Validation of the sports component of the Academic Sports Model of the University of Football and Sports Sciences (UFD) through the analysis of physical development improvements in High Performance Tuzo (ART).
DOI:
https://doi.org/10.71112/vhnkbe16Keywords:
educational model, sports development, training, sports validation, long-term results, sports skillsAbstract
The University of Football and Sports Sciences (UFD) develops its educational model through three components: Sports, Academic, and Services. The sports component is fundamental to its educational work, based on football. As a team sport, it fosters healthy lifestyle habits and develops individual and group skills, such as psychosocial, physical, technical, and tactical preparation. Its structure is the Tuzo High Performance Centre (ART). Its sporting success is evident. However, the need to validate this model through a retrospective analysis of 10 years of operation using experimental-based tests is expressed. There is certainty of its sporting success. However, the need to validate this model through a retrospective analysis of 10 years of operation using experimentally based tests is expressed. The present study was conducted on a total population of 1,779 participants, from which a probabilistic sample (n ≈ 180) was drawn each year based on a representative sample of the past 10 years from 1,349 participants who had complete data. The participants were both female (20%) and male (80%), enrolled in a semi-concentration and concentrarion school-based intensive program at the ART facilities. They participated in seven training sessions per week (morning and afternoon) and also played an official match in their sports category. The variables studied showed an overall improvement (59.8% to 76.2%; p<0.05), particularly in year 10. The improvement ranges observed between years 1 and 10 indicated improvements in flexibility (50.9% to 72%), jumping ability (56% to 86%), agility (40% to 82%), speed (63% to 86%), ball throwing (75% to 92%), abdominal strength (70% to 85%), and cardiorespiratory endurance (60% to 90%) (p<0.05). The upper body segment needs improvement. These data validate the sports component as a foundational element for the UFD educational model.
Downloads
References
Armstrong, N., & Welsman, J. (2019). Children’s cardiorespiratory fitness. Human Kinetics.
Arnold, P. J. (1997). Educación física, movimiento y currículum. Ediciones Morata.
Bailey, R., Hillman, C., Arent, S., & Petitpas, A. (2013). Physical activity and educational achievement: Insights from research on social and emotional learning. International Review of Sport and Exercise Psychology, 6(1), 1–19. https://doi.org/10.1080/1750984X.2012.690409
Baquet, G. (2014). Youth endurance development. Sports Medicine, 44(9), 1185–1202. https://doi.org/10.1007/s40279-014-0203-4
Balyi, I., Way, R., & Higgs, C. (2013). Long-term athlete development. Human Kinetics. DOI: https://doi.org/10.5040/9781492596318
Bassey, E., & Harries, U. (2015). Flexibility in youth. Journal of Sports Medicine, 12(2), 122–135.
Beunen, G., & Malina, R. M. (2007). Growth and physical performance relative to the timing of the adolescent spurt. Sports Medicine, 37(9), 703–712. https://doi.org/10.2165/00007256-200737090-00001 DOI: https://doi.org/10.2165/00007256-200737090-00001
Bompa, T. O. (1983). Theory and methodology of training. Kendall/Hunt.
Bompa, T. O., & Buzzichelli, C. (2015). Periodization: Theory and methodology of training (6th ed.). Human Kinetics.
CONADE. (2018). Informe CEDEM. Comisión Nacional de Cultura Física y Deporte.
Côté, J., & Hancock, D. J. (2016). Evidence-based policies for youth sport programmes. International Sport Coaching Journal, 3(3), 1–13. https://doi.org/10.1123/iscj.2016-0051 DOI: https://doi.org/10.1123/iscj.2016-0051
Dewey, J. (1938). Experience and education. Macmillan.
Fox, C. K., Barr-Anderson, D. J., Neumark-Sztainer, D., & Wall, M. M. (2014). Physical activity and sports team participation: Associations with academic outcomes in middle school and high school students. Journal of School Health, 84(1), 27–35. https://doi.org/10.1111/josh.12129 DOI: https://doi.org/10.1111/josh.12129
Hernández-Sampieri, R., Méndez Valencia, S., & Mendoza Torres, P. (2025). Fundamentos de la investigación. McGraw-Hill.
Lloyd, R. S., & Oliver, J. L. (2012). The youth physical development model: A new approach to long-term athletic development. Strength & Conditioning Journal, 34(3), 61–72. https://doi.org/10.1519/SSC.0b013e31825760ea DOI: https://doi.org/10.1519/SSC.0b013e31825760ea
Lloyd, R. S., Oliver, J. L., Faigenbaum, A. D., Myer, G. D., & De Ste Croix, M. B. A. (2016). Long-term athletic development—Part 1: A pathway for all youth. British Journal of Sports Medicine, 50, 1009–1017. https://doi.org/10.1136/bjsports-2015-094749 DOI: https://doi.org/10.1136/bjsports-2015-094749
Lloyd, R. S., Kember, L. S., Moeskops, S., Morris, S. J., Oliver, J. L., Pedley, J. S., & Radnor, J. M. (2024). Long-term athletic development. En Conditioning for strength and human performance (pp. 487–509). Routledge. DOI: https://doi.org/10.4324/9781003366140-21
Malina, R. M., Rogol, A. D., Cumming, S. P., Coelho e Silva, M. J., & Figueiredo, A. J. (2016). Biological maturation of youth athletes: Assessment and implications. Pediatric Exercise Science, 28(1), 10–25. https://doi.org/10.1123/pes.2015-0083
Méndez, I. (2018). El protocolo de investigación. Trillas.
Murguía Cánovas, G. (2014). Modelo del Grupo Empresarial Pachuca: El deporte en toda su dimensión. Grupo Pachuca.
OCDE. (2019). PISA 2018 results (Volume III): What school life means for students’ lives. OECD Publishing. https://doi.org/10.1787/acd78851-en DOI: https://doi.org/10.1787/acd78851-en
Pichardo, A. W., Oliver, J. L., Harrison, C. B., Maulder, P. S., & Lloyd, R. S. (2018). Integrating models of long-term athletic development to maximize the physical development of youth. International Journal of Sports Science & Coaching, 13, 1189–1199. https://doi.org/10.1177/1747954118787506 DOI: https://doi.org/10.1177/1747954118785503
Ruiz, J. R., Ortega, F. B., Castillo, R., Martín-Matillas, M., Kwak, L., Vicente-Rodríguez, G., Noriega, J., Tercedor, P., Sjöström, M., & Moreno, L. A. (2010). Physical fitness, antioxidant enzymes and oxidative stress in adolescents: The HELENA study. Scandinavian Journal of Medicine & Science in Sports, 20(3), 454–462. https://doi.org/10.1111/j.1600-0838.2009.00953.x DOI: https://doi.org/10.1111/j.1600-0838.2009.00953.x
Ruiz, J. R., Ortega, F. B., Castillo, R., & Moreno, L. A. (2010). Low aerobic fitness and obesity are associated with lower standardized test scores in children. The Journal of Pediatrics, 156(5), 711–718. https://doi.org/10.1016/j.jpeds.2009.11.021 DOI: https://doi.org/10.1016/j.jpeds.2009.11.039
Sallis, J. F., Bull, F., Guthold, R., Heath, G. W., Inoue, S., Kelly, P., Oyeyemi, A. L., Perez, L. G., Richards, J., & Hallal, P. C. (2016). Progress in physical activity over the Olympic quadrennium. The Lancet, 388(10051), 1277–1288. https://doi.org/10.1016/S0140-6736(16)30581-5 DOI: https://doi.org/10.1016/S0140-6736(16)30581-5
Sánchez, R. (2021). Diferencias por sexo en pruebas motoras en población escolar. Journal of Physical Education Research, 8(2), 45–58.
Stambulova, N. B., Engström, C., Franck, A., Linnér, L., & Lindahl, K. (2015). Searching for an optimal balance: Dual career experiences of Swedish adolescent athletes. Psychology of Sport and Exercise, 21, 1–10. https://doi.org/10.1016/j.psychsport.2015.04.009 DOI: https://doi.org/10.1016/j.psychsport.2014.08.009
UNESCO. (2015). Quality physical education: Guidelines for policy-makers. UNESCO Publishing.
World Health Organization. (2020). Guidelines on physical activity and sedentary behaviour. WHO.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Gabriela Murguía Cánovas , Javier Roldán, Wolfgang R. Fritzler, Lupe Aguilar Cortez , José Andrés Manzano Maldonado, Antonio Eugenio Rivera Cisneros (Autor/a)
This work is licensed under a Creative Commons Attribution 4.0 International License.
