Abstract:OBJECTIVE: Physical activity is a means of prevention of noncommunicable diseases. The level of physical activity of children is decreasing in Brazil, and this can increase the risks of diseases associated with sedentary lifestyles and obesity. METHOD: This is a school-based randomized controlled trial which evaluated the impact of an educational intervention on children's physical activity level, energy expenditure, and teacher's behavior during physical education classes at public schools in São Paulo. The s… Show more
“…Physical education at school encompasses motor, cognitive, affective and social development of children and adolescents (Cunha, Poblacion, Colugnati, Taddei & Bracco, 2016). The current study found significant social selfconcept results in students belonging to the PE group.…”
Section: Discussionsupporting
confidence: 49%
“…All self-concept subscales (personal, school, family and social) showed higher frequency of moderate or high scores in both herein analyzed groups. Accordingly, Cunha et al (2016) pointed out that 7-11-year-old students had very good perception about themselves, since they presented high scores on personal, school, family and social self-concept. In light of the present study, and of the study conducted by Cunha et al (2016), it is possible assuming that students belonging to the age group 7-11 years show good self-perception, as well as that the aging factor has negative influence on self-concept perception (Serassuel Junior, Cavazzotto, Paludo, Zambrin & Simões, 2015).…”
Section: Discussionmentioning
confidence: 99%
“…Accordingly, Cunha et al (2016) pointed out that 7-11-year-old students had very good perception about themselves, since they presented high scores on personal, school, family and social self-concept. In light of the present study, and of the study conducted by Cunha et al (2016), it is possible assuming that students belonging to the age group 7-11 years show good self-perception, as well as that the aging factor has negative influence on self-concept perception (Serassuel Junior, Cavazzotto, Paludo, Zambrin & Simões, 2015). Therefore, it is possible stating that dance practicing may have the strongest influence on the self-concept of students belonging to groups composed of older children, since there is evidence in the literature that dance practicing improves this variable (Draugelis, Martin, Garn, 2014;Ferreira, Vilella, & Carvalho, 2010).…”
The aim of the current study is to compare motivation, self-concept and physical activity level between students practicing dance as extracurricular activity and those who do not. The total of 200 students (mean age 8 ± 0.8 years) divided in two groups participated in the experiment: a) physical education (PE) and b) physical education combined with dance practices (PEDP). Two questionnaires were used, one for the parents (Schooling - Economic stratum) and one for students. The students’ questionnaire consisted of a structured interview divided in four parts: a) General information; b) Motivation; c) Self-concept; and d) Physical activity level. Descriptive and inferential statistics were used. Results showed that students in the PEDP group were more motivated by Status (p = 0.049) and General Affiliation (p = 0.010), whereas 88% of the students in the PE group showed higher social self-concept (p = 0.010). With respect to physical activity level, 100% (p = 0.000) of students in the PEDP group were active and showed screen time 3.88 hours per day (p = 0.000). It was possible concluding that students in the PEDP group showed higher motivation and physical activity level than those in the PE group, who showed better self-concept.
“…Physical education at school encompasses motor, cognitive, affective and social development of children and adolescents (Cunha, Poblacion, Colugnati, Taddei & Bracco, 2016). The current study found significant social selfconcept results in students belonging to the PE group.…”
Section: Discussionsupporting
confidence: 49%
“…All self-concept subscales (personal, school, family and social) showed higher frequency of moderate or high scores in both herein analyzed groups. Accordingly, Cunha et al (2016) pointed out that 7-11-year-old students had very good perception about themselves, since they presented high scores on personal, school, family and social self-concept. In light of the present study, and of the study conducted by Cunha et al (2016), it is possible assuming that students belonging to the age group 7-11 years show good self-perception, as well as that the aging factor has negative influence on self-concept perception (Serassuel Junior, Cavazzotto, Paludo, Zambrin & Simões, 2015).…”
Section: Discussionmentioning
confidence: 99%
“…Accordingly, Cunha et al (2016) pointed out that 7-11-year-old students had very good perception about themselves, since they presented high scores on personal, school, family and social self-concept. In light of the present study, and of the study conducted by Cunha et al (2016), it is possible assuming that students belonging to the age group 7-11 years show good self-perception, as well as that the aging factor has negative influence on self-concept perception (Serassuel Junior, Cavazzotto, Paludo, Zambrin & Simões, 2015). Therefore, it is possible stating that dance practicing may have the strongest influence on the self-concept of students belonging to groups composed of older children, since there is evidence in the literature that dance practicing improves this variable (Draugelis, Martin, Garn, 2014;Ferreira, Vilella, & Carvalho, 2010).…”
The aim of the current study is to compare motivation, self-concept and physical activity level between students practicing dance as extracurricular activity and those who do not. The total of 200 students (mean age 8 ± 0.8 years) divided in two groups participated in the experiment: a) physical education (PE) and b) physical education combined with dance practices (PEDP). Two questionnaires were used, one for the parents (Schooling - Economic stratum) and one for students. The students’ questionnaire consisted of a structured interview divided in four parts: a) General information; b) Motivation; c) Self-concept; and d) Physical activity level. Descriptive and inferential statistics were used. Results showed that students in the PEDP group were more motivated by Status (p = 0.049) and General Affiliation (p = 0.010), whereas 88% of the students in the PE group showed higher social self-concept (p = 0.010). With respect to physical activity level, 100% (p = 0.000) of students in the PEDP group were active and showed screen time 3.88 hours per day (p = 0.000). It was possible concluding that students in the PEDP group showed higher motivation and physical activity level than those in the PE group, who showed better self-concept.
“…Previamente, da Cunha et al ( 2016) evidenció un mayor gasto energético en escolares cuyos profesores fueron intervenidos con educación teórico-práctica sobre actividad física (estrategias para mantener el movimiento durante la CEF) y nutrición orientados a la salud infantil, respecto al grupo de profesores no intervenidos (2.54 kcal/min contra vs 1.81 kcal/min, respectivamente) (da Cunha et al, 2016). En nuestro estudio, los grupos NP, SP y OB obtuvieron promedios de 1.36 kcal/min, 1.21 kcal/min y 1.25 kcal/min respectivamente, demostrando el bajo gasto energético conseguido durante la CEF.…”
Section: Niveles De Actividadunclassified
“…Sin embargo, algunos estudios han demostrado tiempos inefectivos de AFMV (Retamal-Valderrama, Delgado Floody, Espinoza-Silva, & Jerez-Mayorga, 2018) y limitado gasto energético (da Cunha, Poblacion, Basile, de Aguiar Carrazedo, & Maia, 2016) durante las CEF. Esto último, fue mayormente observado en niños que poseen valores elevados de IMC (da Cunha et al, 2016;Retamal-Valderrama et al, 2018). Lamentablemente, en la mayoría de estos estudios, la medición de la AFMV fue llevada a cabo con herramientas que tienen algún grado de subjetividad, ya que reúnen información desde la observación directa o cuestionarios.…”
Introducción: La clase de educación física (CEF) debería ser capaz de activar las recomendaciones de ejercicio necesario para para promover un estilo de vida saludable en los niños. Objetivo: Comparar la actividad metabólica, gasto energético, cantidad de ejercicio e intensidad de esfuerzo físico realizado durante una CEF en niños en relación a su estado ponderal. Participantes y Métodos: Un total de 63 niños (8.0 ± 1.4 años) y 57 niñas escolares (8.3 ± 1.6 años) fueron distribuidos en los grupos normopeso (NP), sobrepeso (SP) y obesos (OB) según su índice de masa corporal, y analizados sus desplazamientos corporales con acelerómetros durante una CEF. Resultados: El gasto energético relativo al peso corporal inducido por el ejercicio fue mayor en el grupo NP (4.7 ± 1.8 kcal/kg) respecto al SP (3.4 ± 1.7 kcal/kg) y OB (2.8 ± 1.3 kcal/kg) con P <0.05. Asimismo, el grupo NP se mantuvo más tiempo de la CEF en intensidad de ejercicio muy vigoroso (2.3 ± 2.2 min) y menos en ejercicio ligero (9.5 ± 2.6 min) que el grupo OB (1.8 ± 2.5 min y 11.1 ± 2,3 min, respectivamente) con P <0.05. No hubo diferencias en la cantidad de movimiento (número de pasos) y actividad metabólica (MET) entre los grupos (P >0.05). Conclusión: Los escolares NP son capaces de gastar más energía en relación a su peso corporal y con una mayor intensidad de ejercicio que sus pares OB durante una CEF.Abstract. Background: The physical education subject (PES) should be capable of activating the exercise recommendations required to promote healthy lifestyle in children. Objective: To compare metabolic activity, energy expenditure, amount of exercise, and intensity of physical effort in children during a PES class, and to relate them to their body mass index. Participants and Methods: A total of 120 schoolchildren (63 boys aged 8.0 ± 1.4 years old; 57 girls aged 8.3 ± 1.6 years old) were grouped in normal weight (NW), overweight (OW), and obese (OB) categories based on their body mass index, and their body movements were measured with accelerometer during a PES class. Results: Energy expenditure related to body weight induced by exercise was higher in the NW group (4.7 ± 1.8 kcal/kg) than in the OW (3.4 ± 1.7 kcal/kg) and OB (2.8 ± 1.3 kcal/kg) groups, with P<0.05. Additionally, the NW group remained at very vigorous effort levels longer during the PES class (2.3 ± 2.2 min), as well as they spent less time on light exercise (9.5 ± 2.6 min) than the OB group (1.8 ± 2.5 min and 11.1 ± 2.3 min, respectively), with P<0.05. There were no differences in the number of movements (total steps) and metabolic activity (MET) between groups (P>0.05). Conclusions: NW schoolchildren are able to spend more energy in relation to their body weight and with a greater intensity of exercise than their OB peers during a PES class.
To identify the predictors of dropout in the 'Mexa-se' intervention according to the body mass index (BMI) category. This was a controlled, non-randomized study. The intervention included: (i) increase in the intensity of physical activities (PA) in physical education (PE) classes; (ii) active recess; (iii) educational sessions on PA, nutrition and body image; and (iv) educational materials. Dropout was considered when students dropped out of intervention, or did not reach 75% attendance in PE classes. The independent variables were gender, age, study period, socioeconomic status, BMI, PA, screen time, food consumption, health perception, attitudes toward PA, self-efficacy for PA, perception of the school environment, body image and self-esteem. Binary logistic regression analysis was used. The dropout rate was 26.8%. In the total sample and among students with an adequate BMI, there was a greater probability of dropout with an increase in age. For overweight students, increased age and socioeconomic status, and studying in the afternoon period were predictors of dropout from the intervention. Socio-demographic factors were predictors of dropout from the 'Mexa-se' intervention; the associated factors differed based on the BMI category.
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