Navegando por Palavras-chave "School Physical Education"
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- ItemSomente MetadadadosEfetividade de intervenção multicomponente sobre parâmetros antropométricos e de composição corporal em estudantes de baixa renda com excesso de peso(Universidade Federal de São Paulo (UNIFESP), 2019-04-25) Silva, Carlos Eduardo da [UNIFESP]; Prado, Wagner Luiz do [UNIFESP]; http://lattes.cnpq.br/2118000536242631; Universidade Federal de São Paulo (UNIFESP)INTRODUCTION: The risks of obesity in children and adolescents are not limited to complications in adulthood, since numerous comorbidities associated with excessive adiposity have their genesis as early as childhood. In addition, excess body fat is a major risk factor for the development of cardiovascular disease. In view of the high prevalence of overweight in children and adolescents, it is essential to develop strategies to prevent and treat obesity at an early age. Among the various possibilities of intervention, the offered school environment has been proposed as a way to combat the global obesity epidemic. PURPOSE: To verify the effectiveness of multicomponent intervention on anthropometric parameters and body composition in children with excess body mass. METHODS: A longitudinal quasi-experimental study was carried out with 102 schoolchildren (53 girls) aged 7 to 10 years old in the city of São Paulo, with excess body mass (body mass index [BMI] age> 1 z score). Measurements were made of circumference of the neck, waist, hip and tricipital, subscapular and calf skinfolds. During 16 months the students were submitted biweekly to reflexive and nutritional education groups and weekly physical activity sessions supervised by a physical education professional. Health-related educational activities (theoretical and practical) were carried out regularly with parents and teachers. RESULTS: Significant reduction of BMI z-score according to gender from 1.99 ± 0.70 to 1.80 ± 0.76 (p> 0.01) and in (95% CI: 2,84-3,40 (P> 0.01) .The measurements of the circumferences of the neck, waist and hip increased during the follow-up period (p <0.01). was effective in modulating the degrees of severe obesity from 25.31% to 22.56%, from 18.30% to 15.93% overweight from 15.68% to 19.05% and a normal weight from 0% to 19% , 36%. CONCLUSION: Multicomponent intervention with a duration of 16 months in a school environment was effective in the recovery of nutritional status of schoolchildren.
- ItemAcesso aberto (Open Access)A Escolarização Dos Corpos Na Escola Pública: O Desafio Da Inclusão De Uma Criança Com Deficiência Frente À Esportivização Das Aulas De Educação Física(Universidade Federal de São Paulo (UNIFESP), 2018-09-28) Silva, Marcus Vinicius Palmeira [UNIFESP]; Freitas, Marcos Cezar De [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)This Thesis Investigated The Presence Of Inclusion And Disability Themes In Public School Physical Education Classes Previously Chosen For Field Research. The Main Objective Was To Analyze The Impact Of Sportive Practices On The Production Of Inclusive Strategies. Based On Participant Research, Which Was Inspired By Ethnographic Studies Attentive To The Importance Of Details, Activities Were Monitored Closely And Within The Institution To Record Specific Scenes In Many Institutional Settings. A Child With Physical Disability Was Chosen For Intense And Continuous Follow-Up. It Was Possible To Verify That The Hegemony Of The High Performance Sport And The Sportive Practices Has Negative Repercussions For All The Students Perceived As Non-Standard, Especially The Student With A Disability.
- ItemSomente MetadadadosRelação entre o estado nutricional em crianças do segundo ciclo do Ensino Fundamental I com o desenvolvimento motor e cognitivo(Universidade Federal de São Paulo (UNIFESP), 2019-06-28) Paiva, Jessica Brasil [UNIFESP]; Lambertucci, Rafael Herling [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)It is current in contemporary society the presence of fast food and habits characteristic of sedentary lifestyle. Such properties correspond to a trace of form and style. people's lives, especially young people. This reality has worried and instigated researchers from different fields, especially those related to human health. It is assumed that such habits may compromise the proper development and functioning of cognition-related brain areas in learning issues, memory, concentration, mood, behavior, among others. The low level of the practice of Physical exercise has also been related to impairments in the development of cognitive aspects, affecting school achievement through physiological mechanisms, learning and motor development. These areas are believed to be interrelated in their development as well as in their physiological and behavioral. The aim of this study was to correlate the nutritional status of overweight and obesity with aspects of motor and cognitive development, and emotional issues in children. For this, 58 children between 9 and 11 years old participated in the research. enrolled in the second cycle of elementary school I in a public school in the city of Saint Andrew. A mapping was performed from measurement data collection measures of height and body mass to calculate body mass index (BMI) and classification of nutritional status; motor agility, balance and coordination data thick and thin motor, using Shuttle Run Test and Motor Evaluation Manual (EDM); to evaluate short-term memory, attention and concentration, activities with the Test Rey Complex Figure, Digit and Symbol Cancellation Test; for control inhibitory the Word and Color Stroop Test; and for emotional issues the Quiz Trait Anxiety (IDATE-C), the Child Depression Inventory (ICD) and the Questionnaire School According to the data it was found that obesity causes injury in the development of some aspects of motor, cognitive and emotional development in children. Among these, it was evidenced that obese children have less agility and coarse motor coordination, as well as poor performance in inhibitory and short-term memory control, and greater propensity to develop anxiety and depression.
- ItemAcesso aberto (Open Access)Voleibol na escola: análise de diferentes estratégias didático pedagógicas no ensino fundamental(Universidade Federal de São Paulo, 2022-02-20) Silva, Evandro Lopes da [UNIFESP]; Guerra, Ricardo Luís Fernandes [UNIFESP]; http://lattes.cnpq.br/3856113753837921; Universidade Federal de São Paulo (UNIFESP)Introdução: No Ambiente escolar, a prática do voleibol é ainda amplamente influenciada pelo modelo tecnicista. Objetivo: Neste contexto, o objetivo desta pesquisa foi compreender as possibilidades didático pedagógicas do ensino do Voleibol no ambiente escolar para alunos do Ensino Fundamental, no que se refere as suas estratégias e implicações no processo, que superem com as metodologias tecnicistas tradicionais de ensino. Método: Foi realizada uma revisão bibliográfica narrativa utilizando-se as bases de dados Lillacs, Scielo, Google Acadêmico. A pesquisa incluiu trabalhos publicados entre os anos de 2006 a 2021. Os descritores utilizados nas buscas foram: “Educação Física Escolar”, “Voleibol Escolar”, “Estratégias Pedagógicas”, “Estilos de Ensino” “Voleibol e Ensino Fundamental”. Além disso, foram considerados livros, teses e dissertações das principais bibliotecas universitárias que se correlacionavam com o tema. Resultados: Como resultados foram apresentados os principais estudos e reflexões acerca do tema nos seguintes contextos: Como é balizada a Educação Básica Brasileira; Metodologias tecnicistas no ambiente escolar; O professor e os desafios no ambiente escolar; Voleibol no Ambiente Escolar; Estratégias didático pedagógicas que rompam com as metodologias tradicionais, visando uma educação física renovadora a partir do voleibol no ambiente escolar. Conclusão: Apesar dos diversos desafios, que os professores encontram no ambiente escolar, deparamo-nos com a dificuldade de combinar diferentes fatores que dizem respeito à formação humana, sendo assim há vários desafios dentro e fora da sala de aula, que dificultam o trabalho docente, como falta de estruturas físicas compatíveis, como quadras, materiais esportivos, materiais didáticos, desafios externos como a relação e respeito dos demais profissionais do ambiente escolar, o que torna seus conhecimentos e métodos de trabalho obsoletos e ultrapassados, os condicionando a trabalhar somente em uma perspectiva tecnicista. Abordagens como o Estilo de Ensino de Muska Mosston, por ensinos menos diretivos em suas aulas, outras abordagens utilizando-se de jogos reduzidos, jogos pré-desportivos, jogos condicionados, todos acompanhados de uma reflexão coletiva para a criação e desenvolvimento das situações problemas, apresentam-se como uma excelente opção para o ambiente escolar.