Show simple item record

dc.contributor.advisorSandoval Cuellar, Carolina 
dc.contributor.advisorPáez, Diana Carolina 
dc.creatorQuiñones Larrota, Monica 
dc.creatorAdriano Akira, Ferreira 
dc.date.accessioned2016-12-01T14:47:04Z
dc.date.available2016-12-01T14:47:04Z
dc.date.created2017-11-24
dc.date.issued2017 
dc.identifier.urihttp://repository.urosario.edu.co/handle/10336/12651
dc.descriptionResumen: Objetivo: determinar la asociación entre el tipo de profesor (especialista y no especialista en educación física), con el nivel de actividad física, el contenido-contexto de la clase y el comportamiento del profesor. Método: Estudio descriptivo de corte transversal en un colegio distrital de Bogotá. Fueron evaluadas 57 clases de educación física, y dos docentes (uno con formación académica en Educación física), por medio del Sistema para la observación del tiempo de instrucción de la condición física (SOFIT). Las variables observadas fueron analizadas con estadística descriptiva en cantidades relativas a los minutos y proporción de la clase. Para establecer la asociación entre el género de los estudiantes y el tipo de profesor se usaron test t para muestras independientes y U de Mann-Witney. Resultados: La duración promedio de la clase fue 82,7 minutos, 69% del tiempo programado; los estudiantes pasaron la mayor parte del tiempo de pie 29% (25 minutos), el contenido predominante de la clase fue el de tipo general 21% (25 minutos) y los maestros ocuparon en promedio el 36% (29 minutos) de la clase observando. Los estudiantes pasaron 53% (44 minutos) en actividades físicas moderadas a vigorosas (AFMV). Los niños fueron más activos que las niñas (53.94% vs 50,83%). Se observó una asociación positiva entre el género y casi todos los niveles de actividad física de los estudiantes (p<0,05). Se identificó que existe una diferencia estadísticamente significativa (p<0,05), para las categorías sentado y estar de pie de la variable Niveles de Actividad física tanto en los resultados expresados en minutos, como en la proporción del tiempo de la clase y para la categoría caminando expresada en tiempo de la clase. Para la variable contenido-contexto se determinó una asociación para la categoría conocimiento, tanto en la proporción como en el número de minutos, y para la categoría contenido general en los resultados expresados en proporción de la clase. Finalmente, para la variable comportamiento del profesor expresada tanto en minutos como en proporción de la clase tuvo significancia estadística en todas sus categorías a excepción de la categoría promover Conclusiones: hay una diferencia importante en la forma como los dos tipos de maestros desarrollan la clase y los niveles de actividad física en que involucran a los estudiantes. La educación física en la escuela debe ser impartida por profesionales formados en el área, que tengan las destrezas y habilidades necesarias para desarrollar una educación física de calidad.
dc.description.abstractAbstract: Objective: To determine the association between the type of teacher (specialist and non-specialist in physical education), with the level of physical activity, the content-class context and teacher behavior. Method: A descriptive cross-sectional study in a school district of Bogota. 57 physical education classes were evaluated through the System for Observing Fitness Instruction Time (SOFIT). The observed variables were analyzed with descriptive statistics tests in amounts regarding minutes and proportions of the class; independent samples t-test and Mann-Witney were used to establish the target association. Results: The average duration of the class was 82.7 minutes, 69% of the scheduled time; students spent most of the time standing 29% (25 minutes), the predominant class content was the general type 21% (25 minutes) and teachers took on average 36% (29 minutes) of the class watching. The students spent 53% (44 minutes) in moderate to vigorous physical activity (MVPA). Boys were more active than girls (53.94 % vs. 50.83 %). A positive association between gender and physical activity levels of students was found (p <0.05). It was identified that there is a statistically significant difference (p <0.05), for sitting and standing categories of variable levels of physical activity in both the results expressed in minutes, and the proportion of class time and walking category, expressed in class time. For the variable content-context an association for the knowledge category in both the proportion and the number of minutes was determined, and for category content generally results expressed as a proportion of the class. Fynally, the variable behavior of the teacher expressed both in minutes and as a proportion of the class had statistical significance in all categories except for the category promotion Conclusions: There is an important difference in the how specialist and non-specialist teachers perform physical education classes and the impact on the physical activity levels of students. Physical education in school should be taught by trained professionals in the area, who have the skills and abilities necessary to offer high quality physical education.
dc.format.mimetypeapplication/pdf
dc.language.isospa
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/2.5/co/
dc.sourceinstname:Universidad del Rosario
dc.sourcereponame:Repositorio Institucional EdocUR
dc.subjectEducación Física
dc.subjectProfesor
dc.subjectEficacia
dc.subjectsalud
dc.subjectActividad Física
dc.subject.ddcFisiología humana 
dc.subject.lembCiencias del deporte::Educación
dc.subject.lembAdministración escolar::deporte
dc.subject.lembAnálisis del proceso de la interacción en la educación::Ejercicio
dc.titleNiveles de actividad física, contenidos-contextos de la clase e intervención docente durante la clase de educación física y su asociación con el tipo de profesor
dc.typemasterThesis
dc.publisherUniversidad del Rosario
dc.creator.degreeMagíster en actividad física y salud
dc.publisher.programMaestría en Actividad Física y Salud
dc.publisher.departmentFacultad de medicina
dc.subject.keywordPhysical Education
dc.subject.keywordTeacher
dc.subject.keywordEffectiveness
dc.subject.keywordHealth
dc.subject.keywordPhysical activity
dc.rights.accesRightsinfo:eu-repo/semantics/openAccess
dc.type.spaTesis de maestría
dc.rights.accesoAbierto (Texto completo)
dc.type.hasVersioninfo:eu-repo/semantics/acceptedVersion
dc.source.bibliographicCitationMcKenzie TL, David K. Physical Activity, Public Health, and Elementary Schools. Elementary School Journal. 2008 enero; 108(3): p. 171-180.
dc.source.bibliographicCitationBetti M. Valores e finalidades na educação física escolar: uma concepção sistêmica. Revista Brasileira de Ciências do Esporte. 1994; 16(1): p. 14-21.
dc.source.bibliographicCitationMckenzei TL, Lounsbery MA. The pill not taken: Revisiting physical education teacher effectiveness in a public health context. Research quarterly for exercise and sport. 2014; 85(3): p. 287-292.
dc.source.bibliographicCitationMcKenzie TL, Lounsbery MA. Physical education teacher effectiveness in a public health context. Research quarterly for exercise and sport. 2013; 84(4): p. 419-430.
dc.source.bibliographicCitationWorld Health Organization (WHO). Global strategy on diet, physical activity and health. In Geneva: World Healt Organization. The Fifty-seventh World Health Assembly; 2004; Geneva.
dc.source.bibliographicCitationSiedentop D. In search of effective teaching: What we have learned from teachers and students. In National Convention of the American Alliance for Health, Physical Education, Recreation and D; 1998; Reno,NV. p. 5-9.
dc.source.bibliographicCitationNational Association for Sport and Physical Education. 2010: Shape of the nation report: status of physical education in the USA. In Reston, VA: National Association for Sport and Physical Education ; 2010.
dc.source.bibliographicCitationMckenzie TL, Sallis JF. System for observin fitness instruction time. Journal of Teaching in Physical Education. 1991; 11: p. 195-205.
dc.source.bibliographicCitationLafleur M, Strongin, S, Cole BL, Bullock, sL, Brantia R, Craipo L, et al. Lafleur, M., StrongPhysical education and student activity: evaluating implementation of a new policy in Los Angeles public schools. Annals of Behavioral Medicine. 2013; 45(1): p. 122-130.
dc.source.bibliographicCitationCurtner‐Smith MD, Kerr IG, Clapp AJ. The impact of National Curriculum Physical Education on the teaching of health‐related fitness: A case study in one English town. The impact of NationEuropean Journal of Physical Education. 1996; 1: p. 66-83.
dc.source.bibliographicCitationKohl III, H. W., & Cook, H. D. (Eds.). Educating the student body: Taking physical activity and physical education to school.: National Academies Press.; 2013.
dc.source.bibliographicCitationRowe P, Schuldheisz JM, Van Der Mars H. Measuring physical activity in physical education: validation of the SOFIT direct observation instrument for use with first to eighth grade students. Pediatric Exercise Science. 1997; 9(2): p. 136-149.
dc.source.bibliographicCitationConstantinides P, Ralph M, Stephen S. Teaching processes in elementary physical education classes taught by specialists and nonspecialists. Teaching and Teacher Education. 2013; 36: p. 68-76.
dc.source.bibliographicCitationGonzalez SA, Johnattan G, Andrea Martinez , Olga Lucia S. Results from Colombia's 2016 Report Card on Physical Activity for Children and Youth. Journal of Physical Activity and Healt. 2016 Septiembre.
dc.source.bibliographicCitationGonzalez SA, Sarmiento OL, Cohen DD, Camargo DM, Correa JE, Paez DC, et al. Results from Colombia’s 2014 report card on physical activity for children and youth. Jou rnal of Physical Activity and Health. 2014; 11(suppl 1)(S33-S44).
dc.source.bibliographicCitationActive Living Research. Active Living Research, Promoting Activity-friendlycommunities. [Online]. [cited 2015 febrero 10. Available from: HYPERLINK "http://activelivingresearch.org/"
dc.source.bibliographicCitationFairclough S, Stratton G. Student activity levels, lesson contexts and teacher behaviours during key stage 3 physical education. In the British Educational Research Association Annual Conference; 2005 septiembre; Manchester.
dc.source.bibliographicCitationWorld Healt organization. Recomendaciones mundiales sobre actividad fisica para la salud. Geneva: WHO Library Cataloguing-in Publication Data; 2010.
dc.source.bibliographicCitationMckenzie TL, Marshall SJ, Sallis JF, Conway TL. Student activity levels, lesson context, and teacher behavior during middle school physical education. Research quarterly for exercise and sport. 2000; 71(3): p. 249-259.
dc.source.bibliographicCitationHino AAF, Reis RS, Añez, C RR. Observação dos níveis de atividade física, contexto das aulas e comportamento do professor em aulas de educação física do ensino médio da rede pública. Revista Brasileira de Atividade Física & Saúde. 2012; 12(3): p. 21-30.
dc.source.bibliographicCitationSanta María CJ, Laíño, FA, Pintamalli J. Energy expenditure and qualitative aspects of physical education lessons in Buenos Aires City, Argentina. Facta Universitatis: Series Physical Education and Sport. 2010; 8(1): p. 9.
dc.source.bibliographicCitationBeltrán Salazar EJ. Niveles de actividad física de niños y adolescentes durante las clases de educación física en tres colegios oficiales de Bogotá. (articulo en publicacion) (Repositorio Universidad del Rosario). 2016.
dc.source.bibliographicCitationSanta Maria CJ, Laíño FA. Aproximação ao estudo dos perfis de gasto energético em relação aos conteúdos e contextos, e à participaçãodocente, durante as aulas de educação física em escolas médias da cidade de Buenos Aires. Revista brasilera de ciências y movimiento. 2006; 14(4): p. 95-102.
dc.source.bibliographicCitationSallis JF, Conway TL, Prochaska JJ, McKenzie TL, Marshall SJ, Brown M. The association of school environments with youth physical activity. American journal of public health. 2001; 91(4): p. 618.
dc.source.bibliographicCitationBritain G. At Least Five a Week: Evidence on the Impact of Physical Activity and Its Relationship to Health: a Report from the Chief Medical Officer. Department of Health; 2004.
dc.source.bibliographicCitationDishman RK, Hales DP, Pfeiffer KA, Felton GA, Saunders R, Ward DS, et al. Physical self-concept and self-esteem mediate cross-sectional relations of physical activity and sport participation with depression symptom. Healt Psychology. 2006; 25(3): p. 396.
dc.source.bibliographicCitationFletcher GF, Balady G, Blair SN, Blumenthal J, Caspersen C, Chaitman B, et al. Statement on exercise: Benefits and recommendations for physical activity programs for all Americans a statement for health professionals by the committee on exercise and cardiac rehabilitation of the council on clinical cardiology. American Heart Association. 1996; 94(4): p. 857-862.
dc.source.bibliographicCitationStrong WB, Malina RM, Blimkie CJ, Daniels SR, Dishman RK, Gutin B, et al. Evidence based physical activity for school-age youth. The Journal of pediatrics. 2005; 146(6): p. 732-737.
dc.source.bibliographicCitationPate RR, Pratt M, Blair SN, Haskell WL, Macera CA, Bouchard C, et al. Physical activity and public health: a recommendation from the Centers for Disease Control and Prevention and the American College of Sports Medicine. JAMA. 1995; 273(5): p. 402-407.
dc.source.bibliographicCitationPate R R, Hohn RC. Introduction: A contemporary mission for physical education. Health and fitness through physical education. 1994;: p. 2.
dc.source.bibliographicCitationPate RR, O´Neill JR, Mclver KL. Physical activity and health: does physical education matter? Quest. 2011; 63(1): p. 19-35.
dc.source.bibliographicCitationUnited States Department of Health and Human Services. Healtly People. ; 2010.
dc.source.bibliographicCitationMcKenzie TL, Sallis, JF, Prochaska JJ, Conway TL, Marshall SJ, Rosengard P. Evaluation of a two-year middle-school physical education intervention: M-SPAN. People. 2010; 25.
dc.source.bibliographicCitationSallis JF, McKenzie, T. L. Physical education´s role y public healt. Research quarterly for exercise and sport. 1991; 62(2): p. 124-137.
dc.source.bibliographicCitationNew Zealand Ministry of Education. Making a bigger diference for all students: the schooling strategy 2005-2010. In Wellintong: Ministry of Education; 2005.
dc.source.bibliographicCitationAustralian Government. Department of Healt. The Department of Healt. [Online]. [cited 2016 Marzo 16. Available from: Retired of: http://www.health.gov.au/internet/main/publishing.nsf/content/phd-physical-activity-0-5-pdf-cnt.htm
dc.source.bibliographicCitationChow BC, McKenzie TL, Louie L. Children's physical activity and environmental influences during elementary school physical education. Journal of Teaching in Physical Education. 2008; 27(1): p. 38.
dc.source.bibliographicCitationSilverman S. Research on teaching in physical education. Research Quarterly for Exercise and Sport. 1991; 62(4): p. 352-364.
dc.source.bibliographicCitationNader PR. Frequency and intensity of activity of third-grade children in physical education. Archives of pediatrics & adolescent medicine. 2003; 157(2): p. 185-190.
dc.source.bibliographicCitationPérez Bonilla AM. Impacto de la clase de educación física sobre la actividad moderada y vigorosa en niños de primaria. Revista Mexicana de Investigación en Cultura Física y Deporte. 2009; 1(1): p. 150-172.
dc.source.bibliographicCitationMackenzie T, Feldman H, Woods SE, Romero KA, Dahlstrom V, Stone EJ. Children's activity levels and lesson context during third-grade physical education. Research Quarterly for Exercise and Sport. 1995; 66(3): p. 184-193.
dc.source.bibliographicCitationFaucette N, Hillidge SB. Research findings—PE specialists and classroom teachers. Journal of Physical Education, Recreation & Dance. 1989; 60(7): p. 51-54.
dc.source.bibliographicCitationFaucette N, Patterson P. Comparing Teaching Behaviors and Student Activity Levels in Classes Taught by PE Specialists Versus Nonspecialists. Journal of Teaching in Physical Education. 1990; 9(2).
dc.source.bibliographicCitationPatterson P, Faucette N. Children's attitudes toward physical activity in classes taught by specialist versus nonspecialist PE teachers. Journal of teaching in physical education. 1990; 9(4).
dc.source.bibliographicCitationPlacek JH, Randall L. Comparison of academic learning time in physical education: Students of specialists and nonspecialists. Journal of teaching in physical education. 1986; 5(3).
dc.source.bibliographicCitationCenters for Disease Control and Prevention. Guidelines for school and community programs to promote lifelong physical activity among young people. The Journal of School Health. 1997; 67(6): p. 202.
dc.rights.ccAtribución-NoComercial-SinDerivadas 2.5 Colombia
dc.rights.licenciaEL AUTOR, manifiesta que la obra objeto de la presente autorización es original y la realizó sin violar o usurpar derechos de autor de terceros, por lo tanto la obra es de exclusiva autoría y tiene la titularidad sobre la misma. PARGRAFO: En caso de presentarse cualquier reclamación o acción por parte de un tercero en cuanto a los derechos de autor sobre la obra en cuestión, EL AUTOR, asumirá toda la responsabilidad, y saldrá en defensa de los derechos aquí autorizados; para todos los efectos la universidad actúa como un tercero de buena fe. EL AUTOR, autoriza a LA UNIVERSIDAD DEL ROSARIO, para que en los términos establecidos en la Ley 23 de 1982, Ley 44 de 1993, Decisión andina 351 de 1993, Decreto 460 de 1995 y demás normas generales sobre la materia, utilice y use la obra objeto de la presente autorización. -------------------------------------- POLITICA DE TRATAMIENTO DE DATOS PERSONALES. Declaro que autorizo previa y de forma informada el tratamiento de mis datos personales por parte de LA UNIVERSIDAD DEL ROSARIO para fines académicos y en aplicación de convenios con terceros o servicios conexos con actividades propias de la academia, con estricto cumplimiento de los principios de ley. Para el correcto ejercicio de mi derecho de habeas data cuento con la cuenta de correo habeasdata@urosario.edu.co, donde previa identificación podré solicitar la consulta, corrección y supresión de mis datos.


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record

http://creativecommons.org/licenses/by-nc-nd/2.5/co/
Except where otherwise noted, this item's license is described as http://creativecommons.org/licenses/by-nc-nd/2.5/co/

 

Reconocimientos: