ABSTRACT
There is evidence that promoting school physical activity (PSPA) benefits children and adolescents, but little is understood about how this promotion may relate to academic achievement and school climate across varying levels of socioeconomic status (SES). Hence, the study aimed to address this knowledge gap by examining two main objectives: (1) determining the association between PSPA and academic achievement and school climate according to schools' SES and (2) exploring the potential mediating role of PSPA in the relationship between schools' SES and academic achievement and school climate. This cross-sectional study at the school level focused on 4,990 schools (including public, subsidized, and private schools) that participated in the National Educational Study 2018 (Chile), which was applied to primary schoolchildren (4th grade, aged 8-10 years). Schools were divided into non-PSPA (n = 4,280) and PSPA (n = 710) during the year 2018. Changes in academic achievement from 2017 to 2018 and school climate were considered. PSPA was associated with improvements in maths (low-SES OR: 1.80, p < 0.001) and reading (middle-SES OR: 1.45, p = 0.029; low-SES OR: 1.47, p < 0.001). The indirect effect (IE) showed that PSPA partially mediated the relationship between SES and academic achievement in reading (IE = 1.017; SE = 0.12; 95%CI, -1.27, -0.77), maths (IE = -1.019; SE = 0.12; 95%CI, -1.25, -0.78), and school climate (IE = -0.46; SE = 0.52; 95%CI, -0.56, -0.35). In conclusion, PSPA was linked to positive changes in academic achievement, especially among low SES, and PSPA presented a potential mediating role in the relationship between SES of schools and academic achievement and school climate.
Subject(s)
Academic Success , Exercise , Schools , Social Class , Humans , Child , Female , Cross-Sectional Studies , Male , Chile , Health Promotion , Low Socioeconomic StatusABSTRACT
La evaluación ha dejado de ser una instancia que sólo certifica el logro alcanzado a través de una calificación, sino actualmente se entiende como un elemento fundamental para favorecer los procesos de enseñanza-aprendizaje. El objetivo del presente estudio fue "Conocer las concepciones y prácticas evaluativas del alumnado y profesorado de la FIPEF (Formación Inicial del Profesorado en Educación Física) de dos campus universitarios de la zona sur austral de Chile". Para ello, se contó con una muestra de 219 alumnos y alumnas (edad M = 21.6 y dt. = 2.8) de dos campus universitarios que cursaban Formación Inicial del Profesorado en Educación Física (FIPEF) y 21 profesores y profesoras (edad M = 50.3 y dt. = 13.2). Se aplicó el "Cuestionario para el estudio del sistema de evaluación en la formación inicial del profesorado de educación física" de forma virtual, sometiendo los resultados a pruebas estadísticas como la media, desviación típica y pruebas inferenciales. Los principales resultados dejan ver la presencia de metodologías e instrumentos tradicionales de evaluación, así como, una apreciación diferenciada entre alumnado vs. profesorado. Sin embargo, se puede constatar la presencia de intencionalidad formativa en las acciones implementadas por el profesorado.
The evaluation has ceased to be a mere instance that only certifies the achievement through a grade; rather, it is currently understood as a fundamental element to promote teaching and learning processes. The objective of the present study was to "Understand the conceptions and evaluative practices of students and faculty in the FIPEF (Initial Teacher Education in Physical Education) of two university campuses in the southernmost region of Chile." For this purpose, a sample of 219 students (age M = 21.6 and SD = 2.8) from two university campuses undergoing Initial Teacher Education in Physical Education (FIPEF) and 21 teachers (age M = 50.3 and SD = 13.2) was used. The "Questionnaire for the study of the evaluation system in the initial teacher education of physical education" was administered in a virtual manner, subjecting the results to statistical tests such as mean, standard deviation, and inferential tests. The main results reveal the presence of traditional evaluation methodologies and instruments, as well as a differentiated perception between students and faculty. However, there is evidence of formative intent in the actions implemented by the faculty.
A avaliação deixou de ser apenas uma instância que certifica a conquista por meio de uma nota; atualmente, é compreendida como um elemento fundamental para promover os processos de ensino e aprendizagem. O objetivo do presente estudo foi "Compreender as concepções e práticas avaliativas dos estudantes e professores da FIPEF (Formação Inicial de Professores de Educação Física) de dois campi universitários na região sul-austral do Chile." Para isso, contamos com uma amostra de 219 alunos (idade M = 21,6 e dp. = 2,8) de dois campi universitários que cursavam a Formação Inicial de Professores de Educação Física (FIPEF) e 21 professores (idade M = 50,3 e dp. = 13,2). Foi aplicado o "Questionário para o estudo do sistema de avaliação na formação inicial de professores de educação física" de forma virtual, sujeitando os resultados a testes estatísticos como média, desvio padrão e testes inferenciais. Os principais resultados revelam a presença de metodologias e instrumentos tradicionais de avaliação, bem como uma percepção diferenciada entre alunos e professores. No entanto, há evidências de intencionalidade formativa nas ações implementadas pelos professores.
ABSTRACT
Background: the relationship between physical activity (PA) patterns and mental health in children is receiving considerable attention. Aims: the aim of this study was to compare psychological well-being in groups of schoolchildren according to PA patterns and weight status, and to determinate the association between psychological well-being and both screen time and PA after school. Material and methods: in a cross-sectional sample of girls (n = 272, aged 11.93 ± 0.94 years) and boys (n = 333, aged 12.09 ± 1.00 years), we assessed body mass index (BMI), waist circumference and body fat. Self-esteem, body image dissatisfaction, depression, screen time, and after-school PA were also included. Results: according to PA patterns, there were significant differences between good PA and bad PA groups in self-esteem (p = 0.013) and depression (p = 0.035). BMI was associated with depression (ß: 0.36; 95% CI: 0.19, 0.53; p < 0.001). Screen time was positively associated with depression (ß: 0.88; 95% CI: 0.32, 1.44; p = 0.002) and inversely associated with self-esteem (ß: -1.12; 95% CI: -1.79, -0.45; p < 0.001). Finally, after-school PA had an inverse association with depression levels (ß: -0.55; 95% CI: 0.10, 1.00; p = 0.016). Conclusion: psychological well-being was associated with screen time, after-school PA and weight status in schoolchildren
Antecedentes: la relación entre los patrones de actividad física (AF) y la salud mental en los niños está recibiendo una atención considerable. Objetivos: el objetivo de este estudio fue comparar el bienestar psicológico en grupos de escolares de acuerdo con los patrones de AF y el estado de peso, y determinar la asociación entre el bienestar psicológico con el tiempo frente a pantalla y la AF después de la escuela. Material y métodos: en una muestra transversal de niñas (n = 272, de 11,93 ± 0,94 años) y niños (n = 333, de 12,09 ± 1,00 años), evaluamos el índice de masa corporal (IMC), la circunferencia de la cintura y la grasa corporal. También se incluyeron la autoestima, la insatisfacción con la imagen corporal, la depresión, el tiempo frente a la pantalla y la AF después de la escuela. Resultados: de acuerdo con los patrones de AF, hubo diferencias significativas entre los buenos niveles de AF y la malos niveles de AF en la autoestima (p = 0,013) y la depresión (p = 0,035). El IMC de los participantes se asoció con depresión (ß: 0,36; IC 95%: 0,19 a 0,53; p < 0,001). El tiempo de pantalla se asoció positivamente con la depresión (ß: 0,88; IC 95%: 0,32 a 1,44; p = 0,002) e inversamente con la autoestima (ß: -1,12; IC 95%: -1,79 a -0,45; p < 0,001). Finalmente, la AF después de la escuela tuvo una asociación inversa con los niveles de depresión (ß: -0,55; IC 95%: 0,10 a 1,00; p = 0.016). Conclusión: el bienestar psicológico se asoció con el tiempo frente a la pantalla, la AF después de la escuela y el estado de peso de los escolares
Subject(s)
Humans , Male , Female , Child , Adolescent , Body Weight , Child Welfare/psychology , Exercise/psychology , Screen Time , Chile , Cross-Sectional StudiesABSTRACT
Resumen Introducción. La salud y el deporte configuran prácticas, creencias y relaciones culturales particulares en cada contexto. Objetivo. Analizar las creencias de estudiantes inmigrantes y mapuche-huilliche sobre la relación entre deporte escolar y salud. Materiales y métodos. Se desarrolló un estudio multicaso cualitativo con enfoque etnográfico. Participaron 71 sujetos subdivididos en dos grupos: uno constituido por estudiantes inmigrantes que participaban de un programa de deporte escolar con principios comprensivos de enseñanza en España (n=47) y otro compuesto por alumnos de la etnia Mapuche-Huilliche que participaban de un programa análogo en Chile (n=24). Para la recolección de datos se aplican tres entrevistas colectivas a cada grupo. Resultados. Ambos colectivos perciben una asociación positiva entre la participación en deporte escolar y el desarrollo de la salud en diferentes dimensiones. Existen diferencias respecto a la interpretación cultural que ambos grupos otorgan al concepto salud y sus posibles relaciones con el deporte escolar. Sin embargo, en ambos contextos existen situaciones en que se considera de forma parcial la cultura de los estudiantes para trabajar sobre estos temas. Conclusiones. Estudiantes inmigrantes y mapuche-huilliche establecen creencias positivas sobre la relación entre deporte escolar y desarrollo de salud en sus diferentes manifestaciones.
Abstract Introduction: Health and sports shape particular practices, beliefs and cultural relationships in different contexts. Objective: To analyze the beliefs of immigrant and Huilliche-Mapuche students about the correlation between school sports and health. Materials and methods: A qualitative multiple-case study was developed based on an ethnographic approach. Participants included 71 subjects subdivided into two groups: one made up of immigrant students who participated in a school sports program with comprehensive teaching principles in Spain (n=47) and another made up of Huilliche-Mapuche students who participated in a similar program in Chile (n=24). Three group interviews were applied to each group for data collection. Results: Both groups perceived a positive association between participation in school sports and the development of health in different dimensions. There are differences regarding the cultural interpretation that both groups give to the concept of health and its possible correlation with school sports. However, both contexts present situations in which the culture of students is partially considered to work on these issues. Conclusions: Migrant and Huilliche-Mapuche students reported positive beliefs about the correlation between school sports and health development in its different manifestations.
ABSTRACT
Introduction: The body composition, anthropometrics and physical performance of basketball players are fundamental for their practice of the sport. The purpose of this study was to evaluate and compare body composition and physical performance among college and professional basketball players. Method: The sample consisted of 2 groups of male basketball players (n=17) (age: 23.61±3.45): Group 1 college players (n=9; age: 22.48±3.79 years), and Group 2 professional players (n=8; age: 24.88±2.69 years). Weight, height, fat mass and muscle mass were measured. Physical performance was measured in throwing the ball (m/s), gripping strength (Kg), speed over 20 metres, jumping and reactive strength. The mean height of the college basketball players was 179.44±7.97 cm, weight 83.61±14.64 kg, body mass index (BMI) 25.94±3.95 kg/m2, % body fat mass 16.64±7.07, % Muscle mass 47.59±4.01; the mean height of the professional players was 181.50±8.42 cm, weight 89.73±25.56 kg, BMI 26.94±5.87 kg/m2, % body fat mass 19.26±8.20, % Muscle mass 46.26±4.55. Results: There were no significant differences in the % of body fat and muscle mass, similar results to those found in handgrip strength, ball-throwing speed and speed in 20 meters with and without the ball (p >0.05). For physical performance only the Q index and the floor contact time (DJ-t) in drop jumps presented statistical differences (p <0.05), with better results achieved by the college players. Conclusion: College and professional basketball players do not show significant differences in body composition and variables associated with physical performance, especially the vertical jump capacity that is lower in both groups compared to what is reported in the scientific literature
Introducción: La composición corporal, antropométrica y el rendimiento físico de los jugadores de baloncesto, son fundamentales en el desempeño deportivo. El propósito de este estudio fue evaluar y comparar la composición corporal y el rendimiento físico entre jugadores de baloncesto universitario y profesional. Método: La muestra estuvo constituida por 2 grupos de jugadores de baloncesto varones (n=17) (edad: 23,61±3,45), el grupo 1 por universitarios (n=9; Edad: 22,48± 3,79 años) y el grupo 2 por profesionales (n=8; Edad: 24,88± 2,69 años). Se evaluó peso, talla, masa grasa y muscular. El rendimiento físico se midió a través del lanzamiento de balón (m/s), fuerza prensil (Kg), velocidad en 20 metros, capacidad de salto y fuerza reactiva. El grupo de jugadores de baloncesto universitario presentó una talla promedio de 179,44 ± 7,97 cm, peso corporal 83,61 ± 14,64 kg, índice de masa corporal (IMC) 25,94 ± 3,95 Kg/m2, % masa grasa 16,64±7,07, % masa muscular 47,59±4,01, en cambio los profesionales presentaron una talla de 181,50 ± 8,42 cm, peso corporal 89,73 ± 25,56 kg, IMC 26,94 ± 5,87 Kg/m2, % masa grasa 19,26 ± 8,20 y % masa muscular 46,26 ± 4,55. Resultados: En la comparación del % de grasa corporal y masa muscular no existieron diferencias significativas, resultados similares a los encontrados en fuerza prensil, velocidad de lanzamiento del balón y velocidad en 20 metros con y sin el balón (p >0,05). En relación al rendimiento físico solo el índice Q y el tiempo de contacto en Drop Jump (DJ-t) presentaron diferencias estadísticas (p <0,05), con mejores resultados en el grupo universitario. Conclusiones: Los jugadores de baloncesto universitario y profesional no muestran diferencias significativas en la composición corporal y las variables asociadas con el rendimiento físico sobretodo la capacidad de salto vertical que es menor en ambos grupos comparado con lo reportado en la literatura científica
Subject(s)
Humans , Male , Body Composition/physiology , Body Weights and Measures/statistics & numerical data , Athletic Performance/statistics & numerical data , Basketball/statistics & numerical data , Athletes/statistics & numerical data , Epidemiology, Descriptive , Anthropometry/methodsABSTRACT
El objetivo del estudio es determinar si el entrenamiento de fuerza de tipo intermitente modifica la composición corporal principalmente el porcentaje de grasa y masa muscular de jóvenes sedentarios universitarios. Estudio cuasi experimental con pre prueba y pos-prueba en una muestra de 8 sujetos sin grupo control, seleccionados de manera intencionada. Se realizó medición antropométrica al comienzo y al finalizar el programa de entrenamiento. Se concluyó que un programa de entrenamiento de 2 meses de duración con 3 sesiones semanales en días alternos, provoca disminución significativa (p<0,05) en la masa grasa y un aumento significativo (p<0,05) en la masa muscular, por lo cual se comprueba que el entrenamiento intermitente con sobrecarga, provoca cambios significativos en la fuerza máxima, y composición corporal en personas sedentarias.
The aim of the study is to determine whether strength training intermittent type body composition changes mainly fat percentage and muscle mass of young university sedentary. Quasi experimental study with pre-test and post-test on a sample of 8 subjects with no control group, selected intentionally. Anthropometric at the beginning and end of the training program was conducted measurement. It was concluded that a training program 2 months with 3 sessions per week on alternate days caused significant decrease (p <0.05) in fat mass and a significant increase (p <0.05) in muscle mass, which is proven by the intermittent resistance training causes significant changes in maximal strength, and body composition in sedentary people.