Intervención ante la violenciacómo formar a futuros delegados/as de protección en el deporte
-
1
Universidad del País Vasco/Euskal Herriko Unibertsitatea
info
Universidad del País Vasco/Euskal Herriko Unibertsitatea
Lejona, España
ISSN: 1579-1726, 1988-2041
Año de publicación: 2023
Número: 50
Páginas: 546-555
Tipo: Artículo
Otras publicaciones en: Retos: nuevas tendencias en educación física, deporte y recreación
Resumen
Among the various changes brought about by the Organic Law for the Comprehensive Protection of Children and Adolescents against Violence 8/2021 in the field of sports with minors highlights the creation of the figure of the protection delegate. Among other functions, these delegates are responsible for ensuring compliance with the protocols of action against violence in sports clubs. This paper presents a proposal for the use of the challenge-based learning methodology for the training of future protection delegates in the field of intervention against violence against minors in sports. It is a proposal designed with the aim of (i) recognizing systems of intervention in situations of violence, (ii) identifying channels of action in these situations and (iii) learning to analyze the impact of the organizational model of sports clubs and the roles of their members in working with children and adolescents. This proposal highlights the importance of training in this area accompanied by methodologies that encourage a critical and reflective attitude, as well as experimentation with the environment.
Referencias bibliográficas
- Boud, D. (2020). Retos en la reforma de la evaluación en educación superior: una mirada desde la lejanía. RELIEVE, 26(1), https://doi.org/10.7203/relieve.26.1.17088
- Cantero, J. M. M., Espiñeira-Bellón, E. M., & Crego, M. C. P. (2023). Percepciones sobre la evaluación de resultados de aprendizaje en títulos de máster. Revista de Investigación Educativa, 41(1), 243-261. https://doi.org/10.6018/rie.520831
- Centre for Child Protection and Safeguarding in Sport (2022) Child Abuse in Sport: European Statistics. General report.
- Christersson, C. E., Melin, M., Widén, P., Ekelund, N., Christensen, J., Lundegren, N., & Staaf, P. (2022). Challenge-Based Learning in Higher Education: A Malmö University Position Paper. International Journal of Innovative Teaching and Learning in Higher Education (IJITLHE), 3(1), 1-14. https://doi.org/10.4018/ijitlhe.306650
- Conde, M. Á., Rodríguez‐Sedano, F. J., Fernández‐Llamas, C., Gonçalves, J., Lima, J., & Peñalvo, F. J. (2021). Fostering STEAM through challenge‐based learning, robotics, and physical devices: A systematic mapping literature review. Com-puter Applications in Engineering Education, 29(1), 46-65. https://doi.org/10.1002/cae.22354
- Córdova, G. E. C., Mayón, J. B. C., Guerrero, S. V. J., & Vivanco, J. T. V. (2023). Aprendizaje basado en retos como metodología para mejorar la compresión lectora en estudiantes de básica media. Revista Social Fronteriza, 3(1), 75-96. https://doi.org/10.5281/zenodo.7552760
- Escuela Vasca de Deporte (2022). Protocolo y Caja de herramientas para iniciar el proceso de implementación de las exigencias deri-vadas de la LOPIVI y para seguir promoviendo una cultura de bienestar para los niños, niñas y adolescentes en el deporte organizado en Euskadi.
- Fraile, J., Ruiz-Bravo, P., Zamorano-Sande, D., & Orgaz-Rincón, D. (2021). Evaluación formativa, autorregulación, feedback y herramientas digitales: uso de Socrative en educación superior (Formative assessment, self-regulation, feedback and digital tools: use of Socrative in higher education). Retos, 42, 724–734. https://doi.org/10.47197/retos.v42i0.87067
- Gallagher, S. E., & Savage, T. (2020). Challenge-based learning in higher education: an exploratory literature review. Teaching in Higher Education, 1-23. https://doi.org/10.1080/13562517.2020.1863354
- Gómez, B., Adroher, S., Berástegui, A. & Halty, A. (2022). Guía de entorno seguro en contexto de educación no formal. Cátedra de los derechos del niño – Comillas.
- Hartill, M., Rulofs, B., Lang, M., Vertommen, T., Allroggen, M., Cirera, E., Diketmueller, R., Kampen, J., Kohl, A., Martin, M., Nanu, I., Neeten, M., Sage, D., Stativa, E. (2021). CASES: Child abuse in sport: European Statistics – Project Report. Edge Hill University
- Kohn Rådberg, K., Lundqvist, U., Malmqvist, J., & Hagvall Svensson, O. (2020). From CDIO to challenge-based learning experiences–expanding student learning as well as societal impact? European Journal of Engineering Education, 45(1), 22-37. https://doi.org/10.1080/03043797.2018.1441265
- Lamoneda Prieto, J., González-Víllora, S., & Fernández-Río, J. (2020). Hibridando el Aprendizaje Cooperativo, la Educa-ción Aventura y la Gamificación a través de la carrera de orientación. Retos, 38, 754–760. https://doi.org/10.47197/retos.v38i38.77276
- Lazendic-Galloway, J., Reymen, I. M. M. J., Bruns, M., Helker, K., & Vermunt, J. D. (2021, November). Students’ expe-riences with challenge-based learning at TU/e innovation Space: Overview of five key characteristics across a broad range of courses. In 49th SEFI Annual Conference: Blended Learning in Engineering Education: Challenging, Enlightening-and Lasting? (pp. 1005-1015). Technische Universität Berlin.
- Leijon, M., Gudmundsson, P., Staaf, P., & Christersson, C. (2022). Challenge based learning in higher education–A sys-tematic literature review. Innovations in education and teaching international, 59(5), 609-618. https://doi.org/10.1080/14703297.2021.1892503
- López-Caudana, E., Ruiz, S., Calixto, A., Nájera, B., Castro, D., Romero, D., ... & Membrillo-Hernández, J. (2022). A personalized assistance system for the location and efficient evacuation in case of emergency: TECuidamos, a challenge-based learning derived project designed to save lives. Sustainability, 14(9), 4931. https://doi.org/10.3390/su14094931
- Ma, J. J. (2022). Development of education for sustainable fashion design using a challenge-based learning approach. Inter-national Journal of Fashion Design, Technology and Education, 1-11. https://doi.org/10.1080/17543266.2022.2137249
- Martínez, C. (2021). No podemos proteger a los menores del maltrato si no sabemos prevenirlo. The Conversation, 25/05/2021.
- Martínez, C. y Escorial, A. (s.f.). Guía sobre la Ley Orgánica de Protección integral a la Infancia y la Adolescencia frente a la Violen-cia. Cátedra de los derechos del niño – Comillas.
- Membrillo-Hernández, J., J Ramírez-Cadena, M., Martínez-Acosta, M., Cruz-Gómez, E., Muñoz-Díaz, E., & Elizalde, H. (2019). Challenge based learning: the importance of world-leading companies as training partners. International Journal on Interactive Design and Manufacturing (IJIDeM), 13, 1103-1113. https://doi.org/10.1007/S12008-019-00569-4
- Nizami, M. Z. I., Xue, V. W., Wong, A. W. Y., Yu, O. Y., Yeung, C., & Chu, C. H. (2023). Challenge-Based Learning in Dental Education. Dentistry Journal, 11(1), 14. https://doi.org/10.3390/dj11010014
- Portuguez Castro, M., & Gomez Zermeno, M. G. (2020). Challenge based learning: Innovative pedagogy for sustainability through e-learning in higher education. Sustainability, 12(10), 4063. https://doi.org/10.3390/su12104063
- Rodríguez-Chueca, J., Molina-García, A., García-Aranda, C., Pérez, J., & Rodríguez, E. (2020). Understanding sustaina-bility and the circular economy through flipped classroom and challenge-based learning: An innovative experience in en-gineering education in Spain. Environmental Education Research, 26(2), 238-252. https://doi.org/10.1080/13504622.2019.1705965
- Sánchez, B. (2022). La protección a la infancia y la adolescencia desde un punto de vista competencial: evolución y límites tras la Ley Orgánica 8/2021, de 4 de junio. Revista De Derecho Político, (114), 149–176. https://doi.org/10.5944/rdp.114.2022.34145
- Sierra-Díaz, J., González-Víllora, S., Toledo-Guijarro, J. A., & Bermejo-Collada, C. (2021). Reflections on the teaching and learning process in Physical Education during the COVID-19 pandemic. A real case. Retos-Nuevas Tendencias En Edu-cacion Fisica Deporte Y Recreacion, 866-878. https://doi.org/10.47197/retos.v41i0.85946
- Watts Fernández, W. J., Zwierewicz, M., & Tafur, J. (2022). De la práctica pedagógica instrumental a la práctica reflexiva en educación física: retos y posibilidades manifestados en investigaciones precedentes. Retos, 43, 290–299. https://doi.org/10.47197/retos.v43i0.88330
- Willis, S., Byrd, G., & Johnson, B. D. (2017). Challenge-based learning. Computer, 50(7), 13-16. https://doi.org/10.1109/MC.2017.216
- Yang, Z., Zhou, Y., Chung, J. W., Tang, Q., Jiang, L., & Wong, T. K. (2018). Challenge Based Learning nurtures creative thinking: An evaluative study. Nurse education today, 71, 40-47. https://doi.org/10.1016/j.nedt.2018.09.004