ABSTRACT: The aim of this research is to analyze the perception of the development of teaching competencies and the use of different assessment instruments during initial physical education teacher training and the relationship between these variables. A total of 308 university teachers and 490 graduates from 20 teacher training centers participated. A questionnaire about the development of teaching competencies during this stage and the frequency of use of different assessment instruments was utilized. The results of this research show that while there was a high valuation of the use of the different assessment instruments studied, teachers and graduates disagreed in their perceptions of the frequency of use of the different instruments, and exams were the instruments that were least related to the acquisition of the competences defined in this study. The rest of the assessment instruments were related directly, to a greater or lesser extent, to the acquisition of all the generic and specific competencies.

RESUMEN: El objetivo de esta investigación es analizar la percepción sobre el desarrollo de competencias docentes y la utilización de diferentes instrumentos de evaluación durante la formación inicial del profesorado de Educación Física y la posible relación entre estas variables. Participaron 308 profesores universitarios y 490 egresados de 20 centros de formación del profesorado. Se utilizó un cuestionario con preguntas sobre el desarrollo de las competencias docentes durante esta etapa y la frecuencia de utilización de diferentes instrumentos de evaluación. Los resultados de esta investigación muestran que existe una alta valoración del uso de los diferentes instrumentos de evaluación estudiados, discordancia en la percepción de ese uso entre profesorado y egresados, y que los exámenes son los instrumentos que menos se relacionan con la adquisición de las competencias establecidas en esta investigación. El resto de instrumentos de evaluación se relacionan de forma directa, en mayor o menor medida, con la adquisición de todas las competencias, genéricas y específicas.

Resumo Os rapazes e as moças não mostram o mesmo interesse pelas classes de educação física. O professor é o responsável por desenhar as atividades para conseguir a participação e os benefícios da atividade física. O propósito deste trabalho é analisar se os professores percebem que os conteúdos são mais apropriados para os rapazes e que excluem as moças da participação. A metodologia utilizada combina os seguintes instrumentos: questionário e entrevista semiestruturada. Participaram 18 professores espanhóis de educação física de ensino secundário (14 homens e 4 mulheres). O professor ainda pensa que existe uma maior presença masculina nas aulas de educação física. Os rapazes preferem os desportos e a condição física, contudo as raparigas preferem os conteúdos expressivos, principalmente a dança. A sugestão dos professores para que as moças melhorem a sua participação é dar menos importância à competição e que os rapazes procurem ajudar a participação das moças. Desta forma, os professores poderão conseguir os objetivos educativos pretendidos da atividade física.

Abstract Boys and girls do not show the same interest in physical education classes. Teachers are the architect so that such participation can achieve the educational and social benefits purported by physical education. The aim of this study was to analyze whether teachers perceive that some contents are more appropriate for boys, excluding girls' participation. The methodology combines two instruments: a questionnaire and a semistructured interview. Participants were 18 Spanish secondary education teachers (14 males and 4 females) of physical education. Teachers think there is still a masculine approach to physical education classes. The boys prefer sports and physical fitness contents, whereas the girls prefer expressive contents, especially dancing. Teachers' suggestions to improve girls' participation are provided that most girls usually grant less importance to the more competitive physical education contents, whereas the majority of boys are more participative and they hardly help the girls. This means that teachers should present the benefits of physical activity in such a way that fulfills their educational purpose.

Resumen Los chicos y las chicas no muestran el mismo interés por las clases de educación física. El profesorado es el encargado de diseñar las actividades para conseguir la participación y los beneficios de la educación física. El propósito de este estudio ha sido analizar si el profesorado percibe que los contenidos son más apropiados para los chicos, y que excluyen a las chicas en la participación. La metodología utilizada combina dos instrumentos: un cuestionario y una entrevista semiestructurada. Han participado 18 profesores españoles de educación física en educación secundaria (14 hombres y 4 mujeres). El profesorado piensa que todavía hay una presencia más masculina de las clases de educación física. Los chicos prefieren deportes y condición física, mientras que las chicas prefieren contenidos expresivos, principalmente danza. La sugerencia del profesorado para que las chicas mejoren la participación es dar menos importancia a la competición, y que los chicos procuren ayudar a la participación de las chicas. Con ello, el profesorado podrá conseguir los objetivos educativos de actividad física pretendidos.

The objective of this study was to assess the effects of supplementation with Saccharomyces cerevisiae on the performance of Mangalarga Marchador equines and to verify the effectiveness of the aerobic training protocol adopted. The study used 14 Mangalarga Marchador mares in a completely randomized split-plot design. The plots were made up of two treatments (groups Probiotic and Control) and the split plots comprised two maximal-effort physical tests applied both before and after the six weeks of training. The animals' spirometric parameters, heart rate, and plasma lactate levels were assessed. No difference was found between the Probiotic and Control groups in any of the parameters assessed. A difference was found in the physical tests for time-to-fatigue, aerobic and anaerobic thresholds, speed at which plasma lactate levels reached 2 and 4 mmol/L, speed at which the heart rate reached 200 bpm, and the lactate level at 30 min of the recovery period. Supplementation with Saccharomyces cerevisiae has no effect on physical conditioning of Mangalarga Marchador mares and the aerobic training protocol adopted increases the animals' aerobic and anaerobic capacity.

The Medical training program for residents in Psychotherapies is poor and there are just a few places in the Spanish geography where a structured program on training is developed. The Ministerial Law published in 2008 allows a specific training in Psychotherapies, as specific subs-pecialty, in the fourth year of the training period of the residents. The development of these Law never was done, but the reference published on the NICE Guide about a wide number of Psychotherapies could give them back the prestige they had before. We provide a historic view of the Practice-based on evidence in Psychotherapy, and the evolution of the professional competences on this field. There is a tendency to match specific therapies to specific disorders and to train competent Psychotherapists for the therapies that have proved evidences. The article shows the weak side of this pretended search of competence, its teaching, and assessment, and the widely spread and misunderstood scientific evidence.

La formación en psicoterapias de los M.I.R. es escasa y en pocos lugares de la geografía española podemos encontrar un programa estructurado. En 2008 se publicaba una Orden Ministerial que hacía posible la subespecialidad en psicoterapia el cuarto año de residencia. El desarrollo de esa orden nunca se produjo, pero la publicación en la Guía NICE 2010 de un buen número de psicoterapias con pruebas de eficacia podría dar a las psicoterapias el prestigio que tuvieron antaño. Se hace un recorrido histórico por el controvertido tema de la Práctica Basada en la Evidencia en Psicoterapia, y del movimiento de las competencias profesionales en este ámbito. Existe hoy una tendencia a localizar terapias específicas para trastornos específicos y a formar psicoterapeutas competentes para estas terapias que hayan mostrado evidencia. En el artículo se muestran los puntos frágiles de esta pretendida búsqueda de la competencia, de su enseñanza y evaluación, así como de la tan pregonada como mal interpretada "evidencia" científica.

Objective: Lymphangiomatosis is a benign disease of difficult diagnosis. The bilateral form is very rare, being in some cases an incidental finding. Methods: We report the case of a female patient with the incidental radiological diagnosis of bilateral lymphangiomatosis, who did not present symptoms in relation to the disease. Results: After a meticulous study with ultrasound, abdominal CT scan and the MRI the diagnosis was asymptomatic bilateral lymphangiomatosis and expectant management was decided with good outcome. Conclusions: Most cases reported have been treated by nephrectomy for diagnosis, but in our case it was possible to do precise diagnosis adding the experience of the radiologist and the urologist and she had a good outcome with conservative management.

Objetivo: La linfangiomatosis es una enfermedad benigna pero de difícil diagnóstico. La forma bilateral es muy rara, pudiendo tratarse en algún caso de un hallazgo casual. Métodos: Presentamos el caso de una paciente diagnosticada radiológicamente de linfangiomatosis bilateral de forma casual pues no presentaba síntomas derivados esta patología. Resultados: Después de un estudio minucioso con ecografía, TAC-abdominal y RNM y con el diagnóstico de linfangiomatosis bilateral asintomática, se decidió actitud expectante con buena evolución posterior. Conclusiones: La mayoría de casos descritos han recurrido a la nefrectomía para su diagnóstico, pero como en nuestro caso, es posible un diagnóstico certero con la experiencia del radiólogo y urólogo y un manejo conservador con buena evolución.