Impacto de uma sessão de sensibilização na aula de Educação Física nas atitudes de estudantes face à inclusão de colegas com deficiência / Impactode una sesión de sensibilización en la clase de Educación Física enlas actitudes de los estudiantes hacia la inclusión de pares condiscapacidad / The impact of an awareness session in Physical Education class on students’ attitudes towards the inclusion of peers with disabilities

Las percepciones de los estudiantes son un factor clave para la inclusión exitosa de sus pares con discapacidad. Ante el desafío docente de desarrollar estrategias que faciliten el proceso de inclusión, el presente estudio implementó un programa de sensibilización con el objetivo de investigar el impacto en las actitudes de los estudiantes hacia la inclusión de compañeros con discapacidad en sus clases de Educación Física (EF). Se utilizó la versión portuguesa validada por Campos, Ferreira y Block (2014) del instrumento “The Children's Attitudes Towards Inclusion in Physical Education –Revised” (CAIPE-R) de Block (1995), en dos momentos, antes y después del programa de concientización. La intervención implicó una clase de educación física de 90 minutos. Participaron 94 estudiantes con edades entre 15 y 18 años (M= 15.45, DT= 0.65), 52.1% do sexo femenino(n=49), 43.6% so sexo masculino (n=41) y 4.3% identificado con no binario (n=4). Los participantes se dividieron en dos grupos, grupo experimental (n=44) y grupo control (n=50). Los resultados revelaron que el grupo experimental después de la intervención mostró diferencias en cuanto a las actitudes en la escala global y las ambas subescalas siendo que el programa de concientización resultó en percepciones más positivas por parte de los estudiantes respecto a la inclusión de sus pares con discapacidad en las clases de EF.(AU)

Students' perceptions are a key factor for the successful inclusion of their peers with disabilities. Considering the teaching challenge of developing facilitating strategies for the inclusion process, this study implemented an awareness program to investigate the impact on students' attitudes toward including colleagues with disabilities in their Physical Education (PE) classes. The Portuguese version validated by Campos et al. (2014) of the instrument “The Children's Attitudes Towards Inclusion in Physical Education –Revised” (CAIPE-R) by Block (1995) was used, in two moments, before and after the awareness program. The awareness intervention comprised a 90-minute PE class.Participants were 94 students, between 15 and 18 years old (M= 15.45, SD= 0.65), 52.1% female (n=49), 43.6% male (n=41), and 4.3% identified with non-binary (n=4). Participants were divided into two groups, the experimental group (n= 44) and the control group (n= 50).The results revealed that the experimental group after the intervention showed differences in attitudes on a global scale and both subscales, thus the awareness program resulted in more positive attitudes regarding the inclusion of peers with disabilities in PE classes.(AU)

As perceções dos estudantes são um fator fulcral para que a inclusão dos seus pares comdeficiência seja bem-sucedido. Perante o desafio docente em desenvolver estratégias facilitadoras ao processo de inclusão, o presente estudo implementou um programa de sensibilização com o objetivo de averiguar o impacto nas atitudes dos estudantes face à inclusão de colegas com deficiência nas suas aulas de Educação Física (EF). Foi utilizada a versão portuguesa validada por Campos et al. (2014) do instrumento “The Children’s Attitudes Towards Inclusion in Physical Education –Revised” (CAIPE-R) deBlock (1995), em dois momentos, antes e após o programa de sensibilização. A intervenção consistiu numa aulade EF de 90 minutos.Participaram 94 estudantes com idades compreendidas entre os 15 e 18 anos, (M= 15.45, DP= 0.65), 52.1% do género feminino (n=49), 43.6% do género masculino (n=41) e 4.3% identificavam se com não binários (n=4), sendo que não foram considerados para análise. Os participantes foram divididos em dois grupos, grupo experimental (n=44) e grupo de controlo (n=50).Os resultados revelaram que o grupo experimental após a intervenção apresentou diferenças em termos de atitudes na escala global e em ambas as subescalas, sendo que o programa de sensibilização resultou em perceções mais positivas por parte dos estudantes face à inclusão dos seus pares com deficiência nas aulas de EF.(AU)

Gamification and cooperative learning: effects of a hybridization in physical education / Gamificación y aprendizaje cooperativo: efectos de una hibridación en educación física

El presente estudio tuvo como objetivo evaluar el impacto de una unidad didáctica de Educación Física (EF) sobre la satisfacción en las clases de EF, la satisfacción de las necesidades psicológicas básicas, la motivación, el clima social escolar y el rendimiento cognitivo. Se utilizó un diseño cuasi-experimental con grupo control para una muestra total de 120 estudiantes de Educación Secundaria (M = 13,48; DT = 1,36) a los que se les administró un cuestionario para analizar las variables de estudio. Se aplicó la unidad didáctica basada en la hibridación de la gamificación y el aprendizaje cooperativo (GF + CL) durante 8 sesiones. El programa mostró mejoras en el índice de mediadores psicológicos, la función ejecutiva de la planificación, la satisfacción de los alumnos de educación física y el clima social escolar, lo que podría ser adecuado para mejorar el rendimiento de los profesores de educación física en los centros educativos. (AU)

The present study aimed to assess the impact of a Physical Education (PE) teaching unit on PE satisfaction classes, basic psychological needs satisfaction, motivation, school social climate and cognitive performance. A quasi-experimental design with a control group was used for a total sample of 120 students of Secondary Education (M = 13,48; SD = 1,36) to whom a questionnaire was administered to analyse the study variables. The teaching unit based on the hybridization of gamification and Cooperative Learning (GF + CL) was applied for 8 sessions. The programme showed improvements in the psychological mediators index, executive function of planning, the PE students satisfaction and the school social climate, which would make it suitable for the improvement in the performance of PE teachers in educational centres. (AU)

Saberes, personas expertas e instituciones. El caso del XIV Congreso Panamericano de Educación Física, Costa Rica 1993 / Knowledge, Experts, and Institutions. The Case of the XIV Pan American Congress of Physical Education, Costa Rica 1993

Resumen Objetivo: El siguiente trabajo científico analiza, desde un enfoque socio-histórico con énfasis en la historia social de los saberes y personas expertas, el XIV Congreso Panamericano de Educación Física realizado en Costa Rica en 1993. Analiza al evento como un espacio de sociabilidad, circulación de saberes, legitimación de ciertos sujetos expertos, e influencia y poder de algunas organizaciones internacionales. Teniendo en cuenta ello, la finalidad del artículo es examinar los saberes, personas expertas y organizaciones que validaron ciertos sentidos verdaderos sobre cómo conceptualizar el amplio universo de la cultura física, la educación física y los deportes. Material y métodos: Para llevar a cabo el análisis hermenéutico, en el marco de una metodología cualitativa, se ha focalizado la atención interpretativa en diversas fuentes documentales, entre las que se destacan las memorias e informes del congreso, la prensa escrita, las exposiciones centrales, las ponencias generales y las memorias vinculadas a otros congresos panamericanos. Asimismo, se han realizado un conjunto de entrevistas semiestructuradas. El análisis ha articulado el ''texto'' junto con las condiciones históricas de producción e interacción del universo indagado. Resultados y conclusiones: Entre las conclusiones, se identifica al congreso como un espacio en el que la disciplina educativa fue interpelada a través de diversos saberes, destacándose los biomédicos, los pedagógicos, los didácticos y los sociológicos. Asimismo, el congreso visibilizó a ciertos sujetos expertos internacionales y a importantes instituciones transnacionales vinculadas al heterogéneo campo de la cultura física.

Abstract Objective: From a socio-historical approach with emphasis on the social history of knowledge and experts, the following scientific work analyzes the XIV Pan American Congress of Physical Education held in Costa Rica in 1993. The paper analyzes the event as a space for sociability, knowledge circulation, legitimation of certain experts, influence, and power of some international organizations. Based on this analysis, the article aims to examine the knowledge, experts, and organizations that validated certain true meanings on how to conceptualize the vast universe of physical culture, physical education, and sports. Material and methods: To conduct the hermeneutical analysis within the framework of a qualitative methodology. Interpretive attention has been focused on various documentary sources, such as memoirs and reports of the congress, the written press, the central exhibitions, the general lectures, and the memories related to other Pan American congresses. Likewise, a set of semi-structured interviews have been carried out. The analysis has articulated the ''text'' with the historical conditions of production and interaction of the investigated universe. Results and conclusion: Among the conclusions, the congress is identified as a space in which the educational discipline was questioned through various types of knowledge, highlighting the biomedical, pedagogical, didactic, and sociological ones. In addition, the congress made visible certain international experts and important transnational institutions linked to the heterogeneous field of physical culture.

Resumo Objetivo: Este trabalho científico analisa, a partir de uma abordagem sócio-histórica com ênfase na história social do conhecimento e dos especialistas, o XIV Congresso Pan-Americano de Educação Física realizado na Costa Rica em 1993. Analisa o evento como espaço de sociabilidade, circulação de saberes, legitimação de certos especialistas, influência e poder de algumas organizações internacionais. O objetivo desse artigo é examinar os saberes, especialistas e organizações que validaram certos significados verdadeiros sobre como conceituar o amplo universo da cultura física, da educação física e do esporte. Material e métodos: Para realizar a análise hermenêutica, a partir de uma metodologia qualitativa, a atenção interpretativa tem-se centrado em várias fontes documentais, entre as quais se destacam as memórias e relatórios do congresso, a imprensa escrita, as exposições centrais, as conferências gerais, e as memórias relacionadas a outros congressos panamericanos. Da mesma forma, foi realizado um conjunto de entrevistas semiestruturadas. A análise articulou o ''texto'' às condições históricas de produção e interação do universo investigado. Resultados e conclusão: Dentre as conclusões, o congresso é identificado como um espaço em que a disciplina educacional foi interpretada por meio de diversos saberes, destacando-se o biomédico, o pedagógico, o didático e o sociológico. Da mesma forma, o congresso tornou visíveis alguns especialistas internacionais e importantes instituições transnacionais vinculadas ao heterogêneo campo da cultura física.

Test de condición física: Modelo tradicional versus modelo de educación deportiva / Fitness Testing: Traditional Model Versus Sport Education Model

El objetivo fue comparar el uso de dos planteamientos metodológicos, el modelo tradicional (MT) y el Modelo de Educación Deportiva (MED), en la valoración de las capacidades físicas básicas con 118 estudiantes de 13 años (M = 12,81, DE = 0,74). Los resultados indicaron que el uso del MED produjo mayores puntuaciones en las variables autonomía, competencia, relación, y motivación intrínseca. Los varones se aburrieron más y las mujeres sintieron menor presión-tensión con el MED. Los resultados registrados por el profesor en todos los test mediante el MT se correspondían con los resultados registrados por los alumnos con el MED con una fiabilidad que oscilaba entre buena y excelente. Con base en la teoría de la autodeterminación, se sugiere que el uso del MED en la enseñanza y aplicación de los test de condición física puede producir beneficios sin perder fiabilidad en la valoración de la condición física. (AU)

The aim was to compare the use of two methodological approaches, the traditional model (TM) and the Sport Education Model (SEM) on the assessment of physical fitness with 118 students of 13 years old (M = 12.81, SD = 0.74). The results indicated that the use of the MED in physical fitness test administration produced higher scores on the variables autonomy, competence, relationship, and intrinsic motivation. Males became more bored and females felt less pressure-tension with the SEM. Fitness assessment from both methodological approaches were similar, indicating good reliability in data collection. Based on the self-determination theory, the results of this study suggest that the use of the SEM in fitness testing can produce benefits in the students without losing reliability in fitness testing. (AU)

Impacto de las redes sociales en el desarrollo profesional en Educación Física: usos, motivaciones y oportunidades / Social media impact on professional development in Physical Education: uses, motivations and opportunities

Las redes sociales surgieron como una herramienta de comunicación lúdica, sin embargo, pronto se empezaron a ver otras posibilidades, como el desarrollo profesional, en especial, en el ámbito educativo. La presente investigación tiene como objetivo conocer el impacto que generan las redes sociales en el desarrollo profesional de los docentes y estudiantes de Educación Física y comparar los distintos usos, motivaciones y oportunidades que ofrecen. Para ello se elaboró y se validó un cuestionario que fue respondido por 403 participantes. Los resultados indican que la red social más utilizada para el desarrollo profesional en el ámbito de la Educación Física es YouTube (3,39/5), seguida de Instagram (2,82/5) y Facebook (2,68/5); las principales motivaciones para su uso son el entretenimiento y la ayuda que ofrecen para el desarrollo profesional en la formación docente (36,6% ambos); asimismo, las redes sociales permiten iniciar nuevos proyectos (76,8%), como el desarrollo de unidades didácticas y/o programaciones o la participación en congresos. (AU)

Social media emerged as an entertaining communication tool. However, other possibilities were soon considered, such as professional development, especially in education. This research aims to learn about what impact social media generate on the professional development of Physical Education teachers and students and compare the different uses, motivations and opportunities that they offer. To that end, a questionnaire was developed and validated, which was answered by 403 participants. The results indicate that the most used social media for professional development in Physical Education’s area is YouTube (3.39/5), followed by Instagram (2.82 / 5) and Facebook (2.68 / 5); the main motivations for their use are entertainment and the aid they provide for professional development for teacher learning (36.6% both); furthermore, social media enable to start new projects (76.8%) like developing didactic units and/or programming or participating in conferences. (AU)

Motivos de la inactividad física infantil: Una visión de niños, padres y entrenadores / Reasons for Child Physical Inactivity: A View from Children, Parents, and Coaches

Resumen La realización de actividad física desde la infancia y a lo largo de la vida adulta, permite que se mantenga un perfil de riesgo bajo respecto a numerosos padecimientos. El objetivo de este estudio fue identificar las dificultades que generan la inactividad física en niños, para lo cual se contó con una muestra de 2,621 niños y niñas de 13 ciudades del país, 3,754 padres de estos niños, y 134 entrenadores de diferentes escuelas presentes en la República Mexicana. Para obtener la información de esta población, se utilizó un cuestionario de 17 preguntas abiertas y cerradas, el cual fue una adaptación del instrumento: State of Play: Youth Sports Survey (The Aspen Institute, 2018), mientras que a los padres y madres de familia se les preguntó cuáles consideraban que podrían ser las principales dificultades que enfrentaban para fomentar la actividad física y/o deportiva en sus hijos e hijas, finalmente a sus entrenadores se les preguntaron las razones principales por la que los niños no practican deportes o actividad física. Los resultados mostraron que, en la muestra general de niños, el aspecto principal que genera su inactividad física se relaciona con el cumplimiento de responsabilidades; los padres mencionaron como causa principal la falta de tiempo, y los entrenadores el mal uso de la tecnología.

Abstract Physical activity from childhood and throughout adult life allows a low-risk profile to be maintained compared to many conditions. This study aimed to identify the difficulties that lead to physical inactivity in children. For the study, there was a sample of 2,621 children from 13 cities in the country, 3,754 parents of these children, and 134 coaches from different schools in the Mexican Republic. A questionnaire of 17 open and closed questions was used to obtain children's information; the questionnaire was an adaptation of the instrument State of Play: Youth Sports Survey (The Aspen Institute, s.f.). Parents were asked what they felt might be the main challenges they had in fostering physical and/or sporting activity in their children. Finally, coaches were asked the main reasons why children do not play sports or physical activity. In the general sample of children, the results showed that the main aspect of their physical inactivity relates to responsibilities; parents mentioned, as the main cause, the lack of time, and coaches reported misused the technology.

Resumo A realização de atividade física desde a infância e ao longo da vida adulta, permite que seja mantido um perfil de baixo risco em relação a muitas doenças. O objetivo deste estudo foi identificar as dificuldades que a inatividade física gera nas crianças, para a qual houve uma amostra de 2.621 crianças de 13 cidades do país, 3.754 eram os pais dessas crianças, e 134 eram treinadores de diferentes escolas presentes na República Mexicana. Para a obtenção das informações das crianças, foi utilizado um questionário com 17 questões abertas e fechadas, que foi uma adaptação do instrumento: Estado do jogo: Youth Sports Survey (The Aspen Institute, sd), enquanto os pais eram questionados sobre o que eles consideravam ser as principais dificuldades que enfrentavam para promover a atividade física e/ou esportiva entre seus filhos, e finalmente, os treinadores foram questionados sobre os principais motivos pelos quais as crianças não participam de esportes ou atividade física. Os resultados mostraram que, na amostra geral de crianças, o principal aspecto que gera sua inatividade física está relacionado ao cumprimento de responsabilidades; os pais citaram a falta de tempo como a principal causa e o uso indevido da tecnologia pelos treinadores.

Teachers and School Health Leaders' Perspectives on Distance Learning Physical Education During the COVID-19 Pandemic.

BACKGROUND: Due to the COVID-19 pandemic, students and teachers have transitioned to online learning. The transition required changes in teaching practices to accommodate for an online learning environment. However, there are no studies characterizing physical educators' and school health experts' perspectives on physical education via distance learning or identifying best practices and their implications for student health. METHODS: Using purposive and snowball sampling, we conducted semi-structured interviews with 19 physical education teachers and school health experts across 21 California school districts on best practices for physical education via distance learning. Interviews were recorded, transcribed, and analyzed using a grounded theory approach. RESULTS: Four major themes emerged: (1) participants felt high quality physical education via distance learning was both critical and possible; (2) strategies for creating a successful distance learning environment included personalization, creativity, and inclusiveness; (3) resources necessary for success included professional development, administrative support, and equipment; and (4) lessons for the long-term. CONCLUSIONS: Participants identified effective strategies, challenges, and recommendations for the future. Participants felt optimistic about their ability to provide quality physical education via distance learning, given the necessary supports, and perceived that they played a critical role in supporting student health during the COVID-19 pandemic.

Keeping children healthy during and after COVID-19 pandemic: meeting youth physical activity needs.

BACKGROUND: The purpose of this study was to: 1) examine the maintenance of Physical Education and physical activity during the distance learning time, 2) determine the resources educators are utilizing to deliver PE curricula, and 3) understand the challenges experienced by educators during distance learning. METHODS: A survey was sent to a cohort of school-based fitness assessment software users. Respondents were largely school-based individuals including PE teachers (n = 1789), school (n = 62) and district administrators (n = 64), nurses (n = 3), and "other" (n = 522). RESULTS: Of 2440 respondents, most were from a city or suburb (69.7%), elementary or middle school (72.3%), and had Title 1 status (60.4%), an indicator of low socioeconomic status. Most campuses were closed during the COVID-19 pandemic (97.8%). Of the schools closed during the pandemic, only 2.8% had no prior PE requirements and that increased to 21% during the pandemic. In schools that remained open during the pandemic, 7.7% had no prior PE requirements and this increased to 60.5%. Importantly, 79% of respondents reported that students were either "significantly less" or "somewhat less" physically active during the closure. For closed schools, the most frequently cited challenges included "student access to online learning", "teacher/student communication" and "teacher remote work arrangements". For open schools, the most commonly reported challenges included "social distancing", "access to gymnasium/equipment", and "concern for personal health and wellbeing". CONCLUSION: The COVID-19 pandemic has caused important reductions in PE requirements and time engaged in physical activity. Challenges experienced by teachers were identified for closed and open schools.

The problems and countermeasures of bringing college sports resources into the public service system of national fitness in the new era / Problemas e contramedidas dos recursos desportivos universitários para o sistema nacional de serviços públicos de educação física na nova era / Problemas y respuestas de la nueva era de la integración de los recursos deportivos en el servicio público de gimnasia universal

ABSTRACT With the deepening of the national health program, the number of people participating in sports activities is increasing, and the problem of insufficient community sports resources is becoming more and more obvious. It is an effective way of solving the problem of injecting sports resources into the public service system of national fitness, but the process of integration of sports resources and public national fitness service is not smooth. Through expert consultation and a fuzzy comprehensive evaluation method, this study analyzed the current situation of university sports resources into the public service system of national fitness, and collected the evaluation of social fitness personnel on the opening of university resources by means of a questionnaire combined with experts' opinions, using a fuzzy comprehensive evaluation method to transform subjective and fuzzy evaluation into objective and specific evaluation points. The research shows that the current level of university sports resources into the public service system of national fitness is low, which shows that the sports resources sharing policy under the national fitness has not been well implemented. The study proposes that the level of sharing of sports resources can be strengthened by the awareness of sharing of sports resources by university leaders and improving the management system. This study is expected to represent a reference for the university sports resources into the public service system of national fitness in the new era.

RESUMO Com o aprofundamento do programa nacional de saúde, o número de pessoas que participam de atividades esportivas está aumentando, e o problema de recursos esportivos comunitários insuficientes está se tornando cada vez mais óbvio. É uma forma eficaz de resolver o problema da introdução dos recursos desportivos sistema público nacional de serviços de educação física, mas o processo de integração dos recursos desportivos e do sistema público nacional de serviços de educação física não é simples. Através de consulta com especialistas e de um método de avaliação abrangente, este estudo analisou a situação atual dos recursos desportivos universitários no sistema nacional de serviços públicos de educação física e procedeu à avaliação dos profissionais de saúde social sobre a abertura dos recursos universitários através de questionário e pareceres de especialistas, utilizando um método de avaliação abrangente e difuso para transformar a avaliação subjetiva e difusa em pontos de avaliação objetivos e específicos. A pesquisa mostra que o nível atual de recursos esportivos universitários no sistema nacional de serviços públicos de educação física é baixo, o que mostra que a política de compartilhamento de recursos esportivos no âmbito nacional de educação física não foi bem implementada. O estudo propõe que o nível de compartilhamento de recursos esportivos pode ser fortalecido através do reforço da consciência dos líderes universitários e da melhoria do sistema de gestão. Espera-se que, através deste estudo, seja possível estabelecer uma referência aos recursos desportivos universitários para o sistema nacional de serviços públicos na área de educação física na nova era.

RESUMEN Con la profundización del programa nacional de salud, aumenta el número de personas que participan en actividades deportivas y el problema de la insuficiencia de recursos deportivos comunitarios se hace cada vez más evidente. Este programa es una forma eficaz de resolver el problema de la inyección de recursos deportivos en el sistema público nacional de educación física, pero el proceso de integrar ambos, los recursos para el deporte y el servicio público nacional de educación física no es sencillo. Por medio de la consulta a expertos y un método amplio de evaluación integral, este estudio analizó la situación actual de los recursos deportivos universitarios en el sistema público nacional de educación física. Recopiló la evaluación del personal de esa área sobre el uso de recursos universitarios mediante un cuestionario combinado con opiniones de expertos, utilizando un método de evaluación integral amplia para transformar dicha evaluación subjetiva, en puntos de evaluación objetivos y específicos. La investigación muestra que el nivel actual de recursos deportivos universitarios en el sistema de servicio público nacional de educación física es bajo, lo que demuestra que la política de distribución de recursos para el deporte en el marco nacional no se ha aplicado correctamente. El estudio propone que el nivel de distribución de recursos deportivos puede fortalecerse aumentando la conciencia de los líderes universitarios sobre esos recursos y mejorando el sistema de gestión. Se espera que este estudio represente una referencia para el uso de los recursos deportivos universitarios en el sistema público nacional de educación física en la nueva era.

Twenty Years of Intervention Research in School Physical Education in the JTPE and RQES.

Background/Purpose: The purpose of the present study was to review intervention studies in school physical education, with a goal of identifying the gaps and future trends of intervention research in the field of physical education. Methods: A total of 71 quantitative experimental studies were identified by manually examining all the articles published in the Journal of Teaching in Physical Education and Research Quarterly for Exercise and Sport from January 1998 to December 2018. All the studies were coded using a coding template. The interrater reliability among three coders exceeded 85%. The frequencies and percentages for each category were calculated as appropriate. Results: Eighty-five percent of experimental studies were guided by a theoretical framework. Interventions used various types of research designs. A variety of dependent variables were measured with the majority of studies focusing on student motivation and psychomotor skills. The intervention length ranged from 5 min to 2 years. Fifty-six percent of studies reported effect sizes. The reported types and strength of effect size varied. Forty-nine percent of them reported an intervention fidelity check. Conclusion: A limited number of experimental studies had been conducted from 1998 to 2018. The rigor of these experimental studies needs significant improvement. More experimental studies with a randomized controlled trial design are needed.

Conceptual physical education: A course for the future.

The conceptual physical education (CPE) innovation began in the mid-20th century as an alternative approach to college-level, activity-only basic instruction classes. In addition to physical activity sessions, CPE courses (classes) use text material and classroom sessions to teach kinesiology concepts and principles of health-related fitness and health-enhancing physical activity. CPE courses are now offered in nearly all college programs as either required or electives classes. Two decades later, the high school CPE innovation began, and Kindergarten-8 programs followed. In this commentary, I argue that historian Roberta Park was correct in her assessment that physical education has the potential to be the renaissance field of the 21st century. Scientific contributions of researchers in kinesiology will lead the way, but science-based CPE and companion fitness education programs that align with physical education content standards and fitness education benchmarks will play a significant role. CPE courses have been shown to be effective in promoting knowledge, attitudes, and out-of-school physical activity and have the potential to elevate physical education as we chart the course of our future.

Association of Web-Based Physical Education With Mental Health of College Students in Wuhan During the COVID-19 Outbreak: Cross-Sectional Survey Study.

BACKGROUND: The COVID-19 outbreak has affected people's health worldwide. For college students, web-based physical education is a challenge, as these course are normally offered outdoors. OBJECTIVE: The aim of this study was to use data from a web-based survey to evaluate the relationship between the mental health status of college students and their sports-related lifestyles. Problems related to web-based physical education were also examined. METHODS: A web-based survey was conducted by snowball sampling from May 8 to 11, 2020. Demographic data, mental health status, and sports-related lifestyles of college students in Wuhan as well as issues related to web-based physical education were collected. Mental health status was assessed by the Depression, Anxiety, and Stress Scale (DASS-21). RESULTS: The study included 1607 respondents from 267 cities. The average scores of the DASS-21 subscales (2.46 for depression, 1.48 for anxiety, and 2.59 for stress) were significantly lower in our study than in a previous study (P<.05). Lower DASS-21 scores were significantly correlated with regular exercise, maintaining exercise habits during the outbreak of COVID-19, exercising more than 1 to 2 times a week, exercise duration >1 hour, and >2000 pedometer steps (all P<.05). None of the three forms of web-based physical education was preferred by more than 50% of respondents. Frequent technical problems were confronted by 1087/1607 students (67.6%). Shape-up exercises (846/1607, 52.6%), a designed combination of exercises (710/1607, 44.2%), and Chinese kung fu (559/1607, 34.8%) were suggested sports for web-based physical education. CONCLUSIONS: Mental status was significantly correlated with regular exercise and sufficient exercise duration. Professional physical guidance is needed for college students in selected sports. Exercises not meeting students' preferences, frequent technical problems, and the distant interaction involved in web-based physical education were the main problems that should be solved in future.

Promoting health-related cardiorespiratory fitness in physical education: A systematic review.

BACKGROUND: This article aimed to systematically review the contribution of physical education (PE) classes to improve cardiorespiratory fitness (CRF) in children and adolescents; and to define potentially relevant factors for promoting CRF in PE classes. METHODS: Studies were identified from searches in ERIC, PubMed, SPORTDiscus, and Web of Science databases. Primary source articles, relating PE classes and CRF, published up to July 2019 in peer-reviewed journals were eligible for inclusion. Specific inclusion criteria were: (a) having cross-sectional or longitudinal and observational or interventional study designs; (b) targeting school-aged children or adolescents; (c) measuring CRF, heart rate or CRF test results as an outcome; (d) having statistical analyses of the CRF, heart rate or CRF test results outcomes reported; (e) focusing on PE classes or PE interventions that did not extended time or frequency of the classes; and (f) published in English, French, Portuguese, or Spanish. RESULTS: A total of 24 studies met the inclusion criteria. Overall, 10 studies have found a neutral effect of PE classes in students' CRF, eight studies found that PE indeed contributed to the improvement of CRF and six studies revealed mixed findings, when PE classes where controlled for others variables (e.g. body mass index, intensity). Higher intensity PE classes consistently demonstrated contributions to improving students' CRF. CONCLUSION: Review findings suggest that PE classes can contribute to the improvement of students' CRF. Intensity, age and weight status were identified as potentially relevant factors for promoting CRF in PE classes. To improve CRF, higher intensity classes should be provided.

The Application of the Teaching Games for Understanding in Physical Education. Systematic Review of the Last Six Years.

A systematic review of the research conducted on Teaching Games for Understanding in Physical Education in the last six years (2014-2019), updating and expanding with new categories the last published review by Harvey and Jarret in 2014. Four databases were used to select those articles that included information on the implementation of Teaching Games for Understanding in different educational stages. According to PRISMA guidelines and including the PICO strategy after the exclusion criteria, 12 articles were fully assessed based on eight criteria: (1) year and author; (2) country; (3) number of participants, educational level, and duration of implementation; (4) type of research; (5) curricular content; (6) purpose of the research; (7) most relevant results; and (8) learning environment. The results showed how research focuses on both primary and secondary education, primarily in short-term interventions. Quantitative, qualitative and mixed research is used almost equally, and dealt evenly with sports and games, leaving motor skills, physical abilities and body expression underrepresented. Regarding the goals of the studies, motor and cognitive learning were the most frequently assessed, focusing on improvement of game development, such as tactical aspects, decision-making, technical skills or level of physical activity. The implementation of the model is carried out in too short a time to achieve significant outcomes. This review can help researchers and practitioners conduct Teaching Games for Understanding intervention programs in primary and secondary Physical Education. They must be rigorous when they claim that they implement this pedagogical model in schools.

Resistance Training for Children and Adolescents.

Resistance training is becoming more important as an integral part of comprehensive sport training regimens, school physical education classes, and after-school fitness programs. The increasing number of youth who are involved in sport activities, coupled with the health problems of inactivity and being overweight, have resulted in increased interest in resistance training. Secular declines in measures of muscular fitness in modern-day youth highlight the need for participation in youth resistance training for nonathletes as well as athletes. Parents often ask pediatricians to offer advice regarding the safety, benefits, and implementation of an effective resistance-training program. This report is a revision of the 2008 American Academy of Pediatrics policy statement and reviews current information and research on the benefits and risks of resistance training for children and adolescents.

Innovaciones didácticas en Educación Física, observación con el software LINCE PLUS / Innovations didactics in Physical education, observation with the software LINCE PLUS

Los recursos digitales y la incorporación de las tecnologías de la información y comunicación (TIC) facilitan el aprendizaje autónomo del alumnado en el aula y el aumento de su motivación provocando una mejora en el aprendizaje. Los profesionales de la docencia de la educación física no están al margen de la incorporación de las TIC en su práctica profesional para favorecer el aprendizaje cooperativo de los alumnos y la coevaluación incentivando el desarrollo de sus habilidades motrices. El objetivo de este estudio fue proponer la introducción de filmaciones realizadas por los alumnos y su posterior análisis mediante un recurso tecnológico y gratuito, el software LINCE PLUS. El docente propone por grupos la ejecución de una habilidad y la coevaluación de sus compañeros con el registro en vídeo, mediante móviles o tablets, y su posterior observación y análisis mejorando el proceso de aprendizaje autónomo y cooperativo sobre sus propias ejecuciones motrices. Con esta experiencia se produce un incremento de la motivación de los alumnos y la generación de un nuevo escenario en el que los alumnos pueden tener un feedback directo sobre su ejecución, favoreciendo el aprendizaje por descubrimiento y la acción coevaluadora en un proceso de enseñanza-aprendizaje motivante

Digital resources and the incorporation of information and communication technologies (ICT) facilitate the autonomous learning of students in the classroom and increase their motivation causing an improvement in learning. Physical education teaching professionals are not excluded from the incorporation of ICTs in their professional practice to favour the cooperative learning of students and co-evaluation, encouraging the development of their motor skills. The objective of this work is to propose the introduction of films made by students and their subsequent analysis through a technological resource and free tool, the LINCE PLUS software. The teacher proposes in groups the execution of a skill and the coevaluation of their peers with the video recording, through mobile phones or tablets, and their subsequent observation and analysis with the tool, improving the process of autonomous and cooperative learning about their own motor executions. Through this immersive experience there is an increase in the motivation of the students and the generation of a new scenario where the students get a direct feedback on their execution, favouring the learning process by discovery and the coevaluation action in a motivating process for teaching-learning

La evaluación formativa: aportes para pensar la universidad latinoamericana desde un caso uruguayo / Formative evaluation: contributions to think the latin american university from an uruguayan case / Avaliação formativa: contribuições para pensar a universidade latino-americana desde um caso uruguaio

El presente artículo surgió de una investigación realizada en 2017-2018, que centró su interés en indagar sobre las prácticas de evaluación en las unidades curriculares de la Licenciatura en Educación Física del Instituto Superior de Educación Física. Nos ocupamos de saber: tipos, fondos y formas empleadas, intentando establecer su relación con el contexto universitario y sus funciones (enseñanza, investigación y extensión). Empleó una metodología de corte mixta, aunque con énfasis cualitativo. Entre los procedimientos de rastreo y búsqueda de información, se recurrió a análisis de documentos, cuestionarios on-line y entrevistas. A pesar de las variadas formas en que se pone en marcha la evaluación, concluimos que los fondos de esta, en el ámbito universitario, remiten en cuestiones epistemológicas asociadas a la reproducción o producción del conocimiento.

This article arose from an investigation carried out in 2017-2018 that focused its interest in the evaluation practices in the curricular units of the degree in Physical Education of the Instituto Superior de Educación Física. We focus on types, funds, and forms used, trying to establish their relationship with the university context and its institutional functions (teaching, research, and extension). A mixed methodology was used, although with an emphasis on qualitative methods. Among the procedures for tracking and searching for information, document analysis, online questionnaires, and interviews were used. In spite of the varied ways in which the evaluation is applied, we conclude that its funds in the university field refer to epistemological issues associated with the reproduction or production of knowledge.

Este artigo corresponde a uma pesquisa realizada em 2017-2018, que focalizou seu interesse em investigar as práticas de avaliação nas unidades curriculares do curso de Licenciatura em Educação Física do Instituto Superior de Educación Física. Dedicamo-nos a identificar: tipos, fundos e formas utilizadas, no intuito de estabelecer sua relação com o contexto universitário e suas funções (ensino, pesquisa e extensão). Empregou-se uma metodologia de corte misto, embora com ênfase qualitativa. Entre os procedimentos de levantamento de fontes foram utilizados: a análise de documentos, os questionários on-line e as entrevistas. Apesar das variadas formas em que é desenvolvida a avaliação, concluímos que seus recursos no campo universitário se referem a questões epistemológicas associadas à reprodução ou produção de conhecimento.

Physical education role during coronavirus disease 2019 (COVID-19) pandemic Physical education and COVID-19

Abstract COVID-19 outbreak has been dogged the whole world and besides economic damage; this new virus has been collapsing health units worldwide. Many people have been infected and died every day and so far, there are no vaccines or drugs approved to fight off COVID-19. In this sense, many countries have adopted strategies to avoid virus spread during the quarantine. Social isolation has caused psychological impacts and changes in people's routine, thus physical exercise emerges as an alternative to decrease cognitive problems developed by people during the quarantine. The use of technology to guide people during physical education classes has become a great strategy for people who cannot leave their homes. Besides, technology can insert people in an immersive environment increasing their interaction, merriment, improving their immune and cardiovascular systems. Physical education teacher must be considered an essential health professional during this pandemic period because they can guide and stimulate individuals to practice physical exercise routinely, in order to keep and improve their health.

La maestra de educación física en los libros de texto de primaria / The Teacher of Physical Education in Primary Textbooks

El objetivo del presente estudio es analizar cómo se representa a la maestra de educación física en los libros de texto de esta área, en la etapa de Educación Primaria. Se realiza un estudio cuantitativo que muestra un número elevado de maestras con respecto al maestro de educación física, principalmente en el primer ciclo de Primaria y otro cualitativo, a través del análisis de contenido, identificando un tratamiento estereotipado en cuanto a las características físicas de la docente, al representar a una maestra eminentemente joven, de raza blanca, delgada, con ropa deportiva y sin discapacidad. Pero a la vez, aparece un tratamiento más abierto y participativo en cuanto al rol representado, ya que la maestra de educación física aparece en la zona periférica de la imagen, con actitud activa, en un espacio no necesariamente deportivo, sin complementos docentes, que imparte contenidos relacionados con la gestión del grupo-clase y los juegos

The objective of the present study is to analyse how the physical education teacher is represented in the textbooks of this area, in the Primary Education stage. A quantitative study is carried out showing a high number of teachers with respect to the physical education teacher, mainly in the first cycle of Primary Education and a qualitative one, through content analysis, identifying a stereotyped treatment of the physical characteristics of the teacher, by representing a teacher eminently young, white, thin, wearing sports clothes and without disabilities. But at the same time, a more open and participative treatment appears in relation to the role represented, since the physical education teacher appears in the peripheral area of the image, with an active attitude, in a space not necessarily sports, without teaching complements, that Imparts content related to group-class management and games

Neurociencia y ejercicio: un indicador de salud y aprendizaje en el contexto educativo / Neuroscience and exercise: an indicator of health and learning in the educational context

RESUMEN En los últimos años, la neurociencia ha demostrado los beneficios particulares y globales del ejercicio y de la vida activa en la salud de los escolares, ya que enriquecen las redes neuronales, la plasticidad y producción de neurotransmisores que favorecen distintos dominios del comportamiento y condición humana. En este contexto, el objetivo del ensayo es dialogar en función de la importancia de una vida activa en el contexto educativo y de una disciplina que no solo cumple un rol a nivel cerebral o morfofuncional, sino más bien multidimensional, que emerge desde el nivel molecular, celular, cerebral, sistémico, psicológico y social. Por ello, una de las principales conclusiones tiene que ver con la posibilidad de permitir a los y las estudiantes que sean capaces de comprender y reflexionar en función de sus procesos vitales, que posibilitan sus aprendizajes como un continuo armónico entre la organicidad y la cultura, entre vida y lenguaje.(AU)

ABSTRACT In recent years, neuroscience has shown the particular and global benefits of exercise and active life in the health of students. They enrich neural networks, plasticity and production of neurotransmitters that favour different domains of human behavior and condition. In this context, the objective of this essay is to dialogue based on the importance of an active life in the educational field and a discipline that not only plays a role at the brain or morphofunctional level, but rather multidimensional, which emerges from the molecular level, cellular, cerebral, systemic, psychological and social. Because of this, one of the main conclusions is related to the students' possibility of having the ability to understand and reflect processes that enable learning according their own life, as an harmonic continuum between organicity and culture and between life and language.(AU)