Objective:To analyze physical activity and sedentary behavior in preschool children during their stay at school and the associated factors.Methods:370 preschoolers, aged 4–6 years, stratified according to gender, age and school region in the city of Londrina, PR, participated in the study. A questionnaire was applied to principals of preschools to analyze the school infrastructure and environment. Physical activity and sedentary behavior were estimated using accelerometers for five consecutive days during the children's stay at school. The odds ratio (OR) was estimated through binary logistic regression.Results:At school, regardless of age, preschoolers spend relatively more time in sedentary behaviors (89.6–90.9%), followed by light (4.6–7.6%), moderate (1.3–3.0%) and vigorous (0.5–2.3%) physical activity. The indoor recreation room (OR 0.20, 95%CI 0.05–0.83) and the playground (OR 0.08, 95%CI 0.00–0.80) protect four-year-old schoolchildren from highly sedentary behavior. An inverse association was found between the indoor recreation room and physical activity (OR 0.20, 95%CI 0.00–0.93) in five-year-old children. The indoor recreation room (OR 1.54, 95%CI 1.35–1.77), the playground (OR 2.82, 95%CI 1.14–6.96) and the recess (OR 1.54, 95%CI 1.35–1.77) are factors that increase the chance of six-year-old schoolchildren to be active.Conclusions:The school infrastructure and environment should be seen as strategies to promote physical activity and reduce sedentary behavior in preschool children.

Abstract

CONTEXT AND OBJECTIVE: Physical education classes aim to promote health but it is unknown whether benefits occur independently of sports practice. The purpose of this study was to examine associations between engagement in physical education classes and physical fitness and obesity according to sports practice among Brazilian students. DESIGN AND SETTING: Cross-sectional school-based study involving 737 students aged 10-17 years in southern Brazil. METHODS: Engagement in physical education classes and sports practice were analyzed using a self-report questionnaire. The health indicators analyzed were cardiorespiratory fitness, muscle strength, obesity and combinations thereof. The covariates were sex, age, socioeconomic status, physical activity and sedentary behavior. Prevalence ratios (PR) adjusted for confounding variables were estimated using Poisson regression. Analyses were stratified according to sports practice. RESULTS: Engagement in physical education classes was associated with achievement of health-related criteria for cardiorespiratory fitness (PR = 1.52), muscle strength (PR = 1.55), obesity + cardiorespiratory fitness (PR = 1.51), obesity + muscle strength (PR = 1.70), cardiorespiratory fitness + muscle strength (PR = 2.60) and the three outcomes combined (PR = 2.43), only among non-sports practitioners, all P < 0.05. Engagement in physical education classes was not associated with obesity (PR = 1.00, P > 0.05). No associations were found for sports practitioners (P > 0.05).

The school infrastructure and environment should be seen as strategies to promote physical activity and reduce sedentary behavior in preschool children.

No abstract

-The purpose of this study was to assess the chronic effect of static stretching performed during warm-up on flexibility in children. The study sample comprised 29 boys (mean age 8.58±0.63 years, height 1.27±0.07 m, weight 28.94±6.03 kg) and 29 girls (mean age 8.60±0.92 years, height 1.31±0.09 m, weight 31.30±8.56 kg). Participants were allocated into four groups: male control group (MCG, n=15); male intervention group (MIG, n=14); female control group (FCG, n=15); and female intervention group (FIG, n=14). The FIG and MIG took part in a 16-week intervention program that consisted of six stretching exercises performed during the warm-up period of physical education classes. Flexibility was assessed by the sit-and-reach test, which was performed at baseline and after 16 weeks of the intervention program. Factorial ANOVA for repeated measures was used with group, sex, and point in time (pre-or post-intervention) as the independent variables, followed by Tukey's post-hoc test. Sit-and-reach test performance improved significantly in both intervention groups (MIG, 24.89±5.01 cm at baseline vs. 29.07±4.51 cm post-intervention; FIG, 27.25±4.43 cm at baseline vs. 32.14±3.24 cm post-intervention; P<0.0001). There were no significant changes in either control group (MCG, 24.17±5.14 cm at baseline vs. 23,87±4,35 cm post-intervention; FCG, 28,60±6,07 cm at baseline vs. 28,97±6,38 cm post-intervention; P>0.05). Furthermore, the results revealed a significant group × time interaction (F=1.54, P<0.0001). The performance of stretching exercises during warm-up can increase flexibility in children. Key words: Physical exercises; Physical fitness; Schoolchildren. 8,58 (0,63) anos, 1,27 (0,07) m e 28,94 (6,03) kg e 29 meninas 8,60 (0,92) anos, 1,31 (0,09) m e 31,30 (8,56) Resumo -O objetivo desse estudo foi verificar o efeito crônico do alongamento estático realizado durante o aquecimento sobre a flexibilidade de crianças. Participaram do estudo 29 meninos

Esse estudo investigou o efeito de um programa de exercícios na flexibilidade e impulsão vertical de escolares. 61 crianças (30 meninos) foram divididas em Grupo Controle Masculino (GCM), Grupo Intervenção Masculino (GIM), Grupo Controle Feminino (GCF) e Grupo Intervenção Feminino (GIF). O GIM e GIF foram submetidos a um programa de exercícios durante as aulas de Educação Física Escolar com duração de 12 semanas. Foram realizados os testes de "sentar-e-alcançar" e impulsão vertical anteriormente às 12 semanas e após o término deste programa. Os resultados indicaram que o GIF e o GIM aumentaram significativamente o desempenho nos testes de impulsão vertical e "sentar-e-alcançar" após o programa de intervenção (P<0,05). No GCM e GCF não foram verificadas diferenças significativas no desempenho do teste de impulsão vertical e "sentar-e-alcançar" (P>0,05). O programa de intervenção utilizado nesse estudo foi eficiente em aumentar a flexibilidade e impulsão vertical de crianças.

BACKGROUND: The health risks that usually affect teachers are already known; however, the predictors of health related absenteeism, presenteeism, and sick leave have not yet been fully described. OBJECTIVE: To analyze the predictors of health-related absenteeism, presenteeism, and sick leave among elementary school teachers. METHODS: This study involved a probabilistic sample of 519 Brazilian elementary school teachers. The outcomes were days of health-related absenteeism, presenteeism, and sick leave in the previous 12 months. Work-place and individual factors were the independent variables analyzed. RESULTS: Inadequate infrastructure of schools, disability, and medical consultations were positively associated with all outcomes. Teachers who reported having a chronic disease, common mental disorders, and voice disorders presented higher absenteeism and presenteeism days. Musculoskeletal pain and low job support were associated with higher presenteeism and sick leave days. Teachers who performed strength and flexibility activities presented less presenteeism, those who reported physical violence at school were more frequently absent, and teachers with depersonalization presented a higher likelihood of sick leave. CONCLUSIONS: The prevention of health-related absenteeism, presenteeism, and sick leave among elementary teachers should ensure adequate work conditions and prevention and monitoring of health risks.