 59.12 ± 41.94 min/day; mean difference 9.13 min/day, 95% CI 6.51–11.75). Sunday MVPA was lower than Saturday MVPA (55.81 ± 45.30 vs. 64.09 ± 48.86 min/day). During weekdays, MVPA density was lower in the 09:00–14:30 school window than in the 14:30–22:00 after-school window (4.49 ± 2.82 vs. 5.12 ± 2.89 min/h). The weekday-weekend association varied by age but not by sex or socioeconomic context for MVPA. Conclusion – In this Basque regional sample, activity volume and intensity were lower on weekends, particularly Sundays, and declined sharply with age. School time contributed meaningfully to daily activity, but after-school time showed slightly higher MVPA density. The regional context and the age-specific pattern should be considered when transferring these findings to other settings.