scholarly journals Educación Física en Chile: tiempo de dedicación y su influencia en la condición física, composición corporal y nivel de actividad física en escolares (Physical Education in Chile: time spent and its influence on physical condition, body composition, and l

Retos ◽  
2020 ◽  
pp. 24-29
Author(s):  
Frano Giakoni ◽  
Pablo Paredes Bettancourt ◽  
Daniel Duclos-Bastías
Keyword(s):  
Physical Activity ◽  
Body Composition ◽  
Health Status ◽  
Physical Education ◽  
Physical Fitness ◽  
Physical Condition ◽  
Vigorous Physical Activity ◽  
Light Physical Activity ◽  
Physically Active ◽  
Las Mujeres

Resumen. Las clases de Educación Física constituyen un espacio de aprendizaje motriz y una instancia idónea para mantener y mejorar el estado de la salud física de los estudiantes escolares. Objetivo: Determinar la influencia que tiene el volumen de clases: dos o cuatro horas de Educación Física semanal, sobre la composición corporal, la condición física y nivel de actividad física en escolares chilenos. Método: Se evaluaron 244 estudiantes escolares de 13.11 ± .84 años de edad. Se midieron variables antropométricas, condición física y nivel de actividad física durante la clase de Educación Física. Resultados: Se encontraron diferencias estadísticamente significativas para composición corporal (peso p = .0367), condición física (VO2máx p<.0001, dinamometría p = .0165) y nivel de actividad física (p<.0001). Según sexo se determinan diferencias significativas entre hombres y mujeres para las variables de condición física (VO2máx p<.0001, salto horizontal p<.0001 y dinamometría p<.0002) y tiempo en actividad física sedentaria (p = .0403) y ligera (p<.0001). Conclusión: El peso, VO2máx y el nivel de actividad física moderado y moderada - vigorosa, se ven modificados positivamente al realizar cuatro horas. Además, se concluye que los hombres son más activos físicamente que las mujeres y presentan mejor condición física. Los hombres y mujeres que presentan mayores valores de IMC y IMCZ-score, poseen una condición física inferior. Abstract. Physical education classes are an ideal instance to maintain and improve students’ health status. However, it is necessary to know the differences in the number of hours scheduled. Objective: To determine the influence that the allocation of two or four hours of Physical Education per week has on body composition, physical condition, and level of physical activity in schoolchildren. Method: a total of 244 students of 13.11 ± .84 years of age were evaluated. Anthropometric variables, physical condition, and level of physical activity were measured during Physical Education classes. Results: Significant differences were found for body composition (weight p = .0367), physical condition (VO2máx p<.0001, dynamometry p = .0165) and level of physical activity (p<.0001). Based on gender, significant differences between boys and girls were detected in the physical fitness variables (VO2max p<.0001, horizontal jump p<.0001, and dynamometry p<.0002) and in time in sedentary (p = .0403) and light physical activity (p<.0001). Conclusion: Weight, VO2max, and levels of moderate and moderate-to-vigorous physical activity are positively modified when performing four hours. In addition, it is concluded that boys are more physically active than girls and have a better physical condition. Boys and girls with higher BMI and BMIZ-score values have lower physical condition.

scholarly journals The Case for Vigorous Physical Activity in Youth

2016 ◽  
Vol 11 (2) ◽  
pp. 96-115 ◽  
Author(s):  
Scott Owens ◽  
Riley Galloway ◽  
Bernard Gutin
Keyword(s):  
Physical Activity ◽  
Body Composition ◽  
Cognitive Function ◽  
Physical Fitness ◽  
Vigorous Physical Activity ◽  
Well Being ◽  
Light Physical Activity ◽  
National Organizations ◽  
Health Related ◽  
Function Potential

Although it is widely recognized that regular physical activity is associated with a variety of health-related benefits in youths, the extent to which vigorous physical activity, as opposed to moderate or light physical activity, may be especially beneficial for youths is not completely understood. This review will examine the evidence for the efficacy of vigorous physical activity for promoting the well-being of youths as indicated by body composition, physical fitness, cardiometabolic biomarkers, and cognitive function. Potential caveats associated with the promotion of vigorous physical activity among youths will also be discussed, as will the inclusion of vigorous physical activity in current recommendations by national organizations for physical activity among youths.

Children’s Heart Rates during Physical Education Lessons: A Review

1996 ◽  
Vol 8 (3) ◽  
pp. 215-233 ◽  
Author(s):  
Gareth Stratton
Keyword(s):  
Physical Activity ◽  
Heart Rate ◽  
Physical Education ◽  
Vigorous Physical Activity ◽  
Moderate Physical Activity ◽  
Physical Educators ◽  
Vigorous Activity ◽  
Education Curriculum ◽  
Maximum Heart Rate ◽  
Physically Active

Physical educators have purported to teach children to be physically active and to promote their fitness. To achieve these goals, children should regularly experience moderate-to-vigorous physical activity (MVPA) during physical education lessons. For the purposes of this review, moderate physical activity is that which elicits a heart rate of 50% of maximum heart rate reserve (MHRR), moderate-to-vigorous activity elicits 60% of MHRR, and vigorous activity elicits 75% of MHRR. Duration criteria were set at 50% of lesson time or 20 min. The majority of lessons described in previous reports failed to achieve these criteria, although problems were noted in method and analyses of data. Lessons with physical activity as a direct goal have been successful in increasing MVPA. A greater focus on physical activity is required in the planning and delivery of physical education lessons if the physical activity and fitness goals of the physical education curriculum are to be met.

Classroom Teachers’ Leisure Physical Activity and Their Conduct of Physical Education

1999 ◽  
Vol 19 (1) ◽  
pp. 126-132 ◽  
Author(s):  
Thomas L. McKenzie ◽  
Kathryn J. LaMaster ◽  
James F. Sallis ◽  
Simon J. Marshall
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Physical Fitness ◽  
Leisure Time Physical Activity ◽  
Classroom Teachers ◽  
Physically Active ◽  
Relationship Of ◽  
The Relationship ◽  
5Th Grade ◽  
Leisure Physical Activity

The relationship of classroom teachers’ leisure time physical activity and their conduct of physical education classes was investigated. Eighteen 4th- and 5th-grade teachers reported on their leisure physical activity and had their physical education classes observed systematically during 4 consecutive semesters. Correlational analyses confirmed that more active teachers taught physical education differently from those that were less active. Teachers who were more active provided students with increased physical fitness activities, and the teachers themselves spent more time promoting physical fitness during lessons. The study provides some support for the hypothesis that physically active teachers provide higher quality physical education.

scholarly journals 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)

Retos ◽  
2019 ◽  
pp. 123-128
Author(s):  
Daniel Mayorga-Vega ◽  
Maribel Parra Saldías ◽  
Jesús Viciana
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Physical Activity Level ◽  
Vigorous Physical Activity ◽  
Activity Level ◽  
Activity Levels ◽  
Physical Activity Recommendations ◽  
Las Mujeres ◽  
Objectively Measured ◽  
Activity Recommendations

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.

scholarly journals Relación entre la actividad física escolar y extraescolar en estudiantes de escuelas públicas chilenas (Relationship between school and out-of-school physical activity in Chilean public school children)

Retos ◽  
2019 ◽  
pp. 393-399
Author(s):  
Michelle Marambio Miranda ◽  
Tamara Núñez Fernández ◽  
Jaime Ramírez Guajardo ◽  
Pablo Ramírez Eyraud ◽  
Ximena Alejandra Palma Leal ◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
School Children ◽  
School Context ◽  
Physical Activity Promotion ◽  
Activity Levels ◽  
Physically Active ◽  
Activity Promotion ◽  
Las Mujeres ◽  
High Level

Introducción: La Educación Física escolar y extraescolar es una oportunidad para promover estilos de vida activos en escolares, propiciando un desarrollo saludable y prevención de enfermedades asociadas a la inactividad física. Objetivo: comparar los niveles de actividad física dentro y fuera de la escuela, en una muestra representativa de niños escolares participantes de un programa de promoción de actividad física. Métodos: un total de 318 niños y niñas (7 a 14 años) participaron de este estudio. Los participantes voluntariamente completaron el cuestionario PAQ-C, para determinar la actividad física realizada en los últimos 7 días. Se analizaron las variables mediante comparación de varianzas y las medias a través de la prueba T-student, del software SPSS V20. Resultados: La actividad física por sexo, presentó valores de medias similares, exceptuando la realizada en las tardes, en donde las mujeres realizaron mayor actividad física (p=0,006). Además, los días sábados, los niños realizaron más actividad física que las niñas (p=0,001). En cuanto a las preferencias de actividades, el baile es la principal opción en niñas y el fútbol la principal en niños (p=0,000). Se logró establecer una contribución de las clases de Educación Física en conjunto con las sesiones de las escuelas deportivas integrales en relación a la práctica total, siendo la media 4,2 entrando en la categoría: alto nivel de actividad física. Conclusión: La clase de Educación Física junto a las sesiones de las escuelas deportivas contribuye positivamente a la actividad física total.Abstract. Introduction: School and extracurricular physical education is an opportunity to promote active lifestyle in schoolchildren, fostering healthy growth and prevention of diseases associated with physical inactivity. Objective: to compare physical activity levels inside and out of the school context, in a representative sample of school children participating in a physical activity promotion program. Methods: a total of 318 boys and girls (7 to 14 years old) participated in this study. The participants voluntarily completed the PAQ-C questionnaire to determine their physical activity in the last 7 days. The variables were analyzed by means of comparison of variances and means through the T-student test on the SPSS V20 software. Results: By gender, physical activity presented values similar levels, except for that performed in the afternoons, where girls were more physically active (p= .006). In addition, on Saturdays, boys performed more physical activity than girls (p = .001). Regarding activity preferences, dance activities are preferred by girls whilst boys preferred soccer (p = .000). A contribution of physical education classes in combination with the sessions from comprehensive sports academies was detected regarding total practice, the average being 4.2, meaning that the category was “high level of physical activity”. Conclusion: physical education classes along with sessions from sports academies contributes positively to the total physical activity.

scholarly journals Effects of an Educational Hybrid Physical Education Program on Physical Fitness, Body Composition and Sedentary and Physical Activity Times in Adolescents: The Seneb’s Enigma

2021 ◽  
Vol 11 ◽  
Author(s):  
David Melero-Cañas ◽  
Vicente Morales-Baños ◽  
David Manzano-Sánchez ◽  
Dani Navarro-Ardoy ◽  
Alfonso Valero-Valenzuela
Keyword(s):  
Physical Activity ◽  
Body Composition ◽  
Physical Education ◽  
Physical Fitness ◽  
Cardiorespiratory Fitness ◽  
Sedentary Time ◽  
Controlled Trial ◽  
Field Tests ◽  
Control Group ◽  
Personal And Social Responsibility

Physical activity (PA), body composition and sedentary behavior may affect the health of children. Therefore, this study examined the effect of an educational hybrid physical education (PE) program on physical fitness (PF), body composition and sedentary and PA times in adolescents. A 9-month group-randomized controlled trial was conducted in 150 participants (age: 14.63 ± 1.38 years) allocated into the control group (CG, n = 37) and experimental group (EG, n = 113). Cardiorespiratory fitness, speed, strength, agility, flexibility and body mass index (BMI) were assessed through previously validated field tests. Sedentary time, PA at school and afterschool were evaluated with the Youth Activity Profile-Spain questionnaire. Significant differences were observed concerning to the CG in APA-weekend (p = 0.044), speed-agility (p = 0.005) and agility (p = 0.008). Regarding the intervention, cardiorespiratory fitness (p = 0.000), speed-agility (p = 0.000), strength (p = 0.000), flexibility (p = 0.000), agility (p = 0.000), PA in school (p = 0.011), APA-weekday (p = 0.001), APA-weekend (p = 0.000), APA-week (p = 0.000), and sedentary time (p = 0.000) increased significantly in the EG. The use of a hybrid program based on teaching personal and social responsibility and gamification strategies produced enhancements in cardiorespiratory fitness, agility, speed, APA-weekdays and APA-weekends, reducing the sedentary time.

scholarly journals Body Composition and Physical Fitness Tests Among US Army Soldiers: A Comparison of the Active and Reserve Components

2019 ◽  
Vol 134 (5) ◽  
pp. 502-513
Author(s):  
Dale W. Russell ◽  
Joshua Kazman ◽  
Cristel Antonia Russell
Keyword(s):  
Physical Activity ◽  
Body Composition ◽  
Physical Fitness ◽  
Health Behaviors ◽  
Assessment Tool ◽  
Vigorous Physical Activity ◽  
Active Duty ◽  
Mild Depression ◽  
Physical Test ◽  
Us Army

Objectives: US Army reserve soldiers and active-duty soldiers differ in their daily work demands and supporting resources, yet research on reservists’ health and fitness is lacking. The objectives of this study were to (1) determine whether physical test failure rates and health behaviors differed between active-duty soldiers and reserve soldiers and (2) establish which demographic and health behavioral factors were associated with failing physical tests. Methods: We analyzed a sample of 239 329 US Army active-duty and reserve soldiers surveyed from September 2013 through March 2015 using the Global Assessment Tool. We extracted data on soldier demographic characteristics and health behaviors, as well as Body Composition Test (BCT) and Army Physical Fitness Test (APFT) results. We compared the 2 groups using the active-to-reserve adjusted odds ratio (aOR) for each variable. We used logistic regression models to determine which variables were associated with failing these tests. Results: The odds of failing the BCT (aOR = 0.76; 95% confidence interval [CI], 0.73-0.78) or the APFT (aOR = 0.31; 95% CI, 0.30-0.32) were lower among active-duty soldiers than among reservists, and the odds of doing high levels of high-intensity interval training (aOR = 1.47; 95% CI, 1.42-1.51), resistance training (aOR = 1.45; 95% CI, 1.42-1.48), and vigorous physical activity (aOR = 2.92; 95% CI, 2.86-2.98) were higher among active-duty soldiers than among reservists. The odds of using tobacco (aOR = 1.37; 95% CI, 1.35-1.40), binge drinking alcohol (aOR = 1.11; 95% CI, 1.09-1.13), having insomnia (aOR = 1.46; 95% CI, 1.43-1.48) or mild depression (aOR = 1.50; 95% CI, 1.48-1.53), and sustaining a physical activity–related injury (aOR = 2.52; 95% CI, 2.47-2.57) were higher among active-duty soldiers than among reservists. Conclusions: Policy makers and military leaders could use this information to implement health screenings and tailor health-promotion, intervention, and treatment programs.

Physical activity, body composition and general health status of physically active students of the University of the Third Age (U3A)

2016 ◽  
Vol 64 ◽  
pp. 66-74 ◽  
Author(s):  
Izabela Zając-Gawlak ◽  
Dariusz Pośpiech ◽  
Aleksandra Kroemeke ◽  
Małgorzata Mossakowska ◽  
Aleš Gába ◽  
...  
Keyword(s):  
Physical Activity ◽  
Body Composition ◽  
Health Status ◽  
General Health ◽  
General Health Status ◽  
Physically Active ◽  
Third Age ◽  
The Third ◽  
The University

scholarly journals Proposal for an Enhanced Physical Education Program in the Primary School: Evaluation of Feasibility and Effectiveness in Improving Physical Skills and Fitness

2016 ◽  
Vol 13 (10) ◽  
pp. 1025-1034 ◽  
Author(s):  
Laura Dallolio ◽  
Andrea Ceciliani ◽  
Tiziana Sanna ◽  
Andrea Garulli ◽  
Erica Leoni
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Physical Fitness ◽  
Self Efficacy ◽  
Primary Schools ◽  
Handgrip Strength ◽  
Vigorous Physical Activity ◽  
Control Group ◽  
School Based ◽  
Experimental Group

Background:A large proportion of children do not reach the recommended levels of physical activity for health. A quasiexperimental study with nonrandom assignment was performed to evaluate the effectiveness and feasibility of a school-based physical education intervention aimed at increasing the levels of moderate-to-vigorous physical activity (MVPA).Methods:Ten classes from 4 primary schools, including 241 children aged 8 to 10 years, were recruited. The experimental group (n = 97) received 4 additional sessions/week of 60 minutes of MVPA for 8 months. The control group (n = 135) continued their standard program (2 sessions of 50 minutes/week). Motor abilities (standing long jump, handgrip strength, Harre circuit, sit and reach), physical fitness (Yo-Yo Intermittent Recovery Level-1), anthropometric measures (body mass index, waist to height ratio), and self-efficacy (Perceived Physical Ability Scale for Children) were evaluated at baseline and after the intervention.Results:The experimental group significantly improved in the Harre circuit both in males (P < .001) and females (P < .01), whereas physical fitness test improved only in males (P < .001). Males in the experimental group improved the perception of self-efficacy in coordinative abilities (P = .017).Conclusions:The proposed school-based MVPA program showed effectiveness and feasibility. The differences observed by gender highlight the need to use different strategies to increase the involvement of all the participants.

scholarly journals Actividad física, condición física y autoconcepto en escolares de 8 a 12 años (Physical activity, physical fitness and self-concept in schoolchildren aged between 8 to 12 years old)

Retos ◽  
2018 ◽  
pp. 236-241
Author(s):  
Andres Rosa Guillamón ◽  
Eliseo Garcia Canto ◽  
Pedro Jose Carrillo López
Keyword(s):  
Physical Activity ◽  
Statistical Analysis ◽  
Physical Fitness ◽  
Physical Condition ◽  
Self Concept ◽  
Physically Active ◽  
The Relationship

Este artículo analizó la relación entre actividad física, condición física y autoconcepto. Un total de 103 escolares (8-12 años) participaron en la evaluación de dichas variables. La condición física se valoró mediante diversas pruebas de la Batería ALPHA-Fitness, el nivel de actividad física se calculó a través del cuestionario PACE y el autoconcepto se midió utilizando la Escala de Autoconcepto de Piers-Harris. Las pruebas estadísticas fueron: T-student, U de Mann-Whitney y Krustal-Wallis. Aquellos físicamente activos tuvieron mejores registros en las dimensiones conductual, intelectual, falta de ansiedad y global. Aquellos con mayor condición física mostraron un mejor autoconcepto físico (p = .013), social (p = .003) y global (p = .085). Aquellos físicamente activos y con mayor condición física tuvieron un mejor autoconcepto intelectual (p = .007), social (p = .010) y global (p = .010). Ser físicamente activo y tener un mayor nivel de condición física podría predecir un autoconcepto más positivo en escolares de la Región de Murcia.Abstract. This article analized the relationship between physical activity, physical condition and self-concept. A total of 103 schoolchildren (8-12 years old) participated in the assessment of these variables. Physical fitness was assessed through various tests from the ALPHA-Fitness Battery, level of physical activity was calculated through the PACE questionnaire, and self-concept was measured using the Piers-Harris Self-concept Scale. T-student, Mann-Whitney U, and Krustal-Wallis were employed for statistical analysis. Those who were physically active had better values in behavioral and intellectual domains of self-concept, as well as in lack of anxiety, and global self-concept. Those with greater physical fitness showed a better physical (p = .013), social (p = .003) and global (p = .085) self-concept. Those physically active with greater physical fitness had a better intellectual (p = .007), social (p = .010) and global (p = .010) self-concept. Being physically active and having a higher level of fitness could predict a more positive self-concept in schoolchildren of Murcia (Spain).

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