There are still doubts about the real benefits of physical activity on the academic performance of adolescents. The aim of this study was to determine whether the physical activity (PA) interferes in the academic performance of high school students. The study included 348 adolescents from one federal public school. For information regarding PA, the International Physical Activity Questionnaire (IPAQ short-version) was used. For PAL classification the adolecents who had 300 minutes/week or more of physical activity were considered as active. The information related to the participation in sports schools was obtained through a question inserted in IPAQ. For the academic performance, the average grades of the first semester of 2015 were used, within the three major Knowledge Areas, as defined by the National Curriculum Standards. There was no significant correlation between academic performance and PA (r= 0.06; p= 0.28). Higher minimum scores were found among active high school students and higher average school for areas 1 -Languages, Codes and its Technologies (7.2±0.8) and 2 -Natural Sciences, Mathematics and its Technologies (6.6±1.3) among participants in sports schools, with statistical significance (p= 0.017; p= 0.014). In conclusion, PAL did not relate to the academic performance of pupils in this study and participants of sports schools achieved better academic performance demonstrating that sports activities can cause beneficial effects in their cognitive performances. Keywords
O objetivo deste estudo foi avaliar o efeito de um programa de exercícios físicos combinados no tempo de atividade física e qualidade de vida de adultos com deficiência visual (DV). Participaram nove adultos com DV com média de idade de 44,9±11,3 anos. Foi realizado um programa de treinamento com exercícios aeróbicos e de treinamento com pesos combinados em uma única sessão, duas vezes na semana, por um período de 12 semanas, em um Espaço de Atividades Físicas. O tempo de atividade física (TAF) foi avaliado por meio do IPAQ, versão curta e a qualidade de vida (QV) pelo WHOQOL – BREF abreviado na versão em português. Também foi aplicada uma Ficha Anamnética para caracterizar os participantes. As avaliações foram realizadas anteriormente o início do treinamento e ao término do mesmo. Foi utilizado o teste Shapiro–Wilk para verificar a normalidade dos resultados e o teste Wilcoxon para avaliar a diferença entre as médias obtidas antes e após o treinamento. Foram observadas melhoras estatisticamente significativas no TAF e nos domínios físico e psicológico da QV. Conclui-se que a prática de exercícios físicos combinados promove melhoras nos níveis de QV e TAF, possibilitando um estilo de vida mais ativo e maior independência para pessoas com DV.
Resumo Há evidências que o apoio e o comportamento parental interferem diretamente no comportamento saudável dos adolescentes. O objetivo deste estudo é identificar a relação do Perfil de Estilo de Vida (PEV) parental com os estudantes. Participaram 208 escolares, de 11 a 15 anos, e seus respectivos pais (mãe/pai). Para avaliar o PEV dos pais foi utilizado um instrumento que engloba cinco componentes associados ao estilo de vida: nutrição, atividade física, comportamento preventivo, relacionamentos e controle do estresse. Já, para os alunos foi aplicado o instrumento adaptado para adolescentes. A análise dos resultados foi através da estatística descritiva e o teste Qui-Quadrado. Os alunos, as mães e os pais apresentaram um comportamento positivo (CP) para os componentes PEV, a pontuação média das respostas na nutrição dos alunos e dos pais ficou próxima a um comportamento negativo (CN). A média de pontos das mães na atividade física correspondeu a um CN. Não houve relações significativas dos componentes do PEV do grupo casais com o grupo de filhos, somente no componente atividade física foi encontrada uma relação significativa. As relações estabelecidas entre os grupos nos componentes sugerem que uma postura conjunta positiva de ambos os pais possibilita aumentar a possibilidade de ter filhos com CP.
Percepções de acadêmicos de educação física do sul do Brasil sobre o tema transversal saúde AbstractThe difficulty of teachers to contextualize knowledge originates from the initial training process and is reflected in the production and transmission of knowledge. The aim of this study was to investigate the concepts of academic degree in physical education, about the understanding of health education and Transversal Themes Health in school. 16 students participated in the survey of Physical Education. We used a questionnaire consisting of ten questions, open and closed, on the Cross Tema Health and health education in the school environment. The results showed that the physical education student teachers have limited knowledge about health education and their approach to the students, demonstrating by their responses that they may have been induced by common sense, which advocates the indispensable condition of good quality of life and maintaining health. Descriptors: Health Education; Physical Education; School Health Services. ResumenLa dificultad de los profesores para contextualizar el conocimiento se origina en el proceso de formación inicial y se refleja en la producción y transmisión de conocimiento. El objetivo de este estudio fue investigar los conceptos de grado académico en educación física, sobre la comprensión de la educación para la salud y temas transversales de salud en la escuela. 16 estudiantes participaron en la encuesta de Educación Física. Se utilizó un cuestionario que consta de diez preguntas, abiertas y cerradas, en Tema Transversal Salud y educación para la salud en el entorno escolar. Los resultados mostraron que los futuros profesores de educación física tienen un conocimiento sobre educación para la salud y su acercamiento a los estudiantes, lo que demuestra por sus respuestas limitadas que pueden haber sido inducidos por el sentido común, que aboga por la condición indispensable de la buena calidad de vida y el mantenimiento de salud.
DOI: http://dx.doi.org/10.5007/1980-0037.2016v18n5p567 In an attempt to understand the problem of declining physical activity (PA) among adolescents, there has been an increasing interest in identifying perceived barriers (PB) that can reduce the involvement of adolescents in PA. The aim of this study was to identify PB to PA practice among public high school students. The samples was composed of 348 students aged 14-19 years, 46.8% females and 53.2% males. To investigate BP, an instrument consisting of 12 statements and validated for the study population was used. The analysis of results was carried out by descriptive statistics, Kruskal Wallis test to check the possible differences in PB throughout high school years and chi-square for the difference in proportions of barriers. Having many tasks to do, lack of time and adverse weather conditions were the most cited PB. There was no difference in the perception of barriers among high school years (males: p = 0.44; females: p = 0.23). PB “not having how to go or return” (p = 0.04), “adverse weather conditions” and “laziness” (p = 0.02), “lack of time” (p = 0.01) and “at home nobody performs PA” (p = 0.04) showed statistically significant differences between sexes. Both sexes reported similar barriers; however, girls reported higher number of PB and with greater frequency. Identifying which PB prevent the adoption of a physically active lifestyle may be the beginning of solutions to minimize the negative effects.
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