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
DOI:
https://doi.org/10.47197/retos.v0i35.62850Keywords:
Pasos, podómetro, metodología, contenido, salud (Steps, pedometer, methodology, content, health)Abstract
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.
References
Arem, H., Moore, S. C., Patel, A., Hartge, P., Berrington de Gonzalez, A., Visvanathan, K. … Matthews, C. E. (2015). Leisure time physical activity and mortality: a detailed pooled analysis of the dose-response relationship. JAMA Intern Med, 175(6), 959-967. Doi: 10.1001/jamainternmed.2015.0533.
Cheung, P. Y., & Chow, B. C. (2012). Association of school teachers’ occupational and daily physical activity level in Hong Kong. International Journal of Sport and Health Science, 10, 23-29. Doi: https://doi.org/10.5432/ijshs.201118.
Coffman, M. J., Reeve, C. L., Butler, S., Keeling, M., & Talbot, L. A. (2016). Accuracy of the Yamax CW-701 Pedometer for measuring steps in controlled and free-living conditions. Digital Health, 2, 1-7. Doi: 10.1177/2055207616652526.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Hillsdale: Lawrence Erlbaum Associates.
Dugdill, L., Brettle, A., Hulme, C., McCluskey, S., & Long, A. F. (2008). Workplace physical activity interventions: A systematic review. International Journal of Work Health Management, 1, 20-40. Doi: 10.1108/17538350810865578.
García, E., Calvo, J. A. & Morillas, M. (2010). Las pérdidas de tiempo en las clases de educación física del tercer ciclo de educación primaria. Efdeportes, 141(14).
Kohl, H. W., Craig, C. L., Lambert, E. V., Inoue, S., Alkandari, J. R., Leetongin, G. … Kahlmeier, S. (2012). The pandemic of physical inactivity: global action for public health. Lancet, 380, 294-305. Doi: 10.1016/S0140-6736(12)60898-8.
Kretschmann, R. (2014). Objective Measurement of Physical Activity Levels in Everyday Physical Education. Research Quarterly for Exercise and Sport, A143.
Kristal-Boneh, E., Harari, G., Melamed, S. & Froom, P. (2000). Association of physical activity at work with mortality in israeli industrial employees: The CORDIS study. Journal of Occupational & Environmental Medicine, 42(2), 127-135.
Lee, I. M. & Skerrett, P. J. (2001). Physical activity and all-cause mortality: what is the dose-response relation? Medicine and Science in Sports and Exercise, 33(6), 459-471.
McKenzie, T. L. (1999). School Health-Related Physical Activity Programs: What Do the Data Say? Journal of Physical Education, Recreation & Dance, 70(1), 16-19. Doi: 10.1080/07303084.1999.10605643.
McKenzie, T. L., Marshall, S. J., Sallis, J. F. & Conway, T. L. (2000). Student activity levels, lesson context, and teacher behavior during middle school physical education. Research Quarterly for Exercise and Sport, 71(3), 249-259. Doi: 10.1080/02701367.2000.10608905.
Mummery, W. K., Schofield, G. M., Steele, R., Eakin, E. G., & Brown, W. J. (2005). Occupational sitting time and overweight and obesity in Australian workers. American Journal of Preventive Medicine, 29(2), 91-97. Doi: 10.1016/j.amepre.2005.04.003.
Murillo, B., Julián, J. A., García-González, L., Abarca-Sos, A. & Zaragoza, J. (2014). Influencia del género y de los contenidos sobre la actividad física y la percepción de competencia en Educación Física. Revista Internacional de Ciencias del Deporte, 10(36), 132-143.
Pedersen, B. K. & Saltin B. (2015). Exercise as medicine - evidence for prescribing exercise as therapy in 26 different chronic diseases. Scandinavian Journal of Medicine and Sciences in Sports, 25(3), 1-72. Doi: 10.1111/sms.12581.
Rodríguez-Negro, J. & Yanci, J. (2017a). Physical education teachers walked distance attending to the students’ age and the time of day. Progress in Education. NOVA.
Rodríguez-Negro, J. & Yanci, J. (2017b). Methodology and activity type influence in the distance walked by physical education teachers. Progress in Education. NOVA.
Ruiz, G., Salinero, J. J., Webster, A. L., & Aznar, S. (2006). Measurement of physical activity levels of workers on a Spanish university campus using accelerometry technology. Journal of Human Movement Studies, 51(5), 321-335.
Sánchez-Baño, M., Visiedo, A. & Sainz de Baranda, P. (2015). Número de pasos en escolares de 5o y 6o de Primaria en las clases de Educación Física: la importancia del maestro. Revista Andaluza de Medicina del Deporte, 8(1).
Sarradel, J., Generelo, E., Zaragoza, J., Julián, J.A., Abarca-Sos, A., Murillo, B. & Aibar, A. (2011). Gender differences in heart rate responses to different types of physical activity in physical education classes. Motricidad. European Journal of Human Movement, 26, 65-76.
Schneider, P. L., Crouter, S. E., & Bassett, D. R. (2004). Pedometer measures of free-living physical activity: Comparison of 13 models. Medicine and Science in Sports and Exercise, 36, 331-335. Doi: 10.1249/01.MSS.0000113486.60548.E9.
Singerland, M., Oomen, J. & Boghouts, L. (2011). Physical activity levels during Dutch primary and secondary school physical education. European Journal of Sport Science, 11(4), 249-257. Doi: 10.1080/17461391.2010.506661.
Smith, M. J., Conway, F. T. & Karsh, B. T. (1999). Occupational stress in human computer interaction. Industrial Health, 37(2), 157-173.
Troiano, R. P., Berrigan, D., Dodd, K. W., Mâsse, L. C., Tilert, T., & McDowell, M. (2008). Physical activity in the United States measured by accelerometer. Medicine and Science in Sports and Exercise, 40(1), 181-188. Doi: 10.1249/mss.0b013e31815a51b3.
Vaz, M. & Bharathi, A. V. (2004). How sedentary are people in ‘sedentary’ occupations? The physical activity of teachers in urban South India. Occupational Medicine, 54,369-372. Doi: 10.1093/occmed/kqg100.
Downloads
Published
How to Cite
Issue
Section
License
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and ensure the magazine the right to be the first publication of the work as licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of authorship of the work and the initial publication in this magazine.
- Authors can establish separate additional agreements for non-exclusive distribution of the version of the work published in the journal (eg, to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Is allowed and authors are encouraged to disseminate their work electronically (eg, in institutional repositories or on their own website) prior to and during the submission process, as it can lead to productive exchanges, as well as to a subpoena more Early and more of published work (See The Effect of Open Access) (in English).
This journal provides immediate open access to its content (BOAI, http://legacy.earlham.edu/~peters/fos/boaifaq.htm#openaccess) on the principle that making research freely available to the public supports a greater global exchange of knowledge. The authors may download the papers from the journal website, or will be provided with the PDF version of the article via e-mail.