Navegando por Palavras-chave "Saúde Do Adolescente"

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    Atividade Física, Problemas De Comportamento E Desempenho Escolar Em Adolescentes De Diferentes Escolaridades
    (Universidade Federal de São Paulo (UNIFESP), 2017-09-05) Pizano, Roberval Emerson [UNIFESP]; Vitalle, Maria Sylvia De Souza [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    The study about physical activity (PA) in adolescents has attracted interest from researchers, who consider it as an important indicator of quality of life, predicting how the adult population profile will be in the near future. In addition to the benefits it brings to physical health, studies have shown that physical activity promotes improvements in the emotional, social and cognitive domains of students. However, recent research has not presented with such consistency the association between physical activity, school achievement and behavior problems, or even the confirmation of significant results. The objective of this study was to verify the association between the physical activity level (PAL), behavioral problems and academic achievement of adolescents in the municipalities of São Paulo (SP), Botucatu (SP) and Cáceres (MT). In addition, we sought to verify the prediction of socio-demographic variables, physical education and sports participation and physical activity level on behavior problems and academic achievement in adolescents. The research was developed with 1088 adolescents aged 14 to 18 years of high school in state schools. Descriptive statistics and logistic regression analysis (Odds Ratio- OR) were performed to verify possible associations between predictor variables and academic achievement and total problems (TPR), internalizing (IPR) and externalizing (EPR) problems. For the descriptive results, 52% of adolescents presented a high PAL, 33% presented B2 socioeconomic stratum, 48% used the walk to school, 32% had the education level of the head of the family as full secondary level / incomplete higher education, 34% presented satisfactory perception of cardiorespiratory fitness, 59% did not practice sports outside school hours, 76% participated in physical education classes, 30% presented behavioral problems, and 70% had greater academic achievement than grades 4. Female gender was a good predictor of school performance. For behavioral problems, female presented greater chance to IPR (OR=1,4), participation in physical education (OR=0,6) and satisfactory (OR=0,6), good (OR=0,4) and very good (OR=0,3) perceptions of cardiorespiratory fitness were predictor factors for IPR. Physical activity level was not a predictor of behavioral problems and academic performance in our sample as a whole.
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    Uso da ferramenta de multimidia Serious Games como apoio à educação alimentar em escolares do 4º e 5º ano do Ensino Fundamental
    (Universidade Federal de São Paulo (UNIFESP), 2019-02-22) Carvalho, Renato Conte Pinto De [UNIFESP]; Gouvea, Lelia Cardamone [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    The World Health Organization (WHO) considers childhood obesity as one of the most serious public health problems of the 21st century. Playful computer games, but with an educational purpose are called serious games and have been an important technological tool in the education process. This study investigated whether the use of play and educational virtual games in support of healthy eating education by elementary school students reinforced the acquired concepts and helped in the modification of inappropriate eating habits. Objectives: To analyze the use of virtual playful educational games in the orientation about healthy eating in schoolchildren. Specific objectives: - To raise the students' prior knowledge about Healthy Eating before the educational interventions; - To know the cognitive growth of schoolchildren submitted to an expositive class on Healthy Eating; - To evaluate the cognitive growth of schoolchildren in front of the application of two strategies: expository class followed by playful educational games Method: Cross-sectional, descriptive and quantitative study. After approval by the Ethics and Research Committee of UNIFESP, the 4th and 5th grade students, classes A and B, of the Paulistinha School of Education of UNIFESP, who had their parents' permission and wanted to participate, were included in the study and answered a questionnaire with closed questions about healthy eating before the educational action (Pre-test), then participated in the educational lecture of the type dialogical lecture, and answered again the same questionnaire (Post-test). The students of the 5th grade a few days after the lecture were invited to participate in educational games in healthy food, previously selected, according to criteria: gratuitousness, Portuguese language, easy gameplay, education in healthy nutrition. In the statistical analysis of the results were used the tests: Mc Nemar, Quiquadrado, Wilcoxon, Mann-Whitney. Results: 79 students, between 9 and 10 years of age, from the 4th and 5th year of elementary education at Paulistinha School of Education participated in the study. The students of the 4th year had a significantly higher percentage of correct answers in the questionnaire applied after the educational class. For the 4th year A, the percentage of improvement in knowledge (16.2%) was significantly higher than that of worsening (8.5%); for the 4th year B, the percentage of improvement in knowledge (25.3%) was also significantly higher than that of worsening (6.1%). In relation to the 5th grade students, who participated in the game, it was verified that the percentage of correct answers in the pre-test of the 5th year A of 66.6% increased to 79.88%, post-game, a significant increase. And the 5th year B, which in the pre-test had a percentage of 62.4% of correct answers, rose to 67.9% after class, a significant increase and after the game the percentage of correct answers rose to 84.84% significant growth. We found a cognitive improvement, with a higher percentage of correct answers to questions in the post-game, than the answers obtained only with the dialogical lecture. These results indicate the effectiveness of the serious multimedia multimedia tool as an instrument to support food education in these students. Conclusion: Virtual play and educational games have proved to be a useful tool to support nutritional education. There was improvement in the cognitive knowledge of the students after the lecture as educational action in all groups studied and the improvement was statistically significant. The use of virtual games among fifth year students demonstrated the effectiveness of this serious games multimedia tool applied to healthy nutrition, because it presents cognitive improvement, with a higher percentage of correct answers to questions in the post-game questionnaire, than the answers obtained only with the dialogue lecture. The serious games multimedia tool applied to healthy nutrition demonstrated its effectiveness in this study.