Abstract:O objetivo do presente estudo foi verificar o efeito das aulas de educação física escolar (EFI) nos níveis de aptidão cardiorrespiratória e no índice de massa corporal (IMC) em estudantes na Educação de Jovens e Adultos (EJA). Trata-se de um estudo de caso, avaliativo somativo realizado em uma escola do RS, elaborado com 8 sujeitos dos 16 aos 52 anos de ambos os sexos, de uma população total de 74, os quais cumpriram 75% de frequência nas aulas de EFI na EJA. A aptidão cardiorrespiratória (APCR) e o índice de … Show more
“… Fig. 2 Individual changes in SPPF (Δ points) from baseline to follow-up period, considering more than two points (10%) as a cut-point (–) to a pedagogical and clinically relevant effect [ 29 , 39 , 40 ] …”
Section: Resultsmentioning
confidence: 99%
“…It is an intervention study [ 29 ] based on a distancing Physical Education proposal due to COVID-19. It was developed considering a quantitative approach [ 29 ].…”
Section: Methodsmentioning
confidence: 99%
“…It is an intervention study [ 29 ] based on a distancing Physical Education proposal due to COVID-19. It was developed considering a quantitative approach [ 29 ]. Baseline evaluations occurred in the first week of May, and follow-up took place in the second week of December 2020 (the research lasted approximately 28 weeks).…”
Section: Methodsmentioning
confidence: 99%
“…Delta (Δ) values were calculated: (individual follow-up values) – (baseline values), and transformed in percentage considering individual baseline values as 100% [ 29 , 38 , 39 ]. It was applied as a dependent variable in the GEE model to verify the b-effects on Δ% considering baseline values, sex, and age as independent factors.…”
Section: Methodsmentioning
confidence: 99%
“…Finally, the individual pedagogical effects were estimated, considering a variation of about 10% as a relevant individual effect [ 29 , 38 , 39 ]. Thus, children that increased three points or more of Δ SPF were classified as “positive change”, and a decrease of fewer than three points was classified as “negative change”.…”
Background
Children have a higher chance of decreasing health-related physical fitness during periods of school lockdown due to pandemic situations such as with COVID-19 disease.
Aims
To establish the changes in children’s self-perceived physical fitness (SPPF) during pandemic COVID-19 social distancing in a school lockdown and to describe the individual prevalence of changes in SPPF according to sex.
Methods
It is an intervention study with a convenient sample, 67 children (6–13 years old; 50.7% girls). An intervention occurred according to the Brazilian
Base Nacional Comum Curricular (BNCC)
and the State Education Secretary orientations for remote Physical Education classes. SPPF was evaluated through a questionnaire (QAPA). Generalized estimative equations (GEE) and the prevalence of changes in individual score delta (Δ) from baseline to follow-up determined the effects.
Results
Positive individual changes in SPPF were observed for 21.2% of girls and 26.4% of boys. Older children presented fewer SPPF total points. There was no interaction between the evaluation period, sex, and age. However, higher baseline SPPF values presented a negative association with the individual SPPF variation (
β
= − 2.52%; CI 95% − 3.97 to − 1.07;
p
= 0.001).
Conclusion
A remote Physical Education intervention effectively maintained or even increased individual results of children’s SPPF. Thereby, this study suggests that this kind of initiative should be retained for the duration of social distancing and pandemic conditions to help children maintain an active lifestyle and, consequently, achieve health benefits. Improving intervention effectiveness by focusing on girls seems to be a challenge in this matter.
Supplementary Information
The online version contains supplementary material available at 10.1007/s11332-022-00897-1.
“… Fig. 2 Individual changes in SPPF (Δ points) from baseline to follow-up period, considering more than two points (10%) as a cut-point (–) to a pedagogical and clinically relevant effect [ 29 , 39 , 40 ] …”
Section: Resultsmentioning
confidence: 99%
“…It is an intervention study [ 29 ] based on a distancing Physical Education proposal due to COVID-19. It was developed considering a quantitative approach [ 29 ].…”
Section: Methodsmentioning
confidence: 99%
“…It is an intervention study [ 29 ] based on a distancing Physical Education proposal due to COVID-19. It was developed considering a quantitative approach [ 29 ]. Baseline evaluations occurred in the first week of May, and follow-up took place in the second week of December 2020 (the research lasted approximately 28 weeks).…”
Section: Methodsmentioning
confidence: 99%
“…Delta (Δ) values were calculated: (individual follow-up values) – (baseline values), and transformed in percentage considering individual baseline values as 100% [ 29 , 38 , 39 ]. It was applied as a dependent variable in the GEE model to verify the b-effects on Δ% considering baseline values, sex, and age as independent factors.…”
Section: Methodsmentioning
confidence: 99%
“…Finally, the individual pedagogical effects were estimated, considering a variation of about 10% as a relevant individual effect [ 29 , 38 , 39 ]. Thus, children that increased three points or more of Δ SPF were classified as “positive change”, and a decrease of fewer than three points was classified as “negative change”.…”
Background
Children have a higher chance of decreasing health-related physical fitness during periods of school lockdown due to pandemic situations such as with COVID-19 disease.
Aims
To establish the changes in children’s self-perceived physical fitness (SPPF) during pandemic COVID-19 social distancing in a school lockdown and to describe the individual prevalence of changes in SPPF according to sex.
Methods
It is an intervention study with a convenient sample, 67 children (6–13 years old; 50.7% girls). An intervention occurred according to the Brazilian
Base Nacional Comum Curricular (BNCC)
and the State Education Secretary orientations for remote Physical Education classes. SPPF was evaluated through a questionnaire (QAPA). Generalized estimative equations (GEE) and the prevalence of changes in individual score delta (Δ) from baseline to follow-up determined the effects.
Results
Positive individual changes in SPPF were observed for 21.2% of girls and 26.4% of boys. Older children presented fewer SPPF total points. There was no interaction between the evaluation period, sex, and age. However, higher baseline SPPF values presented a negative association with the individual SPPF variation (
β
= − 2.52%; CI 95% − 3.97 to − 1.07;
p
= 0.001).
Conclusion
A remote Physical Education intervention effectively maintained or even increased individual results of children’s SPPF. Thereby, this study suggests that this kind of initiative should be retained for the duration of social distancing and pandemic conditions to help children maintain an active lifestyle and, consequently, achieve health benefits. Improving intervention effectiveness by focusing on girls seems to be a challenge in this matter.
Supplementary Information
The online version contains supplementary material available at 10.1007/s11332-022-00897-1.
Objetivo: verificar o efeito de uma intervenção em educação física avaliada em diferentes períodos, considerando o recesso escolar, sobre os níveis de aptidão física cardiorrespiratória, abdominais em 1 minuto, flexibilidade e pressão arterial sistólica em jovens e adultos de ambos sexos na educação de jovens e adultos (EJA). Métodos: Estudo pré-experimental quantitativo realizado com 27 estudantes, 9 do sexo feminino, idade média 29,38 (dp: ±15,39) anos e 18 do masculino, 20,40 (dp:±9,34). A intervenção aconteceu com aulas de Jump no primeiro semestre. Handebol e rúgbi foram aplicados no segundo semestre. Os efeitos da intervenção foram avaliados sobre a pressão arterial sistólica (PAS), aptidão cardiorrespiratória (APCR), flexibilidade e abdominais sit-up por meio do D de Cohen. Resultados: No sexo feminino, a APCR (efeito=0,95) e a flexibilidade (efeito=1,33) aumentaram entre março/julho. Durante o recesso houve redução dessas capacidades físicas. Em agosto/dezembro houve novo incremento de APCR, junto da redução da PAS (efeito=-1,06). No sexo masculino, houve redução da PAS (efeito=-0,69) e aumento da APCR (efeito=0,84) entre agosto/dezembro. Conclusão: As aulas de ginástica melhoraram indicadores de saúde dos escolares, principalmente no sexo feminino durante o primeiro semestre, já o handebol e rúgbi aumentaram a APCR e reduziram a PAS nos dois sexos. O período de recesso reduziu as capacidades físicas dos estudantes, indicando que as aulas de educação física são importantes meios para melhorar níveis de aptidão física na EJA.
The objective of this chapter is to present an experiential report from a physical education teacher with autism spectrum disorder (ASD), along with a concise literature review on the subject matter. The report approaches the experiences during the pandemic period, offering insights into the conceptual and pedagogical understanding of the physical education profession in schools. It provides a criticism regarding theoretical physical education classes for children and youth in a contemporary world dominated by sedentary behavior, which contributes to the development of diseases, diminished cognitive abilities, reduced physical fitness, and compromised health. The literature review focuses on exploring the connections between physical education, health, and skills in children and adolescents with ASD, determining the interventions applied, primary instructional approaches employed, and the advantages of these physical education initiatives for children and adolescents diagnosed with ASD. The review was conducted using a systematic search in the PUBMED database, and a total of 9 original studies were included, focusing on intervention research with systematic physical activities and sports. In conclusion, sports classes, physical activities, and Inclusive Physical Education can significantly contribute to improving the quality of life for children and adolescents with ASD by facilitating social interactions, promoting inclusion, and minimizing symptoms of associated comorbidities. However, it is essential that these activities are appropriately adapted and planned, taking into consideration the individual needs of each child and with the support of qualified professionals and family.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
