1,721,053 research outputs found
Consumo de oxígeno y COVID-19 en el Maule-Chile : Estudio piloto
No full textEl objetivo fue evaluar la asociación entre el consumo máximo de oxígeno (VO2máx.) y el control del COVID-19 en el Maule-Chile. Participaron 197 personas de 23 años que respondieron un cuestionario de auto-reporte, el mejor modelo de regresión demostró que la vacuna y el examen PCR aumentaron significativamente el VO2máx. predicho al ajustarlo por variables demográficas. Consideramos que el método abreviado de VO2máx. debe usarse para evaluar el estado de salud.Fil: Vásquez-Gómez, Jaime. Centro de Investigación de Estudios Avanzados del Maule (CIEAM), Universidad Católica del Maule.Fil: Castillo-Retamal, Marcelo. Facultad de Ciencias de la Educación, Departamento de Ciencias de la Actividad Física, Universidad Católica del Maule.Fil: Leao Ribeiro, Ivana. Facultad de Ciencias de la Salud, Departamento de Kinesiología, Universidad Católica del Maule
Consumo de oxígeno y COVID-19 en el Maule-Chile : Estudio piloto
No full textEl objetivo fue evaluar la asociación entre el consumo máximo de oxígeno (VO2máx.) y el control del COVID-19 en el Maule-Chile. Participaron 197 personas de 23 años que respondieron un cuestionario de auto-reporte, el mejor modelo de regresión demostró que la vacuna y el examen PCR aumentaron significativamente el VO2máx. predicho al ajustarlo por variables demográficas. Consideramos que el método abreviado de VO2máx. debe usarse para evaluar el estado de salud.Fil: Vásquez-Gómez, Jaime. Centro de Investigación de Estudios Avanzados del Maule (CIEAM), Universidad Católica del Maule.Fil: Castillo-Retamal, Marcelo. Facultad de Ciencias de la Educación, Departamento de Ciencias de la Actividad Física, Universidad Católica del Maule.Fil: Leao Ribeiro, Ivana. Facultad de Ciencias de la Salud, Departamento de Kinesiología, Universidad Católica del Maule
Consumo de oxígeno y COVID-19 en el Maule-Chile : Estudio piloto
No full textEl objetivo fue evaluar la asociación entre el consumo máximo de oxígeno (VO2máx.) y el control del COVID-19 en el Maule-Chile. Participaron 197 personas de 23 años que respondieron un cuestionario de auto-reporte, el mejor modelo de regresión demostró que la vacuna y el examen PCR aumentaron significativamente el VO2máx. predicho al ajustarlo por variables demográficas. Consideramos que el método abreviado de VO2máx. debe usarse para evaluar el estado de salud.Fil: Vásquez-Gómez, Jaime. Centro de Investigación de Estudios Avanzados del Maule (CIEAM), Universidad Católica del Maule.Fil: Castillo-Retamal, Marcelo. Facultad de Ciencias de la Educación, Departamento de Ciencias de la Actividad Física, Universidad Católica del Maule.Fil: Leao Ribeiro, Ivana. Facultad de Ciencias de la Salud, Departamento de Kinesiología, Universidad Católica del Maule
Clima escolar na aula de educação física: percepção dos alunos do ensino médio
No full textEl propósito de este estudio fue conocer la percepción de los estudiantes secundarios de un colegio en una ciudad del centro sur de Chile respecto al clima escolar en las clases de Educacion Física. La investigación fue de carácter cuantitativo-descriptivo y el instrumento utilizado fue un cuestionario adaptado del California School Climate Inventory propuesto por Khoury-Kassabri (2004), el que cuenta con tres dimensiones: normas claras, apoyo de profesores y participación. La muestra del estudio fue de 176 estudiantes chilenos de 1° a 4° medio. En términos de análisis y resultados, un porcentaje de 77,8% de los estudiantes está de acuerdo con que los docentes son justos con ellos y un 68,8% confirma que tiene una buena relación con el profesor. Se concluye que los estudiantes en este establecimiento se encuentran en su mayoría conformes con el trato, disposición y apoyo que otorgan los profesores de la asignatura.This study seeks to identify the perception that high school students have of the school climate in Physical Education classes at a school in a city in south-central Chile. This was quantitative-descriptive research and data were collected using a questionnaire adapted from the California School Climate Inventory proposed by Khoury-Kassabri (2005), which has three dimensions: clear norms, teacher support and participation. The study sample consisted of 176 Chilean students from 1st to 4th year of secondary education. The analysis revealed that 77.8% of the students agreed that teachers were fair with them, and 68.8% confirmed that they had a good relationship with the teachers. In conclusion, most students at this institution are satisfied with the treatment, attitude and support provided by their Physical Education teachers.O objetivo deste estudo foi conhecer a percepção dos alunos do ensino médio de uma escola de uma cidade do centro-sul do Chile sobre o clima escolar nas aulas de Educação Física. A pesquisa foi quantitativa-descritiva e o instrumento utilizado foi um questionário adaptado do Inventário de Clima Escolar da Califórnia proposto por Khoury-Kassabri (2005), que tem três dimensões:regras claras, apoio do professor e participação. A amostra do estudo foi composta por 176 alunos chilenos da 1ª à 4ª série. Em termos de análise e resultados, uma porcentagem de 77,8% dos alunos concorda que os professores são justos com eles e 68,8% confirmam que têm um bom relacionamento com o professor. A conclusão é que os alunos desse estabelecimento estão, na sua maioria, satisfeitos pelo tratamento, disposição e apoio dado pelos professores da disciplina.Fil: Landeros-Díaz, Emilia. Universidad Católica del Maule, Chile.Fil: Castillo-Retamal, Marcelo. Universidad Católica del Maule, Chile.Fil: Castillo Retamal, Franklin. Universidad Católica del Maule, Chile
Teachers' Workplace: Physical Activity and Sedentary Behaviour
No full textThe high rate of global mortality due to non-communicable diseases has encouraged researchers to identify the major factors that are associated with increased prevalence of cardiovascular disease, diabetes and other preventable disorders. Lower levels of occupational physical activity, as well as other factors associated with modern life have increased habitual sedentary behaviour, despite the efforts made by governmental and non-governmental organisations to reverse this trend.
The working population spend nearly a half of their waking hours in the workplace making occupational settings an ideal environment to study physical activity and sedentary behaviours. While many occupations have been researched, primary school teachers’ workplace physical activity has not been examined. Teachers are a large occupational group with the capacity to influence children, parents and the wider community’s, medium- and long-term physical activity behaviours. The principle questions of this thesis included; Are teachers sufficiently active in their daily life? Do the teaching profession and the work environment allow teachers to be physically active? Does the work environment affect teacher’s health? Do workplace conditions affect their work productivity? Does teachers’ sedentary behaviour or physical activity influence their student’s physical activity? Therefore, the aims of this thesis were: 1) to identify aspects that facilitate or impede New Zealand primary school teachers’ involvement in physical activity; 2) to quantify physical activity and sedentary behaviour in teachers, and determine their cardiovascular health status; and 3) to determine the relationship between physical activity and sedentary behaviour of teachers and their students.
A mixed methods approach (qualitative and quantitative) was employed throughout this thesis, utilising a convenient sample of 103 primary school teachers and 131 of their students from 21 schools located in a variety of socioeconomic neighbourhoods in Auckland, New Zealand. Data were collected over two weeks at each school during February-November in 2011.
A qualitative approach was used to determine teachers’ perception about their workload and the barriers that exist to being physically active at school. Voice recordings of semi-structured interviews (n= 8) conducted with teachers and principals from the participating schools were transcribed and coded using a thematic analysis approach. Physical activity and sedentary behaviour of teachers and children were measured using accelerometers (activPALTM & ActiCalTM) during 24 hours of monitoring on five consecutive days. Teachers self-reported their occupational, sport and leisure time physical activity using the Habitual Physical Activity Questionnaire and teachers’ productivity was self-assessed using the Health and Work Performance Questionnaire. Teachers’ cardiovascular health-status was determined from blood pressure, heart rate, anthropometric measures, demographic data and blood cholesterol, triglyceride and plasma glucose samples. The relationship between active and sedentary behaviour of the teachers and their student’s time-matched (63-pairs of data) accelerometer-measured physical activity were also analysed.
The results of this thesis indicated that primary school teachers were more active at work than during out-of-work hours (65% of the energy expenditure was accumulated at work) and 57% of their time at work was spent sitting. In our sample, teachers were sufficiently physically active during school time to accumulate 30 min of moderate-vigorous activity daily. Teachers’ cardiovascular health indicators appeared normal and predicted a low risk of developing cardiovascular disease in the next 10 years (<3%). Teachers with the lowest cardiovascular risk were those that were both more physically active and also interrupted their sedentary behaviour more than four times an hour throughout the day. Although no significant relationship between active and sedentary behaviours of teachers and their students was found, there was a trend for students of more active teachers to be more physically active and spend less time in sedentary behaviour than students of more sedentary teachers.
Using thematic analysis of written transcripts of the principals and teachers interviews it was determined that the two major barriers to teachers not engaging in physical activity at work were lack of time and high workload. Other factors such as weather, classroom space, and the number of children in each classroom, were also identified as barriers to engaging in workplace physical activity.
In conclusion, the work environment in New Zealand primary schools provided an opportunity for teachers to accumulate sufficient physically activity during school time to achieve the minimum daily moderate-vigorous activity recommendation. It is recommended however, that sedentary behaviour be interrupted more than four times an hour throughout the day to reduce the risk of cardiovascular disease among teachers. Further evidence is required to substantiate the recommendation of interrupting sedentary behaviour in the workplace
Atletismo en la escuela: Peculiaridades de las clases de atletismo para escolares (1a parte)
No full textThis article, which will be published in two parts, intends to make the reader know certain basic procedures about the performing of systematic physical activity, through athletics practice. Firstly, we will review the organic and mental elements of children in this situation. Secondly, some relevant characteristics of the functional child development in different grades of instruction, and the way by which they evolve in the athletics practice, according to each level are presented. Finally, some considerations about the medical-pedagogic control on the health condition and physical development of children during school athletics practices, are included.El presente artículo, que será dividido en 2 partes, intenta entregar al lector ciertos cuidados básicos frente a la realización de actividad física sistemática a través de la práctica del atletismo. Primero, revisaremos los elementos de tipo orgánico y mental de los niños frente a esta situación. Se presentan, posteriormente, algunas de las características más relevantes del desarrollo funcional de los niños y niñas en los diferentes niveles de instrucción y cómo evolucionan éstos o éstas en la práctica del Atletismo, en relación a cada uno de los niveles. Se incluyen finalmente algunas consideraciones relacionadas con el control médico-pedagógico sobre el estado de salud y el desarrollo físico durante las prácticas del Atletismo Escolar
Atletismo, conceptos generales de planificación
No full textlt is necessary te know, rnanage and apply the basic concepts of the so cal led sport planification, from the very primany steps in the physical activity to the top of the sport In this way several aspects, be rnentoned, kivnich are related to this procesa, but (hay do not assure seccess, they, help to succeed, these are bicmechanies, theory of training regular sport training as general elements, or as clase aspets with the activity itsell like “Warming up›, and the use of «artificial track» all these refunded in a proposal of training at the School.Es menester conocer, manejar y aplicar conceptos básicos de la denominada planificación deportiva, desde los primeros pasos en la actividad física hasta el deporte de elite. En este sentido se hará mención de varios aspectos relacionados con este proceso, que no asegura el éxito pero que ayuda a su consecución, tales como la biomecánica, la teoría del entrenamiento, la periodización del entrenamiento deportivo, corno elementos generales, así corno conceptos más cercanos a la actividad misma como son el calenta-miento y el uso de pistas sintéticas, todo esto refundido en una propuesta de entrenamiento en la Escuela
Atletismo en la escuela: Peculiaridades de las clases de atletismo para escolares (2a parte)
No full textThe first part of this article examined the organic and mental elements of school children, some evolutional characteristics, as well as their anatomic, physiological and psychological qualities. and an approximation of the medical-pedagogic control of their fitness, health and physical development during athletics practice at school. The following lines correspond to the second part of this article, that intend to give concret e tools for attending the needs of athletics classes at school level, making reference to the content and organization of the teaching practices, providing orientation about each one of the areas of development (running, jumping and throwing) according to the characteristics stated in the first part.En la primera parte de este artículo se revisaron los elementos orgánicos y mentales de los niños y niñas en edad escolar, algunas características evolutivas, propiedades anatómicas, fisiológicas y psicológicas de los mismos. Se hizo, además, un acercamiento al control médico-pedagógico sobre el estado de salud y el desarrollo físico durante las prácticas del atletismo escolar. Las siguientes líneas corresponden a la segunda parte de aquel trabajo. Intentamos ahora entregar herramientas concretas de cara a atender las necesidades de las clases de Atletismo en el nivel escolar, en lo referente al contenido y a la organización de las prácticas docentes, orientando acerca de cada una de las áreas de desenvolvimiento (carreras, saltos y lanzamientos), de acuerdo con las características enunciadas en la primera parte
Teachers' workplace: physical activity and sedentary behaviour
No full textThe high rate of global mortality due to non-communicable diseases has encouraged researchers to identify the major factors that are associated with increased prevalence of cardiovascular disease, diabetes and other preventable disorders. Lower levels of occupational physical activity, as well as other factors associated with modern life have increased habitual sedentary behaviour, despite the efforts made by governmental and non-governmental organisations to reverse this trend.
The working population spend nearly a half of their waking hours in the workplace making occupational settings an ideal environment to study physical activity and sedentary behaviours. While many occupations have been researched, primary school teachers’ workplace physical activity has not been examined. Teachers are a large occupational group with the capacity to influence children, parents and the wider community’s, medium- and long-term physical activity behaviours. The principle questions of this thesis included; Are teachers sufficiently active in their daily life? Do the teaching profession and the work environment allow teachers to be physically active? Does the work environment affect teacher’s health? Do workplace conditions affect their work productivity? Does teachers’ sedentary behaviour or physical activity influence their student’s physical activity? Therefore, the aims of this thesis were: 1) to identify aspects that facilitate or impede New Zealand primary school teachers’ involvement in physical activity; 2) to quantify physical activity and sedentary behaviour in teachers, and determine their cardiovascular health status; and 3) to determine the relationship between physical activity and sedentary behaviour of teachers and their students.
A mixed methods approach (qualitative and quantitative) was employed throughout this thesis, utilising a convenient sample of 103 primary school teachers and 131 of their students from 21 schools located in a variety of socioeconomic neighbourhoods in Auckland, New Zealand. Data were collected over two weeks at each school during February-November in 2011.
A qualitative approach was used to determine teachers’ perception about their workload and the barriers that exist to being physically active at school. Voice recordings of semi-structured interviews (n= 8) conducted with teachers and principals from the participating schools were transcribed and coded using a thematic analysis approach. Physical activity and sedentary behaviour of teachers and children were measured using accelerometers (activPALTM & ActiCalTM) during 24 hours of monitoring on five consecutive days. Teachers self-reported their occupational, sport and leisure time physical activity using the Habitual Physical Activity Questionnaire and teachers’ productivity was self-assessed using the Health and Work Performance Questionnaire. Teachers’ cardiovascular health-status was determined from blood pressure, heart rate, anthropometric measures, demographic data and blood cholesterol, triglyceride and plasma glucose samples. The relationship between active and sedentary behaviour of the teachers and their student’s time-matched (63-pairs of data) accelerometer-measured physical activity were also analysed.
The results of this thesis indicated that primary school teachers were more active at work than during out-of-work hours (65% of the energy expenditure was accumulated at work) and 57% of their time at work was spent sitting. In our sample, teachers were sufficiently physically active during school time to accumulate 30 min of moderate-vigorous activity daily. Teachers’ cardiovascular health indicators appeared normal and predicted a low risk of developing cardiovascular disease in the next 10 years (<3%). Teachers with the lowest cardiovascular risk were those that were both more physically active and also interrupted their sedentary behaviour more than four times an hour throughout the day. Although no significant relationship between active and sedentary behaviours of teachers and their students was found, there was a trend for students of more active teachers to be more physically active and spend less time in sedentary behaviour than students of more sedentary teachers.
Using thematic analysis of written transcripts of the principals and teachers interviews it was determined that the two major barriers to teachers not engaging in physical activity at work were lack of time and high workload. Other factors such as weather, classroom space, and the number of children in each classroom, were also identified as barriers to engaging in workplace physical activity.
In conclusion, the work environment in New Zealand primary schools provided an opportunity for teachers to accumulate sufficient physically activity during school time to achieve the minimum daily moderate-vigorous activity recommendation. It is recommended however, that sedentary behaviour be interrupted more than four times an hour throughout the day to reduce the risk of cardiovascular disease among teachers. Further evidence is required to substantiate the recommendation of interrupting sedentary behaviour in the workplace
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