Niveles objetivos de actividad física durante las clases de Educación Física en estudiantes chilenos usando acelerometría (Objectively measured physical activity levels during Physical Education lessons in Chilean students using accelerometry)
DOI:
https://doi.org/10.47197/retos.v37i37.69238Palavras-chave:
Actividad física total, actividad física moderada-vigorosa, sedentarismo, reco(Total physical activity, moderate-to-vigorous physical activity, sedentary behavior, physical activity recommendations, Chile, schoolchildren, adolescents, Secondary Education)Resumo
El objetivo del presente estudio fue examinar los niveles objetivos de actividad física durante las clases de Educación Física en adolescentes chilenos, identificando posibles diferencias según el género. En el presente estudio participaron 156 estudiantes de enseñanza básica de Chile (69 niñas y 87 varones, edad media = 13.5 ± .7 años). Se eliminaron 34 participantes por no cumplir los criterios mínimos de registro, seleccionando finalmente a 122 adolescentes. Se evaluaron los niveles objetivos de actividad física de una clase de Educación Física mediante el acelerómetro GT3X. Los resultados mostraron que ningún participante alcanzó las recomendaciones de tiempo de práctica de actividad física moderada-vigorosa del 50% durante las clases de Educación Física. La mayoría de los estudiantes (50.7% de chicos y 72.5% de chicas) acumularon menos del 10% del tiempo de clase de Educación Física en actividad física moderada-vigorosa. Los chicos presentaron mayores valores de actividad física moderada-vigorosa que las mujeres (p < .05), pero no se encontraron diferencias en el tiempo sedentario ni en la actividad física ligera (p > .05). Los adolescentes chilenos no cumplen las recomendaciones de actividad física moderada-vigorosa en clases de Educación Física. Se discuten diferentes estrategias de incremento del tiempo empleado en dicha actividad física moderada-vigorosa como medidas a considerar.
Abstract. The aim of the present study was to examine objective levels of physical activity during Physical Education (PE) classes in Chilean adolescents, identifying possible differences according to gender. A sample composed of 156 Chilean adolescents (69 female and 87 male, average age = 13.5 ± .7 years) participated in this study. A total of 34 adolescents did not meet the inclusion criteria and were excluded, with 122 participants finally considered for the data analyses. Objective levels of physical activity were assessed by means of GT3X accelerometers during a PE lesson. The results showed that none of the participants reached the recommended 50% of total PE time at moderate-to-vigorous physical activity level. Most of the students (50.7% males and 72.5% females) accumulated less than 10% of the PE time at moderate-to-vigorous physical activity level. Boys showed higher values of moderate-to-vigorous physical activity than girls (p < .05); however, there were no gender differences in sedentary behavior or light physical activity time (p > .05). Chilean adolescents do not meet the moderate-to-vigorous physical activity recommendations during PE lessons. Different strategies are discussed in order to increase the time spent at moderate-to-vigorous physical activity in PE.
Referências
Association for Physical Education. (2015). Health Position Paper. United Kingdom.
Cocca, A., Liukkonen, J., Mayorga-Vega, D., & Viciana-Ramírez, J. (2014). Health-related physical activity levels in Spanish youth and young adults. Perceptual and Motor Skills, 118(1), 247-260. https://doi.org/10.2466/10.06.PMS.118k16w1
Cohen, J. (1992). A power primer. Quantitative Methods in Psychology, 112(1), 155–159.
Currie, C., Zanotti, C., Morgan, A., Currie, D., De Looze, M., Roberts, C., … Barnekow, V. (2012). Social determinants of health and well-being among young people. HBSC International report from the 2009/2010 survey. Copenhagen.
Fairclough, S., & Stratton, G. (2005). Physical activity levels in middle and high school physical education: A review. Pediatric Exercise Science, 17(3), 217–236.
Gao, Z., Oh, H., & Sheng, H. (2011). Middle school students’ body mass index and physical activity levels in physical education. Research Quarterly for Exercise and Sport, 10(39), 410–427.
Gavidia, V. (2001). La transversalidad y la escuela promotora de salud. Revista Española de Salud Pública, 75(6), 505–516.
Hagger, M., & Chatzisarantis, N. (2016). The trans-contextual model of autonomous motivation in education: Conceptual and empirical issues and meta-analysis. Review of Educational Research, 86(2), 360–407.
Hall-López, J., Ochoa-Martínez, P., Burruel, R., Ortiz, L., & Buñuel, P. (2017). Moderate-to-vigorous physical activity during recess and physical education among mexican elementary school students. Retos, 31, 137–139.
Hellin, M., Garcia-Jiminez, J., & Garcia-Pellicer, J. (2019). Intensity of Physical Education lessons in children according to the type of activity: Soccer, badminton, aerobics and motor skills. Journal of Physical Education and Sport, 19(1), 148–155.
Hilland, T., Ridgers, N., Stratton, G., & Fairclough, S. (2011). Associations between selected demographic, biological, school environmental and physical education based correlates, and adolescent physical activity. Pediatric Exercise Science, 23(1), 61–71.
Hoehner, C., Soares, J., Parra, D., Ribeiro, I., Pratt, M., Bracco, M., … Ross, C. (2010). Intervenciones de actividad física en Latinoamérica: ¿Qué valor se puede agregar al incluir resúmenes de conferencias científicas en una revisión de la literatura? Journal of Physical Activity & Health, 7(2), S265-278.
Hollis, J., Sutherland, R., Williams, A., Campbell, E., Nathan, N., Wolfenden, L., … Wiggers, J. (2017). A systematic review and meta-analysis of moderate-to-vigorous physical activity levels in secondary school physical education lessons. International Journal of Behavioral Nutrition and Physical Activity, 14(1), 52. https://doi.org/10.1186/s12966-017-0504-0
Kain, J., Concha, F., Moreno, L., & Leyton, B. (2014). School-based obesity prevention intervention in Chilean children: Effective in controlling, but not reducing obesity. Journal of Obesity, 2015, 8. https://doi.org/10.1155/2014/618293
Lonsdale, C., Rosenkranz, R., Peralta, L., Bennie, A., Fahey, P., & Lubans, D. (2013). A systematic review and meta-analysis of interventions designed to increase moderate-to-vigorous physical activity in school physical education lessons. Preventive Medicine, 56(2), 152–161. https://doi.org/10.1016/j.ypmed.2012.12.004
Martínez, J., Contreras, O., Aznar, S., & Lera, A. (2012). Niveles de actividad física medidos con acelerómetro en alumnos de 3o ciclo de educación primaria: Actividad física diaria y en sesiones de Educación Física. Revista de Psicologia del Deporte, 21(1), 117–123.
Mayorga-Vega, D., Martínez-Baena, A., & Viciana, J. (2018). Does school physical education really contribute to accelerometer-measured daily physical activity and non sedentary behaviour in high school students? Journal of Sports Sciences, 36(17), 1913–1922. https://doi.org/10.1080/02640414.2018.1425967
Metzler, M. (2017). Instructional models for Physical Education. Scottsdale: Routledge.
Ministerio de Educación. (2015). Informe de resultados Estudio Nacional de Educación Física, SIMCE 2014. Chile.
Ministerio de Salud Chile/ WHO. (2005). Encuesta Mundial de Salud Escolar Chile 2004. Informe final EMSE 2004 y 2005 Santiago. Retrieved from http://epi.minsal.cl/epi/html/invest/EMSE/INFORME EMSE 2004-2005 final.pdf
Moreno, L., Cano, M., Orellana, Y., & Kain, J. (2015). Compliance of physical activity guidelines by chilean low-income children: Difference between school and weekend days and nutritional status. Nutricion Hospitalaria, 31(5), 2195–2201.
Murillo, B., Julián, J., 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), 131–143. https://doi.org/10.5232/ricyde2014.03604
Nader, P., Bradley, R., Houts, R., McRitchie, S., & O’Brien, M. (2009). Moderate-to vigorous physical activity from ages 9 to 15 years. Journal of American Medicine Association, 300(3), 295–305.
Ozemek, C., Kirschner, M., Wilkerson, B., Byun, W., & Kaminsky, L. (2014). Intermonitor reliability of the GT3X+ accelerometer at hip, wrist and ankle sites during activities of daily living. Psychological Measurement, 35(2), 129–138. https://doi.org/10.1088/0967-3334/35/2/129
Pérez, B., Landaeta-Jiménez, M., Arroyo, E., & Marrodán, M. (2012). Patrón de actividad física, composición corporal y distribución de la adiposidad en adolescentes venezolanos. Anales Venezolanos de Nutrición, 25(1), 5–15.
Piñeros, M., & Pardo, C. (2010). Actividad física en adolescentes de cinco ciudades colombianas: Resultados de la Encuesta Mundial de Salud a Escolares. Revista de Salud Pública, 12(6), 903–914.
Poitras, V., Gray, C., Borghese, M., Carson, V., Chaput, J., Janssen, I., … Tremblay, M. (2016). Systematic review of the relationships between objectively measured physical activity and health indicators in school-aged children and youth. Applied Physiology, Nutrition, and Metabolism, 41(6), S197-239. https://doi.org/10.1139/apnm-2015-0663
Retamal-Valderrama, C., Delgado-Floody, P., Espinoza-Silva, M., & Jerez-Mayorga, D. (2019). Comportamiento del profesor, intensidad y tiempo efectivo de las clases de Educación Física en una escuela pública: Un acercamiento a la realidad. Retos, 35, 160–163.
Rodríguez, F., Palma, X., Romo, A., Escobar, D., Aragú, B., Espinoza, L., … Gálvez, J. (2013). Hábitos alimentarios, actividad física y nivel socioeconómico en estudiantes universitarios de Chile. Nutricion Hospitalaria, 28(2), 447–455.
Ruiz Heredia, C., Lara Sánchez, A., López Gallego, F., Cachón Zagalaz, J., & Valdivia Moral, P. (2019). Análisis del tiempo de clase en EF y propuestas para su optimización. Retos, 35, 126–129.
Salinas, J., & Vio, F. (2003). Promoción de salud y actividad física en Chile: Política prioritaria. Revista Panamericana de Salud Pública, 14(4), 281–288.
Sarradel, J., Generelo, E., Zaragoza, J., Julián, J., 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.
Sevil Serrano, J., Aibar Solana, A., Abós Catalán, A., & García González, L. (2017). El clima motivacional del docente de Educación Física: ¿Puede afectar a las calificaciones del alumnado? Retos, 31, 94–97.
Trost, S. G., Loprinzi, P. D., Moore, R., & Pfeiffer, K. A. (2011). Comparison of accelerometer cut points for predicting activity intensity in youth. Medicine and Science in Sports and Exercise, 43(7), 1360–1368. https://doi.org/10.1249/MSS.0b013e318206476e
Van Sluijs, E., McMinn, A., & Griffin, S. (2007). Effectiveness of interventions to promote physical activity in children and adolescents: Systematic review of controlled trials. BMJ, 335, 703–716.
Viciana, J., Martínez-Baena, A., & Mayorga-Vega, D. (2015). Contribution of physical education to daily recommendations of physical activity in adolescents according to gender; a study with accelerometry. Nutricion Hospitalaria, 32(3). https://doi.org/10.3305/nh.2015.32.3.9363
World Health Organization. (2008). School policy framework: Implementation of the WHO global on diet, physical activity and health. Geneva.
World Health Organization. (2010). Global recommendations on physical activity for health. Switzerland: World Health Organization.
World Health Organization. (2014). Global status report on noncommunicable diseases 2014. Geneva.
Downloads
Publicado
Como Citar
Edição
Secção
Licença
Autores que publicam nesta revista concordam com os seguintes termos:
- Autores mantém os direitos autorais e assegurar a revista o direito de ser a primeira publicação da obra como licenciado sob a Licença Creative Commons Attribution que permite que outros para compartilhar o trabalho com o crédito de autoria do trabalho e publicação inicial nesta revista.
- Os autores podem estabelecer acordos adicionais separados para a distribuição não-exclusiva da versão do trabalho publicado na revista (por exemplo, a um repositório institucional, ou publicá-lo em um livro), com reconhecimento de autoria e publicação inicial nesta revista.
- É permitido e os autores são incentivados a divulgar o seu trabalho por via electrónica (por exemplo, em repositórios institucionais ou no seu próprio site), antes e durante o processo de envio, pois pode gerar alterações produtivas, bem como a uma intimação mais Cedo e mais do trabalho publicado (Veja O Efeito do Acesso Livre) (em Inglês).
Esta revista é a "política de acesso aberto" de Boai (1), apoiando os direitos dos usuários de "ler, baixar, copiar, distribuir, imprimir, pesquisar, ou link para os textos completos dos artigos". (1) http://legacy.earlham.edu/~peters/fos/boaifaq.htm#openaccess
