Pedagogia da educação física em escolas urbanas: uma revisão crítica / Pedagogy of physical education in urban schools: a critical review / Pedagogía de la educación física en escuelas urbanas: una revisión crítica

The purpose of this paper was to provide a critical review of the literature related to pedagogy of physical education in urban schools using culturally sustaining pedagogy as a lens. Data was collected via keyword searches, table of contents searches in three U.S.-based journals, and additional references from retrieved articles. The sample included 54 studies which were analyzed in depth and coded for various factors. The findings provide descriptive statistics about the literature, as well as three major themes highlighting cultural relevance in PE, urban student resistance to traditional curriculum, and urban PE to address deficits. The discussion suggests "loving critiques" that could apply to the field of PE, especially in urban contexts

O objetivo deste artigo foi providenciar uma revisão crítica na literatura relacionada com pedagogia da Educação Física em escolas urbanas utilizando como "lente" uma pedagogia sustentada culturalmente. Dados foram coletados por meio da busca de palavras-chaves e nos sumários de três revistas norte-americanas, bem como em adicionais referências recuperadas dos artigos. A amostra incluiu 54 estudos que foram analisados em profundidade e codificados em vários fatores. Os resultados providenciam estatísticas descritivas sobre literatura, bem como três temas principais que destacam a relevância cultural em Educação Física, a resistência de estudantes urbanos ao currículo tradicional e os déficits a serem enfrentados pela Educação Física urbana. A discussão sugere "críticas carinhosas" que podem ser aplicadas no campo da Educação Física, especialmente em contextos urbanos

El objetivo de ese artículo fue presentar una revisión crítica en la literatura relacionada con pedagogía de la Educación Física en escuelas urbanas usando como "lente" una pedagogía sostenida culturalmente. Los datos fueron recolectados por medio de la búsqueda de palabras-clave y en los índices de tres revistas norteamericanas, al mismo tiempo en referencias adicionales recuperadas de los artículos. La muestra incluyó 54 estudios que fueron analizados a profundidad y codificados en varios factores. Los resultados presentan estadísticas descriptivas y también tres temas principales, que destacan la relevancia cultural en Educación Física, la resistencia de los alumnos urbanos al currículo tradicional y los déficits a ser enfrentados por la Educación Física urbana. La discusión sugiere "críticas cariñosas" que pueden ser aplicadas al campo de la Educación Física, especialmente en contextos urbanos

Correlates of long-term physical activity adherence in women.

BACKGROUND: Little is known about the factors that may influence women's adherence to moderate-to-vigorous physical activity (MVPA) using longitudinal data. The purpose of this study was to examine the correlates of long-term physical activity (PA) participation among women. METHODS: Female data from Waves I, III, and IV (n = 5381) of the National Longitudinal Study of Adolescent to Adult Health (Add Health) were used for the analysis. The outcome of PA adherence was operationalized as (1) consistently physically active (at least 5 instances during the week) in both Waves III and IV (during adulthood), and (2) consistently not physically active or only physically active in either Wave III or IV. Predictor variables from Wave I (during adolescence) included race/ethnicity, PA level, self-perception of being physically fit, general health status, attempt to change weight, parents' income level, parents' education, well-being, depression, access to PA resources, days of physical education (PE), and grade level. Crude and adjusted logistic regression models were utilized to estimate the adjusted odds ratio (aOR) and 95% confidence interval (95%CI) for the outcome variable. RESULTS: PA levels during adolescence significantly predicted PA adherence (aOR = 1.67, 95%CI: 1.35-2.05). Additionally, wanting to lose weight (aOR = 1.49, 95%CI: 1.20-1.85), using fitness center in the neighborhood (aOR = 1.29, 95%CI: 1.05-1.58), and having 5 days of PE a week (aOR = 1.48, 95%CI: 1.09-2.02) were significant predictors. Women who did not perceive being physically fit (aOR = 0.65, 95%CI: 0.44-0.95) and Black, non-Hispanics (aOR = 0.60, 95%CI: 0.44-0.82) were less likely to adhere to PA. CONCLUSION: The findings suggested that physically active adolescents were more likely to become active adults. Future research should address interventions (e.g., PE program, community resources) that may promote lifetime PA in women, with the goal of decreasing morbidity and mortality.

Do Physical Activity Patterns Across the Lifecourse Impact Birth Outcomes?

The significant impact of physical activity during, or immediately prior to pregnancy on a range of pregnancy and birth outcomes has been established. However, lifecourse theory posits that the antecedents of poor outcomes occur across a larger trajectory of time. The objective of this study was to examine whether physical activity patterns over the lifecourse impact birth outcomes. The sample (n = 1,713) was derived from Waves I, III, and IV of the National Longitudinal Study of Adolescent Health and limited to women who had their first, singleton live birth between Waves III and IV; respondents who had missing data were excluded. Outcome variables included preterm birth (<37 weeks) and low birth weight (<5.5 pounds). Physical activity was categorized as follows: long-term physically active (active at Waves I and III); short-term physically active (active at only Wave I or III); and not physically active (not active at Waves I and III). Survey-weighted logistic regression controlled for socio-demographic and established predictors of poor birth outcomes. Women categorized as long-term physically active had lower rates of preterm births (12.2 vs. 18.7 %) and low birth weight (9.1 vs. 11.1 %) compared to women categorized as not physically active. However, when controlling for covariates, adjusted analysis revealed that physical activity consistency only predicted preterm birth (aOR = 0.55, 95 % CI = 0.33-0.91). Findings suggest that physical activity patterns across the lifecourse may decrease risk of preterm birth. Implications include efforts supporting patterns of physical activity over longer periods of time prior to pregnancy.

Community level predictors of physical activity among women in the preconception period.

Although physical activity is a key behavior targeted during the preconception period given its significant impact on pregnancy/birth outcomes and psychological well-being, few women meet national guidelines. While intrapersonal factors influencing physical activity among this population have been studied, community factors remain unexplored. The objective of this study was to examine community level predictors of physical activity among preconception women. Data from Add Health were limited to women (Wave III; age 18-28; n = 7,596) and excluded respondents who were pregnant, physically disabled, and missing data. The outcome variable was ≥5 instances of moderate-vigorous physical activity (MVPA) in 1 week. Community predictor variables included neighborhood-level structural and social determinants (e.g., socio-demographic composition; landscape diversity; urbanization; access to resources; crime; vehicle availability). Multilevel logistic regression modeling was used to estimate the odds of engaging in ≥5 instances of MVPA. Few women (26 %) reported ≥5 instances of MVPA in 1 week. Adjusted multilevel analysis revealed women in the preconception period were more likely to report high MVPA when living in communities with larger population densities (OR 1.34, 95 % CI 1.02-1.77) and median household income greater than $50,000 (OR 1.33, 95 % CI 1.06-1.66). Additionally, a significant inverse trend was found between high MVPA and proportion of the community without a high school diploma. Findings suggest that neighborhood composition may have an impact on preconception physical activity status. Implications include increased efforts targeting community conditions for facilitating physical activity; ultimately, improving health among women and subsequent offspring.

Sports game play: a comparison of moderate to vigorous physical activities in adolescents.

BACKGROUND: Research suggests participation in sports is an important contributor to overall adolescent physical activity (PA). Sports play has become increasingly important in physical education (PE) classes as a means for promoting healthful and enjoyable PA. Research is needed that investigates physiological and perceptual responses to sport play. METHODS: We studied 101 (55 males; 46 females, age 11-14) students who participated in flag football (FF), basketball (BB), and flag rugby (FR). Activity counts were collected using accelerometers. Perceived competence and enjoyment were measured using the intrinsic motivation inventory. RESULTS: Each sport activity produced acceptable levels of activity and positive perceptual responses, but differences among sports were noted. Accelerometry data indicated that FR and BB were more intense than FF (p < .001). Perceptual data indicated participation in FR elicited higher perceptions of competence and greater enjoyment when compared to FF and BB (p < .001). CONCLUSIONS: Participation in sport activity within middle school PE classes provides excellent opportunities for energy expenditure and positive perceptual responses. Most importantly, FR provides an activity stimulus that has potential benefits both physiologically and psychologically.

Using social cognitive theory to predict physical activity and fitness in underserved middle school children.

Few researchers have used social cognitive theory and environment-based constructs to predict physical activity (PA) and fitness in underserved middle-school children. Hence, we evaluated social cognitive variables and perceptions of the school environment to predict PA and fitness in middle school children (N = 506, ages 10-14 years). Using multiple regression analyses we accounted for 12% of the variance in PA and 13-21% of the variance in fitness. The best predictors of PA were barrier self-efficacy, classmate social support, and gender; whereas, only gender predicted fitness. The results affirmed the importance of barrier self-efficacy and gender differences. Our findings regarding classmate social support are some of the first to illuminate the importance of school-specific peers in promoting PA.

Culturally relevant physical education in urban schools: reflecting cultural knowledge.

Using a three-part theoretical framework, the cultural relevance cycle-which consists of (a) knowing community dynamics, (b) knowing how community dynamics influence educational processes, and (c) implementing strategies that reflect cultural knowledge of the community--we examined teachers' and students' perspectives on culturally relevant physical education in urban settings. We observed and interviewed 53 physical education teachers and 183 students in urban districts over 4 years. We identified themes of care, respect, language and communication, and curricular content that explained how these teachers enacted the cultural relevance cycle. Within these themes, teachers and students specified global and discipline-specific components of care, the rflattening of social hierarchies among students and between students and teachers, accommodation of English as a second language and urban communication, and relevant curricular content as necessary for achieving cultural relevance. Enacting the cycle of cultural relevance resulted in respectful learning environments in which students were highly engaged; however very few teachers enacted all three steps of the cycle.