¿Pueden las pausas dinámicas mejorar la intensidad de las clases de Educación Física? Una experiencia de enseñanza de un estudiante como investigador de sus prácticas (Can Dynamic Breaks improve the intensity of Physical Education classes? A teaching experience of a pre-service teacher as a practitioner researcher)

Autores/as

  • Daniel Castro Vieira Faculdade de Desporto da Universidade do Porto
  • Fernando Manuel Paulo Cunha Lusófona University, Porto, Portugal
  • Ana Mafalda Coelho da Silva Faculty of Sports of Porto, University of Porto, Porto, Portugal / Center of Research, Education, Innovation and Intervention in Sport (CIFI2D), Porto, Portugal
  • Paula Maria Fazendeiro Batista Faculty of Sports of Porto, University of Porto, Porto, Portugal / Center of Research, Education, Innovation and Intervention in Sport (CIFI2D), Porto, Portugal

DOI:

https://doi.org/10.47197/retos.v50.97659

Palabras clave:

Actividad Física Moderada a Vigorosa, Actividad física, Aptitud física, Escuela, Contenido didáctico

Resumen

La promoción de la actividad física entre los jóvenes ha sido identificada como una prioridad sanitaria mundial por la Organización Mundial de la Salud y la escuela es el uno de los lugares donde es posible alfabetizar los jóvenes para una vida activa y saludable. De hecho, las clases de Educación Física son estructurales para fomentar la actividad física diaria, pero la mayoría de las clases no cumplen las recomendaciones de pasar, al menos, el 50% del tiempo en actividad física moderada a vigorosa. Deportes como el voleibol, la gimnasia y otros parecen producir clases de menor intensidad en comparación con las de baloncesto, fútbol y balonmano. El objetivo de esta experiencia de enseñanza es explorar la contribución de la introducción de pausas dinámicas en las clases de Educación Física según el contenido (voleibol y gimnasia) y el género, sobre el tiempo dedicado a la actividad física moderada a vigorosa. Veinte estudiantes, entre 16 y 18 años, participaron en ocho clases de Educación Física monitorizadas. En las cuatro primeras, se recogieron datos sin pausas dinámicas, introduciéndolas en las cuatro clases siguientes. Los estudiantes llevaban monitores POLAR de frecuencia cardíaca para medir el tiempo de actividad física moderada a vigorosa. Los datos se analizaron mediante la prueba de Wilcoxon. El uso de pausas dinámicas incrementó significativamente el tiempo de actividad física moderada a vigorosa de los estudiantes en ambos contenidos, especialmente en las chicas. Las pausas dinámicas pueden ser una estrategia útil para aumentar la intensidad de las clases de Educación Física.

Palabras Clave: Actividad Física; Aptitud Física; Escuela; Contenido Didáctico; Experiencia Pedagógica

Abstract. Youth Physical Activity promotion has been identified as a global health priority by the World Health Organization. School is one of the places where it is possible to literate youth about active and healthy life. Physical Education classes are a cornerstone to promote daily physical activity, but most of these classes don’t meet the recommendations of spending at least 50% of the time in moderate-to-vigorous physical activity. Sports such as volleyball, gymnastics and others seem to produce lower-intensity classes than basketball, football and handball. This teaching experience aims to explore the contribution of introducing dynamic breaks in Physical Education classes according to content (volleyball and gymnastics) and gender on time spent in moderate-to-vigorous physical activity. Twenty students, aged between 16 and 18 years old, participated in eight monitored Physical Education classes. In the first four, data was collected without dynamic breaks, introducing them in the four following classes. The students wore POLAR heart rate monitors to measure their moderate-to-vigorous physical activity time. All data was analysed using the Wilcoxon test. Dynamic breaks significantly increased students time spent in moderate-to-vigorous physical activity in both contents, especially in girls. Dynamic breaks can be a valuable strategy to increase the Physical Education classes’ intensity.

Keywords: Physical Activity; Physical Fitness; School; Teaching Content, Pedagogical Experience.

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Publicado

2023-09-15

Cómo citar

Castro Vieira, D., Paulo Cunha, F. M. ., Coelho da Silva, A. M. ., & Fazendeiro Batista , P. M. . (2023). ¿Pueden las pausas dinámicas mejorar la intensidad de las clases de Educación Física? Una experiencia de enseñanza de un estudiante como investigador de sus prácticas (Can Dynamic Breaks improve the intensity of Physical Education classes? A teaching experience of a pre-service teacher as a practitioner researcher). Retos, 50, 1147–1154. https://doi.org/10.47197/retos.v50.97659

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