Educação física no ensino médio: conhecimento e aptidão física relacionada à saúde

• Autor(a) principal: Cardoso, Marcel Anghinoni
• Data de Publicação: 2011
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFPel - Guaiaca
• Texto Completo: http://guaiaca.ufpel.edu.br/handle/123456789/1784
• topic: Educação física; Aptidão física; Ginástica; Ensino médio; Physical education; Knowledge; Physical fitness; Gym; CNPQ::CIENCIAS DA SAUDE::EDUCACAO FISICA

Introduction: The literature suggests that regular physical exercise is beneficial for the maintenance of health in different age groups. Among children and adolescents, the development benefits of physical fitness leads to physical, cognitive and social. In this context, the role of physical education to promote knowledge and practices aimed at maintaining health through exercise. However, studies have shown that the physical education has not fulfilled this role, because the classes do not reach recommended levels of intensity to increase physical fitness, does not offer students theoretical and practical to adopt an active lifestyle and are centered only in sports. Objective: To verify the impact of teaching procedures centered on gymnastics activities and subsidized by the theoretical and pedagogical foundations that have as main purpose the promotion of health of the physical fitness related to health, knowledge and physical activity score in middle school students. Methodology: The study of quasi-experimental design with intentional non-probabilistic sample comprised 40 students (24 boys, 16 girls) with a mean age of 14.5 years (sd = ± 0.6). Physical fitness was measured by the sit and reach test, running 9 minutes and abdominal in 1 minute. Knowledge was measured by theoretical test writing. The physical activity score was estimated by the long version of the International Physical Activity Questionnaire (IPAQ). In 32 physical education classes, with two classes of high school, were the contents of cognitive learning through verbal explanations and distribution of texts such as extracurricular activities, and gymnastics: Interval Gym, exercises without implements and running. Results: The results indicated significant changes in abdominal endurance, flexibility and knowledge to both sexes and endurance for girls. The endurance for boys as well as the physical activity score for both sexes were not statistically significant changes. There was a strong correlation between class attendance and test scores and scores of abdominal and physical activity score, a moderate correlation between frequency and flexibility and weak correlation between frequency and aerobic endurance and note the frequency and theoretical test. Conclusion: The results indicate that the Physical Education classes, worked through teaching procedures that provide students with context between practice and theory and exercises with appropriate intensity to the modification of the physical fitness to health-related, can have an impact on the physical fitness relation to health and knowledge in physical education classes on middle school