Nivel de actividad física realizada por docentes de educación física en las sesiones impartidas en el primer y segundo curso de educación primaria (Physical activity level of physical education teachers during lessons taught in primary education first an

Josune Rodriguez-Negro, Javier Yanci

Resumen


El objetivo principal de este estudio fue analizar los pasos dados por docentes de Educación Física (EF) en las sesiones de primer y segundo curso de Educación Primaria (EP) atendiendo a la edad de los estudiantes, a la hora del día en la que se imparten, a la metodología utilizada y a los contenidos impartidos. En este estudio se analizó el número de pasos dados por sesión, durante la impartición de 28 sesiones de EF con estudiantes del primer (1º EP, n = 14 sesiones) y segundo curso (2º EP, n = 14 sesiones) de EP, en 2 momentos diferentes del horario escolar (mañana, T1, n = 18 sesiones y tarde, T2, n = 10 sesiones), en sesiones con una metodología analítica (n = 3 sesiones) y global (n = 25 sesiones), y con diferentes contenidos de trabajo (equilibrio, n = 11 sesiones, expresión corporal, n = 8 sesiones y coordinación óculo manual, n = 9 sesiones). No se observaron diferencias significativas en el número de pasos dados por los docentes de EF durante las sesiones atendiendo a la edad de los estudiantes (p > 0,05, % Dif. = -1,97%, TE = -0,1, trivial) ni a la hora del día (p > 0,05, % Dif. = -13,38%, TE = 0,4 bajo). Por el contrario, si se han encontrado diferencias significativas en función de la metodología utilizada en las sesiones (p < 0,05, % Dif. = -23,42%, TE = -0,7, moderado) y el tipo de actividad realizada en las sesiones (equilibrio, expresión corporal o coordinación óculo manual) (p < 0,01, % Dif. = -2,38 a 72,60%, TE = 0,4 a -2,4, bajo a alto). La metodología analítica y los contenidos de coordinación óculo-manual inducen al docente de EF a realizar una mayor AF en las sesiones impartidas. 


Abstract. The main objective of this study was to analyze the steps taken by physical education (PE) teachers during lessons they taught in the first and second grade of primary education, taking into account students’ age, time of the day at which the class was taught, methodology used, and contents taught. In this study, teachers’ number of steps taken per session was analyzed during 28 PE classes. The analysis focused on students from first (1st grade, n = 14 sessions) and second grade (2nd grade, n = 14 sessions) of primary education, at 2 different times of the schedule (morning, T1, n = 18 sessions; and afternoon, T2, n = 10 sessions), in sessions with analytical (n = 3 sessions) and global methodology (n = 25 sessions), and with different work contents (balance, n = 11 sessions; body expression, n = 8 sessions; and hand-eye coordination, n = 9 sessions). No significant differences were observed in teachers’ number of steps during the sessions by students' age (p > 0.05, % Dif. = -1.97%, TE = -0.1, trivial) or by day time (p > 0.05, % Dif. = -13.38%, TE = 0.4 low). On the contrary, significant differences were found analyzing by methodology used in the sessions (p < 0.05, % Dif. = -23.42%, TE = -0.7, moderate) and by type of activity performed (balance, body expression, or hand-eye coordination) (p < 0.01, % Dif. = -2.38 to 72.60%, TE = 0.4 to -2.4, low to high). Analytical methodology and hand-eye coordination contents induce PE teachers to perform greater physical activity during the sessions taught.


Palabras clave


Pasos, podómetro, metodología, contenido, salud (Steps, pedometer, methodology, content, health)

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Referencias


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