La intervención docente en educación física durante el periodo de cuarentena por COVID-19 (Teaching intervention in physical education during quarantine for COVID-19)

Autores/as

DOI:

https://doi.org/10.47197/retos.v0i39.80089

Palabras clave:

Educación Física, Intervención Docente, COVID-19, Evaluación, Comunicación, (Coronavirus; Method; Education; Evaluation; Communication)

Resumen

 

El objetivo de este estudio fue describir el cambio producido en la intervención docentes del profesorado de Educación Física como consecuencia de la cuarentena por COVID-19. Los datos de la investigación procedieron de una encuesta online realizada a 191 docentes en activo. La encuesta se compuso de 15 preguntas agrupadas en tres dimensiones principales, la reorganización de los contenidos, el análisis de la evaluación y los cambios metodológicos realizados. Los principales resultados del estudio indican que la mayoría de los docentes no han continuado con el horario de docencia previo a la cuarentena. La evaluación se destacó como la dimensión de mayor controversia, existiendo un alto porcentaje de docentes que no tenían previsto como evaluar e incluso no lo veían factible. El bloque de contenidos relacionado con la condición física y la salud fue el más utilizado por el profesorado. Adicionalmente, se describen una serie de dificultades detectadas con la implementación de la enseñanza virtual. Finalmente, la gran mayoría de encuestados consideró que la cuarentena ha podido suponer un problema psicológico y de salud a su alumnados. Estos resultados pueden servir de referencia para futuras investigaciones que se realicen relacionadas con la docencia virtual de la Educación Física. 

Abstract. The aim of this study was to describe the changes in teaching intervention in Physical Education because of the quarantine caused by COVID-19. Data was collected from 191 active teachers by an online questionnaire, which consisted of 15 questions grouped into three main dimensions: contents reorganization, evaluation analysis and methodological changes. The main results of this study indicated that most of the teachers did not continue with the teaching hours prior quarantine. Regarding the evaluation, a high percentage of teachers neither planned it nor found it feasible. Contents of Physical condition and health were the most commonly used among teachers. Additionally, several difficulties were detected regarding the implementation of virtual teaching. Finally, the majority of teachers answered that quarantine could involve psychological and health problems for their students. These results could be considered for future research focused on Virtual Physical Education.

Biografía del autor/a

Salvador Baena-Morales, Universidad de Alicante

Departamento de Didáctica General y Didácticas Específicas

Juan López-Morales, Universidad de Granada

Departamento de Antropología Social

Olalla García-Taibo, Universidad Pontifica de Comilla (CESAG-Mallorca)

Departamento de Educación Física y Deportiva

Citas

Águila Soto, C. & López Vargas, J. J. (2019). Cuerpo, corporeidad y educación: una mirada reflexiva desde la Educación Física. Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación, 2041(35), 413–421. Recuperado de: https://recyt.fecyt.es/index.php/retos/article/view/62035
Álvarez-Bueno, C., Pesce, C., Cavero-Redondo, I., Sánchez-López, M., Martínez-Hortelano, J. A., & Martínez-Vizcaíno, V. (2017). The Effect of Physical Activity Interventions on Children’s Cognition and Metacognition: A Systematic Review and Meta-Analysis. Journal of the American Academy of Child and Adolescent Psychiatry, 56(9), 729–738. https://doi.org/10.1016/j.jaac.2017.06.012
American College of Sports Medicine. (2020). Keeping Children Active during the Coronavirus Pandemic. Recuperado de: https://www.exerciseismedicine.org/assets/page_documents/EIM_Rx for Health_ Keeping Children Active During Coronavirus Pandemic.pdf
American Collegue of Sports Medicine. (2020). The Coronavirus Pandemic. Recuperado de: https://www.acsm.org/read-research/newsroom/news-releases/news-detail/2020/03/16/staying-physically-active-during-covid-19-pandemic
Anderson, E., & Shivakumar, G. (2013). Effects of exercise and physical activity on anxiety. Frontiers in Psychiatry, 4, 10–13.
https://doi.org/10.3389/fpsyt.2013.00027
Anderson, M., & Jiang, J. (2018). Teens, social media & technology 2018. Recuperado de: https://www.pewresearch.org/internet/2018/05/31/teens-social-media-technology-2018/
Andersen, S.C. & Nielsen, H.S. (2019). Learning from Performance Information. Journal of Public Administration Research and Theory. Recuperado de: https://dpsa.dk/papers/NT_Paper_180917.pdf
Baek, J. H., Jones, E., Bulger, S., & Taliaferro, A. (2018). Physical education teacher perceptions of technology-related learning experiences: A qualitative investigation. Journal of Teaching in Physical Education, 37(2), 175–185. https://doi.org/10.1123/jtpe.2017-0180
Bailey, A. P., Hetrick, S. E., Rosenbaum, S., Purcell, R., & Parker, A. G. (2018). Treating depression with physical activity in adolescents and young adults: A systematic review and meta-analysis of randomised controlled trials. Psychological Medicine, 48(7), 1068–1083. https://doi.org/10.1017/S0033291717002653
Berardelli, I., Corigliano, V., Hawkins, M., Comparelli, A., Erbuto, D., & Pompili, M. (2018). Lifestyle interventions and prevention of suicide. Frontiers in Psychiatry, 9, 1–10. https://doi.org/10.3389/fpsyt.2018.00567
Brazendale, K., Beets, M. W., Weaver, R. G., Pate, R. R., Turner-McGrievy, G. M., Kaczynski, A. T., Chandler, J. L., Bohnert, A., & von Hippel, P. T. (2017). Understanding differences between summer vs. school obesogenic behaviors of children: The structured days hypothesis. International Journal of Behavioral Nutrition and Physical Activity, 14(1), 1–14. https://doi.org/10.1186/s12966-017-0555-2
Browne, T. (2015). A case study of student teachers’ learning and perceptions when using tablet applications teaching physical education. Asia-Pacific Journal of Health, Sport and Physical Education, 6(1), 3–22. https://doi.org/10.1080/18377122.2014.997858
Burgess, S., & Sievertsen, H. H. (2020). Schools, skills, and learning: The impact of COVID-19 on education. Recuperado de: https://voxeu.org/article/impact-covid-19-education
Carriedo, A., Méndez-Giménez, A., Fernández-Río, J., & Cecchini, J. A. (2020). New ways and resources for teaching body expression in physical education: Internet and viral challenges [Nuevas posibilidades y recursos para la enseñanza de la expresión corporal en educación física: internet y los retos virales]. Retos, 37, 722–730. Recuperado de: https://recyt.fecyt.es/index.php/retos/article/view/69147
Carroll, J. B., & Morrell, P. D. (2006). A Comparison of Teacher Education Faculty and Preservice Teacher Technology Competence. Journal of Computing in Teacher Education, 23(1), 5–10. https://doi.org/10.1080/10402454.2006.10784554
Chaddock, L., Erickson, K. I., Prakash, R. S., Kim, J. S., Voss, M. W., Vanpatter, M., Pontifex, M. B., Raine, L. B., Konkel, A., Hillman, C. H., Cohen, N. J., & Kramer, A. F. (2010). A neuroimaging investigation of the association between aerobic fitness, hippocampal volume, and memory performance in preadolescent children. Brain Research, 1358, 172–183. https://doi.org/10.1016/j.brainres.2010.08.049
Chen, P., Mao, L., Nassis, G. P., Harmer, P., Ainsworth, B. E., & Li, F. (2020a). Wuhan coronavirus (2019-nCoV): The need to maintain regular physical activity while taking precautions. Journal of Sport and Health Science 9(2), 103–104. https://doi.org/10.1016/j.jshs.2020.02.001
Chen, P., Mao, L., Nassis, G. P., Harmer, P., Ainsworth, B., & Li, F. (2020b). Returning Chinese school-aged children and adolescents to physical activity in the wake of COVID-19: Actions and precautions. Journal of Sport and Health Science, 4–6. https://doi.org/10.1016/j.jshs.2020.04.003
Clark, H., Coll-Seck, A. M., Banerjee, A., Peterson, S., Dalglish, S. L., Ameratunga, S., Balabanova, D., Bhan, M. K., Bhutta, Z. A., Borrazzo, J., Claeson, M., Doherty, T., El-Jardali, F., George, A. S., Gichaga, A., Gram, L., Hipgrave, D. B., Kwamie, A., Meng, Q., Costello, A. (2020). A future for the world’s children? A WHO–UNICEF–Lancet Commission. The Lancet, 395(10224), 605–658. https://doi.org/10.1016/S0140-6736(19)32540-1
Cluver, L., Lachman, J. M., Sherr, L., Wessels, I., Krug, E., Rakotomalala, S., Blight, S., Hillis, S., Bachman, G., Green, O., Butchart, A., Tomlinson, M., Ward, C. L., Doubt, J., & McDonald, K. (2020). Parenting in a time of COVID-19. The Lancet, 2019(20), 30736. https://doi.org/10.1016/s0140-6736(20)30736-4, 64
Crone-Grant, D., & Grant, T. (2000). Physical activity and mental health. A Life in the Day, 4(4), 11–14. https://doi.org/10.1108/13666282200000029
Díaz-Barahona, J., Molina-García, J., & Monfort-Pañego, M. (2019). Estudio de las actitudes y el interés de los docentes de primaria de educación física por las TIC en la Comunidad Valenciana. [Primary Physical Education teacher´s attitudes and interests towards ICT in the Valencian Community]. Retos, 35(1), 267–272. Recuperado de: https://recyt.fecyt.es/index.php/retos/article/view/63355/41417
Donnelly, J. E., Hillman, C. H., Castelli, D., Etnier, J. L., Lee, S., Tomporowski, P., Lambourne, K., & Szabo-Reed, A. N. (2016). Physical activity, fitness, cognitive function, and academic achievement in children: A systematic review. Medicine and Science in Sports and Exercise, 48(6), 1197–1222. https://doi.org/10.1249/MSS.0000000000000901
Dwyer, T., Sallis, J., Blizzard, L., Lazarus, R. & Dean, K. (2001). Relation of academic
performance physical activity and fitness in children. Pediatric Exercise Science, 13,
225-237 https://doi.org/10.1123/pes.13.3.225
Emery, C., Olson, K., Lee, V., Habash, J., & Bodine, A. (2015). Home environment and psychosocial predictors of obesity status among community-residing men and women CF. Int J Obes, 39(9), 1401–1407. https://doi.org/10.1016/j.physbeh.2017.03.040
Erickson, K. I., Prakash, R. S., Voss, M. W., Chaddock, L., Hu, L., Morris, K. S., White, S. M., Wójcicki, T. R., McAuley, E., & Kramer, A. F. (2009). Aerobic fitness is associated with hippocampal volume in elderly humans. Hippocampus, 19(10), 1030–1039. https://doi.org/10.1002/hipo.20547
Fundación Gasol (2019). Informe Pasos. Recuperado de https://www.gasolfoundation.org/wp-content/uploads/2019/11/Informe-PASOS-2019-online.pdf
García, A., & Froment, F. (2018). Beneficios de la actividad física sobre la autoestima y la calidad de vida de personas mayores (Benefits of physical activity on self-esteem and quality of life of older. Recyt.Fecyt.Es, 2041(1986), 3–9. Recuperado de: http://revistas.unjbg.edu.pe/index.php/cs/article/view/499/445
Geniole, S. N., David, J. P. F., Euze, R. F. R., Toledo, B. Z. S., & Neves, A. I. M. (2016). The Benefits of an Outdoor Walk Landfill Area Relative to Its Neighboring. 8(2), 107–120. https://doi.org/10.1089/eco.2016.0005
Gibbone, A., Rukavina, P., & Silverman, S. (2010). Technology Integration in Secondary Physical Education: Teachers’ Attitudes and Practice. Journal of Educational Technology Development and Exchange, 3(1), 27-42. https://doi.org/10.18785/jetde.0301.03
-Hill, G. M., & Valdez-Garcia, A. (2020). Perceptions of Physical Education Teachers Regarding the Use of Technology in Their Classrooms. The Physical Educator, 77(1), 29–41. https://doi.org/10.18666/tpe-2020-v77-i1-9148
Hosker, D. K., Elkins, R. M., & Potter, M. P. (2019). Promoting Mental Health and Wellness in Youth Through Physical Activity, Nutrition, and Sleep. Child and Adolescent Psychiatric Clinics of North America, 28(2), 171–193. https://doi.org/10.1016/j.chc.2018.11.010
Huang, H., Fan, C., Li, M., Nie, H.-L., Wang, F.-B., Wang, H., Wang, R., Xia, J., Zheng, X., Zuo, X., & Huang, J. (2020). COVID-19: A Call for Physical Scientists and Engineers. ACS Nano, 3747–3754. https://doi.org/10.1021/acsnano.0c02618
Hyeon, S., Reeve, J., & Song, Y. (2018). Recommending goals and supporting needs : An intervention to help physical education teachers communicate their expectations while supporting students ’ psychological needs Psychology of Sport & Exercise Recommending goals and supporting needs : An intervention. Psychology of Sport & Exercise, 41, 107–118. https://doi.org/10.1016/j.psychsport.2018.12.008
Juniu, S. (2011). Pedagogical Uses of Technology in Physical Education. Journal of Physical Education, Recreation & Dance, 82(9), 41–49. https://doi.org/10.1080/07303084.2011.10598692
Juniu, S., & Shonfeld, M. (2013). Technology integration in physical education teacher education programs : a comparative analysis. Actualidades investigativas en educación, 13(3), https://doi.org/10.15517/aie.v13i3.12044
Kokkinos, P., Sheriff, H., & Kheirbek, R. (2011). Physical inactivity and mortality risk. Cardiology Research and Practice, 1(1). https://doi.org/10.4061/2011/924945
Kopcha, T. J. (2012). Teachers’ perceptions of the barriers to technology integration and practices with technology under situated professional development. Computers and Education, 59(4), 1109–1121. https://doi.org/10.1016/j.compedu.2012.05.014
Krause, J. M., & Lynch, B. M. (2018). Faculty and student perspectives of and experiences with TAFCK in EFTE. Curriculum Studies in Health and Physical Education, 9(1), 58–75. https://doi.org/10.1080/25742981.2018.1429146
Kretschmann, R. (2015). Effect of Physical Education Teachers’ Computer Literacy on Technology Use in Physical Education. The Physical Educator, 72, 261–277. https://doi.org/10.18666/tpe-2015-v72-i5-4641
Lawton, E., Brymer, E., Clough, P., & Denovan, A. (2017). The relationship between the physical activity environment, nature relatedness, anxiety, and the psychological well-being benefits of regular exercisers. Frontiers in Psychology, 8. https://doi.org/10.3389/fpsyg.2017.01058
Legrain, P., & Gillet, N. (2015). Integration of Information and Communication Technology and Pupils ’ Motivation in a Physical Education Setting. Journal of teaching in Physical Education, 34(3), 384-401. https://doi.org/10.1123/jtpe.2014-0013
McNeill, M., & Fry, J. (2012). The Value of ICT from a Learning Game-Playing Perspective. ICHEFR-SD Journal of Research, 7(2), 45–51. Recuperado de: https://files.eric.ed.gov/fulltext/EJ993569.pdf
Melton, B. (2015). Evaluating a Physical Activity App in the Classroom: A Mixed Methodological Approach Among University Students. Physical Educator, 72(4), 601-620. December. https://doi.org/10.18666/TEF-2015-V72-I4-7139
Nguyen-Michel, S. T., Unger, J. B., Hamilton, J., & Spruijt-Metz, D. (2006). Associations between physical activity and perceived stress/hassles in college students. Stress and Health, 22(3), 179–188. https://doi.org/10.1002/smi.1094
O’Neil, K., & Krause, J. M. (2019). Physical Education Teacher Education Faculty Self-Efficacy Toward Educational Technology. The Physical Educator, 76(5), 1287–1305. https://doi.org/10.18666/tpe-2019-v76-i5-9107
Pastor-vicedo, J. C., Gil-madrona, P., Prieto-ayuso, A., & González-víllora, S. (2015). Los contenidos de salud en el área de educación física: Análisis del currículum vigente. RETOS. Nuevas Tendencias En Educación Física, Deporte y Recreación, 2041(28), 134–140. Recuperado de: https://recyt.fecyt.es/index.php/retos/article/view/34900
Ptomey, L. T., Sullivan, D. K., Lee, J., Goetz, J. R., Gibson, C., & Donnelly, J. E. (2015). The use of technology for delivering a weight loss program for adolescents with intellectual and developmental disabilities. Journal of the Academy of Nutrition and Dietetics, 115(1), 112–118. https://doi.org/10.1016/j.jand.2014.08.031
Ramos, C., Francisco, J., Vásquez, Á., Alejandra, P., Alvarez, A., Ramos, C., Francisco, J., Vásquez, Á., Alejandra, P., Alvarez, A., & Alejandro, P. (2019). Barriers to ICT integration in interdisciplinary articulation from physical education. Journal of Sport and Health Research. 11(Supl 2):1-12.
Reynaga-Estrada, P., Vázquez, E. I. A., Gáleas, Á. M. V., Ortega, I. M. J., Serrano, M. D. L. P., & Acosta, J. J. M. (2016). Beneficios psicológicos de la actividad física en el trabajo de un centro educativo. Retos, 2041(30), 203–206. Recuperado de: https://recyt.fecyt.es/index.php/retos/article/view/50254
Richard Murphy & Gill Wyness. (2020). Minority Report: the impact of predicted grades on university admissions of disadvantaged groups, CEPEO Working Paper Series 20-07. Centre for Education Policy and Equalising Opportunities, UCL Institute of Education, revised Mar 2020. Recuperado de: https://repec-cepeo.ucl.ac.uk/cepeow/cepeowp20-07.pdf
Simpson, R. J., Campbell, J. P., Gleeson, M., Krüger, K., Nieman, D. C., Pyne, D. B., Turner, E., & Walsh, N. P. (2020). Can exercise affect immune function to increase susceptibility to infection? Exercise immunology review, 26, 8-22. Recuperado de: https://pubmed.ncbi.nlm.nih.gov/32139352/
Starkey, L. (2020). A review of research exploring teacher preparation for the digital age. Cambridge Journal of Education, 50(1), 37–56. https://doi.org/10.1080/0305764X.2019.1625867
Tondeur, J., Braak, J. Van, Sang, G., Voogt, J., Fisser, P., & Ottenbreit-leftwich, A. (2012). Preparing pre-service teachers to integrate technology in education : A synthesis of qualitative evidence Computers & Education Preparing pre-service teachers to integrate technology in education : A synthesis of qualitative evidence. Computers & Education, 1(11). https://doi.org/10.1016/j.compedu.2011.10.009
Villalba, A., González-Rivera, M. D., & Díaz-Pulido, B. (2017). Obstacles perceived by physical education teachers to integrating ICT. Turkish Online Journal of Educational Technology, 16(1), 83–92. Recuperado de: https://eric.ed.gov/?id=EJ1124906
Wang, C., Pan, R., Wan, X., Tan, Y., Xu, L., Ho, C. S., & Ho, R. C. (2020). Immediate psychological responses and associated factors during the initial stage of the 2019 coronavirus disease (COVID-19) epidemic among the general population in China. International Journal of Environmental Research and Public Health, 17(5). https://doi.org/10.3390/ijerph17051729
Wang, G., Zhang, Y., Zhao, J., Zhang, J., & Jiang, F. (2020). Mitigate the effects of home confinement on children during the COVID-19 outbreak. The Lancet, 395(10228), 945–947. https://doi.org/10.1016/S0140-6736(20)30547-X
Wang, X., Strizich, G., Hua, S., Sotres-Alvarez, D., Buelna, C., Gallo, L. C., Gellman, M. D., Mossavar-Rahmani, Y., O’Brien, M. J., Stoutenberg, M., Wang, T., Larissa Avilés-Santa, M., Kaplan, R. C., & Qi, Q. (2017). Objectively measured sedentary time and cardiovascular risk factor control in US Hispanics/Latinos with diabetes mellitus: Results from the Hispanic Community Health Study/Study of Latinos (HCHS/SOL). Journal of the American Heart Association, 6(6). https://doi.org/10.1161/JAHA.116.004324
WHO. (2009). Global Health Risks. Recuperado de: http://www.who.int/healthinfo/global_burden_disease/GlobalHealthRisks_report_full.pdf
WHO. (2020). Be Active during COVID-19. Recuperado de: https://www.who.int/news-room/q-a-detail/be-active-during-covid-19

Descargas

Publicado

2021-01-01

Cómo citar

Baena-Morales, S., López-Morales, J., & García-Taibo, O. (2021). La intervención docente en educación física durante el periodo de cuarentena por COVID-19 (Teaching intervention in physical education during quarantine for COVID-19). Retos, 39, 388–395. https://doi.org/10.47197/retos.v0i39.80089

Número

Sección

Artículos de carácter científico: trabajos de investigaciones básicas y/o aplicadas