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1.
Artigo em Espanhol | LILACS | ID: biblio-1119089

RESUMO

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)


Assuntos
Humanos , Educação Física e Treinamento/métodos , Isolamento Social , Infecções por Coronavirus/epidemiologia , Educação a Distância/métodos , Ensino Fundamental e Médio , Comportamento Sedentário , México/epidemiologia
2.
Cien Saude Colet ; 25(11): 4249-4258, 2020 Nov.
Artigo em Português, Inglês | MEDLINE | ID: mdl-33175034

RESUMO

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.


Assuntos
Betacoronavirus , Infecções por Coronavirus/epidemiologia , Exercício Físico , Educação Física e Treinamento/estatística & dados numéricos , Pneumonia Viral/epidemiologia , Atividades Cotidianas , Adulto , Brasil/epidemiologia , Cidades/epidemiologia , Estudos Transversais , Escolaridade , Feminino , Humanos , Atividades de Lazer , Masculino , Pandemias , Quarentena , Fatores Sexuais , Inquéritos e Questionários/estatística & dados numéricos , Fatores de Tempo
3.
Artigo em Inglês | MEDLINE | ID: mdl-33028002

RESUMO

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.


Assuntos
Infecções por Coronavirus/prevenção & controle , Educação a Distância/organização & administração , Pandemias/prevenção & controle , Educação Física e Treinamento/métodos , Pneumonia Viral/prevenção & controle , Infecções por Coronavirus/epidemiologia , Eficiência Organizacional , Humanos , Pneumonia Viral/epidemiologia , República da Coreia/epidemiologia , Instituições Acadêmicas , Estudantes/psicologia
4.
Artigo em Inglês | MEDLINE | ID: mdl-32883044

RESUMO

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.


Assuntos
Sobrepeso , Obesidade Pediátrica , Educação Física e Treinamento , Criança , Exercício Físico , Feminino , Comportamentos Relacionados com a Saúde , Humanos , Estilo de Vida , Masculino , Sobrepeso/fisiopatologia , Obesidade Pediátrica/fisiopatologia , Aptidão Física , Instituições Acadêmicas
5.
Cien Saude Colet ; 25(9): 3511-3516, 2020 Sep.
Artigo em Português | MEDLINE | ID: mdl-32876274

RESUMO

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.


Assuntos
Infecções por Coronavirus/epidemiologia , Educação Física e Treinamento/métodos , Pneumonia Viral/epidemiologia , Saúde Pública , Infecções por Coronavirus/transmissão , Exercício Físico/fisiologia , Academias de Ginástica , Humanos , Pandemias , Pneumonia Viral/transmissão , Isolamento Social
6.
J Med Internet Res ; 22(10): e21301, 2020 10 05.
Artigo em Inglês | MEDLINE | ID: mdl-32997639

RESUMO

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.


Assuntos
Infecções por Coronavirus/epidemiologia , Exercício Físico/psicologia , Saúde Mental , Educação Física e Treinamento/tendências , Pneumonia Viral/epidemiologia , Isolamento Social/psicologia , Estudantes/psicologia , Adolescente , Ansiedade/epidemiologia , Transtornos de Ansiedade/epidemiologia , Betacoronavirus , China , Estudos Transversais , Educação a Distância/métodos , Feminino , Humanos , Internet , Estilo de Vida , Masculino , Pandemias , Esportes , Inquéritos e Questionários , Adulto Jovem
7.
Artigo em Inglês | MEDLINE | ID: mdl-32867329

RESUMO

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.


Assuntos
Relações Interpessoais , Educação Física e Treinamento , Inquéritos e Questionários/normas , Análise Fatorial , Humanos , Percepção , Psicometria , Reprodutibilidade dos Testes
8.
Medicine (Baltimore) ; 99(31): e21233, 2020 Jul 31.
Artigo em Inglês | MEDLINE | ID: mdl-32756101

RESUMO

BACKGROUND: A better understanding of how multicomponent school-based interventions work and their effects on health and education outcomes are needed. This paper described the methods of the Movimente Program, a school-based intervention that aims to increase physical activity (PA) and decrease sedentary behavior (SB) among Brazilian students. METHODS: This is a cluster randomized controlled trial with adolescents from 7th to 9th grade in public schools from Florianopolis, Southern Brazil. After agreement, 6 schools were randomly selected to intervention or control groups (3 schools each), and all eligible students were invited to the study. The Movimente intervention program was performed during a school year and included 3 main components: Teacher training (including face-to-face meeting, social media platform, and handbook with lesson plans); improvements in the PA environment in school; and educational strategies. Control schools continued with their traditional schedule. Baseline (March/April 2017), postintervention (November/December 2017), and maintenance (June/July 2018) evaluations included PA and SB as primary outcomes (assessed by self-report and accelerometry). Secondary outcomes included psychosocial factors related to PA and SB (e.g., social support and self-efficacy), as well as health (e.g., quality of life and nutritional status) and education (e.g., academic achievement) outcomes. A program evaluation was performed based on the RE-AIM framework. Participants, intervention staffs, and evaluators were not blinded to group assignment, but a standardized evaluation protocol was applied independently of the trial allocation. RESULTS: Statistical analyses will include a multilevel approach for repeated measurements and mediation analysis. Any side effects of the intervention will be recorded. The sample size close to that expected (n = 1090) was reached (n = 999). The results of this trial will involve valuable information about the effect and the evaluation of a multicomponent intervention carried out in a middle-income country. CONCLUSION: By creating opportunities for adolescents to be active at school using multicomponent strategies, the Movimente program has the potential to enhance students health and academic performance which may encourage the school community (e.g., teachers, principals) to adopt the program. Also, this trial will provide evidence for practitioners, policy makers, and researchers on how multicomponent program may be implemented in a school setting. TRIAL REGISTRATION: The trial is registered at the Clinical Trial Registry (Trial ID: NCT02944318; date of registration: 18 October 2016).


Assuntos
Comportamento do Adolescente , Exercício Físico , Comportamento Sedentário , Estudantes , Adolescente , Brasil , Feminino , Humanos , Masculino , Educação Física e Treinamento , Serviços de Saúde Escolar , Resultado do Tratamento
9.
Medicine (Baltimore) ; 99(30): e21054, 2020 Jul 24.
Artigo em Inglês | MEDLINE | ID: mdl-32791677

RESUMO

BACKGROUND/OBJECTIVE: Academic self-concept is an important construct within the disciplines of medicine, psychology, and education. Enhancing the academic self-concept of students with special educational needs is very crucial because it is associated with their quality of life. This study aimed to examine the effect of a video-guided educational technology intervention on the academic self-concept of adolescents with hearing impairment who were attending inclusive nonresidential public schools in Southeast Nigeria. METHODS: This study adopted a randomized controlled trial design. The participants were 60 junior secondary students with hearing impairment. We implemented a video-guided educational technology intervention. It relied on the use of 13-minute video clips with captions/subtitles, which covered academic self-concept-related themes. The Academic Self-Concept Questionnaire, which has been developed by Liu and Wang, was used to collect baseline, posttreatment, and follow-up data. We conducted independent-samples and paired t test and computed Cohen d and Glass Δ to analyze the data. RESULTS: The video-guided educational technology intervention significantly improved the academic self-concept of the treatment group participants, when compared with the care-as-usual control group participants, t(58) = 9.07, P < .001. These improvements in academic self-concept were sustained at follow up among the treatment group participants, when compared with the care-as-usual control group participants, t(48.56) = 10.898, P < .001. Within-subjects comparisons showed that the academic self-concept of the treatment group participants had significantly improved across the different time points at which they were assessed. CONCLUSION: The video-guided educational technology intervention was effective in improving the academic self-concept of adolescents with hearing impairment who were attending inclusive nonresidential public schools. Large-scale studies are needed to maximize the impact of video-guided educational technology interventions on students with hearing impairments who attend inclusive non residential public schools in Nigeria.


Assuntos
Recursos Audiovisuais , Pessoas com Deficiência Auditiva/psicologia , Educação Física e Treinamento , Autoimagem , Estudantes/psicologia , Adolescente , Criança , Tecnologia Educacional , Feminino , Humanos , Masculino , Inquéritos e Questionários , Gravação em Vídeo
10.
Artigo em Inglês | MEDLINE | ID: mdl-32751812

RESUMO

Teaching Games for Understanding (TGfU) is one of the pedagogical models used for increasing health through physical education (PE), being associated with several psychological benefits. However, only few studies have studied the effect of TGfU on physical fitness. This study aims at assessing the changes in students' physical fitness after a six-month TGfU-based program with primary school children. A total of eight schools from the state of Sonora (Mexico) were randomly distributed into experimental (EG) and control group (CG). The final sample consisted of 188 pupils (100 boys, 88 girls; age = 10.22 ± 0.76 years) from the 5th and 6th grade. Employing a quasi-experimental design, physical fitness was assessed by means of the Eurofit test battery. At post-test, EG obtained significantly higher scores than CG in flexibility, abdominals, speed (p < 0.001), handgrip (p = 0.002), low-limb power (p = 0.032), and cardiorespiratory fitness (p = 0.048). Our findings suggest that TGfU can be a valid alternative to traditional methodologies not only when the aim of a PE unit is to stimulate the cognitive domain, but also for the development of physical fitness attributes that may help pupils develop in a comprehensive manner.


Assuntos
Educação Física e Treinamento/métodos , Aptidão Física , Estudantes/psicologia , Criança , Feminino , Força da Mão , Humanos , Masculino , México , Educação Física e Treinamento/organização & administração , Instituições Acadêmicas
11.
Artigo em Inglês | MEDLINE | ID: mdl-32748855

RESUMO

Given the need for comparative research on the participation of adolescents in physical education (PE) classes as a privileged space for physical activity (PA) promotion, this study sought to estimate, analyse and compare the prevalence of participation in PE classes among adolescents from 54 countries and to examine sex, age, country income and world regions disparities. Data from the Global Students Health Survey (2010-2015) were used, comprising 170,347 adolescents (90,305 girls, aged 13-17 years) from nationally representative samples of 54 countries-of which 7 are low-income, 23 lower-middle-income, 14 upper-middle-income and 10 high-income-and six world regions. The weighted percentages of adolescents participating in PE classes (never, 1-2 days/week, 3-4 days/week, 5 or more days/week) were estimated along 95% confidence intervals and compared across sex, age, country income, region, and country. Most adolescents reported to participate in PE on 1-2 days/week (55.2%), but almost 20% of adolescents reported never participating in PE. Girls, compared to boys, presented a lower prevalence for participating ≥5 days/week (girls 16.8%, boys 20.0%). The prevalence of participating in PE on ≥3 days/week was higher among adolescents aged 13-14 years when compared to adolescents aged 15-17 years (boys: 30.9% vs. 24.6%; girls: 26.1% vs. 18.2%). Concerning the countries' income, the prevalence of never participating in PE was higher in high-income countries, and participating on ≥3 days/week was higher in low-income countries, but further research is recommended. The findings suggest that national, regional and worldwide data highlight the importance of improving participation in PE, particularly for girls and older adolescents. An improved and continued monitoring of PE policies and their actual implementation is needed worldwide.


Assuntos
Exercício Físico , Renda , Educação Física e Treinamento , Adolescente , Países Desenvolvidos , Feminino , Humanos , Masculino , Pobreza
12.
PLoS One ; 15(8): e0237584, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32841263

RESUMO

Esports as the competitive play of digital games has gained considerable popularity. However, a comprehensive framework for esport training is still missing. In this paper, a performance model integrating insights from game research and sport science is developed. Based on this model, an online questionnaire was designed and applied to investigate training in different esports regarding relevant competencies and training areas. Overall, 1,835 esports players voluntarily participated in the study. Age ranged from 13 to 47 years (M = 20,9; SD = 4,5), and males clearly dominated (95%). Furthermore, the mean weakly playing time was 20.03 hours (SD = 15.8). Training occupied 38.85% (7.75 h) of the playing time on average. On the one hand, the results reveal game-specific competence and training structures in the five esports selected for the study (Starcraft II, League of Legends, Rocket League, FIFA, and Counter Strike). On the other hand, the factor structure of competencies closely resembles the esports performance model. As a conclusion, esports training methods should always consider the specific competence profile of the respective esports game.


Assuntos
Educação Física e Treinamento/métodos , Esportes/fisiologia , Esportes/psicologia , Jogos de Vídeo/psicologia , Adolescente , Adulto , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , Adulto Jovem
13.
Artigo em Inglês | MEDLINE | ID: mdl-32847040

RESUMO

This study aimed to develop a physical education fitness program for adolescents to counteract the declining physical activity levels caused by the COVID-19 pandemic, as well as to investigate the program's effect. This mixed-methods study developed and implemented a five-component "Music Beeps" (MB) program to promote adolescents' physical fitness. A total of 240 students from two high schools in South Korea-divided into experimental and control groups-participated in 32 sessions over 16 weeks. The changes in students' fitness were analyzed, and the educational effects were examined via inductive analysis of the observation logs and group and in-depth interviews. The results demonstrated that, whereas the comparison group demonstrated no statistically significant changes in power, muscular strength and endurance, or cardiopulmonary endurance, the experimental group showed changes in all these variables, along with changes in flexibility. Further, the MB program had significant educational effects. First, students reported that musical cues enhanced their fitness motivation and sense of responsibility. Second, record-keeping and active participation contributed to self-led fitness management. Third, activity in a small space with few pieces of equipment led to the positive perception that the program was efficient and enabled regular exercise regardless of climate conditions.


Assuntos
Promoção da Saúde/métodos , Música , Educação Física e Treinamento/métodos , Aptidão Física , Adolescente , Infecções por Coronavirus , Exercício Físico , Humanos , Pandemias , Pneumonia Viral , República da Coreia , Instituições Acadêmicas
14.
Artigo em Inglês | MEDLINE | ID: mdl-32824264

RESUMO

In the present study, a trans-contextual model was applied to examine the relations between students' perceptions of controlling behavior from teachers, frustration over their basic psychological needs, autonomous motivation toward physical activity in a physical education context, autonomous motivation toward physical activity in an out-of-school context, beliefs and intentions toward future physical activity, and actual participation in physical activity outside of school. We adopted a three-wave prospective study design in which 234 students aged 11-19 years first completed measures of perceived controlling behavior from teachers, frustration over their basic psychological needs, and autonomous motivation toward physical activity in physical education. One week later, their autonomous motivation, beliefs, and intentions toward physical activity outside of school were measured. Students' self-reported engagement in physical activity outside of school was assessed another five weeks later. Results of the path analysis revealed a significant and negative indirect effect of perceived controlling behavior from physical education teachers on students' intention toward physical activity outside of school via the proposed motivational sequence of the trans-contextual model. There was also a significant and negative indirect effect of perceived controlling behavior from physical education teachers on students' self-reported engagement in physical activity outside of school, mediated by the frustration over their need for competence in physical education. Findings emphasize the importance of decreasing controlling behaviors from teachers in a physical education context so as not to inhibit students' physical activity behavior in an out-of-school context.


Assuntos
Intenção , Atividades de Lazer , Educação Física e Treinamento , Adolescente , Criança , Exercício Físico , Humanos , Motivação , Autonomia Pessoal , Estudos Prospectivos , Estudantes , Adulto Jovem
15.
PLoS One ; 15(8): e0237019, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32745088

RESUMO

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.


Assuntos
Aptidão Cardiorrespiratória/fisiologia , Aptidão Cardiorrespiratória/psicologia , Educação Física e Treinamento/métodos , Adolescente , Criança , Estudos Transversais , Exercício Físico/fisiologia , Exercício Físico/psicologia , Feminino , Humanos , Masculino , Educação Física e Treinamento/tendências , Aptidão Física/fisiologia , Estudantes/psicologia
16.
Wiad Lek ; 73(7): 1438-1447, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32759434

RESUMO

OBJECTIVE: The aim is to investigate the state of health of the students of Ukrainian higher education institutions. PATIENTS AND METHODS: Materials and methods: The study of state of health was conducted at Polissia National University and Zhytomyr Ivan Franko State University in 2008-2019. The results of a medical examination of 3737 students of different faculties between the ages of 17 and 22 were examined. Medical examinations were conducted by the doctors of the medical centers of universities. Totally 1208 pupils (male and female) of the schools of Zhytomyr region were involved in the questionnaire, which was conducted to analyze the attendance of physical education classes by pupils while studying at school. 648 students of Polissia National University participated in the study of the self-assessment of their own health, causes, and structure of disease incidence, the dynamics of the loss of labor capacity. RESULTS: Results: It was established that from 24 to 30.8 % of the students had diseases and a low level of physical development that indicated a low level of physical education at schools. It was revealed that the number of sick students was increasing during the study at higher educational institutions (HEI) that led to missing classes. Besides, up to 35.5 % of students had health disorders and belonged to a special medical group. And 1.7 % of the students had chronic diseases and disabilities and were exempted from sports. It was found that physical education and sports took the 5th place in the system of life values of male students and the 12th place in the system of life values of female students. CONCLUSION: Conclusions:Physical education, aimed at enhancing the functional capacity of an organism, the development of physical qualities, the improvement of the special physical and technical readiness in the sphere of physical activity types and the acquisition of professionally applied skills and abilities, is the basis for strengthening the health of students of Ukraine.


Assuntos
Educação Física e Treinamento , Estudantes , Adolescente , Feminino , Humanos , Masculino , Instituições Acadêmicas , Ucrânia , Universidades , Adulto Jovem
17.
Int J Behav Nutr Phys Act ; 17(1): 100, 2020 08 08.
Artigo em Inglês | MEDLINE | ID: mdl-32771011

RESUMO

BACKGROUND: 'Physical Activity 4 Everyone' (PA4E1) was an efficacious multi-component school-based physical activity (PA) program targeting adolescents. PA4E1 has seven PA practices. It is essential to scale-up, evaluate effectiveness and assess implementation of such programs. Therefore, the aim is to assess the impact of implementation support on school practice uptake of the PA4E1 program at 12 and 24 months. METHODS: A cluster randomised controlled trial, utilising a type III hybrid implementation-effectiveness design, was conducted in 49 randomly selected disadvantaged Australian Government and Catholic secondary schools. A blinded statistician randomly allocated schools to a usual practice control (n = 25) or the PA4E1 program group (n = 24), with the latter receiving seven implementation support strategies to support school PA practice uptake of the seven practices retained from the efficacy trial. The primary outcome was the proportion of schools adopting at least four of the seven practices, assessed via telephone surveys with Head Physical Education Teachers and analysed using exact logistic regression modelling. This paper reports the 12-month outcomes. RESULTS: Schools were recruited from May to November 2017. At baseline, no schools implemented four of the seven practices. At 12 months significantly more schools in the program group had implemented four of the seven practices (16/24, 66.7%) than the control group (1/25, 4%) (OR = 33.0[4.15-1556.4], p < 0.001). The program group implemented on average 3.2 (2.5-3.9) more practices than the control group (p < 0.001, mean 3.9 (SD 1.5) vs 0.7 (1.0)). Fidelity and reach of the implementation support intervention were high (both > 80%). CONCLUSIONS: Through the application of multiple implementation support strategies, secondary schools were able to overcome commonly known barriers to implement evidence based school PA practices. As such practices have been shown to result in an increase in adolescent PA and improvements in weight status, policy makers and practitioners responsible for advocating PA in schools should consider this implementation approach more broadly when working with schools. Follow-up is required to determine whether practice implementation is sustained. TRIAL REGISTRATION: Australian New Zealand Clinical Trials Registry ACTRN12617000681358 registered 12th May 2017.


Assuntos
Exercício Físico , Promoção da Saúde , Educação Física e Treinamento , Avaliação de Programas e Projetos de Saúde/estatística & dados numéricos , Adolescente , Adulto , Austrália/epidemiologia , Criança , Feminino , Humanos , Masculino , Instituições Acadêmicas , Capacitação de Professores
18.
Artigo em Inglês | MEDLINE | ID: mdl-32784806

RESUMO

BACKGROUND: This study examined the relationship of academic performance with the Big Five traits of personality, academic motivation, and gender in a cross-cultural context. METHODS: Participants in the study were 424 university students of physical education (PE) departments from Poland (53%) and Ukraine (47%). Undergraduates completed a brief version of the International Personality Item Pool (Mini-IPIP) to assess the Five-Factor model of personality, the Academic Motivations Scale (AMS), and grade point average (GPA). RESULTS: Polish PE students scored higher in emotional stability and extroversion and had a higher GPA than Ukrainian PE undergraduates. Gender differences were found in both personality traits and academic motivation scales. Intrinsic motivation may predict academic performance. Conscientiousness and intellect emerged as mediators of the relationship between intrinsic motivation and academic performance and gender was found as a moderator in the relationship between conscientiousness and academic success. CONCLUSIONS: Women are more motivated regarding academic achievements than men. In addition to intrinsic motivation, the most important factors for academic grades are some personality traits, gender, and cultural differences. Openness and conscientiousness in men are mediators between intrinsic motivation and academic performance. The results of this study may be useful for PE academic teachers to improve the motivation of their students.


Assuntos
Desempenho Acadêmico , Motivação , Personalidade , Estudantes/psicologia , Adulto , Comparação Transcultural , Feminino , Humanos , Masculino , Educação Física e Treinamento , Polônia , Fatores Sexuais , Ucrânia
19.
Artigo em Inglês | MEDLINE | ID: mdl-32599900

RESUMO

The fundamental role of emotions in education has been revealed in recent years. The control-value theory of achievement emotions has been postulated as one of the most used theories in this field. Thanks to the Achievement Emotions Questionnaire (AEQ), achievement emotions have been measured in different subjects and countries. The purpose of this research was to adapt and validate this questionnaire to assess achievement emotions in physical education. The sample of participants consisted of 902 (Mage = 13.15, SD = 1.17) secondary education students from various secondary schools in Spain. The psychometric properties of the Achievement Emotions Questionnaire for Physical Education (AEQ-PE) indicate that the scales are reliable and valid, as demonstrated by exploratory and confirmatory factor analysis, temporal stability, internal consistency and regression analysis. Considering the results achieved in the present study, the AEQ-PE opens a range of possibilities for both teachers and researchers. This instrument will help to understand the role of emotions in student learning and their motivation towards physical education.


Assuntos
Logro , Educação Física e Treinamento , Emoções , Humanos , Motivação , Espanha , Inquéritos e Questionários
20.
Artigo em Inglês | MEDLINE | ID: mdl-32635496

RESUMO

BACKGROUND: This article examines the differences in situational motivation toward fitness testing in physical education classes between non-overweight and overweight students, as well as the mediator effect of objective and perceived physical fitness on the relationship between weight status and motivation toward fitness testing. METHODS: A total of 534 adolescents (298 boys, 55.80%) participated in the study. Perceived physical fitness and situational motivation toward fitness testing were measured through questionnaires, whereas weight status and physical fitness were objectively measured. RESULTS: Overweight students had lower intrinsic motivation (p < 0.001), and higher external regulation (p < 0.01) and amotivation (p < 0.05) during fitness testing in a physical education class than their non-overweight peers. The influence of being overweight on motivation regulations toward fitness testing was mediated by objective physical fitness level for intrinsic motivation (B = -0.140), external regulation (B = 0.104) and amotivation (B = 0.146). Perceived physical fitness was also used as a second mediator between weight status and intrinsic motivation (B = -0.117). CONCLUSIONS: Strategies to improve objective and perceived physical fitness in overweight students are necessary to increase self-determined motivation during fitness testing in physical education lesson.


Assuntos
Teste de Esforço , Motivação , Educação Física e Treinamento , Aptidão Física , Adolescente , Feminino , Força da Mão , Humanos , Masculino
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