Background: Regular physical activity practice is considered an important factor in the population's health and quality of life promotion. In order to evaluate a population's physical activity level (PAL), many instruments are used, among them the IPAQ (International Physical Activity Questionnaire). Objectives: To evaluate the PAL of Physical Education (PE) undergraduate students concerning gender and study year as well as to compare the PAL of these students with others from different health/ biology courses. Methods: Two hundred and eighty subjects; being 194 PE students (100 men and 94 women) and 86 students (17 men and 69 women) of other courses (Pharmacy; Biochemistry, Dentistry and Biology). The instrument used to measure the PAL was the IPAQ in its short version. Results: Among the PE students, it was found that 92% of them were classified as active or very active; however, there was no significant difference (p > 0,05) between male and female groups. Concerning the other courses, it was observed that the female sample is less physically active than the male one (p < 0,05). Considering the whole group in the category Active/ Very Active, the Biology (86,9%) and PE students (90%) were classified as more active than the Biochemistry (56%) and Dentistry (61,1%) ones. However, there was no significant difference (p > 0,05). Conclusions: Generally, male students have a higher level of physical activity than female ones; the undergraduate students did not show similar patterns of PAL and this level remains constant during the PE course.

O presente trabalho descreve as atividades lúdicas desenvolvidas na enfermaria de oncologia pediátrica do Instituto Materno Infantil Prof. Fernando Figueira (IMIP), com 60 pacientes portadores de neoplasias malignas, no período de janeiro de 2004 a janeiro de 2005. Descreve também as etapas do Projeto e apresenta os resultados obtidos, correlacionando as etapas do desenvolvimento da aprendizagem com os instrumentos lúdicos utilizados como recurso minimizador do processo de hospitalização, através dos itens mais solicitados, considerando, para essa análise, as idéias de Jean Piaget e Bruno Bettelheim.

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The present study examined how the dosage and quality of the federal preschool program “Head Start” (HS) in the US related to children’s self-regulation skills in kindergarten. Using Propensity Score Matching and multiple regression (OLS), this study explored how the number of years and hours a week of HS were related to self-regulation among 2,383 children, who entered the program either at 3 or 4 years old. An additional year in HS was significantly positively associated with self-regulation in kindergarten, while the number of hours a week in HS was not. However, the quality of teacher–child interactions moderated the relation between hours a week in HS and self-regulation. Findings contribute to the growing body of evidence about how dosage and quality of early childhood education experiences relate to children’s development.