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1.
Artículo en Inglés | MEDLINE | ID: mdl-33401567

RESUMEN

There are no validated instruments to date that have examined the students' perceptions of externally and internally controlling teaching practices in physical education (PE). Grounded in self-determination theory, the objective of this research was to provide validity and reliability evidence of the Controlling Teaching Scale for Physical Education (CTS-PE) to assess the external and internal faces of controlling teaching in PE through two sequential studies. In Study 1 (n = 241 students), an exploratory factor analysis revealed an eight-item two-factor solution (four items per factor). In Study 2 (n = 968 students), a confirmatory factor analysis supported the eight-item two-factor correlated model (i.e., externally and internally controlling teaching) that was invariant across gender. Reliability coefficients indicated an acceptable level of reliability for the two factors of the CTS-PE. A structural equation modelling showed that externally and internally controlling teaching behaviours positively predicted need frustration, and negatively need satisfaction. The current study gathered evidence to consider the CTS-PE as a valid and reliable instrument to assess students' perceptions of PE teachers' externally and internally controlling teaching behaviours. The CTS-PE provides PE teachers with deeper insights into the negative psychological experiences associated with externally and internally controlling teaching behaviours in PE.


Asunto(s)
Educación y Entrenamiento Físico , Estudiantes , Encuestas y Cuestionarios , Humanos , Psicometría , Reproducibilidad de los Resultados , Estudiantes/psicología , Estudiantes/estadística & datos numéricos
2.
Artículo en Inglés | MEDLINE | ID: mdl-33339228

RESUMEN

The COVID-19 pandemic has drastically reduced physical activity (PA) behaviors of many people. Physical education (PE) is considered one of the privileged instruments to promote youths' PA. We aimed to investigate the effects of lockdown on PE teachers' behaviors promoting their students' out-of-school PA and differences between three European countries. A sample of 1146 PE teachers (59.5% females) from France, Italy, and Turkey answered an online questionnaire about guiding students to engage in out-of-school PA, helping them to set PA goals, encouraging in self-monitoring PA, the pedagogical formats of these behaviors and feedback asked to students. RM-MANCOVAs were performed with a two-time (before and during the lockdown), three country (France, Italy, Turkey), two gender factorial design, using teaching years and perceived health as covariates. A significant multivariate main effect time × country × gender (p < 0.001) was reported for the behaviors promoting students' PA, with French and Italian teachers increasing some behaviors, while Turkish teachers showing opposite trends. Significant multivariate main effects time × country were found for formats supporting the behaviors (p < 0.001) and for asked feedback formats (p < 0.001). The massive contextual change imposed by lockdown caused different reactions in teachers from the three countries. Findings are informative for PA promotion and PE teachers' education.


Asunto(s)
Ejercicio Físico , Promoción de la Salud/métodos , Pandemias , Educación y Entrenamiento Físico , Adulto , Control de Enfermedades Transmisibles , Femenino , Francia/epidemiología , Humanos , Italia/epidemiología , Masculino , Persona de Mediana Edad , Maestros , Instituciones Académicas , Turquia/epidemiología
3.
Artículo en Inglés | MEDLINE | ID: mdl-33375232

RESUMEN

Grounded in self-determination theory, this pre-experimental study analyzed the effects of a hybrid teaching games for understanding/sport education (TGfU/SE) volleyball teaching unit on students' motivational outcomes, using a mixed-method approach. It also examined whether the intervention was equally effective for boys and girls. Participants were 53 secondary school students (Mage = 15.50, SDage = 0.57) who were taught through a hybrid TGfU/SE unit. The structure of this unit was designed according to the characteristics of SE model, while learning tasks were designed by using the pedagogical principles of TGfU model. Both self-reported validated questionnaires and focus groups were used before and after intervention to assess students' motivational responses. After the hybrid TGfU/SE unit, both quantitative and qualitative findings showed improvements in students' perceptions of need-support from the physical education (PE) teacher, basic psychological needs satisfaction, novelty, and variety satisfaction, as well as intrinsic motivation compared to baseline values. Although the hybrid TGfU/SE unit was effective in both genders, a large effect size was found for girls. Despite the existence of social and cultural stereotypes in team sports such as volleyball in favor of boys, results highlight the importance of developing hybrid TGfU/SE units to improve students' motivational outcomes, especially in girls.


Asunto(s)
Motivación , Educación y Entrenamiento Físico , Voleibol/educación , Adolescente , Femenino , Humanos , Masculino , Autonomía Personal , Estudiantes
4.
Siglo cero (Madr.) ; 51(4): 53-68, oct.-dic. 2020. tab, graf
Artículo en Español | IBECS | ID: ibc-ET6-1299

RESUMEN

Esta investigación busca conocer qué aprendizajes de carácter declarativo ha adquirido el alumnado con discapacidad intelectual tras la participación en un programa de Educación Física a través de la metodología de Aprendizaje-Servicio y, además, valorar su percepción sobre el impacto que el desarrollo de este programa ha tenido en sus relaciones con otros estudiantes de la Facultad. Participaron 34 estudiantes con discapacidad intelectual que cursaban el Programa Promentor en el curso 2019/2020 en la Universidad Autónoma de Madrid. La información se recogió a través de diarios de aprendizaje del alumnado tras cada intervención y de asambleas al final de cada cuatrimestre. La información se analizó con el software MAXQDA V.2020. Los resultados muestran que los aprendizajes curriculares adquiridos propios del área estaban relacionados con los contenidos de salvamento acuático, hockey y habilidades gimnásticas y los aprendizajes transversales tenían que ver con el trabajo en equipo y el comportamiento cívico; los aprendizajes útiles para la vida diaria se identificaron con los contenidos de salvamento acuático y primeros auxilios, y, por último, se valoró muy positivamente la relación con el alumnado de grado en esta experiencia


The research aims to find out what learning of a declarative nature has been acquired by students with intellectual disabilities after participating in a Physical Education program through the Service-Learning methodology, and also to assess their perception of the impact that the development of this program has had on their relationships with other students in the Faculty. Thirty-four students with intellectual disabilities who were studying the Promentor Program in the 2019/2020 academic year at the Autonomous University of Madrid participated. The information was collected through students' learning journals after each intervention and through assemblies at the end of each four months. The information was analyzed with MAXQDA V.2020 software. The results show that the curricular learning acquired specific to this area was related to the contents of water rescue, hockey and gymnastic skills and the transversal learning was related to teamwork and civic behavior. Learning that was useful for daily life was identified with the content of water rescue and first aid and, finally, the relationship with the university students in this experience was valued very positively


Asunto(s)
Humanos , Masculino , Femenino , Educación de las Personas con Discapacidad Intelectual/métodos , Discapacidad Intelectual/psicología , Educación y Entrenamiento Físico/métodos , Aprendizaje , Estudiantes/psicología , Evaluación Educacional , Investigación Cualitativa , Universidades , España
5.
Artículo en Inglés | MEDLINE | ID: mdl-33348556

RESUMEN

The teaching personal and social responsibility (TPSR) model has been extensively used in a vast array of settings. However, few TPSR studies have focused on preschool settings. The purpose of this action research study was to analyze the experiences of a program leader, her preschool children, and their parents throughout a TPSR program focused on transference of responsibility model goals. The participants were 25 preschool children, six parents, and a program leader involved in a preschool setting located in the north of Portugal. Data were collected through reflexive journaling, participant observations, semi-structured interviews, and focus group interviews. Findings suggest the TPSR model could be a useful instructional model for preschool teachers focused on providing social and emotional learning opportunities to their students. In order to foster transference, parents played a pivotal role in this process and were included in the intervention, which appeared to enhance life skill transfer.


Asunto(s)
Objetivos , Evaluación de Programas y Proyectos de Salud/métodos , Maestros/psicología , Responsabilidad Social , Estudiantes/psicología , Enseñanza , Preescolar , Femenino , Investigación sobre Servicios de Salud , Humanos , Educación y Entrenamiento Físico , Portugal
6.
Rev Fac Cien Med Univ Nac Cordoba ; 77(4): 260-264, 2020 12 01.
Artículo en Español | MEDLINE | ID: mdl-33351377

RESUMEN

Introduction: The prevalence of overweight and obesity increases in university students as a consequence of the modification of their eating habits and their level of physical activity. The general objective of this work was to analyze the relationship between the nutritional status of Physical Education students and the level of physical activity, cardiovascular risk and eating habits, during the first three years of the degree. Method: Observational, descriptive and longitudinal section study. 67 students were studied. To assess nutritional status and cardiovascular risk, body mass index (BMI) and waist circumference (CC) were measured, respectively. To inquire about eating habits, a survey was used based on the recommendations of the dietary guidelines for the Argentine population. To estimate the level of physical activity, the IPAQ International Physical Activity Questionnaire, short format, Spanish version was used. Results: Students with obesity, obesity, and elevated cardiovascular risk increased during the course of the study. For their part, healthy eating behaviors and a high level of physical activity in women decreased. BMI showed a positive correlation with CC. Healthy food selection in males was correlated with BMI. Conclusions: The evolution of the course in Physical Education indicated a progressive increase in the factors associated with obesity. These results would allow directing and promoting legislative actions that update the curriculum of the Physical Education career, according to the social and health needs of this population.


Asunto(s)
Enfermedades Cardiovasculares , Estado Nutricional , Índice de Masa Corporal , Enfermedades Cardiovasculares/epidemiología , Estudios Transversales , Ejercicio Físico , Conducta Alimentaria , Femenino , Humanos , Masculino , Educación y Entrenamiento Físico , Factores de Riesgo , Estudiantes
7.
Artículo en Inglés | MEDLINE | ID: mdl-33327551

RESUMEN

BACKGROUND: The aim of the study was to evaluate the effects of intermittent hypoxic training (IHT) on anaerobic and aerobic fitness in elite, national boxers. METHODS: The study was conducted over a period of 6 weeks. It comprised 30 national championship boxers, divided into 2 groups: the experimental and control. Both groups performed the same boxing training twice a day (morning and afternoon training). In the afternoon, the experimental group performed training under normobaric conditions in a hypoxic chamber (IHT), while the control group undertook exercise in standard normoxic conditions. In both groups, before and after the 6-week programme, basic anthropometric indices as well as anaerobic (Wingate Test) and aerobic (graded test) fitness were assessed. RESULTS: There was a significant increase in anaerobic peak power (988.2 vs. 1011.8 W), mean anaerobic power (741.1 vs. 764.8 W), total work (22.84 vs. 22.39 kJ), and a decrease in fatigue index (20.33 vs. 18.6 W·s-1) as well as time to peak power (5.01 vs. 4.72 s). Such changes were not observed in the control group. In both groups, no significant changes in endurance performance were noted after the training session - peak oxygen uptake did not significantly vary after IHT. CONCLUSIONS: Our results have practical application for coaches, as the IHT seems to be effective in improving anaerobic performance among boxers.


Asunto(s)
Ejercicio Físico , Hipoxia , Educación y Entrenamiento Físico , Resistencia Física , Anaerobiosis/fisiología , Ejercicio Físico/fisiología , Humanos , Masculino , Consumo de Oxígeno , Educación y Entrenamiento Físico/métodos , Educación y Entrenamiento Físico/normas , Resistencia Física/fisiología
8.
Artículo en Español | LILACS | ID: biblio-1119089

RESUMEN

La revisión teórica aborda la educación física virtual establecida en México a partir delconfinamiento social por COVID-19, basada en el problema, ya existente en México, de sedentarismo y obesidad infantil en niños de educación primaria, en quienes, derivado del confinamiento social, se estima un aumento de masa cor-poral, lo que conlleva mayores riesgos de salud. Al analizar la bibliografía reciente, que relaciona al COVID-19 con la educación física y la actividad física, se identificala oportunidad del profesorado de educación física, de conducir esquemas virtuales en los contenidos del programa educativo para, de esta manera, coadyuvar en la disminución del sedentarismo en estudiantes de primaria, teniendo como prioridad la alfabetización física.(AU)


The theoretical review addresses the virtual physical education established in Mexico based on social con-finement by COVID-19, based on the problem, already existing in Mexico, of sedentary lifestyle and childhood obesity in primary school children, in whom, derived from social confinement, an increase in body mass is estimated, which carries greater health risks. When analyzing the recent bibliography, which relates COVID-19 with physical education and physical activity, the opportunity for physical education teachers to conduct virtual schemes in the contents of the educational program is identified, in this way, to contribute to the decreasein sedentary lifestyle in primary school students, prioritizing physical literacy.(AU)


Asunto(s)
Humanos , Educación y Entrenamiento Físico/métodos , Aislamiento Social , Infecciones por Coronavirus/epidemiología , Educación a Distancia/métodos , Educación Primaria y Secundaria , Conducta Sedentaria , México/epidemiología
9.
Artículo en Inglés | MEDLINE | ID: mdl-33374977

RESUMEN

In Norway, swimming and lifesaving education (swimming education) is an obligatory part of physical education, with explicit learning aims after grade four. After recent reports of Norwegian pupils achieving low scores in swimming abilities, the Government has outlined strategies for improving swimming education. There is a notable trend toward using external providers in delivering swimming education. This article examines the outsourcing of swimming education in Norwegian primary schools. Eighteen semi-structured interviews were conducted with school leaders, physical education teachers and swimming instructors involved in outsourcing arrangements. The outsourcing was organized through private providers, municipalities, or local swimming clubs. Data were analyzed thematically and separated into highlighted areas of outsourcing practices. The results showed that outsourcing may be a solution for schools that lack staff with swimming experience and knowledge. It also indicates that teacher courses, professional development through collaboration, and strategies for measuring quality would improve swimming education.


Asunto(s)
Servicios Externos , Educación y Entrenamiento Físico , Natación/educación , Humanos , Noruega , Instituciones Académicas
10.
Artículo en Inglés | MEDLINE | ID: mdl-33374777

RESUMEN

Previous research highlighted the effectiveness of cooperative learning in the four learning domains: physical, cognitive, social and affective. However, recent reviews have called for more empirical research on social and emotional learning based on contemporary theories, frameworks and assessment tools. Little is known about the links between cooperative learning and two strong contemporary frameworks: the achievement goal theory and the four-branch model of emotional intelligence. The goal of this study was to assess the connections between cooperative learning, task and self-approach goals, and emotional intelligence in physical education classes. Forty primary education students (21 girls, 19 boys), 10-12 years (Mage = 10.87; SD = 0.85), enrolled in two different classes in only one school, participated. None of them had experienced cooperative learning as a pedagogical model before. The study followed a one group, pre-test-post-test, pre-experimental design. Both classes experienced the same cooperative learning intervention programme conducted in physical education, which included two consecutive learning units for a total of 16 sessions (2 per week/50 min each). The same physical education teacher, an expert in cooperative learning, conducted all sessions. Results showed that the cooperative learning framework helped increase students' self-approach goals and their emotional control and regulation, and empathy. In conclusion, the present study reinforced the use of cooperative learning in physical education, because it can guide students to more adaptive motivational patterns and to develop their emotional intelligence. Furthermore, it contributes to the students' social and emotional learning building quality relationships, learning to manage stressors, and evolve individually and in groups.


Asunto(s)
Curriculum , Inteligencia Emocional , Objetivos , Motivación , Educación y Entrenamiento Físico , Niño , Femenino , Humanos , Masculino , Estudiantes/psicología
11.
Work ; 67(4): 767-769, 2020.
Artículo en Inglés | MEDLINE | ID: mdl-33325427

RESUMEN

The potential ramifications of the COVID-19 pandemic global shut down on physical education providers and youth sport coaches may be particularly severe due to substantial cutbacks on many of their normal activities. This population faces unique challenges in engaging in "virtual learning" given the physical nature of their job, potentially leading to sedentary lifestyle, weight gain, and the development of depressive mood disorders. This commentary aims to explore options to mitigate worsening of stress, depression, physical inactivity, and social disconnection in youth sport coaches following the guidelines of the American College of Sports Medicine (ACSM) and to call attention to this vulnerable demographic which has been substantially impacted by the COVID-19 pandemic.


Asunto(s)
/prevención & control , Tutoría , Educación y Entrenamiento Físico , Cuarentena , Deportes Juveniles/psicología , Adaptación Psicológica , Depresión/prevención & control , Dieta Saludable , Humanos , Estrés Laboral/prevención & control , Pandemias , Conducta Sedentaria , Aislamiento Social
12.
Cien Saude Colet ; 25(11): 4249-4258, 2020 Nov.
Artículo en Portugués, Inglés | MEDLINE | ID: mdl-33175034

RESUMEN

This study aimed to describe leisure-time physical activity (LPA) during the COVID-19 pandemic in a municipality of Rio Grande do Sul state, southern Brazil, according to gender, level of education, and adherence to social distancing. A population-based and cross-sectional descriptive study was carried out in Bagé (RS), Brazil. LPA during the pandemic, place of activity, and Physical Education professional's supervision, were described. The sample included 377 adults, and 24.4% reported LPA during the pandemic. Marked inequalities were observed. LPA prevalence among men was 20 percentage points (pp) higher than women and 40 pp higher among those with higher schooling than those with lower schooling. Among those reporting LPA, 53.5% practiced at home, and 64.8% did not report Physical Education professional supervision. No differences were observed between LPA and level of social distancing. Besides the recurrent discourse that people should include physical activity in the pandemic context, in the light of the marked inequalities observed, this study addressed sociocultural aspects and emphasized that LPA promotion initiatives require humanized approaches that consider the unequal living conditions of Brazilians.


Asunto(s)
Betacoronavirus , Infecciones por Coronavirus/epidemiología , Ejercicio Físico , Educación y Entrenamiento Físico/estadística & datos numéricos , Neumonía Viral/epidemiología , Actividades Cotidianas , Adulto , Brasil/epidemiología , Ciudades/epidemiología , Estudios Transversales , Escolaridad , Femenino , Humanos , Actividades Recreativas , Masculino , Pandemias , Cuarentena , Factores Sexuales , Encuestas y Cuestionarios/estadística & datos numéricos , Factores de Tiempo
13.
Artículo en Inglés | MEDLINE | ID: mdl-33028002

RESUMEN

This study examined the difficulties of running online physical education classes in the context of coronavirus disease 2019 (COVID-19) and used the findings to develop an efficient operation plan to address these difficulties. Six middle and high school physical education teachers participated; three were experts in online physical education and active in the Korea Council School Physical Education Promotion, and three were recommended teachers making efforts to improve the online classes offered by the Korea Ministry of Education. A qualitative case study method employing phenomenological procedures to collect and analyze the data was used. The difficulties of operating middle and high school online physical education classes for the first time included (1) the monotony of the classes within their limited environmental conditions and limited educational content that did not adequately convey the value of physical education, (2) trial-and-error methods applied nationwide, resulting from a lack of expertise in operating online physical education classes, and (3) very limited evaluation guidelines proposed by the Korea Ministry of Education, which made systematic evaluation with online methods impossible. To address the identified problems and facilitate the efficient operation of online physical education classes, changes in strategic learning methods are needed to understand online physical education characteristics and thereby better communicate the value of physical education. It is also necessary to cultivate teaching expertise through sharing online physical education classes, where collaboration among physical education teachers is central. In addition, evaluation processes should be less formal to encourage active student participation.


Asunto(s)
Infecciones por Coronavirus/prevención & control , Educación a Distancia/organización & administración , Pandemias/prevención & control , Educación y Entrenamiento Físico/métodos , Neumonía Viral/prevención & control , Infecciones por Coronavirus/epidemiología , Eficiencia Organizacional , Humanos , Neumonía Viral/epidemiología , República de Corea/epidemiología , Instituciones Académicas , Estudiantes/psicología
14.
PLoS One ; 15(10): e0239838, 2020.
Artículo en Inglés | MEDLINE | ID: mdl-33057340

RESUMEN

OBJECTIVE: The aim of this study was to investigate the association between preschool playground size, formalized physical activity (PA) policies, time spent outdoors and preschool teacher's levels of PA and children's objectively assessed levels of PA and sedentary time (ST) during preschool hours. METHODS: In total, 369 children and 84 preschool teachers from 27 preschools in Södermalm municipally, Stockholm Sweden wore an Actigraph GT3X+ accelerometer during 7 consecutive days. Preschool environmental and structural characteristics were measured via the Environment and Policy Evaluation Self-Report (EPAO-SR) instrument and time in- and outdoors was recorded by preschool teachers during the PA measurements. Weight and height of children were measured via validated scales and parents filled out a questionnaire on demographical and descriptive variables. Linear mixed models, nested on preschool level, were used to assess the association between predictors and outcomes. RESULTS: The mean child age was 4.7 years (SD 0.8) and 45% were girls. We found that children were more active in preschools with a formalized PA policy, compared to preschools without such a policy, but not less sedentary. The association between policy and activity seemed to be more pronounced when accounting for other environmental factors. Similar associations were found in children spent most time outdoors (uppermost quartile) compared with children spent least time outdoors (Lowermost quartile). Preschool teachers' light PA (LPA) (ß = 0.25, P = 0.004) and steps (ß = 0.52, P<0.001) were associated with children's LPA and steps while the preschool playground size showed no association with PA in children, when accounting for other environmental factors. CONCLUSION: The current study showed that preschool structural characteristics such as formalized PA policies and more time spent outdoors were positively associated with children's PA. These findings suggest that formalized PA policies and time outdoors may be of importance for promoting children's PA during preschool hours.


Asunto(s)
Jardines Infantiles/estadística & datos numéricos , Ejercicio Físico , Maestros/estadística & datos numéricos , Conducta Infantil , Jardines Infantiles/normas , Preescolar , Femenino , Humanos , Masculino , Educación y Entrenamiento Físico/normas , Políticas , Maestros/psicología , Conducta Sedentaria , Suecia
15.
Artículo en Inglés | MEDLINE | ID: mdl-32867329

RESUMEN

Improving the quality of teaching and learning, as well as school coexistence are international priorities for the new educational challenges of the 21st century (UNESCO 37 C/4 resolution). Physical Education (PE) has become a key subject for education on school coexistence by enabling significant motor experiences to promote interpersonal relationships and transform motor conflicts (MC). The objective of this research was to develop and validate two questionnaires (CONFLICT1-AGE and CONFLICT1-RES) to study secondary school students' perception about MC in PE. Study 1 searched for evidence related to their content validity and response process validity, and Study 2 examined internal structure, reliability, and concurrent validity. As a result, a seven-item single-factor model was selected for CONFLICT1-AGE, and a five-item single-factor structure was chosen for CONFLICT1-RES. Both models exhibited an excellent fit to the data, where CONFLICT1-AGE: χ2 (df) = 18.621 (14), p = 0.180, RMSEA (90% CI) = 0.033 0(0.000-0.069), CFI = 0.994, TLI = 0.991; CONFLICT1-RES: χ2 (df) = 13.350 (5), p = 0.020, RMSEA (90% CI) = 0.075 (0.027-0.125), CFI = 0.986, TLI = 0.972. Furthermore, both questionnaires presented satisfactory internal consistency (αCONFLICT1-AGE = 0.745, αCONFLICT1-RES = 0.737). Their combination will provide a wide view of secondary school students' perception about MC.


Asunto(s)
Relaciones Interpersonales , Educación y Entrenamiento Físico , Encuestas y Cuestionarios/normas , Análisis Factorial , Humanos , Percepción , Psicometría , Reproducibilidad de los Resultados
16.
Cien Saude Colet ; 25(9): 3511-3516, 2020 Sep.
Artículo en Portugués | MEDLINE | ID: mdl-32876274

RESUMEN

The COVID-19 pandemic has generated several controversies in the health area, particularly regarding social isolation measures, widely perceived as being one of the most effective strategies to reduce the spread of the virus. The Physical Education (PE) area became involved in these discussions, through contradictory positions of professionals, scientific societies and class entities regarding the reopening of fitness centers during the pandemic. We understand that some of these discussions revealed important weaknesses in relation to the approach to basic health knowledge, such as those related to epidemiology and public health measures. We seek in this essay, without the intention of exhausting the subject or performing an academic prescription, to support our position regarding the urgency of the approach of PE training within the field of Public Health, as well as presenting some proposals for this approach to effectively occur. We advocate training that favors a broader view of health, that enables professionals in the field to understand the potential relationship between PE and health, but at the same time recognize that physical activity is not a panacea and that human health has many others determinants and conditions.


Asunto(s)
Infecciones por Coronavirus/epidemiología , Educación y Entrenamiento Físico/métodos , Neumonía Viral/epidemiología , Salud Pública , Infecciones por Coronavirus/transmisión , Ejercicio Físico/fisiología , Centros de Acondicionamiento , Humanos , Pandemias , Neumonía Viral/transmisión , Aislamiento Social
17.
J Med Internet Res ; 22(10): e21301, 2020 10 05.
Artículo en Inglés | MEDLINE | ID: mdl-32997639

RESUMEN

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.


Asunto(s)
Infecciones por Coronavirus/epidemiología , Ejercicio Físico/psicología , Salud Mental , Educación y Entrenamiento Físico/tendencias , Neumonía Viral/epidemiología , Aislamiento Social/psicología , Estudiantes/psicología , Adolescente , Ansiedad/epidemiología , Trastornos de Ansiedad/epidemiología , Betacoronavirus , China , Estudios Transversales , Educación a Distancia/métodos , Femenino , Humanos , Internet , Estilo de Vida , Masculino , Pandemias , Deportes , Encuestas y Cuestionarios , Adulto Joven
18.
Artículo en Inglés | MEDLINE | ID: mdl-32883044

RESUMEN

With the current obesity epidemic and the decline of fitness among school-aged children, the importance of obesity interventions to promote physical activity and healthy habits has become indisputable. The purpose of this study was to assess the efficacy of a school-based multicomponent intervention in increasing physical activity (PA) levels, actual physical abilities, and perceived physical abilities in clinical and nonclinical samples of overweight/obese boys and girls aged 10-12 years. The clinical intervention group (n = 35) participated in a 7-month after-school program in addition to curricular physical education lessons, while the nonclinical control group (n = 29) received usual curricular lessons. Measures included levels of PA and fitness and individual's perceptions of physical ability. After treatment, the intervention group showed improved PA levels, perceived physical ability, and throwing and jumping task performances compared to the control group. Results indicate that a multicomponent program can improve levels of PA, fitness, and perceived competence of overweight participants. Findings highlight the importance of a comprehensive healthy lifestyle program that includes physical, psychosocial, and behavioral factors and suggest practical implications for educators, trainers, and teachers in identifying best practices targeting childhood obesity.


Asunto(s)
Sobrepeso , Obesidad Pediátrica , Educación y Entrenamiento Físico , Niño , Ejercicio Físico , Femenino , Conductas Relacionadas con la Salud , Humanos , Estilo de Vida , Masculino , Sobrepeso/fisiopatología , Obesidad Pediátrica/fisiopatología , Aptitud Física , Instituciones Académicas
19.
Rev. bras. ativ. fís. saúde ; 25: 1-8, set. 2020. fig, quad
Artículo en Portugués | LILACS | ID: biblio-1140111

RESUMEN

A elevada taxa de transmissão e mortalidade pela COVID-19 acarretou o fechamento de centros de movimentação social, dentre eles locais para prática de atividade física. Com isso, o objetivo do estudo foi identificar as principais estratégias e ferramentas tecnológicas virtuais, percepção dos profissionais de educação física (PEF) acerca das adaptações, pontos positivos, negativos e feedbacks dos clientes para orientar a prática de atividade física durante o isolamento social/restrição de circulação devido ao vírus SARS-COV-2. Optou-se pela pesquisa transversal, quanti-qualitativa, com técnica de amostragem "bola de neve", sendo recrutados PEF das cinco regiões do Brasil. Os participantes responderam um questionário online com questões sociodemográficas, uso das ferramentas tecnológicas virtuais, perfil dos clientes e questões discursivas acerca da orientação online à atividade física. Foi realizada estatística descritiva e análise por codificação simples. Participaram 110 PEF de 65 cidades do país, os quais geralmente atendem em academias de ginástica (59,8%) e ao ar livre (34,5%), tendo clientes adultos (92,9%), do sexo feminino (51,8%). Dentre as ferramentas tecnológicas virtuais utilizadas estão "vídeos" (60,9%) e "Whatsapp web" (60,0%), geralmente ferramentas gratuitas (67,5%) e, para que o trabalho ocorra, são necessárias adaptações estruturais/materiais e profissionais. Embora haja aspectos negativos e dificuldades na orientação remota à prática de atividade física, os aspectos positivos e facilidades permitem que o PEF se conecte com seus respectivos clientes mesmo durante a pandemia, estimulando e, orientando de forma segura, a prática de atividade física. Esta temática necessita ser mais explorada para que essas ferramentas auxiliem os PEF


High rate of transmission and mortality by COVID-19 resulted in the closure of social movement centers, including places to physical activity practice (PA). Thus, the aim of the study was to identify the main technological strategies and tools, perception of physical education professionals (PEP) about the adaptations, positives, negatives and feedbacks of clients to guide physical activity practice during social isolation/circulation restriction due to the SARS-COV-2 virus. It was opted for cross-sectional, quanti-qualitative research, using the "snowball " sampling technique and PEP was recruited from the five regions of Brazil. Participants answered an online questionnaire with sociodemographic questions, use of virtual technological tools, students/clients profiles and discursive questions about online orientation to physical activity. Descriptive statistics and analysis by simple coding were performed. 110 PEP from 65 cities in the country participated, which generally serve in gyms (59.8%) and outdoors (34.5%), with adult students/clients (92.9%), female (51.8%). Among the virtual technological tools used are "videos" (60.9%) and "Whatsapp web" (60.0%), generally free tools (67.5%) and, for the work to occur, professionals and structural/material adaptations are required. Although there are negative aspects and difficulties in remote guidance to physical activity practice, the positive aspects and facilities allow the PEP to connect with its respective students/clients even during the pandemic, stimulating and securely guiding to physical activity practice. This theme needs to be further explored for these tools to assist PEP


Asunto(s)
Educación y Entrenamiento Físico , Brasil , Servicios en Línea , Pandemias , Actividad Motora
20.
Rev. bras. ativ. fís. saúde ; 25: 1-10, set. 2020. tab, fig
Artículo en Inglés | LILACS | ID: biblio-1128294

RESUMEN

Since 1994, the Projeto Esporte Brasil (PROESP-Br) battery tests has been used to evaluate health- and skill-related physical fitness among aged 6-17 Brazilian schoolchildren. The aim of this study was to delineate the Brazilian children and youth's physical fitness profile from a systematic review over studies that used the PROESP-Br proposal. The search was carried at PubMed, ScienceDirect, Lilacs, SciELO and Google Scholar. Original studies published between 1994 and 2017 about physical fitness (health and/or motor performance) with schoolchildren (children and/or adolescents) that used the PROESP-Br battery test were included. A total of 13.582 participants were evaluated to health-related fitness and 276 to skill-related fitness from 18 included studies. The methodological quality was evaluated using the Newcastle-Ottawa quality assessment scale adapted version. The results show that 27-30% of youngsters are at health "risk zone" for Body Mass Index (BMI), 70% for cardiorespiratory fitness (CRF), 50% and 65% for flexibility (FLEX) and muscular strength (MST), respectively. The data concerning skill-related fitness were inconsistent. In summary, the results suggest that Brazilian children and adolescents have low cardiovascular health level (BMI/CRF), mainly regarding CRF, and low muscle health level (FLEX/MST). We emphasize that the lack of studies regarding skill-related fitness, make it impossible to describe the profile of the components of this construct


O Projeto Esporte Brasil (PROESP-Br) propõe, desde 1994, uma bateria de medidas e testes para avaliação de escolares entre seis e 17 anos com o objetivo de delinear o perfil de crianças e jovens brasileiros no que se refere a aptidão física relacionada à saúde e ao desempenho motor. O objetivo deste estudo foi delinear o perfil da aptidão física de crianças e jovens brasileiros a partir de uma revisão sistemática da literatura sobre artigos que utilizaram da proposta do PROESP-Br. A busca foi realizada na PubMed, ScienceDirect, Lilacs, SciELO e Google Acadêmico. Estudos originais publicados entre 1994 e 2017 acerca da aptidão física (saúde e/ou desempenho motor) de escolares (crianças e/ou adolescentes) que utilizaram a bateria de testes do PROESP-Br foram incluídos. Um total de 13.582 sujeitos foram avaliados quanto a saúde e 276 quanto ao desempenho motor nos 18 estudos incluídos. A qualidade metodológica foi avaliada uma versão adaptada da Newcastle-Ottawa quality assessment scale. Os resultados evidenciam que 27-30% dos jovens estão na "zona de risco" à saúde para o Índice de Massa Corporal (IMC), 70% para a aptidão cardiorrespiratória (ApC) e 50 e 65% para flexibilidade e força muscular localizada (FML), respectivamente. Os dados sobre o desempenho motor são inconsistentes nesta revisão de literatura. Em síntese, os resultados indicam baixos níveis de saúde cardiovascular (IMC/ApC), principalmente quanto à ApC, assim como baixos níveis de saúde musculoesquelética (flexibilidade/FML) dos jovens. Ressalta-se a escassez de estudos quanto ao desempenho motor impossibilitando delinear o perfil dos componentes deste construto


Asunto(s)
Educación y Entrenamiento Físico , Instituciones Académicas , Niño , Aptitud Física , Adolescente
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