Intensidade e duração dos esforços físicos em aulas de Educação Física

Abstract

OBJECTIVE:To evaluate the intensity and duration of physical efforts in Physical Education classes in primary and secondary school. METHODS:School-based cross-sectional study carried out by means of the observation of 218 Physical Education classes, including a total of 272 students (each one of the students was evaluated three times). The study was carried out in the city of Pelotas (Southern Brazil), between August and December 2009. In order to evaluate the intensity of the efforts, accelerometers were used and the following cut-off points were adopted (in counts per minute): sedentary activities (0-100), light activities (101-2,000), moderate (2,001-4,999), vigorous (5,000-7,999), and very vigorous activities (>8000). RESULTS:The mean duration of the classes was 35.6 minutes (SD 6.0). The mean proportion of time spent in moderate to vigorous physical activity was 32.7% (SD 25.2). Boys (44.1%) were involved signifi cantly more in moderate to vigorous physical activity as compared to girls (21.0%; p<0.01). Students who practice physical activities outside the classes participated more in moderate to vigorous physical activity in the Physical Education classes. CONCLUSIONS:Besides the fact that Physical Education classes have a short duration, students practice moderate to vigorous physical activity during one third of the class, with a poor signifi cant contribution to students' level of physical activity.

Stages of change in physical activity-related behavior in adolescents from a Brazilian state capital

“…In this context, the physical education classes in Brazil are characterized as "free lesson" in which the sport is prioritized as the main subject of the classes (Hino, Reis &, Anez, 2007;Fortes, Azevedo, Kremer, & Hallal, 2012). In addition, students practice moderate and vigorous intensity physical activity only in one third of the class, which contributes little to the physical activity level (Hino, Reis, & Anez, 2007;Kremer, Reichert, & Hallal, 2012).…”

A Educação Física escolar na cidade de Pelotas, RS: contexto das aulas e conteúdos

“…Na observação durante a aula oservou-se a sequência: fase 1 -atividade do estudante; fase 2 -contexto da aula; e fase 3 -ação do professor. Salienta-se aqui que a fase 1 não foi utilizada nesse estudo, uma vez que foi analisada em outro estudo específico sobre a intensidade das aulas observadas (KREMER, 2010). Com isso, as fases 2 e 3 serviram de base para a análise, indo ao encontro dos objetivos propostos para esse estudo.…”

Mudanças na atividade física no lazer e fatores associados em adolescentes de Pernambuco, Brasil: de 2006 a 2011

“…So, it could not be said that this trend began with the action of the physical education teacher at school, providing physical and sporting activities, encouraging and guiding students for a physically active and healthy lifestyle, which would be ideal. On the contrary, perhaps traditional physical education classes (specific sports, practices with low motor variation) 30 could be a factor that discourages leisure-time physical activity, especially among high school students. This may also be partly explained by the entry of older adolescents into the labor market and / or their withdrawal from other activities to devote exclusively to technical training courses and / or preparation for entry into the university.…”