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O papel da escola e da educação física na promoção da atividade física : um estudo comparativo entre duas escolas com abordagens pedagógicas diferentes
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A promoção da atividade física (AF) na escola é uma das principais estratégias de saúde para conter o problema da prevalência mundial de adolescentes insuficientemente ativos. Nesse cenário, a disciplina de educação física (EF) ocupa um papel central, pois tem como objetivo capacitar o aluno para adoção de um comportamento ativo e saudável ao longo da vida. No entanto, ainda é um desafio desenvolver abordagens pedagógicas que sejam efetivas para promoção da AF. Esta dissertação apresenta quatro artigos que são o resultado de um estudo que avaliou o papel da escola e da EF na promoção da AF entre os adolescentes, em duas escolas com abordagens pedagógicas distintas. O primeiro artigo sumariza as evidências de como as aulas de EF baseadas na educação desportiva se relacionam a AF em adolescentes. Os resultados sugerem que não houve efeito na prática de atividade física moderada a vigorosa (AFMV) dos adolescentes. No entanto, esse modelo de ensino se mostrou promissor para melhora de fatores intrínsecos relacionados a uma conduta adaptativa para comportamentos de saúde. O segundo artigo caracteriza e compara as aulas de EF de duas escolas com programas de EF diferentes, quanto aos comportamentos de ensino, contexto de aula e AF. Os resultados demonstraram que não houve diferenças entre as escolas e que as aulas de EF não proporcionaram tempo suficiente de AFMV para atender as recomendações de saúde. O estudo 3 analisa os estímulos do ambiente escolar para AF e a prática de AF dos adolescentes em duas escolas secundárias com programas de EF distintos. Os resultados sugerem que a escola que desenvolvia um programa de EF orientado para educação desportiva apresentava melhores condições organizacionais e estruturais para a promoção da AF do que a escola com ensino integral. No entanto, as duas escolas não ofereceram estímulos suficientes para influenciar a prática de AF dos alunos. O estudo 4 analisa as atitudes dos adolescentes para AF e suas associações com o clima motivacional, a satisfação escolar e a orientação de objetivos nas aulas de EF. Os resultados sugerem que apesar de se observarem algumas diferenças entre as escolas quanto as influências nas atitudes dos alunos, um mesmo modelo que incluiu o clima motivacional, a satisfação escolar e os objetivos de realização, mostrou-se o mais adequado para predizer a AF dos alunos de ambas escolas. O presente estudo concluiu que as escolas e seus respectivos programas de EF não priorizavam a saúde e que a maioria dos adolescentes não atendem as recomendações de saúde quanto à prática de AF. Apesar disso, em comparação, a escola orientada para o desporto apresentou resultados mais favoráveis à promoção da AF, contudo não se pode atribuir essa discreta vantagem somente ao programa de ensino, uma vez que a escola dispunha de melhores condições organizacionais e financeiras do que a escola de ensino integral. Esse achado indica que as escolas e seus respectivos programas de EF precisam ajustar seus modelos de ensino e treinamento contínuo da equipe pedagógica para aumentar os níveis AFMV durante as aulas de EF juntamente com uma conduta docente que favoreça melhores adaptações desses e outros fatores interpessoais que se relacionam com confiança dos alunos em serem fisicamente ativos.
The promotion of physical activity (PA) at school is one of the main health strategies to contain the serious problem of the worldwide prevalence of insufficiently active adolescents. In this scenario, the discipline of physical education (PE) has a central role, as it aims to enable the student to adopt an active and healthy behavior throughout life. However, it is still a challenge to develop effective pedagogical approaches to promote PA. This dissertation presents four articles that result from a study that evaluated the role of school and PE in promoting PA in adolescents, in two schools with different pedagogical approaches. The first article summarizes the evidence of how PE classes based on sports education are related to PA in adolescents. The results suggest that there was no effect on the practice of moderate to vigorous physical activity (MVPA) among adolescents. However, this teaching model has shown promise for improving intrinsic factors related to adaptive conduct for health behaviors. The second article characterizes and compares PE classes in two schools with different PE programs, in relation to teaching behaviors, classroom context and PA. The results showed that there were no differences between schools and that physical education classes did not provide enough time for MVPA to meet health recommendations. Study 3 analyzes the stimuli of the school environment for PA and the practice of PA of adolescents in two secondary schools with different PE programs. The results suggest that the school that developed a PE program focused on sports education had better organizational and structural conditions for the promotion of PA than the school with complete education. However, the two schools did not offer enough stimuli to influence students' PA practice. Study 4 analyzes the adolescents' attitudes towards PA and its associations with the motivational climate, school satisfaction and goal orientation in PE classes. The results suggest that although there are some differences between schools regarding the influences on students' attitudes, the same model that included the motivational climate, school satisfaction and achievement objectives, proved to be the most adequate to predict the PA of students from both schools. The present study concluded that schools and their respective PE programs did not prioritize health and that most adolescent students do not meet health recommendations regarding PA practice. Despite this, in comparison, the sports-oriented school showed more favorable results for the promotion of PA, however this discrete advantage cannot be attributed only to the teaching program, since the school had better organizational and financial conditions than the school. integral education. This finding indicates that schools and their respective PE programs need to adjust their teaching models and ongoing training of the pedagogical team to increase MVPA levels during PE classes along with a teaching conduct that favors better adaptations of these and other interpersonal factors that relate to students' confidence in being physically active.
The promotion of physical activity (PA) at school is one of the main health strategies to contain the serious problem of the worldwide prevalence of insufficiently active adolescents. In this scenario, the discipline of physical education (PE) has a central role, as it aims to enable the student to adopt an active and healthy behavior throughout life. However, it is still a challenge to develop effective pedagogical approaches to promote PA. This dissertation presents four articles that result from a study that evaluated the role of school and PE in promoting PA in adolescents, in two schools with different pedagogical approaches. The first article summarizes the evidence of how PE classes based on sports education are related to PA in adolescents. The results suggest that there was no effect on the practice of moderate to vigorous physical activity (MVPA) among adolescents. However, this teaching model has shown promise for improving intrinsic factors related to adaptive conduct for health behaviors. The second article characterizes and compares PE classes in two schools with different PE programs, in relation to teaching behaviors, classroom context and PA. The results showed that there were no differences between schools and that physical education classes did not provide enough time for MVPA to meet health recommendations. Study 3 analyzes the stimuli of the school environment for PA and the practice of PA of adolescents in two secondary schools with different PE programs. The results suggest that the school that developed a PE program focused on sports education had better organizational and structural conditions for the promotion of PA than the school with complete education. However, the two schools did not offer enough stimuli to influence students' PA practice. Study 4 analyzes the adolescents' attitudes towards PA and its associations with the motivational climate, school satisfaction and goal orientation in PE classes. The results suggest that although there are some differences between schools regarding the influences on students' attitudes, the same model that included the motivational climate, school satisfaction and achievement objectives, proved to be the most adequate to predict the PA of students from both schools. The present study concluded that schools and their respective PE programs did not prioritize health and that most adolescent students do not meet health recommendations regarding PA practice. Despite this, in comparison, the sports-oriented school showed more favorable results for the promotion of PA, however this discrete advantage cannot be attributed only to the teaching program, since the school had better organizational and financial conditions than the school. integral education. This finding indicates that schools and their respective PE programs need to adjust their teaching models and ongoing training of the pedagogical team to increase MVPA levels during PE classes along with a teaching conduct that favors better adaptations of these and other interpersonal factors that relate to students' confidence in being physically active.
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Escola Educação física Programa de ensino Política Atividade física Adolescentes School Physical Education Teaching program Policy Physical activity Teenagers