Opiniones de los participantes en una intervención para el fomento de la actividad física en el contexto escolar: Estudio Fit-Person (Participants’ opinions in an intervention to promote physical activity in the school context: Fit-Person Study)

Autores/as

DOI:

https://doi.org/10.47197/retos.v55.106263

Palabras clave:

niños, salud, colegio, Educación Primaria, Educación Física, pulseras de fitness, gamificación

Resumen

A pesar de la evidencia sobre los beneficios para la salud de la práctica de actividad física en la infancia, muchos escolares siguen sin cumplir las recomendaciones establecidas por la Organización Mundial de la Salud. Esta realidad enfatiza la necesidad de evaluar los programas de intervención y buscar estrategias más eficaces. Sin embargo, la participación de los destinatarios en la evaluación y mejora del diseño de los programas de intervención es poco frecuente. Siguiendo una metodología cualitativa, en el presente estudio se entrevistaron a 30 escolares de Educación Primaria de Granada (España) para conocer la percepción sobre su experiencia en un programa innovador de fomento de la actividad física en el que se combinaron unidades didácticas intermitentes en Educación Física, pulseras de actividad física y estrategias de modificación de conducta. Tras un proceso de codificación, las respuestas se agruparon en tres categorías principales: (1) características de los cambios percibidos por los participantes, (2) elementos del programa que los participantes consideraban que habían influido en dichos cambios y (3) propuestas de mejora del programa. Entre las orientaciones que pueden ser útiles para el diseño de programas de fomento de la práctica de actividad física en la edad escolar en el futuro destacan el otorgar protagonismo a la actividad física de carácter recreativo y en grupo, individualizar las intervenciones para atender a la diversidad, tener en cuenta la interdependencia de la actividad física de los escolares con su entorno familiar e involucrar a los escolares a través de metodologías participativas como el aprendizaje entre iguales.

Palabras clave: niños, salud, colegio, Educación Primaria, Educación Física, pulseras de fitness, gamificación.

 

Abstract. Despite the evidence on the health benefits of practicing physical activity in childhood, many schoolchildren still do not comply with the recommendations established by the World Health Organization. This reality emphasizes the need to evaluate intervention programs and search for more effective strategies. However, the participation of the beneficiaries in the evaluation and improvement of the design of intervention programs is rare. Following a qualitative methodology, in the present study 30 primary school students from Granada (Spain) were interviewed to know their perception of their experience in an innovative program to promote physical activity in which intermittent teaching units in Physical Education, activity monitors and behavior modification strategies were combined. After a coding process, the responses were grouped into three main categories: (1) characteristics of the changes perceived by the participants, (2) elements of the program that the participants considered had influenced these changes, and (3) proposals for program improvement. Among the guidelines that may be useful for the design of programs to promote the practice of physical activity at school age in the future are giving prominence to recreational and group physical activity, individualizing interventions to address diversity, consider the interdependence of schoolchildren's physical activity with their family environment and involve schoolchildren through participatory methodologies such as peer learning.

Keywords: children, health, school, Primary Education, Physical Education, fitness tracker, gamification.

Biografía del autor/a

Iván López-Fernández , Universidad de Málaga

Profesor Titular de Universidad

Departamento de Didáctica de las Lenguas, las Artes y el Deporte

Citas

Alberga, A. S., Fortier, M., Bean, C., & Freedhoff, Y. (2019). Youth get a D+ grade in physical activity: How can we change public health messages to help reverse this trend? Applied Physiology, Nutrition, and Metabolism, 44(5), 567-570. https://doi.org/10.1139/apnm-2018-0479

Andrés-Gutiérrez, A., Andrés Gutiérrez, C., & Barbero González, J. I. (2017). ¿De qué hablan los niños cuando hablan de Educación Física? Ágora para la Educación Física y el Deporte, 19(2-3), 207-225. https://doi.org/10.24197/aefd.2-3.2017.207-225

Association for Physical Education (2020). Health Position Paper. Association for Physical Education.

Beltrán-Carrillo, V. J., & Devís-Devís, J. (2018). El pensamiento del alumnado inactivo sobre sus experiencias negativas en educación física: Los discursos del rendimiento, salutismo y masculinidad hegemónica. [Inactive student thinking on their negative experiences in physical education: discourses of performance, healthism and hegemonic masculinity]. RICYDE. Revista Internacional de Ciencias del Deporte. doi:10.5232/ricyde, 15(55), 20-34. https://www.cafyd.com/REVISTA/ojs/index.php/ricyde/article/view/1528

Brickwood, K.-J., Watson, G., O’Brien, J., & Williams, A. D. (2019). Consumer-Based Wearable Activity Trackers Increase Physical Activity Participation: Systematic Review and Meta-Analysis. JMIR mHealth and uHealth, 7(4), e11819. https://doi.org/10.2196/11819

Brown, D. A., & Lamb, M. E. (2021). Interviewing children about their experiences. Routledge. https://doi.org/10.4324/9780367198459-REPRW183-1

Bryman, A. (2016). Social research methods. Oxford university press.

Casado-Robles, C., Viciana, J., Guijarro-Romero, S., & Mayorga-Vega, D. (2022). Effects of Consumer-Wearable Activity Tracker-Based Programs on Objectively Measured Daily Physical Activity and Sedentary Behavior Among School-Aged Children: A Systematic Review and Meta-analysis. Sports Medicine - Open, 8(1), 18. https://doi.org/10.1186/s40798-021-00407-6

Chaput, J.-P., Willumsen, J., Bull, F., Chou, R., Ekelund, U., Firth, J., Jago, R., Ortega, F. B., & Katzmarzyk, P. T. (2020). 2020 WHO guidelines on physical activity and sedentary behaviour for children and adolescents aged 5-17 years: Summary of the evidence. The International Journal of Behavioral Nutrition and Physical Activity, 17(1), 141. https://doi.org/10.1186/s12966-020-01037-z

Charmaz, K. (2014). Constructing Grounded Theory. Sage.

Craig, P., Dieppe, P., Macintyre, S., Michie, S., Nazareth, I., & Petticrew, M. (2013). Developing and evaluating complex interventions: The new Medical Research Council guidance. International Journal of Nursing Studies, 50(5), 587-592. https://doi.org/10.1016/j.ijnurstu.2012.09.010

Daum, D. N., Goad, T., Mosier, B., & Killian, C. M. (2021). Toward Quality Online Physical Education: Research Questions and Future Directions. International Journal of Kinesiology in Higher Education, 1-13.

Demetriou, Y., & Höner, O. (2012). Physical activity interventions in the school setting: A systematic review. Psychology of Sport and Exercise, 13(2), 186-196. https://doi.org/10.1016/j.psychsport.2011.11.006

Emm-Collison, L., Cross, R., Garcia Gonzalez, M., Watson, D., Foster, C., & Jago, R. (2022). Children’s Voices in Physical Activity Research: A Qualitative Review and Synthesis of UK Children’s Perspectives. International Journal of Environmental Research and Public Health, 19(7), 3993. https://doi.org/10.3390/ijerph19073993

Farooq, M. A., Parkinson, K. N., Adamson, A. J., Pearce, M. S., Reilly, J. K., Hughes, A. R., Janssen, X., Basterfield, L., & Reilly, J. J. (2018). Timing of the decline in physical activity in childhood and adolescence: Gateshead Millennium Cohort Study. British Journal of Sports Medicine, 52(15), 1002-1006. https://doi.org/10.1136/bjsports-2016-096933

Flick, U. (2017). The Sage handbook of qualitative data collection. Sage.

Franco, E., Coterón, J., Huéscar, E., & Moreno-Murcia, J. A. (2020). A Person-Centered Approach in Physical Education to Better Understand Low-Motivation Students. Journal of Teaching in Physical Education, 39(1), 91-101. https://doi.org/10.1123/jtpe.2019-0028

Grant, A., Treweek, S., Dreischulte, T., Foy, R., & Guthrie, B. (2013). Process evaluations for cluster-randomised trials of complex interventions: A proposed framework for design and reporting. Trials, 14, 15. https://doi.org/10.1186/1745-6215-14-15

Guijarro-Romero, S., Mayorga-Vega, D., Casado-Robles, C., López-Fernández, I., Martín, I., & Viciana, J. (2024). Motivación, intención de ser físicamente activo y actividad física habitual después de una unidad de programación intermitente basada en el uso de pulseras de fitness y estrategias de modificación de conducta en Educación Física. Estudio Fit-Person. En M. Ferreira, & T. S. Reis, (Eds.), Actas e Resumos da 8ª Jornada Virtual Internacional em Pesquisa Científica: Educaçao, saberes pedagógicos e prácticas educativas (p. 192). Editora Cravó.

Guijarro-Romero, S., Viciana, J., Casado-Robles, C., & Mayorga-Vega, D. (2023). Fomento de hábitos saludables de actividad física mediante una gamificación en escolares desde la Educación Física: La aventura de Andaluzo. En Dari Escandell y Caterina Martínez (eds.). Perpetuum mobile: conocimiento, investigación e innovación en la sociedad actual (pp. 74-85). Octaedro.

Hardman, K., Murphy, C., Routen, A., & Tones, S. (2014). UNESCO-NWCPEA: World-wide survey of school Physical Education. United Nations Educational, Scientific and Cultural Organization.

Hibbing, P. R., Bellettiere, J., & Carlson, J. A. (2021). Sedentary Profiles: A New Perspective on Accumulation Patterns in Sedentary Behavior. Medicine and Science in Sports and Exercise, 54(4), 696-706. https://doi.org/10.1249/MSS.0000000000002830

Johnsunderraj, S. E., Francis, F., & Prabhakaran, H. (2023). Child-to-child approach in disseminating the importance of health among children -A modified systematic review. Journal of Education and Health Promotion, 12, 116. https://doi.org/10.4103/jehp.jehp_8_23

Kapp, K. M. (2012). The gamification of learning and instruction: Game-based methods and strategies for training and education. John Wiley & Sons.

Kelso, A., Linder, S., Reimers, A. K., Klug, S. J., Alesi, M., Scifo, L., Borrego, C. C., Monteiro, D., & Demetriou, Y. (2020). Effects of school-based interventions on motivation towards physical activity in children and adolescents: A systematic review and meta-analysis. Psychology of Sport and Exercise, 51, 101770. https://doi.org/10.1016/j.psychsport.2020.101770

López-Fernández, I., Gil-Espinosa, F. J., Burgueño, R., & Calderón, A. (2023). Physical education teachers’ reality and experience from teaching during a pandemic. Sport, Education and Society, 1-14. https://doi.org/10.1080/13573322.2023.2254795

Marchant, E., Todd, C., Stratton, G., & Brophy, S. (2020). The Daily Mile: Whole-school recommendations for implementation and sustainability. A mixed-methods study. PLOS ONE, 15(2), e0228149. https://doi.org/10.1371/journal.pone.0228149

Mazeas, A., Duclos, M., Pereira, B., & Chalabaev, A. (2022). Evaluating the Effectiveness of Gamification on Physical Activity: Systematic Review and Meta-analysis of Randomized Controlled Trials. Journal of Medical Internet Research, 24(1), e26779. https://doi.org/10.2196/26779

Neil-Sztramko, S. E., Caldwell, H., & Dobbins, M. (2021). School-based physical activity programs for promoting physical activity and fitness in children and adolescents aged 6 to 18. The Cochrane Database of Systematic Reviews, 9(9), CD007651. https://doi.org/10.1002/14651858.CD007651.pub3

OECD, & WHO. (2023). Step Up! Tackling the Burden of Insufficient Physical Activity in Europe:Why physical activity? OECD Publishing.

Orendorff, K., Webster, C. A., Mindrila, D., Cunningham, K. M. W., Doutis, P., Dauenhauer, B., & Stodden, D. F. (2022). Social-ecological and biographical perspectives of principals’ involvement in comprehensive school physical activity programs: A person-centered analysis. Physical Education and Sport Pedagogy, 29(2), 144-159. https://doi.org/10.1080/17408989.2022.2039610

Peers, C., Issartel, J., Behan, S., O’Connor, N., & Belton, S. (2020). Movement competence: Association with physical self-efficacy and physical activity. Human Movement Science, 70, 102582. https://doi.org/10.1016/j.humov.2020.102582

Pereira, S., Borges, A., Gomes, T. N., Santos, D., Souza, M., dos Santos, F. K., Chaves, R. N., Barreira, T. V., Hedeker, D., Katzmarzyk, P. T., & Maia, J. a. R. (2017). Correlates of children’s compliance with moderate-to-vigorous physical activity recommendations: A multilevel analysis. Scandinavian Journal of Medicine & Science in Sports, 27(8), 842-851. https://doi.org/10.1111/sms.12671

Rhodes, R. E., Janssen, I., Bredin, S. S. D., Warburton, D. E. R., & Bauman, A. (2017). Physical activity: Health impact, prevalence, correlates and interventions. Psychology & Health, 32(8), 942-975. https://doi.org/10.1080/08870446.2017.1325486

Rhodes, R. E., & Kates, A. (2015). Can the Affective Response to Exercise Predict Future Motives and Physical Activity Behavior? A Systematic Review of Published Evidence. Annals of Behavioral Medicine, 49(5), 715-731. https://doi.org/10.1007/s12160-015-9704-5

Rico-González, M. (2023). The Effect of Primary School-Based Physical Education Programs: A Systematic Review of Randomized Controlled Trials. Journal of Physical Activity & Health, 20(4), 317-347. https://doi.org/10.1123/jpah.2022-0452

Somerset, S., & Hoare, D. J. (2018). Barriers to voluntary participation in sport for children: A systematic review. BMC Pediatrics, 18(1), 47. https://doi.org/10.1186/s12887-018-1014-1

Strath, S. J., & Rowley, T. W. (2018). Wearables for Promoting Physical Activity. Clinical Chemistry, 64(1), 53-63. https://doi.org/10.1373/clinchem.2017.272369

Tappe, K. A., Glanz, K., Sallis, J. F., Zhou, C., & Saelens, B. E. (2013). Children’s physical activity and parents’ perception of the neighborhood environment: Neighborhood impact on kids study. International Journal of Behavioral Nutrition and Physical Activity, 10(1), 39. https://doi.org/10.1186/1479-5868-10-39

Tibbitts, B., Porter, A., Sebire, S. J., Bird, E. L., Sanderson, E., Metcalfe, C., Powell, J. E., & Jago, R. (2019). Action 3:30R: process evaluation of a cluster randomised feasibility study of a revised teaching assistant-led extracurricular physical activity intervention for 8 to 10 year olds. BMC Public Health, 19(1), 1111. https://doi.org/10.1186/s12889-019-7347-3

Viciana, J., & Mayorga-Vega, D. (2016). Innovative teaching units applied to Physical Education–changing the curriculum management for authentic outcomes. Kinesiology, 48(1), 142-152. https://hrcak.srce.hr/160782

Webster, C. A., D’Agostino, E., Urtel, M., McMullen, J., Culp, B., Loiacono, C. A. E., & Killian, C. (2021). Physical Education in the COVID Era: Considerations for Online Program Delivery Using the Comprehensive School Physical Activity Program Framework. Journal of Teaching in Physical Education, 40(2), 327-336. https://doi.org/10.1123/jtpe.2020-0182

White, R. L., Bennie, A., Vasconcellos, D., Cinelli, R., Hilland, T., Owen, K. B., & Lonsdale, C. (2021). Self-determination theory in physical education: A systematic review of qualitative studies. Teaching and Teacher Education, 99, 103247. https://doi.org/10.1016/j.tate.2020.103247

World Health Organization. (2019). Global action plan on physical activity 2018-2030: More active people for a healthier world. World Health Organization.

Descargas

Publicado

2024-06-01

Cómo citar

López-Fernández, I., Mayorga-Vega, D., Guijarro-Romero, S., & Viciana, J. (2024). Opiniones de los participantes en una intervención para el fomento de la actividad física en el contexto escolar: Estudio Fit-Person (Participants’ opinions in an intervention to promote physical activity in the school context: Fit-Person Study). Retos, 55, 1053–1062. https://doi.org/10.47197/retos.v55.106263

Número

Sección

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

Artículos más leídos del mismo autor/a

1 2 > >>